Charter School Process: DPI Implementation Grant (Year 1)

Wright Middle School has been awarded two DPI Charter School Implementation Grants. This is the complete text of the Year 1 grant submitted December 18, 1997.

I. Executive Summary

The founders of James C. Wright Middle School (originally Madison Middle School 2000) envisioned it as a technology showcase school, a pioneer in using integrated thematic curriculum to make learning relevant to students' daily lives, and an aggressive broker of community partnerships to enhance the educational program. The District has invested substantially in the school's technology infrastructure. However, with relatively few exceptions, technology is not well-integrated into Wright's educational program, curriculum and instruction are still segmented by subject area in the traditional manner, and tangible opportunities for partnerships with businesses and neighboring institutions have yet to be seized.

This grant opportunity has provided a focal point for Wright staff, administration, parents and community supporters to come together to focus on these unfulfilled promises. From this process has emerged a consensus to use this grant to address the immediate and critical needs for staff development in the areas of integrated curriculum and integrated technology. Additional elements of the proposed project will (a) support the development of technology teacher leaders with enhanced classroom-based equipment and software, (b) upgrade the school's technology infrastructure to support the increasing use of instructional technology envisioned by this grant, (c) acquire curricular materials to accelerate achievement in math and science, and (d) aggressively pursue partnership offers from nearby businesses/institutions. The District agrees to comply with all assurances required by DPI and the US Department of Education relative to receipt and administration of this grant.

II. Charter School Program Description

A. The Existing Charter School

School History. Named after one of Madison's civil rights pioneers, Wright Middle School opened its doors in August 1993 in the former Hoyt (originally Madison Middle School 2000) Elementary School building, with a class of 80 sixth graders. Its charter school status was granted by the Madison Metropolitan School District (MMSD) Board of Education in December 1994. Since then, it has grown to a full 6-8 middle school with 210 students. In August 1997, Wright moved into its permanent home, a new custom-designed building in South Madison that can accommodate up to 240 students.

The Board of Education established Wright at a time when it was searching for a solution to severe middle school overcrowding in the West attendance area and at a time when community leaders were calling on the Board to address the underachievement of many students from South Madison, many of them children of color (especially African American) from low-income families. These leaders saw the opportunity to build a new educational program to address the learning needs of these students. Key elements of this program were to be integrated curriculum and integrated technology. These leaders also saw the opportunity to locate the school in South Madison -- the only part of Madison lacking a nearby middle school as a way to more fully engage parents in their childrens' education. Also, these leaders saw partnerships with business, colleges and universities as a way to enhance the reality-base of the school's educational program.

The Board of Education established Wright as a school-of-choice that gives admission preference to students residing in the West attendance area.

Philosophy and Research Basis of the Program. Caine and Caine (1991, p. 807) observed 'The brain searches for patterns and interconnections as its way of making meaning. If humans learn by connection-making, it just makes sense to teach through connections'. Beane (1991) called middle school the "natural home' of the integrated curriculum. One view of an integrated middle school curriculum is that the abilities to read, write, listen and compute are to be developed in the context of subjects such as social studies, science, music, literature, art, etc.

According to Perkins (1992), "People learn much of what they have a reasonable opportunity and motivation to learn." He continues that what is required is (1) clear information, (2) thoughtful practice, (3) informative feedback, and (4) strong motivation. Perkins argues that what teachers teach is more critical than how they teach it (i.e. that many of the current instructional models work). What they need to ensure motivation to learn is authentic information, which is relevant in that it helps students confront current issues in their lives, and also gives them the skills that they need to adapt throughout their lives.

In Beyer's (1988) perception, integration of the curriculum needs to be done at the "thinking level. "The teaching of thinking must be an essential part of all major subject areas at all grade levels ... " To do this well, teachers must share a common language where thinking skills are concerned, and a scope and sequence must be developed. In addition, opportunity for regulated practice in a variety of contexts must be provided, systematically. Eventually, the goal is for students to internalize (habituate) skills such as those involved in critical and creative thinking, problem-solving and decision-making in all contexts.

Goodlad (1984) argues that it is time to end the belief held by many tear-hers that they are teachers of subject matter first and educators a distant second. Many skills cut across all disciplines (e.g. observing and recording, classifying via comparison and contrast, synthesizing, and evaluating). Yet some of these skills are easier for some children than for others. To be effective in Process teaching requires that a list of process skills exist, and that definitions exist so that teachers can use a common language. There also needs to be a commitment (on the part of teachers) to offer opportunities for development of the processing skills in a variety of disciplinary contexts. If this change can be accomplished at Wright, it should be possible to create a matrix of thinking skills by academic content across all grades.

