ED-Psy 487

Major Project

Developed by: Jane Blanton and Deb Brennan

K-12 School-Based Learn and Serve Grant

This Major Project was developed by Jane Blanton and Deb Brennan. The RFP is based on Service Learning. The project was developed to be incorporated at a Middle School (Grades Six, Seven and Eight) in the State of Illinois.

This project was developed to be used as an example of how Service Learning could be applied at the Middle School. Level. The district referenced in the grant application is not a true district. We developed the concept from information derived from past experiences with a Service Learning Grant that one of the writers had, and an interest that both of the writers had in further developing this opportunity for learners. One of the basic premises of this grant is that the district supports the grant with matching funds. In the past year, the experiences that we have referenced, include a basic awareness of what service learning is and minimal experiences of students creating information posters influenced by an Environmental Agency Project. This project would enhance opportunities to develop intergenerational connections for interested community stakeholders, in addition to application of character development involving all stakeholders. At this point, local parochial schools are not interested in becoming a partner in this endeavor, although reports concerning the project will be shared with the one local parochial K-8 school in the area. We are excited about the opportunities for learners presented in this grant. It provided a vehicle to demonstrate the connection between service learning and characters standards that could be easily adapted to any middle school in any community.

Since the mid-1980’s, educators in K-12 schools have begun to discover the value

of using service learning as a methodology to integrate real-world experiences into

curriculum. As Bruce Boston writes (1997), “Their reasoning is not based on some

vague moralistic sense that “it’s good for them,: but on solid evidence that service

activities can be a galvanizing context and catalyst for acquiring the knowledge,

skills, and attitudes students need for success, not only in their schoolwork, but in

the workplace and in life. Increasingly, the use of service as an academic activity

(called “service learning”) is seen by educators and community leaders as a

strategy with multiple payoffs:

-as a vehicle for learning and youth development,

-as a means to school improvement, and

-as a strategy for community renewal. (ASCD – Foundations of Service Learning, 1999).

FY2001 RFP is available at: http://www.isbe.net/learnserve/apply02.htm

This RFP is being utilized as our model.

The FY 2002 RFP is unavailable at this date.

Sunny Heights Middle School believes in investing time and energy in a multi-grade (6,7,8) Service Learning Program that addresses identified needs throughout the community. It is the goal of the school community to provide opportunities for students to make a difference through service learning activities that incorporate the Illinois Learning Standards in areas of English/Language Arts, Character Standards, and Workplace Skills and Career Development Competencies (Illinois Learning Standards Appendix D). Service Learning opportunities that have taken place in the past, such as involvement in Environmental Protection Agency projects, and developing technology skills, have developed positive community connections and heightened involvement from all stakeholders. The hallmark of this project is for students to develop relationships with community members in establishing avenues to create books on tape to be available for children at a local women’s shelter, high school child care classes and a local children’s hospital. Throughout the project, students will work with senior members of the community in creating the products and developing reading and technology skills by having the books made into audio tapes (students reading and audio taping age-appropriate literature to community members), letters drafted on the computer to the recipients, and creation and editing of a video that will be created using AVIO equipment, made available to the community at the Village Hall and local Senior Centers, linked to the school website, and used as a community service announcement through connections with the local cable company for easy access to a larger audience. This project will enhance the development of community partnerships along with the opportunity to create connections with local shelters, hospitals and high school child care centers, in coordinating an effort to enhance reading literacy across intergenerational lines, apply practical applications of character development and emotional intelligence and establish an opportunity to share appropriate technology skills with senior and community members.

Proposal Abstract

(As stated in the RFP – grants will range between $2,000 and $8,000, rarely exceeding $10,000.)

1	FY2002 Grant Funding Request (matching district funds)	$ 6,000.00
2	What is he numerical population of the community involved in this project?	750
3	What is the anticipated number of community members directly affected by this project?	500
4	How many schools are involved in this project?	1
5	Name(s) of project school(s)	Sunny Heights Middle School
6	How many students are enrolled in the school(s) involved in this project?	550
7	How many staff members are employed at the school(s) involved in this project?	52
8	Which student grade level(s) are involved in this project?	6, 7, 8
9	What is the total number of students in this grade level(s) in question 8?	550
10	What is the anticipated number of student participants in the grade level(s) in question 8?	350
11	What is the total number of adult staff connected with the grade level(s) in question 8?	52
12	What is the total number of adult staff/volunteer participants in the grade level(s) in question 8?	12

13. State succinctly in a paragraph of fewer than 200 words exactly what this project will entail, including a list of the principal activities. This paragraph will be used as your project’s descriptor in a compilation of all funded projects for this fiscal year.

