Revised 8.30.11 West Haralson Elementary School Title I Plan 2011

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					                                                                                                                                Revised 8.30.11

                                            West Haralson Elementary School Title I Plan


                                                   Pepper Moon and Lorilyn Harrell

General Expectations

West Haralson Elementary School agrees to create and implement academic programs, parent involvement procedures, and school
activities that perpetuate compliance with Title I, Part A guidelines.

                                      West Haralson Elementary School Mission, Vision and Beliefs


                 At West Haralson Elementary School, we strive to produce high-achieving students who will graduate.


            West Haralson is committed to being recognized as a leader in improving student achievement for ALL students.


                          We believe all students deserve to be held to high expectations that reflect individual abilities.
                                        We believe every person deserves to be treated with respect.

                We believe the health, safety and welfare of all students and employees are a prerequisite to student success.

           We believe students must be taught academic and life skills, including technology, to succeed in an ever-changing world.

                                     We believe school experience should be relevant practice for adulthood.

                                          We believe that regular attendance is fundamental to learning.
                                   We believe all stakeholders share the responsibility for educating students.

                                       We believe effective communication is essential for all stakeholders.

                                                    Comprehensive Needs Assessment

Haralson County is a rural community, which is located approximately sixty miles from metro Atlanta. Although it is close in proximity to
such a metropolitan area, Haralson County has experienced little population growth and marginal growth in employment. According to
the census, there are 28,780 residents in Haralson County. This lack of growth and the current economic downturn translate to fewer jobs
and less pay for members of the community.

Educational level can often be indicative of average income, and it is beneficial to examine the demographical information. Census data
reveals that 69.2% of county residents are high school graduates. The median household income is $37,156, resulting in 19% of the
population living below the poverty line. The average Haralson County resident earns $10,000 less than other Georgians.

As a result of lower average incomes, educational funding (which is partially dependent upon the local tax base) is deficient. In the past, it
has been a communal hope that Georgia residents will see the benefits of living in a smaller, more rural community such as Haralson
County, resulting in increases in population and business. To some degree, this hope has been realized, as a major manufacturing
company recently decided to build a facility in Haralson County. An additional attribute of the area is the easy access to West Georgia
Technical College and University of West Georgia.

West Haralson Elementary School was the West Haralson High School from 1956 to 1970. In the school year of 1970-1971, a
consolidation of schools in Haralson County took place and West Haralson became a fifth grade through eighth grade school. In 1997,
West Haralson School became West Haralson Elementary School, housing grades three through five. During the 2002-2003 school year,
West Haralson completed a 2.1 million dollar renovation project.

West Haralson Elementary School enrolls approximately 394 students in the current school year. At present, 380 West Haralson
Elementary School students are Caucasian, with 3 African-American students, 4 Hispanic students and 7 multiracial students remaining,
which is highly representative of the surrounding county. The demography of the faculty is 100% Caucasian. WHES currently has 38
certified staff members with 443 years of collective experience. 12 faculty members hold a Bachelor’s Degree, 20 hold a Master’s, and 5
have acquired a Specialist, and 1 has a Doctorate.

West Haralson’s Leadership Team is comprised of the Principal, Pepper Moon; Assistant Principal, Lorilyn Harrell; Academic Coach, Caron
Crook; Counselor, Jennifer Pennington; Classroom Teachers, Ann Hulsey, Arlene Coggins, Lisa Hudgens, Dawn Ward, Kim Mullins, and
Trina Burnette. The Leadership Team meets at least once per month. During these meetings, we discuss and disaggregate data by
subgroup and content area to determine each group’s strengths and needs and to ensure that we are addressing the needs of at-risk
students. Moreover, the Leadership Team analyzes school strengths and weakness and that analysis governs the School Improvement
Plan. We make every effort to ensure that the data is statistically sound and representative of students’ academic abilities. Additionally,
the Leadership Team reviewed the data from our Title II a survey and utilized that information while developing our SI plan. The grade
level representatives then take the information from the Leadership Team meeting back to their teams to get feedback prior to the next

         We have developed our school-wide plan with the participation of individuals who will carry out the comprehensive school-wide
program plan. Data were analyzed to determine the proper model necessary. We have utilized the following instruments, procedures, or
process to obtain the information. Benchmark testing three times per year, 3rd & 5th grade Writing Assessment, and the 3rd-5th CRCT.
Administrators evaluated teachers using the GTOI and conducted mini evaluations (informal observations using Ewalk). Student led
conferences have been implemented. We have reflected current achievement data that will help the school understand the subjects and
skills in which teaching and learning need to be improved.

