The summary provides financial information for the Isaac School District No. 5 for the 2011 fiscal year:
- Total expenditures were over $40 million, with the majority ($40.86 million) spent from the Maintenance and Operation Fund on items like employee salaries, benefits, supplies, and services.
- Revenues came from local, intermediate, state, and federal sources totaling $40.55 million.
- The ending fund balance was $2.63 million for the Maintenance and Operation Fund.
This document is Masco Corporation's proxy statement for its 2004 annual meeting of shareholders, to take place on May 11, 2004. The proxy statement provides information on matters to be voted on at the meeting, including the election of directors, approval of a restricted stock award program, and ratification of the selection of the independent auditors. Stockholders of record as of March 15, 2004 are entitled to vote. The proxy statement provides instructions for shareholders to vote by proxy via telephone, internet or by mail.
1. The document is Masco Corporation's proxy statement for its 2005 annual meeting of shareholders, providing information on matters to be voted on including election of directors.
2. It provides background information on nominees for election as Class I and Class II directors, including their occupations, ages, experience, and other directorships.
3. The proxy statement requests shareholder votes to elect nominees for director positions and to ratify selection of the independent auditors for 2005.
This document is an Iowa Department of Revenue form and instructions for calculating an S Corporation Apportionment Credit. It provides information for shareholders of S corporations operating in Iowa and other states to determine what portion of their S corporation income is taxable in Iowa. Key parts include:
- Calculating the shareholder's Iowa-source S corporation income by applying the business activity ratio reported by the S corporation to the shareholder's net S corporation income.
- Determining cash or property distributions from income not previously taxed by Iowa to calculate the credit amount.
- Instructions specify not to include certain itemized deductions or distributions already taxed by Iowa in previous years.
This document provides an overview of the 1st grade English Language Arts curriculum unit on comparing and contrasting different versions of fairy tales like Cinderella from around the world. In this unit, students will choose their favorite version of a fairy tale and write an opinion piece supporting their choice. They will also examine masks from different cultures and use descriptive words. The unit focuses on comparing and contrasting characters, understanding different cultures through stories, and supporting opinions with reasons. Sample activities include a story retell chart to organize similarities and differences in Cinderella versions.
This document provides a glossary of mathematical terms for the Isaac Elementary School District in Arizona. It defines over 50 terms related to numbers, operations, measurement, geometry, statistics and probability. The glossary is intended to clarify meanings of terms used in the district's 2010 mathematics standards for teachers, students and parents.
The document provides an overview of Unit 5 of the 4th grade mathematics curriculum for the Isaac School District. The unit focuses on addition, subtraction, and place value with large numbers up to 1,000,000. It includes 27 instructional sessions covering key concepts like using place value to represent numbers in expanded form and standard algorithms for addition and subtraction. Students are expected to fluently perform multi-digit calculations and explain their work by referring to place value. The unit vocabulary and Arizona state math standards addressed are also outlined.
This document outlines the fifth grade mathematics curriculum for Unit 2 on prisms and pyramids. The unit focuses on determining the volume of 3D objects and relating volume to multiplication and addition. Students will learn about rectangular prisms, pyramids, cylinders and cones. They will measure volume using cubic units and apply formulas to find the volume of right rectangular prisms. Students will also explore how volume is additive by finding the total volume of objects made of two combined prisms. The unit aims to develop students' geometric reasoning and quantitative skills through 13 sessions of instruction and activities.
This document is Masco Corporation's proxy statement for its 2004 annual meeting of shareholders, to take place on May 11, 2004. The proxy statement provides information on matters to be voted on at the meeting, including the election of directors, approval of a restricted stock award program, and ratification of the selection of the independent auditors. Stockholders of record as of March 15, 2004 are entitled to vote. The proxy statement provides instructions for shareholders to vote by proxy via telephone, internet or by mail.
1. The document is Masco Corporation's proxy statement for its 2005 annual meeting of shareholders, providing information on matters to be voted on including election of directors.
2. It provides background information on nominees for election as Class I and Class II directors, including their occupations, ages, experience, and other directorships.
3. The proxy statement requests shareholder votes to elect nominees for director positions and to ratify selection of the independent auditors for 2005.
This document is an Iowa Department of Revenue form and instructions for calculating an S Corporation Apportionment Credit. It provides information for shareholders of S corporations operating in Iowa and other states to determine what portion of their S corporation income is taxable in Iowa. Key parts include:
- Calculating the shareholder's Iowa-source S corporation income by applying the business activity ratio reported by the S corporation to the shareholder's net S corporation income.
- Determining cash or property distributions from income not previously taxed by Iowa to calculate the credit amount.
- Instructions specify not to include certain itemized deductions or distributions already taxed by Iowa in previous years.
This document provides an overview of the 1st grade English Language Arts curriculum unit on comparing and contrasting different versions of fairy tales like Cinderella from around the world. In this unit, students will choose their favorite version of a fairy tale and write an opinion piece supporting their choice. They will also examine masks from different cultures and use descriptive words. The unit focuses on comparing and contrasting characters, understanding different cultures through stories, and supporting opinions with reasons. Sample activities include a story retell chart to organize similarities and differences in Cinderella versions.
This document provides a glossary of mathematical terms for the Isaac Elementary School District in Arizona. It defines over 50 terms related to numbers, operations, measurement, geometry, statistics and probability. The glossary is intended to clarify meanings of terms used in the district's 2010 mathematics standards for teachers, students and parents.
The document provides an overview of Unit 5 of the 4th grade mathematics curriculum for the Isaac School District. The unit focuses on addition, subtraction, and place value with large numbers up to 1,000,000. It includes 27 instructional sessions covering key concepts like using place value to represent numbers in expanded form and standard algorithms for addition and subtraction. Students are expected to fluently perform multi-digit calculations and explain their work by referring to place value. The unit vocabulary and Arizona state math standards addressed are also outlined.
This document outlines the fifth grade mathematics curriculum for Unit 2 on prisms and pyramids. The unit focuses on determining the volume of 3D objects and relating volume to multiplication and addition. Students will learn about rectangular prisms, pyramids, cylinders and cones. They will measure volume using cubic units and apply formulas to find the volume of right rectangular prisms. Students will also explore how volume is additive by finding the total volume of objects made of two combined prisms. The unit aims to develop students' geometric reasoning and quantitative skills through 13 sessions of instruction and activities.
The document provides an overview of the fourth grade mathematics curriculum for Unit 8 on multiplication and division. It includes 3 key ideas: that there are multiple strategies for multiplying and dividing whole numbers, that multiplication and division are related, and that learning these skills has value. The unit covers multiplying up to 4-digit numbers by 1-digit numbers and dividing up to 4-digit dividends by 1-digit divisors. Students will represent and solve multi-step word problems involving all four operations. They will also generate and analyze number patterns that follow given rules.
The document provides an alignment checklist for 5th grade ELAS standards and former Arizona standards. It shows the alignment of 2010 Arizona English Language Arts standards to previous Arizona standards and AIMS blueprint. Standards are organized by strands including Reading Foundations, Reading Literature, and Reading Informational Text. Cells are marked to indicate units of instruction where standards will be taught.
This document provides a reference guide for the 4th grade Common Core standards addressed by the Investigations curriculum. It lists the domains, clusters, and individual standards covered in each of the 9 units. The domains include Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations - Fractions, Measurement and Data, and Geometry. The guide also includes descriptions of the Mathematical Practices for 4th grade. In 3 sentences or less: This reference guide maps the 4th grade Common Core standards to the Investigations curriculum units, showing which standards are addressed in each unit for the domains of number, operations, measurement, data, geometry and the mathematical practices.
The document provides an overview of the fourth grade mathematics curriculum for Unit 3 on multiplication and division. It includes the big ideas, essential questions, unit vocabulary, and Arizona state standards addressed. It also provides explanations and examples for key concepts around multiplicative comparisons, solving multi-step word problems using the four operations, and interpreting remainders. Students will learn to represent word problems algebraically and assess the reasonableness of their answers.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It describes Unit 3 which focuses on addition, subtraction, and the number system. The unit has 13 sessions and aims to teach students how algebra can be used to solve real-world problems and that numbers can be represented in multiple ways. Key vocabulary includes terms like million, billion, and algorithm. The unit covers understanding place value in multi-digit numbers up to the hundredths place and performing operations like multiplication and long division with multi-digit whole numbers and decimals. Students are expected to use standard algorithms and strategies like area models to solve problems.