Sunny Heights Middle School has invested in developing a multi-grade Service Learning Program addressing community needs. It is the goal of the school community to provide opportunities for students to make a difference through service learning activities that address the Illinois Learning Standards and character development. The service learning opportunities to take place this year enhance service learning commitments of the past, and include students developing relationships with community members, including seniors to create books on tape to be made available for children at local shelters, high school child care classes and a local children’s hospital. Technology developments include creating and editing a multi-media presentation to be made available representing the project to the Village Hall, local Senior centers, local cable station and posting on the school website for easy access to a larger audience. This effort will enhance intergenerational reading literacy, apply practical applications of character development and establish community connections.

1. Describe the characteristics of the community relevant to this project (that is, the community receiving the service), indicating who those characteristics are relevant to the proposed project.

Characteristics of community(ies) receiving service:

• Senior citizens who live in the community or senior residences who have little or no interaction with people who are not their age and especially with adolescents. There are 2 local senior centers in the community and 2 senior groups involved through church organizations. It is anticipated that there could be a s many as 500 senior who may be interested involved in this project at some level – either with students in creating or reading books or assisting with the creation or editing of the video project to be produced for the local cable television.

• Residents of women’s shelters who arrive on site, often with little, if any personal belongings, preschool children attending high school child care classes, and patients of a local children’s hospital, who are removed from the comforts of their homes and often feel anxious about their surroundings. This project also will benefit young parents at the hospital who often do not come from backgrounds where reading is promoted. At the women’s shelter, numbers range from 3 families to as many as 45 families on any given day – therefore, the number of young children (age 10 and under) is variable for involvement in the project. At the local high school child care classes, there are normally 20 children between the ages of 4 and 5 for any semester. At the children’s hospital, there are approximately 500 young children, between the ages of 3 and 7 on any given month. Statistics are not available on how many young parents come from backgrounds where reading is not promoted.

• Adolescent middle school students who need continual practice and may be underachieving in their reading and language arts development. It is our estimate that up to 550 students in grades 6,7, and 8 may have an interest in some aspect of this project. The awareness of the project would be available for all students. Direct involvement in the project would be contingent on teacher and classroom commitment.

• Students who do not have the interactions with senior family members or feel connected to those members.

• Middle School-aged students who reside in the community and residents of the community who are open to establishing partnerships with schools and have contributions of talents or interests to share, including reading and technology skills.

• Those staying at the local women’s shelter, attending high school child care class and patients at the local children’s hospital, who have little or no contact with adolescent students. These people may not have had any previous contact with middle school adolescents, or those contacts have been less than positive.

• Students at Sunny Heights Middle School who have little or no experience utilizing real world applications including multi-media projects, creating web pages, using video editing equipment digital camera use, and creating community-based public service announcements. Some of these students may have participated in earlier experiences with developing an awareness of service learning by their teachers being trained in the prior year. Their experiences with real world applications involving multi-media projects and technology are limited.

• Students, staff and community members working together with their local cable company to promote community awareness of intergenerational opportunities and connections in the local community. The cable company has expressed an interest to air, free of charge, any public service announcement created by local schools that involve community partnerships.

2. Describe the specific service needs of this community and how these were determined.

Specific Service Needs	How Determined
Develop ongoing interactions between middle school adolescents and senior citizens	Input from local senior center directors Community, family comments
Coordinate a book project for residents of local shelter and hospital that will have seniors and middle school students create books on audio tapes in promotion of literacy	Newspaper articles read by students in advisory class Community contacts
Promote reading literacy through community involvement	Reading scores of middle school students demand an increase of purposeful reading strategies
Organize a partnership with local senior centers where many have been forgotten, possibly including a reading night at one of the senior center to establish an awareness of the partnership	Information shared by community members and school families
Expand reading literacy along intergenerational lines	Reaction to national statistics on reading –stating that we are a nation at risk.
Model a structured service learning program that can be enhanced yearly with continued support	Administrators, community stakeholders and adolescent students
Provide opportunities for students who have little or no experience with real world technology to investigate possibilities	Student interest survey
Provide enhanced opportunities to apply character development skills	Character Standards movement, addressing specific goals (described in further sections)
Provide opportunities to develop video editing skills with community members, including partnering with AT&T Broadband to share the message with a larger audience	AT&T Community multi-media vignettes aired via local cable stations, free of charge