We have based our plan on information about all students in the school and identified students and groups of students who are not yet
achieving to the State Academic content standards and the State student academic achievement standards including:

           ·     RTI-Follow pyramid of intervention

           ·    English as a Second Language speakers are evaluated by our ELL teachers and given the opportunity to attend ESOL

           ·     Students with disabilities are assigned appropriate placement- Resource, consultative or inclusion.

       These data have helped us reach conclusions regarding achievement or other related data. The major strengths we found in our
program were: Early Intervention Program, Academic coaching, and the Afterschool Program. The areas of critical need are: SWD
Language Arts/Reading CRCT, 5th grade Writing Assessment, Special Ed. attendance, SWD and ED Math Performance for the CRCT, and
Science CRCT performance. The root causes that were discovered are attendance, scheduling, and teacher efficacy. The measurable goals
we have established to address the needs were progress monitoring and teacher efficacy measures.

Student Data:
The following tables indicate test data for the spring 2011 administration of the Georgia Criterion- Referenced Competency Test
(CRCT) in Math and Reading, Language Arts for grade 3-5.

      AYP Indicator                   CRCT Mathematics
                                      West Haralson Elementary School (4050)
                                      Haralson County (671)
      School Information              Grades: 3,4,5
                                      Title I Status: Yes
                                      Second Indicator: Attendance Rate
      Parameters                      Certification Status: Certified by Superintendtendent - For All Schools in System
      AYP Status                      SCHOOL Did NOT MEET AYP

                                                   Asian/Pa                  Amer.
                                          All        cific                 Indian/Al                   Multi-              ELL     Econ.
                                       Students    Islander Black Hispanic askan White                 Racial    SWD      (LEP)   Disadv.
      Students in AYP Grade Levels       447                                                   416                68               280
      FAY Students with Test Scores      368                                                   343                53               220
      Group >= Minimum Size?              Y                                                     Y                 Y                 Y
                                        22.6%                                                22.7%              43.4%             26.4%
      Basic/Does Not Meet                (83)                                                 (78)               (23)              (58)
                                        43.5%                                                43.7%              35.8%             44.1%
      Proficient / Meets                (160)                                                (150)               (19)              (97)
                                                                                             33.5%              20.8%             29.5%
      Advanced / Exceeds             34% (125)                                               (115)               (11)              (65)
                                       77.4%                                                 77.3%              56.6%             73.6%
      Meets + Exceeds                  (285)                                                 (265)               (30)             (162)
      Meets + Exceeds Rate >= 75.7%?     Y                                                     Y                  N                 N
      Absolute Bar                       Y                                                     Y                  N                 N
      Confidence Interval                  .                                                     .                 N                Y
      MultiYear Average                    .                                                     .                 N                .
      Safe Harbor                          .                                                     .                 Y                .
      CRCT Math
      Academic Performance                 Y                                                    Y                  Y                Y
AYP Indicator                   CRCT Reading/English Language Arts
                                West Haralson Elementary School (4050)
                                Haralson County (671)
School Information              Grades: 3,4,5
                                Title I Status: Yes
                                Second Indicator: Attendance Rate
Parameters                      Certification Status:
AYP Status                      SCHOOl DID NOT MEET AYP