In A Place Called School, Goodlad (1984) said that our children's lives (in economics, communications, and social relationships) are being transformed by the computer. It is no longer "appropriate to teach the computer as a subject. Rather, we must use it as a learning tool-a mechanism for accessing the information of the ages and for adding childrens' voices to the collective wisdom. With so many resources available over the World Wide Web, the challenge for Wright is evaluating, picking, choosing and adapting, rather than inventing.

Goodlad (1984, p. 228) observed that in many schools there is little chance for students to become engaged with knowledge so as to use the full range of their intellectual abilities'. The challenge at Wright is to make school a place where a full range of abilities is challenged in every class. Papert (1980) suggests that "... mastering ... the most modern technology ... establishes an intrinsic contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.' Thus, Wright must create an environment in which children are active agents in constructing the means by which they learn.

Overview of Wright's Educational Program. Wright Middle School offers a full array of academic programming to all of its students, including the core academic subjects and specials. Its direct service staff includes 1 0 teachers in the core subject areas, 6 teachers in the specials (Spanish, art, strings, vocal music, and physical education), TAG and technology teachers, 4 special education teachers (Learning Disabilities, Emotional Disabilities, Speech & Language), a learning strategies teacher, a guidance counselor, a social worker and psychologist, school nurse and nurse's assistant, 2 library media specialists, and 2 educational assistants. Teacher teams have been formed within and across grade levels, across disciplines and across levels of expertise. design, class sizes are kept small - an average of 20 students/class at Wright vs. a districtwide middle school median of 23-5.

Wright's charter contract identifies integrated technology, integrated curriculum, and integrated community as major themes for the school's educational program. Due in part to substantial recent staff turnover, these themes are currently limited to a small number of classes and to the school's computer and community service clubs. For example:

1. In a unit called "Newspapers', the 8"' grade social studies teacher integrates social studies, language arts, and math (e.g. students learn how newspapers function and influence public opinion, what an editorial is and how to write one, the distinctions between fact and opinion, critical reading, how journalists do their jobs, etc.);
   
   
2. The technology teacher's classes and school newspaper club integrate language arts, math, computer literacy, and art, and reinforce the social studies teacher's "Newspapers' unit (e.g. students learn how to design a newspaper logo, write news and feature stories, design and conduct surveys, do desktop publishing, use graphics to clarify information, and use information in ads and news stories to create spreadsheets, charts, etc.);
   
   
3. The Computer Club integrates language arts and computer literacy (e.g. students learn Internet basics and advanced skills that enable them to compare print and online news sources, and to publish their work on the Web); and
   
   
4. The Community Service Club integrates language arts, social studies and math (e.g. students writing stories about their service projects and publicizing them via posters and arranging for news coverage, organizing special projects such as food drives and bake sales, etc.).

At the same time, the work of these pioneering teachers has generated significant interest and excitement among their peers, a base on which the expanded professional development opportunities offered by this grant will build.

A small number of teacher leaders (e.g. the aforementioned 8th grade social studies teacher) are already integrating community partners (e.g. reporters from Madison Newspapers, Inc.) into the educational program. Preliminary commitments for a wider variety of community partner interactions have been made by Madison Newspapers, Inc., and UW-Madison's Space Place. Under leadership from Wright's Business Partners Staff Team, a developmental sequence has also been identified:

• 6th grade - field trips to business partners (exploration) and visits to Wright by business partner representatives (lecture-demonstrations);
• 7th grade - shadowing experiences, and specialty work by discipline (UW-Madison Space Place for Math and Science, Madison Newspapers Inc. for English and Social Studies); and
• 8th grade - Mentorships and career exploration.

B. The Students

Wright draws its student body from the entire West attendance area. The selection process is currently in transition from one involving review of individual student applications to a computer generated process that accounts for socioeconomic balance and sibling enrollment at Wright among other factors. Middle school students residing in the West area who do not wish to attend Wright may attend MMSD's two other West Area middle schools (Hamilton or Cherokee). Students unable to enroll at Wright due to building capacity (240 student maximum) will be placed on a waiting list.