The document provides an overview of Unit 1 of the third grade mathematics curriculum for the Isaac School District. It focuses on representing numbers in different ways and relationships between numbers. The unit covers addition, subtraction, and place value over 16 sessions. It includes essential questions, vocabulary, Arizona state standards, and examples for how students can explore numerical patterns and operations with multiples of 10 to develop fluency.
This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.
This document provides a curriculum guide for a third grade mathematics unit on equal groups involving multiplication and division. The unit focuses on helping students understand multiplication and division as the grouping and ungrouping of objects to solve real-world problems. It includes essential questions, vocabulary, and standards aligned to specific mathematical practices. Students are expected to interpret and represent multiplication and division problems using various models like arrays, pictures, and equations. They also solve word problems involving equal groups and measurement quantities using multiplication and division within 100.
1) The document outlines a 1st grade science curriculum map and pacing guide for quarter 1. It lists various performance objectives for students to meet, along with the corresponding student outcomes and resources to be used for assessment.
2) The objectives cover topics like asking questions based on experiences, predicting investigations, communicating results, classifying objects, comparing living things, and identifying plant and animal characteristics.
3) The curriculum is organized by week and outlines the chapters, lessons, and pages of the core textbook to be covered to meet the objectives.
This document provides the 6th grade writing curriculum map for the Isaac School District. It outlines the writing standards, knowledge, and skills that will be taught throughout the school year. The curriculum is divided into four quarters, with each quarter focusing on a different writing genre: narrative writing, summary writing, expressive writing, and functional writing. The document also includes a preamble that lists recurring concepts and objectives to be integrated throughout the entire curriculum to support student mastery of writing.
This document outlines a 14-session unit on measuring polygons for a 5th grade mathematics curriculum. The unit focuses on classifying and measuring two-dimensional figures. Students will learn about attributes of 2D figures like angles and sides, and how these relate to calculating figures' areas and perimeters. They will classify figures into hierarchies based on their geometric properties and understand how categories are related. Examples include learning all rectangles have four right angles, so squares do as well. The unit aligns with Arizona math standards and incorporates mathematical practices like reasoning quantitatively.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, feelings, and writing. Students will look at how wind provides energy, describe character feelings in fiction, and improve writing through revision. Key standards addressed are decoding words, reading fluency, describing characters and events, identifying author's purpose, and writing narratives. Sample activities involve word games, reading comprehension and cause/effect analysis.
The financial statements for Villa Alhambra of Coral Gables Condominium Association, Inc. for the period ending December 31, 2011 show:
- Total operating assets of $114,125 including cash, receivables, and prepaid expenses.
- Total operating liabilities of $37,026 including accounts payable, accrued expenses, and prepaid assessments.
- Total operating fund balance of $77,099 including current year net income of $20,201.
- Total expenses of $22,152 for the month of December 2011, with a net loss of $4,031.
The financial statements for Villa Alhambra of Coral Gables Condominium Association, Inc. for the period ending December 31, 2011 show:
- Total operating assets of $114,125 including cash, receivables, and prepaid expenses.
- Total operating liabilities of $37,026 including accounts payable, accrued expenses, and prepaid assessments.
- An operating fund balance of $77,099 including retained earnings and current year net income of $20,201.
The document summarizes the proposed budget for fiscal year 2011-2012 for the Town of Avon, Connecticut. It shows the requested budgets for various departments and services, which total $75.6 million, an increase of 3.8% from the previous year. It also discusses how the town raises revenues, primarily through property taxes, which account for 88.75% of the proposed budget. The Board of Finance's role is to balance funding the requested budgets while keeping expenditures reasonable given the town's financial resources.
1. The Tempe Elementary School District proposed an expenditure budget for fiscal year 2011 on June 23, 2010.
2. The proposed budget totals $79,280,820 for maintenance and operations, a 5.9% decrease from the current year budget. It also includes $500,000 for instructional improvement, a 23.1% decrease.
3. The budget documents were made available for public review by contacting the district office.
This document is the 2011 Revised Appropriation Law for Ekiti State of Nigeria. It appropriates a total of N80,742,414,716.45 for recurrent and capital expenditures based on revised estimates. The bulk of expenditures are for personnel costs, grants, and economic development projects. Revenue sources include statutory allocations, internal revenues, loans, and federal reimbursements. The law was passed by the Ekiti State House of Assembly in December 2011.
The audited financial statements summarize Prophecy Resource Corp.'s financial position as of September 30, 2009 and 2008, and its results of operations and cash flows for the years then ended. The auditors expressed an opinion that the financial statements present fairly the financial position of the company in accordance with Canadian generally accepted accounting principles. The company is a mineral exploration company that has not yet determined if its properties contain economically recoverable mineral reserves.
Villa Alhambra Financial Statements 10-31-2011.pdfVillaAlhambra
The document is the financial statements for Villa Alhambra of Coral Gables Condominium Association Inc. for the period ending October 31, 2011. It provides a balance sheet showing the association's assets, liabilities, and fund balances as of October 31, 2011 compared to the prior month. It also provides an income statement comparing the association's actual revenues and expenses for October 2011 to the monthly budget, as well as year-to-date actuals compared to the annual budget. Notes provide additional context on FDIC insurance coverage and the intended use of the financial information.
The document provides an overview of Macquarie Infrastructure Company's fourth quarter and full year 2011 earnings conference call. It discusses positive cash generation trends, with proportionately combined free cash flow of $145.1 million for 2011. Segment performance is reviewed for IMTT, The Gas Company, District Energy, and Atlantic Aviation. Guidance is also provided for expected 2012 performance at each business. Debt profiles and compliance with debt covenants are summarized.
This monthly credit card statement shows a current balance of AED 38,416.92 with no amount past due and a minimum payment due of AED 2,585.73 by April 10, 2010. It lists recent transactions, including payments received, insurance premiums paid, cash advances, and finance charges. It also shows available credit limits and pending installment balances on previous purchases.
This document provides an 8th grade math curriculum map that outlines the units, clusters, standards, and resources to be covered over the school year. The map introduces the organization of the curriculum into units and clusters with essential questions, big ideas, standards, and resources listed for each cluster. It explains that all units and clusters must be taught in the specified sequence before the 2013 AIMS assessment. The curriculum map is intended to guide teachers in delivering the mandated 2010 Arizona Mathematical Standards for 8th grade in a logical progression.
The document provides an overview of the fourth grade mathematics curriculum for Unit 8 on multiplication and division. It includes 3 key ideas: that there are multiple strategies for multiplying and dividing whole numbers, that multiplication and division are related, and that learning these skills has value. The unit covers multiplying up to 4-digit numbers by 1-digit numbers and dividing up to 4-digit dividends by 1-digit divisors. Students will represent and solve multi-step word problems involving all four operations. They will also generate and analyze number patterns that follow given rules.
The document provides an alignment checklist for 5th grade ELAS standards and former Arizona standards. It shows the alignment of 2010 Arizona English Language Arts standards to previous Arizona standards and AIMS blueprint. Standards are organized by strands including Reading Foundations, Reading Literature, and Reading Informational Text. Cells are marked to indicate units of instruction where standards will be taught.
This document provides a reference guide for the 4th grade Common Core standards addressed by the Investigations curriculum. It lists the domains, clusters, and individual standards covered in each of the 9 units. The domains include Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations - Fractions, Measurement and Data, and Geometry. The guide also includes descriptions of the Mathematical Practices for 4th grade. In 3 sentences or less: This reference guide maps the 4th grade Common Core standards to the Investigations curriculum units, showing which standards are addressed in each unit for the domains of number, operations, measurement, data, geometry and the mathematical practices.