3. Describe the mechanism for determining the extent to which the needs outlined in Question 2 will have been met at the close of the project.

Assessing Program Processes	Assessing Program Outcomes	Methods of Evaluation
1. Participants/developers will assess the number, kind, place and frequency of activities 2. Participants/developers will look at resource adequacy. Participants/developers will determine the quality of coordination, implementation, and management of programs. 4. Program manager and community will evaluate how the key components of the Illinois Learning Standards and Character Standards were used as part of the service experience. 5.Determine the adequacy of training and support.	3. Students will develop an awareness of community issues and be able to apply school learning to real-life situations. 2. Students and adults will have the opportunity for interactions and attitudes to be shared throughout the project, including school climate, staff morale and participation in project and commitment. 3.Students and involved community members will complete surveys addressing how community needs have been met. 4. Students will be informally assessed by surveys, observation and performance along the lines of character development, esteem in adolescents, engagement in project and personal and social responsibility of students. 5. Surveys and journals will be used to assess growth and changes.	1. Students will maintain a journal of their service. Questionnaires will be administered to all participants in the service learning activities. 2. Students will produce a variety of projects, including multi-media, written letters, website, brochures and/or flyers. 3. Students and community members will be involved in observations. 4. Students will commit to product reviews, e.g. presentations, video or multi-media project, books on tape, flyers, brochures, and local cable television products for assessment of involvement of the project. 5. Student activity will be evaluated through project-designed rubrics.

4. Describe the specific learning need(s) of the students who will be providing service in this project.

The specific learning needs of the students who will be providing service in this project, which will be addressed through authentic assessments tasks include:

• Improving public speaking by interactions with community members, using language and vocabulary appropriate to the purpose and audience that extends beyond the teachers, classroom and typical school building setting.
• Making connections to the purposeful development of character standards.
• Exploring difficult topics or other things students might not feel comfortable discussing with their teacher (such as divorce, peer pressure, and eating disorders).
• Adding a new dimension to the teaching and learning of emotional intelligence through the use of digital technologies.
• Using digital tools to provide students with an avenue for creativity and exploration in the area of social and emotional learning.
• Using these tools to enable students to explore issues at their own pace – and in whatever learning style they are most comfortable (by watching on-screen video, creating power point, creating multi-media projects).
• Practicing effective reading strategies by working with peers, community members (including seniors and young children).
• Improving writing skills by planning, composing and revising narrative, persuasive and informative writing pieces obtained from multiple sources, which include note-taking strategies and interview skills.
• Expanding research skills by using problem-based learning to investigate a concept, problem or issue involving the community.
• Developing both verbal and nonverbal communication strategies to maintain conversation and resolve conflicts in both academic and personal settings.
• Extending problem-solving skills by designing a project related to contemporary issues using multiple sources and electronic, oral and visual formats.
• Establishing a relationship in an intergenerational arena.
• Establishing a purpose to develop life-long service commitments.
• Celebrate and honor the diversity and culture of the community.
• Utilize digital technology to support social and emotional learning.
• Explore the use of digital technologies.

5.A. For the students providing the service, list the Illinois Learning Standards (by number) or list the elements in individual educational plans, individual optional educational plans, and/or state or national vocational skill standards to be addressed by this project.

English/Language Arts:

1A3a: Analyze the meaning of words and phrases in their context.

1B3d: Read age-appropriate material with fluency and accuracy.

2B3c: Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations.

3A3: Write compositions that contain complete sentences and effective paragraphs using English conventions.

3Ba: Produce documents that convey a clear understanding and interpretation of ideas and information and display

focus, organization, elaboration and coherence.

3B3b: Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using

contemporary technology and formats suitable for submission and/or publication.