Wright's initially-balanced student body has shifted to become one with a substantial concentration of students of color and high-need students who may not have experienced educational success in other school settings. Of Wright's 210 current students:

• 71 % are members of racial/ethnic minority groups (including 59% African American);
• 48% are from low-income families (by virtue of their eligibility for free/reduced lunch); and
• 45% live at home with both parents.

Wright recruits new students via notices in parent newsletters of the feeder elementary schools, presentations by the principal to groups of parents (with brochures and a video), teacher led group tours for students of the feeder schools, occasional newspaper advertising and leafletting of targeted neighborhoods. A subcommittee of the Core Group (Wright's shared governance council) is now developing an outreach program to 5th grade teachers in the feeder schools that helps teachers understand the types of students that fit best with Wright's program and results in teachers encouraging specific students to consider Wright (with follow-up by Wright representatives).

C. Administrative and Management Structures

In many ways, Wright's management structure is no different from that of any other MMSD school. It operates under Board of Education policies. It has a principal in charge of day-to-day school operations and accountable to an Assistant Superintendent who oversees all MMSD schools in the West attendance area. It has a Learning Coordinator who provides instructional leadership. It develops and implements a School Improvement Plan (SIP) through a participatory process that includes the principal, teachers and other school staff, parents, and community representatives.

At the same time, Wright is unique in the extent to which it uses site-based management. It has a very active shared governance structure with standing committees in the areas of Learning, Climate, Boosters, and Budget and Personnel. These committees have a base membership of four parents, three staff, and three students, but can have additional members. They are overseen by the Core Group, comprised of the Principal; Chairs of the above-mentioned committees; one non-administrative faculty member, three students (one from each grade); and three parents (one from each grade). Ad hoc committees (currently including the committee that developed this grant proposal) are also created from time to time to address specific matters.

D. Educational Goals

The vision of Wright Middle School is that it will prepare all students to function effectively in the 21st Century. As an intermediate step, its students will be prepared to succeed at West High School and at a child-appropriate level of advanced education. Students will be assisted in the acquisition of skills, knowledge, processes and attitudes necessary to live in and for the common good and to be individually fulfilled. This vision embraces the scope and content of Wisconsin's educational goals (per Sec. 118-01 of the state statutes). As an MMSD school, the educational goals for Wright students are expressed by the District's academic standards, benchmarks and grade-level criteria for all middle school students. These include standards for technology proficiency.

E. Student Assessment and Program Evaluation Procedures

Accountability Program. Wright and all other MMSD schools participate in an accountability Program that uses standard indicators of program performance. These include: (1) the annual Data Profile that includes school-level aggregate data on student achievement (e.g. performance on the WSAS and other standardized tests, grade-point average, etc.) and participation (e,g. attendance, suspensions, etc.); (2) the annual Climate Survey that polls parents, students and staff on the extent to which the school provides an environment conducive to student success, including various measures of satisfaction; and (3) data packets prepared for each School's SIP process that include breakouts of achievement, participation and climate indicators by gender, ethnicity, and free/reduced lunch.

Wright and all other MMSD schools use this information as a base for developing and dating their School Improvement Plan (SIP) and monitoring progress in meeting locally-developed improvement targets. Progress is assessed periodically by each school's SIP Team and by each principal with his/her supervising Assistant Superintendent.

Performance Assessment. Over the past two years, teachers at Wright and other West attendance area schools have pioneered the development and use of performance assessments. For example, earlier this semester in English class, students were asked to write a "friendly letter" in response to the question, 'How would it feel to be principal of J.C. Wright for a day?* Their papers were holistically scored and an error analysis resulted in (1) class-by-class spelling lists for used words, (2) common usage errors (there, their, they're, and there's), (3) format errors (e.g. no return address), and (4) a common comma fault (setting off parenthetical material).

F. Parent/Community Involvement and Support

The community has been a key player in development of Wright Middle School from the outset. A coalition of South Madison and community-wide leaders were instrumental in convincing the Board of Education to create this school and to select a South Madison site. The school's program was formulated under the leadership of a District-community task force. Via focus groups, surveys and other discussion formats, parents of prospective students were active participants in the task force's planning process. Since the school's opening in August 1993, the main vehicle for parent and community involvement has been the shared governance structure described above. The planned business partnerships will provide a structured way of bringing more community members directly into the instructional program.