The document provides an overview of the fourth grade mathematics curriculum for Unit 3 on multiplication and division. It includes the big ideas, essential questions, unit vocabulary, and Arizona state standards addressed. It also provides explanations and examples for key concepts around multiplicative comparisons, solving multi-step word problems using the four operations, and interpreting remainders. Students will learn to represent word problems algebraically and assess the reasonableness of their answers.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It describes Unit 3 which focuses on addition, subtraction, and the number system. The unit has 13 sessions and aims to teach students how algebra can be used to solve real-world problems and that numbers can be represented in multiple ways. Key vocabulary includes terms like million, billion, and algorithm. The unit covers understanding place value in multi-digit numbers up to the hundredths place and performing operations like multiplication and long division with multi-digit whole numbers and decimals. Students are expected to use standard algorithms and strategies like area models to solve problems.
The document provides an overview of Unit 1 of the third grade mathematics curriculum for the Isaac School District. It focuses on representing numbers in different ways and relationships between numbers. The unit covers addition, subtraction, and place value over 16 sessions. It includes essential questions, vocabulary, Arizona state standards, and examples for how students can explore numerical patterns and operations with multiples of 10 to develop fluency.
This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.
This document provides a curriculum guide for a third grade mathematics unit on equal groups involving multiplication and division. The unit focuses on helping students understand multiplication and division as the grouping and ungrouping of objects to solve real-world problems. It includes essential questions, vocabulary, and standards aligned to specific mathematical practices. Students are expected to interpret and represent multiplication and division problems using various models like arrays, pictures, and equations. They also solve word problems involving equal groups and measurement quantities using multiplication and division within 100.
1) The document outlines a 1st grade science curriculum map and pacing guide for quarter 1. It lists various performance objectives for students to meet, along with the corresponding student outcomes and resources to be used for assessment.
2) The objectives cover topics like asking questions based on experiences, predicting investigations, communicating results, classifying objects, comparing living things, and identifying plant and animal characteristics.
3) The curriculum is organized by week and outlines the chapters, lessons, and pages of the core textbook to be covered to meet the objectives.
This document provides the 6th grade writing curriculum map for the Isaac School District. It outlines the writing standards, knowledge, and skills that will be taught throughout the school year. The curriculum is divided into four quarters, with each quarter focusing on a different writing genre: narrative writing, summary writing, expressive writing, and functional writing. The document also includes a preamble that lists recurring concepts and objectives to be integrated throughout the entire curriculum to support student mastery of writing.
This document outlines a 14-session unit on measuring polygons for a 5th grade mathematics curriculum. The unit focuses on classifying and measuring two-dimensional figures. Students will learn about attributes of 2D figures like angles and sides, and how these relate to calculating figures' areas and perimeters. They will classify figures into hierarchies based on their geometric properties and understand how categories are related. Examples include learning all rectangles have four right angles, so squares do as well. The unit aligns with Arizona math standards and incorporates mathematical practices like reasoning quantitatively.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, feelings, and writing. Students will look at how wind provides energy, describe character feelings in fiction, and improve writing through revision. Key standards addressed are decoding words, reading fluency, describing characters and events, identifying author's purpose, and writing narratives. Sample activities involve word games, reading comprehension and cause/effect analysis.
The financial statements for Villa Alhambra of Coral Gables Condominium Association, Inc. for the period ending December 31, 2011 show:
- Total operating assets of $114,125 including cash, receivables, and prepaid expenses.
- Total operating liabilities of $37,026 including accounts payable, accrued expenses, and prepaid assessments.
- Total operating fund balance of $77,099 including current year net income of $20,201.
- Total expenses of $22,152 for the month of December 2011, with a net loss of $4,031.
The financial statements for Villa Alhambra of Coral Gables Condominium Association, Inc. for the period ending December 31, 2011 show:
- Total operating assets of $114,125 including cash, receivables, and prepaid expenses.
- Total operating liabilities of $37,026 including accounts payable, accrued expenses, and prepaid assessments.
- An operating fund balance of $77,099 including retained earnings and current year net income of $20,201.
The document summarizes the proposed budget for fiscal year 2011-2012 for the Town of Avon, Connecticut. It shows the requested budgets for various departments and services, which total $75.6 million, an increase of 3.8% from the previous year. It also discusses how the town raises revenues, primarily through property taxes, which account for 88.75% of the proposed budget. The Board of Finance's role is to balance funding the requested budgets while keeping expenditures reasonable given the town's financial resources.
1. The Tempe Elementary School District proposed an expenditure budget for fiscal year 2011 on June 23, 2010.
2. The proposed budget totals $79,280,820 for maintenance and operations, a 5.9% decrease from the current year budget. It also includes $500,000 for instructional improvement, a 23.1% decrease.
3. The budget documents were made available for public review by contacting the district office.
This document is the 2011 Revised Appropriation Law for Ekiti State of Nigeria. It appropriates a total of N80,742,414,716.45 for recurrent and capital expenditures based on revised estimates. The bulk of expenditures are for personnel costs, grants, and economic development projects. Revenue sources include statutory allocations, internal revenues, loans, and federal reimbursements. The law was passed by the Ekiti State House of Assembly in December 2011.
The audited financial statements summarize Prophecy Resource Corp.'s financial position as of September 30, 2009 and 2008, and its results of operations and cash flows for the years then ended. The auditors expressed an opinion that the financial statements present fairly the financial position of the company in accordance with Canadian generally accepted accounting principles. The company is a mineral exploration company that has not yet determined if its properties contain economically recoverable mineral reserves.
Villa Alhambra Financial Statements 10-31-2011.pdfVillaAlhambra
The document is the financial statements for Villa Alhambra of Coral Gables Condominium Association Inc. for the period ending October 31, 2011. It provides a balance sheet showing the association's assets, liabilities, and fund balances as of October 31, 2011 compared to the prior month. It also provides an income statement comparing the association's actual revenues and expenses for October 2011 to the monthly budget, as well as year-to-date actuals compared to the annual budget. Notes provide additional context on FDIC insurance coverage and the intended use of the financial information.
The document provides an overview of Macquarie Infrastructure Company's fourth quarter and full year 2011 earnings conference call. It discusses positive cash generation trends, with proportionately combined free cash flow of $145.1 million for 2011. Segment performance is reviewed for IMTT, The Gas Company, District Energy, and Atlantic Aviation. Guidance is also provided for expected 2012 performance at each business. Debt profiles and compliance with debt covenants are summarized.
This monthly credit card statement shows a current balance of AED 38,416.92 with no amount past due and a minimum payment due of AED 2,585.73 by April 10, 2010. It lists recent transactions, including payments received, insurance premiums paid, cash advances, and finance charges. It also shows available credit limits and pending installment balances on previous purchases.
This document provides an 8th grade math curriculum map that outlines the units, clusters, standards, and resources to be covered over the school year. The map introduces the organization of the curriculum into units and clusters with essential questions, big ideas, standards, and resources listed for each cluster. It explains that all units and clusters must be taught in the specified sequence before the 2013 AIMS assessment. The curriculum map is intended to guide teachers in delivering the mandated 2010 Arizona Mathematical Standards for 8th grade in a logical progression.
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
This document provides a 6th grade math curriculum map that outlines the standards, units, and clusters to be taught over the school year. It includes essential questions, big ideas, vocabulary, and resources for each cluster. The curriculum is organized into units on ratios and proportional relationships, the number system including fractions, decimals, percents, and integers, and decimal operations. Standards are prioritized and paired with mathematical practices. Suggested formative assessments, projects, and resources are included to support instruction.
The document provides an 8th grade math curriculum map that outlines the standards, practices, and resources for teaching various math concepts over the school year. It begins with an introduction and overview of how the document is organized. The curriculum is broken into units covering number sense, expressions and equations, and geometry. Each unit contains clusters of related math standards to be taught along with essential questions, key ideas, standards, and suggested resources and assessments. The goal is to provide a logical progression of content knowledge and ensure all teachers follow the same curriculum.
This document outlines the 7th grade math curriculum map for an Arizona school district. It provides an introduction and overview of how the curriculum is organized, including approximate timelines, essential questions, big ideas, and standards for each unit and cluster. The curriculum map pairs math content standards with mathematical practices and identifies priority standards. It also provides resources, projects, and assessments for teachers. The goal is for teachers to follow the progression of content knowledge and for students to master both content standards and mathematical practices.