                                            Asian/Pa                     Amer.
                                   All        cific                    Indian/Al         Multi-             ELL     Econ.
                                Students    Islander Black    Hispanic askan     White   Racial   SWD      (LEP)   Disadv.
Students in AYP Grade Levels       447                                           416               68               280
FAY Students with Test Scores      368                                           343              53.5             220.5
Group >= Minimum Size?              Y                                             Y                Y                 Y
                                  14.9%                                         15.5%             41.1%            19.3%
Basic/Does Not Meet                (55)                                          (53)              (22)            (42.5)
                                  56.7%                                         56.6%             44.9%            56.2%
Proficient / Meets               (208.5)                                        (194)              (24)            (124)
                                  28.4%                                          28%               14%             24.5%
Advanced / Exceeds               (104.5)                                         (96)              (7.5)            (54)
                                  85.1%                                         84.5%             58.9%            80.7%
Meets + Exceeds                   (313)                                         (290)             (31.5)           (178)
Meets + Exceeds Rate >= 80%?        Y                                             Y                  N               Y
Absolute Bar                        Y                                             Y                  N               Y
Confidence Interval                  .                                             .                 N                .
MultiYear Average                    .                                             .                 N                .
Safe Harbor                          .                                             .                 N                .
Academic Performance                Y                                             Y                 N                Y
                                                   Last Modified: 8/26/11
As the Assistant Principal is shared between Tallapoosa Primary and West Haralson Elementary School, it is the intent this year
for the AP to periodically share third grade benchmark assessment with Tallapoosa Primary faculty members so that they may
stay abreast of any issues with the pursuance of their AYP. The subgroups identified for the purposes of AYP, that is those with at
least 40 members, include White, SWD, and Economically Disadvantaged. School demographics do include students who are Black,
Hispanic, Multiracial, and English Language-Learners, however none of these groups are reflected in the AYP data due to low
numbers. The data from these subgroups will be analyzed, reviewed and discussed in order to determine the strengths and needs.

The school’s major area of need lies in the achievement of Students with Disabilities in both Reading/Language Arts and Math.
Economically-Disadvantaged students performed better than Students with Disabilities in both areas; however, their scores were lower
than those of other subgroups both last year and the year prior. For this reason, both the SWD and ED subgroups will be our primary
focus. Many of the students in our Economically Disadvantaged population are served by EIP and Special Education, which led to the
conclusion that insufficient targeted, individualized and differentiated instruction is the root cause of these needs. We have established
measurable goals to ensure that ongoing progress monitoring is utilized by teachers to ensure that, where necessary, students receive
instruction at both their ability level as well as the appropriate grade level.

In establishing our academic goal, we have continued the employment of an Academic Coach, who has frequent data meetings with
the faculty. At this time, individual student GRASP data and formative assessment data will be disaggregated to determine
individual students’ needs. We will also utilize Performance Matters to monitor student learning and determine the effectiveness
of our instruction. Performance Matters has enabled us, in the past, to identify and progress-monitor our SWD subgroup. This
year, we make use of GRASP to progress monitor the all students in Tier III and Tier IV.

Faculty/Staff Data:

Attrition Rate* of                                     Percent of Administrator
 Administrators                                                  Staff

   2011-2012                        2                              0%

   2010-2011                        2                             100%

   2009-2010                        2                              50%

   2008-2009                        2                              50%
*Attrition Rate of administrators is defined as the percentage of administrators who leave the profession or transfer to another school
from the beginning of the school year to the beginning of the next school year, excluding retirement.

(SW-2a): Provide Opportunities for All Children

West Haralson utilizes several reform strategies and programs in order to address the needs of all children and to ensure continuous
school improvement. Teachers participating in these programs receive ongoing training and are held to a very high standard of
implementation. These reform programs/strategies are scientifically-based and provide opportunities for all students to meet or exceed
Georgia’s proficient and advanced levels of student performance. Additionally, the initiatives that have been instituted at WHES utilize
effective instructional methods that increase the quality and amount of learning time. Some of the reform programs/strategies that WHES
utilizes are Early Intervention Programs (EIP), ESOL, Response to Intervention (RTI), and the Gifted program. Special Education is also a
fundamental element of our instructional program. All of the above-mentioned programs utilize data from formative assessments to guide
instruction so that students’ individual needs are met. We also offer after-school programs for the at-risk learners. Furthermore, we have
ongoing professional learning in the area of Math to ensure that our instruction is aligned to the curriculum. In Math, ELA and Reading,
benchmark assessments are given three times per year and the data is analyzed through Performance Matters for instructional purposes.
WHES teachers have worked diligently to develop rubrics that align with the Georgia Performance Standards and these rubrics are
employed to determine mastery of standards on our Standards Based Report Card. Teachers are constantly analyzing student progress
through data to determine their instructional focus.

(SW-2b): Based Upon Effective Means

The reform initiatives are based upon means that have been proven effective for Reading-First (Literacy), Learning-Focused Schools
(instruction), Renaissance Learning (rewards and incentives), and Standards-based Report Cards (assessment).