G. District Financial and Other Support

Funding levels for all MMSD schools are based on a district wide funding allocation formula that accounts for student need as well as the size of a school's student body. These funds are supplemented by special allocations (e.g. MMSD RISE funds based on need) and grants obtained by/for individual schools (e.g. in Wright's case, this includes AODA grant funds). For the 1997-98 school year, Wright's operating budget is just under $1.048 million. Wright also has access to the same wide variety of district-level professional, technical and logistical support as any other MMSD school.

H. Relationship of Educational Program to State/Local Educational Goals, Standards and Assessment Strategies

MMSD's academic standards, benchmarks and grade-level criteria are aligned with Wisconsin's educational goals, and form the framework within which each school's educational program is developed. With support from a large-scale professional development initiative, a growing number of teachers at Wright and all MMSD schools are focusing on the ingredients of successful performance-based classrooms. They are engaged in aligning their curriculum with MMSD's new standards, and beginning to develop, acquire and use performance and other assessments (e.g. the Terra Nova) to increase their capacity to monitor student progress and individualize instruction.

I. Use of Flexibility Offered Under Wisconsin's Charter School Law

Five current and former Wright staff members have charter school teaching licenses, enabling them to teach across academic content areas. This grant's emphasis on fulfilling the integrated curriculum part of Wright's mission is expected to lead to further use of this provision of the state's charter school law.

III. Charter School Needs

A. Needs to be Addressed by This Grant

Student Attraction and Staff Retention. During the most recent recruitment period, Wright experienced a significant decline in parent/student interest. By June 1997, enrollment for the coming year stood at barely more than half the new building's capacity, resulting in an initial loss of teacher allocation. In addition, faculty dissatisfaction with the school (reflected in the 1997 School Climate Survey results noted below) led to additional transfers. While leadership changes (new principal) and intensified recruitment efforts over the summer of 1997 resulted in substantial enrollment gains and partial restoration of staff allocation late in the hiring season, these dynamics resulted in a substantially new staff (roughly 50% new to the building) with many of the new teachers unskilled in integrated technology and integrated/thematic curriculum design and delivery.

Student Achievement. The vast majority of Wright graduates attend West High School. West has an extremely challenging traditional academic program, and many Wright parents measure the school's success by how well their students are prepared to succeed at West. In 1996-97, Wright sixth and seventh graders performed below West attendance area medians on all sub tests of the Terra Nova (District-administered), and eighth graders performed below the District median (state-administered). (Note: Eighth grade scores were reported only at the school and District level. However, West Area student scores are generally higher than those for the District as a whole.)

In 1996-97, Wright students also performed above the national medians but below MMSD medians in all areas of the Iowa Test of Basic Skills.

Constituent Satisfaction. Among other measures of satisfaction with their school, MMSD's standardized annual School Climate Survey asks parents, staff, and students to grade their school on the traditional 0-4 grade point average scale. This survey is conducted toward the end of each school year. In the 1996-97 survey, Wright graded out significantly below the district average for both staff and students. with the staff rating being the lowest of any MMSD school. By accelerating progress toward fulfilling key parts of its mission, the Wright community sees this grant as an important step toward building constituent satisfaction with the school's program.

Staff Proficiencies: Technology and Curriculum Integration. Earlier this fall, Wright's Learning Coordinator consulted with the faculty and found that two areas - curricular integration and technology integration - were the top priority professional development interests. Concurrently, UW Emeritus Professor Robert E. Clasen coordinated a survey of Wright's current teaching staff to assess their ability to integrate instructional technology into the curriculum. This assessment revealed that:

• 33 % consider themselves to be at a "novice' level;
• 44 % consider themselves to be at an-'intermediate' level; and
• 22 % consider themselves to be at a "proficient level.

Technology Infrastructure. Wright was designed to be the Middle School of the 21st Century, a kind of technology showcase school. It enjoys a student: computer ratio of better than 4:1, far in excess of MMSD's average of 8:1. It has two computer labs, a computer center in the Learning Materials Center (LMC), and two computers in every classroom. Its local area network enables classroom teachers to access instructional materials online from the LMC's CD-ROM tower (when functioning). The school's computers are mostly Power Mac-s with telecommunications and CD capabilities. They are connected to a sizable number of printers and scanners, and may be connected to community partners in the near future (e.g. via the business partnership initiatives to be supported by this grant).