This 6th grade math curriculum map outlines the units, clusters, standards, and resources for teaching math over the course of the year. It includes 5 units: Ratios and Proportional Relationships; The Number System; Decimal Operations; Absolute Value and Integers; and Expressions and Equations. Each unit contains multiple clusters that break down the standards and mathematical practices. The map provides essential questions, key vocabulary, web resources, and suggested assessments for teachers to use in their planning and instruction.
The document provides an overview of the 8th grade science curriculum map for Arizona. It outlines the organization of the curriculum into units, clusters, and standards. Each unit will focus on a major domain of science and be divided into smaller clusters. The map provides essential questions, big ideas, common misconceptions, standards, and resources for each cluster to guide instruction. It is intended to help teachers systematically cover all required content standards for 8th grade science in Arizona.
The document provides an overview of the 8th grade science curriculum map for Arizona. It outlines the organization of the curriculum into units, clusters, and standards. The map provides essential questions, big ideas, common misconceptions, standards, and resources for each cluster to guide instruction. The purpose is to ensure all required content is taught in a logical progression. Suggested projects are also included to encourage connections between topics and higher-order thinking. Formative assessments are to be given for each cluster to check student understanding of the standards.
This 7th grade science curriculum map outlines the units and clusters to be taught over the school year. It begins with an introduction that describes the organization of the state standards into units and clusters, with performance objectives sequenced in a logical progression. The map then provides information about approximate times, essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. Key details include that the Earth has unique layers with distinct compositions and properties, and that the Earth's surface is constantly changing due to processes like erosion, deposition, and plate tectonics. Teachers are expected to follow the sequence of units and clusters and assess student learning regularly using formative assessments.
This document provides an overview of the 6th grade science curriculum map for an elementary school district. It outlines the units, clusters, and standards that will be covered over the school year. The curriculum is organized by units representing major scientific domains, with clusters representing related concepts within each domain. For each cluster, the document provides essential questions, big ideas, common misconceptions, priority standards, vocabulary, and suggested resources and assessments. The goal is to logically sequence the content standards while integrating skill and process standards to facilitate conceptual understanding and connections across clusters and units.
This document provides an overview of the 5th grade science curriculum map for an elementary school district. It outlines the organization of the curriculum into units and clusters, and provides details about essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. The sample cluster summarized focuses on how humans and the environment impact each other, with standards addressing how human behavior impacts the environment through global warming and how the environment can impact humans through events like inclement weather or limited natural resources.
This document provides an overview of the 4th grade science curriculum map for the Isaac Elementary School District. It outlines the organization of the curriculum including units, clusters, essential questions, big ideas, standards, and resources. The curriculum is organized into units on life science, earth science, and physical science. Each unit contains multiple clusters which focus on specific concepts and are taught over approximately 2 weeks. The document provides guidance for teachers on teaching the standards and assessing student learning.
This document outlines a fifth grade mathematics curriculum guide from the Isaac School District. Unit 9 focuses on data analysis and probability. Students will understand probability, how it can be represented, and how mathematical methods can maximize efficiency. They will learn to fluently multiply multi-digit numbers, find quotients of whole numbers with up to four-digit dividends and two-digit divisors, and make and interpret line plots displaying fractional data. Examples are provided to illustrate different strategies and models for solving problems within these domains.
This document outlines a 5th grade mathematics unit on growth patterns from the Isaac School District curriculum guide. The unit focuses on calculating area and perimeter, analyzing patterns that change over time, and generating and comparing numerical patterns based on given rules. Key concepts include rate of change, area, perimeter, writing numerical expressions, and generating ordered pairs from patterns to graph. Students will work on skills like comparing decimals to thousandths, writing expressions to represent word problems, and justifying relationships between patterns.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It outlines several units of study around operations and algebraic thinking, number and operations in base ten, and number and operations with fractions. The guide provides standards, essential questions, unit vocabulary, explanations and examples for key concepts like understanding the place value system, performing operations with multi-digit numbers and decimals, writing and interpreting numerical expressions, and using equivalent fractions to add and subtract fractions. Teachers are provided guidance on teaching strategies like using visual models and making connections to other math practices.
The document provides information about a 5th grade mathematics curriculum guide from the Isaac School District. It includes:
1) Details on Unit 6 which covers decimals on grids and number lines, including essential questions, vocabulary, and math standards.
2) Explanations and examples for each math standard, such as how to use parentheses and exponents, place value of decimals, comparing and rounding decimals, and algorithms for multiplication and long division.
3) The document is intended to outline the key concepts and skills students should master related to decimals and fractions for 5th grade mathematics.
The document provides information about a 5th grade mathematics unit on fractions and percents from the Isaac School District. The unit covers adding, subtracting, and multiplying fractions, as well as solving word problems involving fractions. It lists the essential questions, vocabulary, and Arizona state math standards covered. Examples are provided to demonstrate how to add and subtract fractions with unlike denominators, solve word problems, and multiply fractions. Estimation strategies for fraction calculations are also discussed.
This document provides a curriculum guide for a 5th grade mathematics unit on multiplication and division. It includes big ideas, essential questions, vocabulary, standards, and examples for content covering writing and interpreting numerical expressions, understanding place value systems, and performing operations with multi-digit whole numbers and decimals. The unit aims to help students understand algebraic problem solving and number representations, as well as master skills with operations and place value.
This document provides an overview of the 5th grade common core standards in mathematics. It lists the domains, clusters, and individual standards. The domains covered include operations and algebraic thinking, number and operations in base ten, number and operations - fractions, measurement and data, and geometry. For each standard, it indicates which unit(s) in the 5th grade Investigations curriculum cover that standard.
This document provides a glossary of terms for the Arizona 2010 Mathematics Standards used by the Isaac Elementary School District. It defines 50 key mathematical terms across multiple topics, including number concepts, statistics, measurement, geometry, and probability. The glossary is intended to clarify terminology and concepts for teachers, students, and other stakeholders.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
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Financial report 2011
1. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
ANNUAL FINANCIAL REPORT
We, the Governing Board of the District, hereby certify the
Annual Financial Report per A.R.S. §15-904
for the Fiscal Year
2011
SIGNATURE/DATE SIGNATURE/DATE
The Annual Financial Report file(s) for FY 2011 uploaded to the Arizona Department of Education's Web site on
contain(s) the data for the AFR described above.
Date
Superintendent Signature Business Manager Signature TOTAL EXPENDITURES BY FUND
1. Maintenance & Operation (from page 2, line 34) $ 40,860,185
2. Classroom Site Funds (from page 4, line 49 plus page 4, footnote 1) $ 1,354,805
Kevin Price 602-455-6710 3. Unrestricted Capital Outlay (from page 5, line 10) $ 1,389,709
District Contact Employee Telephone Number 4. Soft Capital Allocation (from page 5, line 19) $ 1,100,236
kprice@isaacschools.org
E-mail
ADE/AG 41-202 Rev. 8/11-FY 2011 11/9/2011 10:13 AM
2. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
MAINTENANCE UNRESTRICTED SOFT CAPITAL
AND OPERATION CAPITAL OUTLAY ALLOCATION
FUNDS AVAILABLE FUND 001 FUND 610 FUND 625
ACTUAL ACTUAL ACTUAL
Beginning Fund Balance (1) 1. 3,293,921 5,712,209 6,243,866 1.
REVENUE
1000 Local
1110 Property Taxes 2. 12,776,228 66,192 130,766 2. (1) Includes the Maintenance and Operation Fund revolving account cash balance on hand of $5,000 at 7/1/10 or
1140 Penalties and Interest on Taxes 3. 0 3. $5,000 at 6/30/11, as applicable.
1280 Revenue in Lieu of Taxes 4. 111,263 0 0 4. (2) The amount of Government Property Lease Excise Tax revenue included on line 18 is $0 .