(SW-2c): Use Effective Instructional Methods

Through the use an observation instrument, the local WHES administrative team will complete an informal observation at least once time
per teacher per nine weeks. The administrative team determined that they would focus the observation on some key elements of best
practice. Those practices include: essential questions, teacher as facilitator, posted standards, basic workshop model instruction,
formative and summative assessment, and performance tasks. Professional development was based upon the refining of these practices.
Walk-throughs promote active student engagement and time-on-task. WHES has taken measures to improve the quality of instruction and
the amount of learning, or time-on-task through the protection of instructional time. Any interruption of instructional time is highly
scrutinized and bell-to-bell teaching is expected of all teachers.

(SW-2d): Address Targeted Populations
Students are referred for services based on the compilation of data, which includes CRCT scores, writing scores, behavior, attendance, and
any diagnostic testing. Once referred, students are assigned to after-school programming, EIP, and/or RTI. School personnel determine
student eligibility for each program based on the student’s at-risk indicators and program availability. Students may also self-refer or be
referred by their parents for services. WHES monitors the progress of targeted populations through formative assessment, which is
tracked by EIP and Regular Education teachers.

Highly Qualified Teachers (SW-3): Instruction is delivered by highly qualified staff.

                                      Percent of Highly Qualified        Number of Teachers Teaching
           Number of
                                     Teachers Teaching in Field for       Out of Field for One or More
       Certified Teachers
                                              Entire Day                   segment During the Day
               38                               100%                                    0

Attract Highly-Qualified Teachers (SW-3):

The county is committed to hiring only highly-qualified personnel. Local administration conducts interviews and tours of each school, as
requested by prospective employees. The county-level personnel director utilizes Teach Georgia (GADOE) in recruiting teachers.
Instructional quality is at the center of all school improvement efforts and the hiring and retention of highly qualified teachers takes
precedence. In an effort to ensure that the staff of West Haralson Elementary School is of the highest quality available, WHES hires only
teachers that hold a valid Georgia teaching certificate issued by the Georgia Professional Standards Commission and aligns their teaching
assignments to the subject areas in which they are properly certified. Additionally, all applicants are pre-screened by the human resources
designee to ensure that they have appropriate qualifications before they are eligible to interview for any position. All teachers at West
Haralson Elementary School are highly qualified according to No Child Left Behind guidelines with no out-of-field or provisionary
personnel on staff.

In order for our faculty and staff members to remain up to date on the latest research, they are encouraged to attend college
classes, professional conference/workshops, and school/system professional learning classes. We continue to strive to enhance
our professional skills and achieve the goals as they are set forth in our school-wide plan, and as changes in personnel occur, the
selection of new personnel will be contingent upon the agreement to work towards these goals.

Remediation plans are developed at the time of hire or non-HIQ placement by the principal and the non-HIQ teacher. The plan will
describe specific actions that the teacher must take and dates for said action to be completed. The plan is monitored and documented by
the principal and the plan is signed by both principal and teacher. For many teachers, certification hinges on a state test, a number of
Professional Learning Units, or an official transcript.

Additionally, NT teachers are monitored by the human resources designee after a teacher receives a letter from the PSC stating what the
teacher must do to turn their NT into a clear renewable. The PSC forwards a copy to the human resources designee as well. When the
designee receives such a letter, the administrative assistant contacts the NT teacher by letter and informs him or her of the steps they
must take to become certified. Throughout the year, the administrative assistant contacts each NT teacher as needed to discuss the status
of their certification process. Teacher contacts are made initially in October, again in March, and then finally in May prior to the expiration
of their certification. The human resources designee is aware of all NT teachers and is in phone contact with any teachers who may not
understand what their obligation is in the process of acquiring certification. The designee receives a list of NTs and their status
periodically throughout the year (October, March, and April) and contacts teachers on an “as needed” basis for clarification. He/she
consistently contacts the local school administration to ensure that the deadlines outlined in the remediation plans are being met. If a
teacher is not making progress toward HiQ status, the teacher will meet with the human resources designee to discuss options or
consequences. In the unlikely event that a non-HiQ teacher would be hired, the assignment of that teacher is deliberate and careful. Local
administrative teams place teachers according to student need and teacher qualifications. Central office personnel work very closely with
local school administration to follow the PSC guidelines in assigning teachers according to their certification(s) and strengths. If a teacher
is non-HiQ due to not passing the GACE or any other standardized testing measure, the teacher may be offered a variety of services, such
as tutoring, payment of testing fees/registration fees, and/or study materials.