3C3a: Compose narrative, informative, and persuasive writings (news articles, correspondence) for a specified

audience.

3C3b: Using available technology, produce compositions and multimedia works for specified audiences.

4A3d: Demonstrate the ability to identify and manage barriers to listening.

4B3a: Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and

audience, and use visual aids and contemporary technology as support.

4B3b: Design and produce reports and multimedia compositions that represent group products.

4B3c: Develop strategies to manage or overcome communication anxiety and apprehension.

4B3d: Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.

5A3a: Identify appropriate resources to solve problems or answer questions through research.

5A3b: Design a product related to contemporary issues (e.g. real-world math, career development, and community

service) using multiple sources.

5B3a: Choose and analyze information sources for individual, academic and functional purposes.

5B3b: Identify, evaluate and cite primary sources.

5C3a: Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.

5C3b: Prepare and orally present original work (e.g. poems, monologues, reports, plays, stories) supported by

research.

5C3c: Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

Character principles: Eleven principles of effective character education:

1. Character education promotes core ethical values as the basis of good character.

2. Character is comprehensively defined to include thinking, feeling and behavior.

3. Effective character education requires an intentional, proactive, and comprehensive approach that promotes the core values

in all phases of school life.

4. The school is a caring community.

5. To develop character, the school provides students opportunities for moral action.

6. Effective character education includes a meaningful and challenging academic curriculum that respects all learners and helps

them succeed.

7. Character education should strive to develop students’ intrinsic motivation for developing good character.

8. The school staff is a learning and moral community in which all share responsibility for character education and attempt to

adhere to the same core values that guide the education of students.

9. Staff and students demonstrate moral leadership.

10 The school recruits parents and community members as full partners in the character-building effort.

11. Evaluation of character education assesses the character of the school, the school staff’s functioning as character

educators, and the extent to which students manifest good character.

Workplace Skills and Career Development Competencies (Illinois Learning Standards Appendix D)

• Solving Problems and Thinking Critically
• Demonstrating Work Ethics and Behavior
• Demonstrating Technological Literacy
• Maintaining Interpersonal Relationships
• Demonstrating Teamwork

5.B. Discuss briefly the three most important of the standards/goals listed for Question 5A. How will these be furthered or met specifically via the service-learning project?

The Sunny Heights Middle School service-learning model provides experiences which allow our adolescents to grow and develop through the active participation in student and teacher initiated activities that will (1) meet community needs; (2) integrate parts of the established academic curriculum; (3) provide a structured time for students to think, talk, write and reflect about their service learning experiences; (4) offer the students opportunities to use newly acquired academic skills and knowledge in real-life situations by being actively involved in their community; (5) enhance what is taught in the school by extending student learning beyond the walls of the classroom; and (6) help to foster a sense of caring and social and emotional learning.

The three (3) most important standards/benchmarks that will be used to accomplish these goals are:

English/Language Arts (Writing) – State Goal 4:

Listen and speak effectively in a variety of situations.

4B3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main idea; and use visual aids and contemporary technology as support.

• Establish affirming relationship with senior centers, village hall representatives, childcare centers and shelter contacts.
• Compose letters to recipients of books on tape.
• Develop skills in working with intergenerational contacts.
• Student partnership with local cable station in presenting project.
• Develop media presentations detailing project.

English Language Arts – State Goal 5:

Use Language Arts to acquire, assess and communicate information

5C3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

• Compose public service announcements regarding Service Learning Project to be posted in brochures, prepared for local cable station and posted on school web site.
• Write letters to seniors inviting them to be part of the project.
• Compose letters to recipients of books on tape.
• Develop flyers and brochures describing project to the media and for National Learn and Serve Organization.
• Complete on-going journal entries based on experiences.

Effective Character Education

Character education Quality Standards most addressed.

• Effective character education requires an intentional, proactive, and comprehensive approach that promotes the core values in all phases of school life.
• The school is a caring community.
• To develop character, the school provides students opportunities for moral action.
• The school recruits parents and community members as full partners in the character-building effort.

6. Describe the mechanism for determining the extent to which the needs outlined in Question 4 will have been met at the close of the project. How will student learning via this project be assessed? What methods will be used to determine how the proposed project successfully connected with the listed Illinois Learning Standards, individual education plans, individual optional educational plans, and/or state or national vocational skill standards?