1310 Tuition from Individuals 5. 0 0 5.
1320 Tuition from Other Arizona Districts 6. 0 0 6.
1330 Tuition from Out-of-State Districts 7. 0 0 7.
1340 Tuition from Other Private Sources (Other than Individuals) 8. 0 0 8.
1350 Tuition from Other Government Sources Within Arizona 9. 0 0 9.
1360 Tuition from Other Government Sources Outside Arizona 10. 0 0 10.
1410 Transportation Fees from Individuals 11. 0 0 0 11.
1420 Transportation Fees from Other Arizona Districts 12. 0 0 0 12.
1430 Transportation Fees from Out-of-State Districts 13. 0 0 0 13.
1440 Transportation Fees from Other Private Sources (Other than Individuals) 14. 0 0 0 14.
1450 Transportation Fees from Other Government Sources Within Arizona 15. 0 0 0 15.
1460 Transportation Fees from Other Government Sources Outside Arizona 16. 0 0 0 16.
1500 Investment Income 17. 0 58,893 65,228 17.
Other (Specify) (2) refund prior yr; stale warrant 18. 7,552 0 24,327 18.
Subtotal (lines 2-18) 19. 12,895,043 125,085 220,321 19.
2000 Intermediate
2110 County School Fund 20. 0 0 0 20.
2120 County Equalization Assistance 21. 2,833,112 147,265 24,230 21.
2210 Special County School Reserve Fund 22. 0 0 0 22.
Other (Specify) 23. 0 0 0 23.
Subtotal (lines 20-23) 24. 2,833,112 147,265 24,230 24.
3000 State
3110 State Equalization Assistance 25. 23,962,499 1,135,825 1,133,202 25.
3120 Additional State Aid 26. 528,638 10,087 18,119 26.
Other (Specify) 27. 0 0 0 27.
Subtotal (lines 25-27) 28. 24,491,137 1,145,912 1,151,321 28.
4000 Federal
4100 Unrestricted Revenue Received Directly from the Federal Government 29. 0 29.
4200 Unrestricted Revenue Received from the Federal Government through the State 30. 0 30.
4500 Restricted Revenue Received from the Federal Government through the State 31. 328,330 0 0 31.
4700 Revenue Received from the Federal Government through Other Intermediate Agencies 32. 0 32.
4800 Revenue in Lieu of Taxes 33. 0 33.
4900 Revenue for/on Behalf of the District 34. 0 34.
Other (Specify) 35. 0 35.
Subtotal (lines 29-35) 36. 328,330 0 0 36.
Total Fund Revenue (lines 19, 24, 28, and 36) 37. 40,547,622 1,418,262 1,395,872 37.
5200 Fund Transfers-In 38. 0 0 0 38.
Other (Specify) 39. 0 0 0 39.
TOTAL FUNDS AVAILABLE (lines 1 and 37 through 39) 40. 43,841,543 7,130,471 7,639,738 40.
Total Maintenance and Operation Expenditures (p. 2, line 34) 41. 40,860,185 41.
Total Capital Expenditures (p. 5, lines 10 and 19) 42. 1,389,709 1,100,236 42.
6900 Other Financing Uses and Other Items 43. 350,000 0 0 43.
TOTAL EXPENDITURES AND OTHER USES (lines 41 or 42 plus 43) 44. 41,210,185 1,389,709 1,100,236 44.
ENDING FUND BALANCE (line 40 minus line 44) (1) 45. 2,631,358 5,740,762 6,539,502 45.
.
ADE/AG 41-202 Rev. 8/11-FY 2011 11/9/2011 10:13 AM Page 1 of 9
3. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
MAINTENANCE AND OPERATION FUND (001)—EXPENDITURES
Employee Purchased Services Debt Service Totals % Increase/
Expenditures Salaries Benefits 6300, 6400, Supplies and Miscellaneous Decrease in
Budget Actual Prior Year Actual
6100 6200 6500 6600 6800 Actual
100 Regular Education
1000 Classroom Instruction 1. 10,542,252 2,883,280 12,043 372,274 8,661 15,795,642 13,818,510 15,314,858 -9.8% 1.
2000 Support Services
2100 Students 2. 1,023,182 308,699 7,310 7,215 0 1,340,729 1,346,406 1,384,719 -2.8% 2.
2200 Instructional Staff 3. 696,974 203,775 27,593 19,193 650 950,357 948,185 1,097,198 -13.6% 3.
2300 General Administration 4. 213,022 359,393 51,015 4,048 24,289 604,130 651,767 546,285 19.3% 4.
2400 School Administration 5. 2,032,337 492,024 0 3,642 838 2,483,651 2,528,841 2,555,556 -1.1% 5.
2500 Central Services 6. 1,489,046 618,802 409,796 312,130 12,481 2,607,531 2,842,255 2,378,941 19.5% 6.
2600 Operation & Maintenance of Plant 7. 2,440,493 753,463 2,374,062 1,534,232 2,497 7,360,937 7,104,747 7,066,849 0.5% 7.
2900 Other 8. 0 0 0 0 0 0 0 0 0.0% 8.
3000 Operation of Noninstructional Services 9. 0 0 0 61,000 0 61,000 61,000 111,000 -45.1% 9.
5000 Debt Service (1) 10. 0 0 0 0 0.0% 10.
610 School-Sponsored Cocurricular Activities 11. 0 0 0 0 0 0 0 0 0.0% 11.
620 School-Sponsored Athletics 12. 49,035 8,003 6,419 11,129 265 87,000 74,851 84,971 -11.9% 12.
630 Other Instructional Programs 13. 0 0 0 0 0 0 0 0 0.0% 13.
700, 800, 900 Other Programs 14. 0 0 0 0 0 0 0 0 0.0% 14.
Regular Education Subsection Subtotal (lines 1-14) 15. 18,486,341 5,627,439 2,888,238 2,324,863 49,681 31,290,977 29,376,562 30,540,377 -3.8% 15.
200 Special Education
1000 Classroom Instruction 16. 2,067,914 672,490 269,258 1,459 60 3,095,131 3,011,181 3,713,272 -18.9% 16.
2000 Support Services
2100 Students 17. 797,797 205,719 1,487,667 5,037 0 2,586,818 2,496,220 1,995,912 25.1% 17.
2200 Instructional Staff 18. 0 0 43,341 0 0 45,520 43,341 43,277 0.2% 18.
2300 General Administration 19. 0 0 0 0 0 0 0 0 0.0% 19.
2400 School Administration 20. 0 0 0 0 0 0 0 0 0.0% 20.
2500 Central Services 21. 0 0 0 0 0 0 0 0 0.0% 21.
2600 Operation & Maintenance of Plant 22. 0 0 0 0 0 0 0 0 0.0% 22.
2900 Other 23. 0 0 0 0 0 0 0 0 0.0% 23.
3000 Operation of Noninstructional Services 24. 0 0 0 0 0 0 0 0 0.0% 24.
Subtotal (lines 16-24) 25. 2,865,711 878,209 1,800,266 6,496 60 5,727,469 5,550,742 5,752,461 -3.5% 25.
300 Special Education Disability ESEA, Title VIII
(from Supplement, page 1, line 10) 26. 0 0 0 0 0 0 0 0 0.0% 26.
400 Pupil Transportation 27. 519,050 173,399 183,972 105,297 8 981,754 981,726 1,276,982 -23.1% 27.
510 Desegregation
(from Districtwide Desegregation Expenditures, page 2, line 44) 28. 3,800,914 1,150,241 0 0 0 4,951,155 4,951,155 4,951,155 0.0% 28.
520 Special K-3 Program Override
(from Supplement, page 1, line 20) 29. 0 0 0 0 0 0 0 0 0.0% 29.
530 Dropout Prevention Programs
1000 Classroom Instruction 30. 0 0 0 0 0 0 0 0.0% 30.
2000-3000 Support Serv. & Oper. of Noninstructional Serv. 31. 0 0 0 0 0 0 0 0.0% 31.
Subtotal (lines 30 and 31) 32. 0 0 0 0 0 0 0 0 0.0% 32.
540 Joint Career and Technical Education and Vocational
Education Center (from Supplement, page 1, line 30) 33. 0 0 0 0 0 0 0 0 0.0% 33.
Total Expenditures (lines 15, 25-29, 32, and 33) 34. 25,672,016 7,829,288 4,872,476 2,436,656 49,749 42,951,355 40,860,185 42,520,975 -3.9% 34.
(1) Function code 5000, object code 6820-Judgments Against the District should be used to report actual expenditures for excessive property tax valuation judgments paid in FY 2011 .