While Wright's computers are plentiful, they have insufficient capacity (16 MB of RAM) to support expedient instructional use of CD-ROMs and other new software. Also, while Wright's existing Network Server (66 MHz 486 processor with 32 MB RAM and 2.6 GB disk storage) has sufficient processing power and storage capacity to support the present levels of technology usage, it will not be sufficient to support the greatly expanded usage levels envisioned by the school's mission statement and being advanced by this grant. In addition, Wright's teachers still lack advanced teacher/student display technology in the classroom that would enable them to fully integrate computer technology applications into the curriculum. Lastly, the CD-ROM tower in the LMC is non-functional and needs replacement.

Business and Institutional Partnership Opportunities. Preliminary contacts by staff and parents with nearby businesses and educational institutions (Madison Newspapers, Inc., Dean Clinic, St. Marys Hospital, and UW-Madison Space Place) suggest that there is great willingness in the community to form partnerships with Wright Middle School. Initial indications are that these partnerships could enrich Wright's career development curriculum (understanding of available jobs, required tasks and skills, employer presentations to student groups, job-shadowing and mentoring), yield financial and in-kind support (e.g. equipment donations and related training), and deliver partner employee volunteers for after-school clubs and activities, etc.

Waiver Needs. Wright Middle School will not require waivers of any federal, statutory or regulatory provisions in order to operate successfully or to successfully complete this project.

B. Anticipated Impact of Grant on School Improvement and Goal Attainment

Overview. As suggested by the following proposed activities, most of the grant funds will help Wright strengthen each of three key elements of its educational program - integrated technology, integrated curriculum, and integrated community. These improvements are expected to bolster the achievement of Wright students, to help them exceed MMSD's middle school language F arts, math, social studies, science and technology standards, benchmarks, and grade-level criteria.

These improvements are also expected to bolster staff satisfaction, reduce staff turnover and consequently bring long-term stability and strength to the academic program, resulting in Wright meeting its student recruitment goals. Being of a capacity-building nature, these improvements will be sustainable through the school's ongoing operating budget after the grant.

Objectives. The following objectives define the four focal points of this grant-funded project.

1. Integrated curriculum development to develop and deliver integrated curriculum in math, language arts, social studies and science, with a focus on 6th grade (to be expanded to 7th and 8h grade in the second year) to enhance the curriculum in all subject areas through integration of instructional technology
2. Technology capacity
   -to increase the faculty's skills in using computer technology to facilitate and enrich teaching and learning in their classrooms, the school, and the community
   -to enhance the school's technology infrastructure to support the planned increased usage of instructional technology
3. Community partnership - to enhance the educational program's reality base by establishing at least 4 partnerships with nearby businesses and other institutions
4. Curricular materials - to enhance teaching and learning in math and science via acquisition of proven curricular materials and related professional development

Integrated Curriculum Activities. An August 1998 reintegrated Curriculum Development Summer Institute will provide 4 sixth-grade teachers, and 1 teacher each from seventh and eighth grade, with a guided curricular development experience resulting in 4 thematically integrated units. Each unit will have goals and objectives related to Language Arts, Math, Science and Social Studies, with ancillary disciplines referenced as feasible. (See Attachment A for examples of the types of units that may be created.) Led by a local curriculum integration consultant, it will consist of 20 hours of group work and 20 hours of independent activity. Starting in April 1998, participating teachers will also have access to embedded support from a 1/3-time on-site integrated curriculum consultant (coach) who will assess staff skills and interests, help identify, shape and refine curricular materials/units, assist teacher teams in delivery, and help these teams reflect on and refine their practice. This consultant will also have a lead role in designing and coordinating delivery of the 1998 Summer institute.

Integrated Technology Activities. In August 1998, 24 novice and intermediate teachers will participate in a 2-day on-site hands-on workshop ("Technology and Curriculum Integration Workshop') delivered by trainers from Apple Computer. (This workshop will be non-platform specific.) They will also receive 14 hours of follow-up from Apple trainers and MMSD Instructional Technologies resource teachers in developing curriculum that uses technology resources. Upon completion, they will have access to a $5,400 project fund to acquire software and small pieces of equipment they discover through the workshop.