The Illinois Learning Standards will serve as a resource that provides focus, phrasing and expectations, which will guide the learning and assessment process of the service-learning endeavor. It is through the service-learning activities that students will produce evidence of learning. Service-learning activities will be provided that address specific standards and result in student products and performances that can be used to evaluate achievement of those standards. The language of the standard and specific benchmark will be used when students and teachers work together to develop rubrics, which will let students know how the benchmark will be addressed and achieved and ways to move to the next level of the benchmark. Throughout the project, constant feedback will be offered through discussions, journals, surveys and written opportunities dealing with the quality of their work to clarify for each student what he/she needs to do to achieve the targeted standard. This use of linking assessment to inform instruction will provide timely information that can be used to improve teaching and learning in the context of the service-learning projects.

7. If this is a request for renewal or continuation of grant funding, indicate her how many years service-learning finding through this grant has received. This grant was initiated last year in the following amounts toward development of an awareness of the concept of service learning.

1 year FY2000 in amount of: $ 1500.00

** Matching District funds: $ 1500.00

Total Projects Amount: $ 3000.00

8. Whether this is a first year proposal or a renewal proposal, describe why the LEA needs (additional) funds to begin/continue/complete this project. What is being done or will be done to incorporate service learning (either this project or the methodology generally) into the curriculum of the school or district permanently? When is grant independence established?

Our involvement with the FY2000 Learn and Serve Initiative allowed only a small core group of teachers to increase their knowledge and skills for integrating service learning into the curriculum. To ensure the continued enthusiasm for the precepts of service-learning to continue and create an inviting atmosphere within a larger context of students and community stakeholders continues, we are requesting additional funds as a renewal grant to expand existing programs dealing with identified community needs, as well as initiate the following new programs which will involve an increase number of staff members:

• Providing new staff development opportunities addressing Best Practice in service-learning and project development.
• Creating a partnership with local community groups, such as AT&T Broadband cable station, local women’s shelter, local children’s hospital and local high school child care classes, to explore the possibilities of a structured service learning program that will link with Sunny Heights Middle School students and staff members beginning with an orientation to service learning for all 6,7 and 8^th grade students through their Advisories.
• Working with local agencies (shelter, hospital, senior centers, Village Hall) in creating an awareness program that will be available for presentation to a larger audience via technology enhancements.
• Holding student, staff and community workshops to develop a hierarchy of applications of the concept of social and emotional learning for all stakeholders.
• Making available resources and training for staff and students to make technology an integral aspect of the service-learning curriculum, utilizing multi-media presentations, video editing and increased use of digital technology.

Local, state and federal funds have previously been earmarked for specific curriculum area improvements and staff development. The administration, staff and students are committed to service learning and to ensuring that it will be incorporated into the curriculum of the school permanently as well as working toward grant independence. This will be accomplished by:

• Implementing Service-Learning units as permanent components of the language arts and technology-integrated curriculum.
• Addressing Illinois Learning Standards in English/Language Arts, Character Standards and Work to School connections.
• Soliciting additional funds from the local parent group, AT&T Broadband and other grants.
• Expanding school-business partnerships to enrich the career component of the service-learning curriculum and provide additional financial support.
• Creating opportunities to celebrate the diversity and culture of the community.
• Support utilization of digital tools when appropriate in the curriculum.

9. What external partners will be involved in this project, and/or with what other programs, initiatives, etc. will this project be associated? Describe the role of this partner (these partners) in the project. The principal partner should complete the appropriate section on the Proposal Cover Sheet. (The Principal Partner is stated (see #10) as Principal Administrator.) The actual cover sheet is not attached as any district interested in applying for this grant would submit their individual cover sheet with personnel normally responsible for grant administration.