ADE/AG 41-202 Rev. 8/11-FY 2011 11/9/2011 10:13 AM Page 2 of 9
4. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
A. ENROLLMENT OF GIFTED PUPILS BY GRADE (A.R.S. §15-779.02)
Areas of Identification [A.R.S. §15-203(A)(15)] GRADE
K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL
1. Quantitative Reasoning 0 0 0 1 5 4 11 18 21 0 0 0 0 60 1.
2. Verbal Reasoning 0 0 0 0 0 1 0 0 3 0 0 0 0 4 2.
3. Nonverbal Reasoning 0 2 9 9 12 13 9 13 17 0 0 0 0 84 3.
4. Total Duplicated Enrollment (lines 1-3) 0 2 9 10 17 18 20 31 41 0 0 0 0 148 4.
B. ENROLLMENT OF GIFTED PUPILS BY ETHNICITY
Total Number D. MAINTENANCE AND OPERATION EXPENDITURES FOR GIFTED PUPILS (ELEMENTARY, SECONDARY, AND TOTAL)
Gifted Pupils Actual Expenditures for all Gifted Programs:
1. White, not Hispanic 0 K-8 $ 0
2. Black, not Hispanic 1 9-12 $ 0
3. Hispanic 124 Total $ 0
4. American Indian/Alaskan Native 0
5. Asian or Pacific Islander 3 E. MAINTENANCE AND OPERATION DETAIL BY OBJECT CODE
6. Total Unduplicated Enrollment (lines 1-5) 128 BUDGET ACTUAL
1. Utilities 2,360,034 2,122,369 1.
C. M&O AND SCA FUND SPECIAL EDUCATION PROGRAMS BY TYPE 2. Tuition Out Debt Service 6565 0 0 2.
PROGRAM PROGRAM 3. Audit Services - Nonfederal (1) 6350 35,500 27,500 3.
200 TOTAL 200 TOTAL
BUDGET BUDGET ACTUAL ACTUAL F. MAINTENANCE AND OPERATION EXPENDITURES FOR CAREER LADDER PROGRAM
1. Autism 474,252 474,252 271,913 271,913 1. Actual Expenditures made in FY 2011 $ 0
2. Emotional Disability 383,647 383,647 350,655 350,655 2.
3. Hearing Impairment 161,043 161,043 88,383 88,383 3. G. MAINTENANCE AND OPERATION EXPENDITURES FOR OPTIONAL PERFORMANCE INCENTIVE PROGRAM
4. Other Health Impairments 0 0 0 0 4. Actual Expenditures made in FY 2011 $ 0
5. Specific Learning Disability 1,679,552 1,679,552 1,522,893 1,522,893 5.
6. Mild, Moderate or Severe Mental Retardation 602,318 602,318 581,820 581,820 6. H. MAINTENANCE AND OPERATION EXPENDITURES FOR PERFORMANCE PAY
7. Multiple Disabilities 35,677 35,677 34,606 34,606 7. Actual Expenditures made in FY 2011 $ 0
8. Multiple Disabilities with Severe Sensory Impair. 0 0 0 0 8.
9. Orthopedic Impairment 0 0 0 0 9.
10. Developmental Delay 176,120 176,120 175,465 175,465 10. I. TUITION Tuition Expenditures
11. Preschool Severe Delay 215,630 215,630 307,306 307,306 11.
12. Speech/Language Impairment 1,220,957 1,220,957 1,308,307 1,308,307 12. Operations Capital Debt Total
13. Traumatic Brain Injury 0 0 0 0 13. 1. Type 03 districts-Tuition to Other Arizona Districts
14. Visual Impairment 66,150 66,150 58,343 58,343 14. for high school students only (objects 6561 & 6565) 0 0 0 0 1.
15. Subtotal (lines 1-14) 5,015,346 5,015,346 4,699,691 4,699,691 15. 2. Tuition to Other Arizona Districts not included on line 1
16. Gifted Education 0 0 0 0 16. (object 6561) 0 0 0 2.
17. Remedial Education 0 0 0 0 17. 3. Tuition to Out-of-State Districts (object 6562) 0 0 0 3.
18. ELL Incremental Costs 0 0 0 0 18. 4. Tuition to Private Schools (object 6563) 269,258 0 269,258 4.
19. ELL Compensatory Instruction 712,121 712,121 851,051 851,051 19. 5. Tuition to Ed ServicesCoopsIGAs (object 6564) 0 0 0 5.
20. Vocational and Technological Education 0 0 0 0 20. 6. Tuition Other (object 6569) 0 0 0 6.
21. Career Education 0 0 0 0 21. 7. Total (lines 1-6) 0 0 0 0 7.
22. Total (lines 15-21) 5,727,467 5,727,467 5,550,742 5,550,742 22.
(1) Enter the FY 2011 M&O expenditures related to audits of nonfederal funds on line E.3. Districts may also include
additional federal audit expenditures incurred as a result of ARRA-SFSF monies received on line E.3.
The total federal audit service expenditures made in FY 2011 from all funds were $ 0
ADE/AG 41-202 Rev. 8/11-FY 2011 11/9/2011 10:13 AM Page 3 of 9
5. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
CLASSROOM SITE FUNDS (011, 012, AND 013) —REVENUES, EXPENDITURES, AND FUND BALANCES
Beginning Purchased Services Total Expenditures % Increase/ Ending
Revenues and Expenditure Function Codes Fund Actual Salaries Employee Benefits 6300, 6400, Supplies Other Interest Decrease in Fund
Budget Actual Prior Year Actual
Balance Revenues 6100 6200 6500 (1) 6600 6850 (2) Actual Balance
Classroom Site Fund 011 - Base Salary
Revenues
CSF Allocation (20%) 1. 327,703 1. (1) For FY 2011, the district received Classroom Site Fund revenue of
Interest Income 2. 250 2. 0 and expended 0 in Fund 010,
Total Revenues (lines 1 and 2) 3. 327,953 3. object code 6590 for Classroom Site Fund pass-through payments to
Expenditures district-sponsored charter schools. This amount is not included in the
100 Regular Education amounts reported for Fund 013.
1000 Classroom Instruction 4. 168,170 30,857 416,076 199,027 338,932 -41.3% 4.
2100 Support Services - Students 5. 0 0 0 0 0 0.0% 5. (2) Include amounts expended for registered warrant expense in Funds 011,
2200 Support Services - Instructional Staff 6. 0 0 0 0 0 0.0% 6. 012, and 013 on lines 16, 32, and 48, respectively.
Program 100 Subtotal (lines 4-6) 7. 168,170 30,857 416,076 199,027 338,932 -41.3% 7.
200 Special Education
1000 Classroom Instruction 8. 0 0 0 0 0 0.0% 8.
2100 Support Services - Students 9. 0 0 0 0 0 0.0% 9.
2200 Support Services - Instructional Staff 10. 0 0 0 0 0 0.0% 10.
Program 200 Subtotal (lines 8-10) 11. 0 0 0 0 0 0.0% 11.
1000 Classroom Instruction 12. 0 0 0 0 52,217 -100.0% 12.
2100 Support Services - Students 13. 0 0 0 0 0 0.0% 13.
2200 Support Services - Instructional Staff 14. 0 0 0 0 0 0.0% 14.
Other Programs Subtotal (lines 12-14) 15. 0 0 0 0 52,217 -100.0% 15.
Total Classroom Site Fund 011 - Base Salary 16. (135,545) 327,953 168,170 30,857 0 416,076 199,027 391,149 -49.1% (6,619) 16.
Classroom Site Fund 012 - Performance Pay
Revenues
CSF Allocation (40%) 17. 655,406 17.
Interest Income 18. 500 18.
Total Revenues (lines 17 and 18) 19. 655,906 19.
Expenditures
100 Regular Education
1000 Classroom Instruction 20. 553,878 94,709 1,411,546 648,587 917,438 -29.3% 20.
2100 Support Services - Students 21. 0 0 0 0 0 0.0% 21.
2200 Support Services - Instructional Staff 22. 0 0 0 0 0 0.0% 22.
Program 100 Subtotal (lines 20-22) 23. 553,878 94,709 1,411,546 648,587 917,438 -29.3% 23.