Professional Learning: (SW-4)

In 2011-2012, professional learning will be provided by the Literacy Coach and the administrative staff. The academic coach will focus on
implementing small group instruction, Thinking Maps training, 3-week plan training, and literacy/numeracy training. All professional
learning will center on standards-based instruction/report card, small group instruction, the workshop model, and literacy/numeracy.

In addition to the aforementioned staff development, the following training will be provided to some or all of the teachers:

      Unit development
      RTI training
      Best Practice
      Test Administration training
      Progress monitoring
      School Council workshop
One hundred percent of the faculty of WHES will participate in professional learning in 2011-2012. Teachers will be offered training
based upon results of informal walk-throughs and best practice identification, individually and in whole group. Future professional
learning will also be based on the needs of the teachers and the needs of the students.

Increase Parental Involvement: (SW-5)

West Haralson Elementary School sponsors an Open House annually. The WHES administrative team will make a concerted effort to
increase parental involvement through parent contacts prior to report cards, RTI meetings, standardized testing, and referral to services.
The Academic Coach will work to involve parents through volunteerism. Currently, the parent involvement plan is being restructured to
meet the needs of parents and students.

Elementary/Middle School Transition: (SW-6)

The counselor and the administrative team will work collaboratively to improve the transition for students from Tallapoosa Primary and
to Haralson County Middle School. Currently, the counselor and an administrator visit the incoming third-graders and discuss the new
school and all that it has to offer. Incoming third-graders tour the Elementary School in May and meet some of the teachers they will have.
The same procedures are repeated for students who are transitioning to the middle school. Additionally, there are annual parent
meetings, student registration, and Open House activities for parents and students to begin to acclimate to the new school.

Measures to Include Teachers Regarding Assessment: (SW-7) Teachers are included in the pretest measures, the proctoring, and the
disaggregation of student assessment. They are aware of assessment goals and their individual classroom performance. Haralson County
School System currently uses a web-based test data management system, Performance Matters. This system allows teachers to view past
and present test data for their classes and/or students. Teachers are trained in using Performance Matters to make instructional decisions
based upon classroom/individual student needs.

Coordination and Integration of Fed/State/and Local Services: (SW-8) Title I funding will supplement the state and federal programs
that are already in place at West Haralson Elementary School. Title I will be combined with Title II, V, VI, QBE, and Local funds to meet the
needs of students.

Description of how Resources will be Used: (SW-8) Title I resources, in coordination with local and FTE funding, will be allocated for
instruction, materials and program needs. It is the intention of the elementary school to improve student programming and eventually
offer more academic options struggling students. Title I funding will be used, not only to improve technology, but to supplement the
existing programming, and to increase test preparation options for students.
Plan in Coordination with other Programs: (SW-8) QBE state funds will combine with federal dollars that include Title I, II (part A)
professional learning, class size reduction and VI- part B (ESOL, gifted and at-risk; graduation coach), and IDEA, where applicable, to
supplement the educational needs of all students at WHES. Funding will be used to supplement existing programs and meet the overall
goal of Haralson County of providing quality instruction and increasing the graduation rate, even at the lower schools.

Ensure Students Receive Timely Assistance: (SW-9) Students are referred to services, after-school tutoring, and RTI by their academic
teachers. Once students are referred for services, they can immediately begin receiving those services. The after-school program
personnel contacts parents as soon as the referral is made and explains the program, the hours and the transportation. In accordance with
the DOE, WHES operates under Response to Intervention (RTI).