Community Partnerships	Project	Personnel
Adult/Senior Centers	Students look at issues facing senior citizens, present a flyer or brochure describing the anticipated project; Students work with community members in technology training and reading literacy	Identified Teachers Community members Asst Principal/Grant Developer to coordinate project with staff members and community liaisons
AT&T Broadband Cable Station	Partnership with local cable station to air multi-media presentation on local access to community to establish an awareness of project	Identified Teachers Asst Principal/Grant Developer Local cable station liaison
Women’s Shelter	Students and community seniors prepare books on tape with personalized letters	Identified Teachers Asst Principal/Grant Developer Community liaisons
Local High School Child Care Classes	Students and community seniors prepare books on tape with personalized letters	Identified Teachers High School responsibility education coordinator
Hope Children’s Hospital	Students and community seniors prepare books on tape with personalized letters	Identified Teachers Grant Developer/Liaison
Village Hall	Students and community members create multi-media project and flyers, brochures to establish an awareness of the project	Identified Teachers Grant Developer/Liaison Village representative
School District	Students create web page with use of digital tools and create/edit video to highlight the project	Identified Teacher Technology Coordinator Community members

The Sunny Heights Middle School Service Learning Program will also be associated with the Safe School Project Initiatives Program, Problem-Base Learning approaches and the Career to Education Development Program.

10. Who are the principal staff administering this project and what are their qualifications and/or experience related to service learning?

The building Assistant Principal and District Grant Development Coordinator

will coordinate the supervision and administration of this program.

Qualifications and experience of the administering staff include:

• Providing staff development programs for teachers.
• Speaking at national and middle level conferences.
• Positive community interactions.

All of the identified teachers from Sunny Heights Middle School have received initial training dealing with Service Learning including the Illinois K-12 Learn and Serve Conference and the AIMS Middle Level Conference. They also attended the Students Learning Through Service Workshop presented locally by National Learn and Serve Leaders.

11. What is the timeline for activities connected with this project?

Project Description

September 2001 through May 2001

September and October	Review/organize service-learning curriculum ideas for introduction to staff and students. Begin staff training and initiation to service learning concept.	Identified teachers Assistant Principal Grant Development Coordinator
September, ongoing	Identify potential community partnerships and meet with representatives to discuss project framework.	Identified teachers Assistant Principal Grant Development Coordinator
October through November	Begin partnerships with senior centers, local high school childcare classes, children’s hospital and women’s shelter and identify roles of participants.	Identified teachers
November, ongoing	Use Advisory meetings (in all middle school classes) to determine components of project. Student commitments and community partnerships will also be established.	Identified teachers Grant development coordinator Teachers advisors Students Parent members
November, ongoing	Begin working with students to develop projects; purchase needed materials; establish community partnerships; host training sessions for community members; create flyers or brochures defining project for dissemination. Continue staff development of service learning by designing standards-based curriculum.	Identified teachers Teacher advisors Students Parent members Community contacts
December, ongoing	Work with students, staff and community members in project development; schedule regular sessions	Identified teachers Teacher advisors Students Parent members Community contacts
January, ongoing	Establish regular sessions with community contacts, cable company representatives and students; Assess and refine project as needed. Provide assistance and information to facilitate the professional development of teachers to service learning.	Teachers Students Community members Grant development coordinator
January, ongoing	Begin to develop public service announcement and additional media links regarding scope of project; create flyers and brochures highlighting project describing project scope.	Teachers Students Community members Grant development coordinator
February, ongoing	Continue to design project addressing community needs; students share project through other advisory classes; students create newsletter/newspaper/journal article; training of community members/students in use of AVIO video editing machine and work with cable company to introduce students to careers and expose them to further education and training.	Teachers Students Grant development coordinator
March, ongoing	Develop web page to disseminate project experiences, along with the creation and editing of a video to highlight the project.	Teachers Students Grant development coordinator Technology integration coordinator Community members
April, ongoing	Continue to assess the project; design evaluation form to address future of project; disseminate project via cable station and local media sources; teachers attend local conference.	Teachers Students Grant development coordinator Technology integration coordinator (At&T Broadband) or local cable station
May, continue to next FY	Assess service-learning program and develop ways to expand program in FY03; celebrate success. *This addresses the continued commitment of the district in sustaining the project and will determine if application of the grant for the next fiscal year will be promoted.	Teachers Assistant principal Students Grant development coordinator Community members

Budget Summary and Payment Schedule:

Expenditure Account	Salaries	Purchased Services	Supplies and Materials	Capital Outlay	Total
Line 1 Function Number 1000 Instruction	1200.00		1800.00	500.00