200 Special Education
1000 Classroom Instruction 24. 0 0 0 0 0 0.0% 24.
2100 Support Services - Students 25. 0 0 0 0 0 0.0% 25.
2200 Support Services - Instructional Staff 26. 0 0 0 0 0 0.0% 26.
Program 200 Subtotal (lines 24-26) 27. 0 0 0 0 0 0.0% 27.
1000 Classroom Instruction 28. 0 0 0 0 0 0.0% 28.
2100 Support Services - Students 29. 0 0 0 0 0 0.0% 29.
2200 Support Services - Instructional Staff 30. 0 0 0 0 0 0.0% 30.
Other Programs Subtotal (lines 28-30) 31. 0 0 0 0 0 0.0% 31.
Total Classroom Site Fund 012 - Performance Pay 32. 340,305 655,906 553,878 94,709 0 1,411,546 648,587 917,438 -29.3% 347,624 32.
Classroom Site Fund 013 - Other
Revenues
CSF Allocation (40%) 33. 655,406 33.
Interest Income 34. 500 34.
Total Revenues (lines 33 and 34) 35. 655,906 35.
Expenditures
100 Regular Education
1000 Classroom Instruction 36. 428,582 78,609 0 0 965,879 507,191 696,167 -27.2% 36.
2100 Support Services - Students 37. 0 0 0 0 0 0 0 0.0% 37.
2200 Support Services - Instructional Staff 38. 0 0 0 0 0 0 0 0.0% 38.
Program 100 Subtotal (lines 36-38) 39. 428,582 78,609 0 0 965,879 507,191 696,167 -27.2% 39.
200 Special Education
1000 Classroom Instruction 40. 0 0 0 0 0 0 0 0.0% 40.
2100 Support Services - Students 41. 0 0 0 0 0 0 0 0.0% 41.
2200 Support Services - Instructional Staff 42. 0 0 0 0 0 0 0 0.0% 42.
Program 200 Subtotal (lines 40-42) 43. 0 0 0 0 0 0 0 0.0% 43.
530 Dropout Prevention Programs
1000 Classroom Instruction 44. 0 0 0 0 0 0 0 0.0% 44.
1000 Classroom Instruction 45. 0 0 0 0 0 0 0 0.0% 45.
2100, 2200 Support Serv. Students & Instructional Staff 46. 0 0 0 0 0 0 0 0.0% 46.
Other Programs Subtotal (lines 45 and 46) 47. 0 0 0 0 0 0 0 0.0% 47.
Total Classroom Site Fund 013 - Other 48. (24,725) 655,906 428,582 78,609 0 0 0 965,879 507,191 696,167 -27.2% 123,990 48.
Total Classroom Site Funds (lines 16, 32, and 48) 49. 180,035 1,639,765 1,150,630 204,175 0 0 0 2,793,501 1,354,805 2,004,754 -32.4% 464,995 49.
ADE/AG 41-202 Rev. X/11-FY 2011 11/9/2011 10:13 AM Page 4 of 9
6. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
UNRESTRICTED CAPITAL OUTLAY (610) and SOFT CAPITAL ALLOCATION (625) FUNDS—EXPENDITURES
Library Books, All Other All Other Totals %
Textbooks, & Redemption of Object Codes Object Codes Increase/
Expenditures Rentals Instructional Aids Property Principal Interest (UCO & SCA-type (M&O-type Budget Actual Prior Year Actual Decrease
6440 6641-6643 6700 6830 6840, 6850 excluding 6900) excluding 6900) (2) in Actual
Unrestricted Capital Outlay Override (1) 1. 0 0 0 0 0 0 0 0 0 0.0% 1.
Unrestricted Capital Outlay Fund 610
1000 Instruction 2. 0 0 0 0 0 0 18,857 -100.0% 2.
2000 Support Services
2100, 2200 Students and Instructional Staff 3. 0 0 47,338 0 49,500 47,338 3,484 1258.7% 3.
2300, 2400, 2500, 2900 Administration 4. 150,108 586,778 0 0 3,355,761 736,886 461,084 59.8% 4.
2600 Operation & Maintenance of Plant 5. 0 113,329 0 112,300 113,329 26,708 324.3% 5.
2700 Student Transportation 6. 0 4,582 0 145,000 4,582 150,258 -97.0% 6.
3000 Operation of Noninstructional Services 7. 0 13,403 0 50,000 13,403 11,733 14.2% 7.
4000 Facilities Acquisition and Construction 8. 0 385,811 88,360 760,000 474,171 634,786 -25.3% 8.
5000 Debt Service 9. 0 0 0 0 0 0.0% 9.
Total Unrestricted Capital Outlay Fund (lines 2-9) 10. 150,108 0 1,151,241 0 0 88,360 4,472,561 1,389,709 1,306,910 6.3% 10.
Soft Capital Allocation Fund 625
1000 Instruction 11. 0 236,012 178,693 0 0 1,806,613 414,705 421,409 -1.6% 11.
2000 Support Services
2100, 2200 Students and Instructional Staff 12. 0 685,531 0 0 0 818,770 685,531 644,535 6.4% 12.
2300, 2400, 2500, 2900 Administration 13. 0 0 0 0 0 0 0 581,814 -100.0% 13.
2600 Operation & Maintenance of Plant 14. 0 0 0 0 0 0 447,360 -100.0% 14.
2700 Student Transportation 15. 0 0 0 0 0 0 0 0.0% 15.
3000 Operation of Noninstructional Services 16. 0 0 0 0 0 0 0 0.0% 16.
4000 Facilities Acquisition and Construction 17. 0 0 0 0 0 0 85,127 -100.0% 17.
5000 Debt Service 18. 0 0 0 0 0 0.0% 18.
Total Soft Capital Allocation Fund (lines 11-18) 19. 0 921,543 178,693 0 0 0 0 2,625,383 1,100,236 2,180,245 -49.5% 19.
(1) Amounts in the Unrestricted Capital Outlay Override, line 1 above, must also be included in the Unrestricted Capital Outlay Fund (610) individual line items.
(2) Laws 2010, 7th Special Session, Ch. 8, §14, allowed school districts to use soft capital allocation monies for any operating or capital expenditures in FY 2011. Therefore, this column should include any M&O-type expenditures made from the Soft Capital Allocation Fund.
CAPITAL ASSETS AS OF
JUNE 30, 2011
Land and Improvements $9,393,002 1.
Buildings and Improvements $74,041,036 2.
Furniture, Equipment, Vehicles,
and Technology $9,044,287 3.
Construction in Progress $1,986,379 4.
Total $94,464,704 5.
ADE/AG 41-202 Rev. 8/11-FY 2011 11/9/2011 10:13 AM Page 5 of 9
7. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
CAPITAL FUNDS (630, 690, and 695) —EXPENDITURES
Library Books, Totals
Employee Textbooks, & Redemption Other All Other
Expenditures Salaries Benefits Instructional Aids Property of Principal Interest Object Codes
Budget Actual
6100 6200 6641-6643 6700 6830 6850 (excluding 6900)
Bond Building Fund 630
1000 Instruction 1. 0 0 0 0 1.
2000 Support Services
2100, 2200 Students and Instructional Staff 2. 0 0 0 0 2.
2300, 2400, 2500, 2900 Administration 3. 0 0 0 0 3.
2600 Operation & Maintenance of Plant 4. 0 0 0 0 4.
2700 Student Transportation 5. 0 0 0 0 5.
3000 Operation of Noninstructional Services 6. 0 0 0 0 6.
4000 Facilities Acquisition and Construction 7. 0 0 0 0 0 0 7.
5000 Debt Service 8. 0 0 0 0 8.
Total Bond Building Fund (lines 1-8) 9. 0 0 0 0 0 0 0 0 9.
Building Renewal Fund 690
1000 Instruction 10. 0 0 0 0 10.
2000 Support Services
2100, 2200 Students and Instructional Staff 11. 0 0 0 0 11.
2300, 2400, 2500, 2900 Administration 12. 0 0 0 0 12.
2600 Operation & Maintenance of Plant 13. 0 0 0 0 260,462 0 13.
2700 Student Transportation 14. 0 0 0 0 14.
3000 Operation of Noninstructional Services 15. 0 0 0 0 15.
4000 Facilities Acquisition and Construction 16. 0 0 0 0 0 0 16.
5000 Debt Service 17. 0 0 0 0 17.
Total Building Renewal Fund (lines 10-17) 18. 0 0 0 0 0 0 260,462 0 18.