Prior to the Apple workshop (starting in March 1998), Wright faculty will work with a 1/3-time -site technology integration consultant (coach). This coach will develop relationships with these teachers, assess their skills and training needs, identify grade-level and subject-level software for teacher use, help minimize teacher frustration by mastering the quirks of specific applications, assist with design of the summer workshop, and organize other activities of interest to teachers. The coach will provide workshop completers with ongoing support during the balance of the grant period IF (e.g. to help them deliver and refine curricular units that they developed during the summer).

The coach will also support Wright's 8 "technology proficient" teachers toward becoming technology leaders within the school. Each of these teachers will have access to (1) a $1,000 personal account for relevant professional development (e.g. participation in conferences, coursework, etc.), and (2) a $150 personal account for instructional software acquisition. Access to these funds will be contingent on approval of a proposal submitted to project/school leadership and their agreement to teach the software to at least one other staff member. Collectively, these technology leaders will assume the coach's functions after the grant period.

Starting in April 1998, 3 of the 8 technology-proficient will pilot advanced uses of computer display technology. Their classrooms will be equipped with a computer projection display and screen (purchased with school funds), a KVM (keyboard/video/mouse) matrix switch, 3 PCs (the school's first Windows-compatible units), and 3 digital video cameras. These teachers will be encouraged and coached in the use of these projection capabilities to pursue teleconferencing projects with scientists and scholars (e.g. from UW-Madison Space Place). If successful, this pilot will be expanded to other classrooms in subsequent years.

To support this pilot, the Wright LMC's non-functioning CD-ROM tower will be replaced. Using the school's instructional budget, the new tower will be loaded with an expanded set of reference works which will always be online and available for ad hoc or planned use, and will allow teachers to mount CD-ROM resources pertinent to current areas of study.

To support the overall expanded use of technology in teaching and learning as envisioned by Wright's mission statement, the 78 computers used for instruction will be upgraded from 16 MB to 32 MB of RAM. In addition, Wright's existing Network Server will be replaced with a substantially more powerful model (Pentium Pro 200 MHz with 128 MB RAM and 8.4 GB disk storage).

Community Partnership Activities. Wright will form four staff-parent-partner subcommittees, each of which will work with a nearby business or institution that has expressed interest in forming an educational partnership with the school. These committees will work during the spring and summer of 1998 to develop specific plans that can be implemented during the fall. Teacher members will receive extended employment pay for this work.

Curricular Materials Activity. To address the needs of the significant number of students performing below standard in math and science, Wright will purchase (in February 1998) eight "Core Concepts in Math and Science' videodisc programs. These programs offer review and test formats with on-screen prompts and quizzes, practice and reteaching exercises, and provide over 200 hours of instruction. Wright's Learning Disabled resource teacher will team with two regular education classroom teachers to develop a schedule for use of the videodiscs and (during teacher planning time) train those teachers in its use and its integration into the curriculum. This component will be implemented with 20 students during this grant period and, if successful, it will be expanded to additional faculty and students in subsequent years.

Project Management and Evaluation. This grant will support a 1/3-time limited-term consultant to serve as Project Coordinator. The Coordinator will (1) recruit. hire and supervise the integrated curriculum and technology coaches and integrated curriculum consultant, (2) provide liaison with the technology workshop contractor, (3) coordinate logistics and provide support for the business/institutional partnership activities, (4) coordinate project evaluation activities, and (5) serve as point of contact with DPI.

C. Why Grant Funds are Needed

With MMSD entering a period of declining districtwide enrollment, and the local electorate's recent reluctance to support school spending referenda (two referenda defeated in the past few ears), state revenue caps pose a substantial challenge to the District's ability to simply maintain current service levels without neglecting other important needs (e.g. building maintenance and placement of outdated technology). In addition, MMSD's modest TEACH Wisconsin block grant allocation will likely be directed toward more urgent needs than those presented by Wright. The District is simply unable to provide to any one school an infusion of school improvement funds on the scale envisioned in this grant. Thus, this grant is vitally important to the ability of Wright Middle School to address the unfulfilled elements of its mission.

D. How MMSD Will Ensure Equitable Access to and Participation in This Project

Diversity is the keynote of Wright Middle School, at the moment and for the foreseeable future. Through its student recruitment policies, Wright takes affirmative steps to ensure equal opportunity for students to enroll regardless of gender, race, national origin, color, or disability. The Wright Middle School facility is in full compliance with the Americans With Disabilities Act and provides barrier-free physical access to students, staff and parents.

IV. The Project Budget

GRAND TOTAL $127,120