RtI is a Pyramid of Interventions that has 4 tiers. It was designed to support students who are struggling academically with early
assistance before their academic difficulties become overwhelming. The students’ instructional teams routinely collaborate to evaluate
the effectiveness of each intervention in helping students become more successful. RtI provides high-quality instruction and interventions
matched to each individual student’s need. It involves progress monitoring students frequently to make decisions about change in
instruction or goals. A student with academic delays is given research-validated interventions in Tier II and more the interventions
become more intensive/frequent in Tier III. The advantage to the RtI model is that it allows for the teachers to intervene immediately in
order to meet the needs of struggling learners. If the student does not show academic improvement as a response to the intervention then
it may be viewed as evidence of an underlying Learning Disability. The four tiers of RtI are outlined below:

       Tier I is essentially the standards-based instruction that every student receives. Research-based best practices are utilized in the
       delivery of instruction that addresses all facets of the Georgia Performance Standards.
       Tier II is a progress monitoring phase. Teachers use targeted interventions and monitor student progress bi-monthly in a variety
       of domains using multiple measures. Teachers meet to discuss progress every 6 weeks. If performance improves, the student is
       removed to Tier I. If performance stays the same or deteriorates, the student is advanced to Tier III.
       Tier III is what has been commonly referred to as Student Support Team (SST). Teachers use more intensive interventions to
       assist in academic improvement and the students are progressed monitored weekly. The team meets up to four times per
       academic year to assess academic progress. Parents are invited to the meetings and encouraged to participate in the SST process
       to the fullest extent possible. If performance improves, the student is removed to Tier II. If performance stays the same or
       deteriorates, progress monitoring data is collected over a six week period. The team may make the determination to recommend
       the student for screenings for special education services. After an initial screening and diagnostic procedures the student may be
       advanced to Tier IV, special education.
       Tier IV is special education. Students that qualify with a disability are protected under the Individuals with Disabilities
       Education Act. Their educational goals are determined by the Individual Education Plan (IEP) committee and articulated within
       the IEP. An IEP meeting is held at least once every year to determine these educational goals and to assess progress. Parents are
       involved in practically every aspect of the student’s educational plan. Parents have the right to call and IEP meeting at any point
       during the school year and may disagree or appeal the decisions of the IEP committee through special hearings or court

Training for Identification of Difficulties: (SW-9) Teachers receive RTI and SST training for the early identification of student
difficulties. Training is ongoing and whole-faculty.

Teacher-parent Conferences that Detail Additional Assistance: (SW-9) Parent-teacher conferences are scheduled around progress
reports and report cards. Any parent who attends a conference will be given information about support services. Parents who do not
attend will receive the information through the mail or by phone. The parents are made aware of all possible academic options through
written and verbal communications.

Provision to Parents of Interpretation of Assessment Results: (SW-10) This year, assessment results will be preceded by a letter of
explanation to the parents which will outline the testing basics, the scale score, the passing “cut” score and so on. Standardized testing
information is posted on the system website and in the local newspapers on a regular basis. Individual student assessment results are
communicated in a written letter or a phone conversation with parents. A copy of results are hand-delivered to students, following the
assessment, as well.

Collection and Disaggregation of Achievement Data: (SW-11) WHES administration and faculty actively collect and compile data
continuously for achievement databases (Excel spreadsheets). The information is then used to identify students or groups of students
who require remediation or test preparation. Referral to services is based upon the disaggregation of data.

Seeking Statistically Sound Results: (SW-12) The student achievement databases are reviewed by several members of the leadership
team for statistical soundness. The results of the data are disaggregated by subject and by grade. Data is also examined for trends in
testing for low socio-economic students and special education students.

Public Reporting of Disaggregated Data: (SW-13) In the past, AYP data has been reported to the local newspapers and presented to the
board of education. In the future, data will also be posted in the main lobby of the elementary school and published in the school
newsletter. Additionally, the school webpage will feature test results and a translation of what the results indicate for students and for the
school as a whole.

Plan Revised Yearly: (SW-14) WHES administration, in conjunction with the central office staff and the leadership team, revise all plans
Involvement in the Development of the Plan: (SW-15) The WHES administrative team, the leadership team (which includes all grade
level leads, the counselor, CAMP and SPED leads), and the School Council were directly involved in the development of the Title I School-
wide Plan.

Plan Availability: (SW-16) The Title I School-wide Plan will be made available to all stakeholders, including parents, community
members, teachers and students through the school newsletter, Open House literature, the school information brochure, and the school

Plan Translation: (SW-17) The plan will be translated upon request. At the current time, English is the home language for a significant
percentage of students, over 99%.

Plan and School Improvement Provisions of Section 1116: (SW-18) WHES administrative staff are aware that the School-wide Plan is
subject to the mandates under Section 1116 of the Title I: Improving the Academic Achievement of the Disadvantaged, Public Law 107-

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