New School Facilities Fund 695
1000 Instruction 19. 0 0 0 0 0 19.
2000 Support Services
2100, 2200 Students and Instructional Staff 20. 0 0 0 0 0 20.
2300, 2400, 2500, 2900 Administration 21. 0 0 0 0 21.
2600 Operation & Maintenance of Plant 22. 0 0 0 0 22.
2700 Student Transportation 23. 0 0 0 0 23.
3000 Operation of Noninstructional Services 24. 0 0 0 0 24.
4000 Facilities Acquisition and Construction 25. 0 0 0 0 0 0 25.
5000 Debt Service 26. 0 0 0 0 26.
Total New School Facilities Fund (lines 19-26) 27. 0 0 0 0 0 0 0 0 0 27.
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8. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
Capital Funds (630, 690, and 695) BUDGET ACTUAL DEBT SERVICE ADJACENT WAYS
Bond Building Fund 630 FUND 700 FUND 620
Beginning Fund Balance 1. 0 1. BUDGET ACTUAL BUDGET ACTUAL
Revenues 2. 0 2. Beginning Fund Balances 1. 53,452 602,186 1.
Other Financing Sources 3. 0 3.
Total Available (lines 1-3) 4. 0 4. Revenues & Other Sources
Expenditures 1110 Property Taxes 2. 80,578 187,847 2.
Renovation 5. 0 0 5. 1280 Revenue in Lieu of Taxes 3. 0 1,716 3.
New Construction 6. 0 0 6. 1300 Tuition 4. 0 4.
Other 7. 0 0 7. 1400 Transportation Fees 5. 0 5.
Total Expenditures (lines 5-7) 8. 0 0 8. 1500 Investment Income 6. 1,082 7,086 6.
Other Financing Uses 9. 0 0 9. Other Local ______________ 7. 0 0 7.
Ending Fund Balance (line 4 minus lines 8 and 9) 10. 0 10. State ______________ 8. 0 8.
5100 Issuance of Bonds 9. 0 9.
Building Renewal Fund 690 5200 Fund Transfers-In 10. 0 0 10.
Beginning Fund Balance 11. 261,820 11. Total Revenues & Other Sources
Revenues 12. 2,757 12. (lines 2-10) 11. 81,660 196,649 11.
Total Available (lines 11 and 12) 13. 264,577 13. Total Available
Expenditures (lines 1 and 11) 12. 135,112 798,835 12.
Renovation 14. 0 0 14.
Other 15. 260,462 0 15. Expenditures & Other Uses
Total Expenditures (lines 14 and 15) 16. 260,462 0 16. 6830 Redemption of Principal 13. 0 0 13.
Ending Fund Balance (line 13 minus line 16) 17. 264,577 17. 6840-6850 Interest 14. 0 0 14.
6100-6800 Other Expenditures 15. 0 138,649 15.
New School Facilities Fund 695 Total Expenditures (lines 13-15) 16. 0 0 803,901 138,649 16.
Beginning Fund Balance 18. 3,103 18. 6930 Fund Transfers-Out 17. 0 0 17.
Revenues 19. (3,103) 19. 6940 Pymt. to Escrow Agent for Def. of Debt 18. 0 18.
Total Available (lines 18 and 19) 20. 0 20. Total Expenditures & Other Uses
Expenditures (lines 16-18) 19. 0 138,649 19.
New Construction 21. 0 0 21.
Other 22. 0 0 22. Ending Fund Balances
Total Expenditures (lines 21 and 22) 23. 0 0 23. (line 12 minus line 19) 20. 135,112 660,186 20.
Ending Fund Balance (line 20 minus line 23) 24. 0 24.
BUDGET ACTUAL
Funds 630 and 695 Instructional Improvement Fund 020
1. New construction cost per square foot $ 0 Beginning Fund Balance 1. 404,693 1.
2. Land acquisition costs $ 0 Revenues 2. 269,127 2.
Total Available (lines 1 and 2) 3. 673,820 3.
Expenditures
Teacher Compensation Increases 4. 175,000 164,060 4.
Class Size Reduction 5. 0 0 5.
Dropout Prevention Programs 6. 0 0 6.
Instructional Improvement Programs 7. 186,000 0 7.
Total Expenditures (lines 4-7) 8. 361,000 164,060 8.
Ending Fund Balance (line 3 minus line 8) 9. 509,760 9.
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9. DISTRICT NAME ISAAC SCHOOL DISTRICT NO. 5 COUNTY MARICOPA CTDS NUMBER 070405000
FEDERAL AND STATE PROJECTS
FUND
TRANSFERS
BEGINNING (OUT) TO ENDING FUND
FUND BALANCE REVENUE INDIRECT COSTS EXPENDITURES BALANCE
FEDERAL PROJECTS ACTUAL ACTUAL ACTUAL BUDGET ACTUAL ACTUAL
100-130 ESEA Title I - Helping Disadvantaged Children 1. 2,193,672 5,026,564 (296,185) 7,649,149 6,032,067 891,984 1.
140-150 ESEA Title II - Prof. Development and Technology 2. (133,304) 752,631 (71,797) 1,179,157 645,956 (98,426) 2.
160 ESEA Title IV - 21st Century Schools 3. (128,871) 575,542 (800) 501,040 448,785 (2,914) 3.
170-180 ESEA Title V - Promote Informed Parent Choice 4. 0 0 0 0 0 0 4.
190 ESEA Title III - Limited English & Immigrant Students 5. (119,764) 549,620 (11,913) 1,372,831 585,451 (167,508) 5.
200 ESEA Title VII - Indian Education 6. 0 0 0 0 0 0 6.
210 ESEA Title VI - Flexibility and Accountability 7. 0 0 0 0 0 0 7.
220 IDEA Part B 8. (606,372) 1,378,318 (15,761) 1,608,662 1,340,620 (584,435) 8.
230 Johnson-O'Malley 9. 0 0 0 0 0 0 9.
240 Workforce Investment Act 10. 0 0 0 0 0 0 10.
250 AEA-Adult Education 11. 0 0 0 0 0 0 11.
260-270 Vocational Education - Basic Grants 12. 0 0 0 0 0 0 12.
280 ESEA Title X - Homeless Education 13. (11,219) 15,219 0 4,124 4,000 0 13.
290 Medicaid Reimbursement 14. 302,241 303,604 0 250,000 266,762 339,083 14.
3___ E-Rate 15. 329,431 709,490 0 275,000 386,064 652,857 15.
3___ Impact Aid 16. 0 0 0 0 0 16.
300-399 Other Federal Projects (exclude E-Rate & Impact Aid) 17. (970) 1,045,370 0 2,299,917 1,085,155 (40,755) 17.
Total Federal Project Funds (lines 1-17) 18. 1,824,844 10,356,358 (396,456) 15,139,880 10,794,860 989,886 18.
STATE PROJECTS
400 Vocational Education 19. 0 0 0 0 0 19.
410 Early Childhood Block Grant 20. 0 259,200 259,200 168,384 90,816 20.
420 Ext. School Yr. - Pupils with Disabilities 21. 0 0 0 0 0 21.
425 Adult Basic Education 22. 0 0 0 0 0 22.
430 Chemical Abuse Prevention Programs 23. 0 0 0 0 0 23.
435 Academic Contests 24. 0 0 0 0 0 24.
445 Dropout Prevention Program (grades 4-12) 25. 0 0 0 0 0 25.
450 Gifted Education 26. 12,243 0 12,243 3,739 8,504 26.
455 Family Literacy Pilot Program 27. 0 0 0 0 0 27.
460 Environmental Special Plate 28. 0 0 0 0 0 28.
465-499 Other State Projects 29. 483 232,361 223,281 223,281 9,563 29.
Total State Project Funds (lines 19-29) 30. 12,726 491,561 494,724 395,404 108,883 30.
Total Federal and State Projects (lines 18 and 30) 31. 1,837,570 10,847,919 (396,456) 15,634,604 11,190,264 1,098,769 31.
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