Red Hill Elementary School Strategic Improvement Plan ... Q3 Updates/RHES...as determined by...

Red Hill Elementary School SIP 2017-2018

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Red Hill Elementary School Strategic Improvement Plan, 2017-2018

Period Covered Mo/Yr – Mo/Yr

Original Submission

Updated

TIMELINE—PLANS/UPDATES SHOULD BE SENT TO

[email protected] BY THE

SUBMISSION DATE LISTED BELOW

INITIAL PLAN SEPTEMBER 11

Q1 UPDATE NOVEMBER 13

Q2 UPDATE JANUARY 29

Q3 UPDATE APRIL 16

FINAL UPDATE PRIOR TO JUNE RETREAT

Strategic Improvement Team Principal Art Stow

Assistant Principal Representative

Instructional Representative All teachers participate

Instructional Support Representative

Teacher Assistant Representative Angela Rutherford

Parent Representative

Community Representative

Student Representative

*Add to list as needed. Each group may have more than one representative.

Together, the entire Red Hill community engages the mind

and heart of each student to become a lifelong learner with

the necessary skills to be a contributing member of our

world.

mailto:[email protected]


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GOAL 1: ACADEMIC FOCUS

ACPS BOARD GOAL: All Albemarle County Public Schools students will graduate having actively

mastered the lifelong-learning skills they need to succeed as 21st century learners, workers and citizens.

1.1 PLAN – Identify Focus Areas

What are our two most persistent achievement gap issues? Students that are in Gap Group 1. In 2016 - 17, there were XX students in this group. With the increased enrollment, we now have XX students in GAP group 1 in grades K, 1,2, 3, 4, 5. How will our compelling question work to close those gaps?

MATH is the focus area (works and haven’t tried?)

Outcome Goals-- What level of achievement for these two areas would we need to attain by the end of the school year to consider our goal for these gap groups met?

1. At least 80% of students passing the math SOL which is 66 out fo 82 students.

2. Increase Gap Group 1 SOL pass rate percentage from 38.7% (Spring 2017) to 51% (Spring 2018)- 24 out of 47 students.

3. For students below grade level in grades 3,4,5, MAP scores will show more than a year’s growth

Compelling Question: How can we find or create a balanced math diet that implements the most effective strategies and resources? Original— Revision One (If Needed)— Revision Two (If Needed)—

1.2 DO –Process/Strategies

What will we keep doing in 17-18? Identify specific learning strategies that made a positive learning difference for students in our gap groups as measured by student performance this past year.

Strategy Rationale

1. PLC work PDSA

2. Number Talks exposure to strategies for building vocabulary and strengthening mental math abilities and formative assessment

3.Differentiation in small groups individualized instruction and meeting students where they are

How will we close our two most persistent achievement gaps this year?


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flexible grouping and adjustments based on ongoing data collection

What will we do differently in 17-18? Identify specific, new strategies to build collective efficacy and establish learning practices that will result in exponential gap group progress in 17-18.

Strategy Rationale

1. K - 5 Math Instruction for the implementation of strategies within Math Investigations

This places the greatest number of staff available to deliver math instruction with fidelity, fluid grouping, and differentiation to meet individual needs

2. Using ST Math as a teaching tool This complements the use of ST Math in independent stations and strengthens the development of conceptual understanding

3. Targeted math interventions Replicate intervention process used in literacy for students that need remediation as determined by formative and summative assessments.

Quarter One

1.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the first quarter of the school year? What will we use to measure these results?

Q1 Outcome Goals Common assessments used to measure outcome goals

1. At the end of the first quarter, at least 40% of Gap Group 1 students will perform within the proficient or advanced projection band.

1. Assessments: Biweekly Illuminate Quick Checks, Intervention Progress Monitoring, Investigations Checkpoints, NWEA MAP

2. At the end of the first quarter, 60% of all 3/4/5 students will perform within the proficient or advanced projection band.

2. Assessments: Biweekly Illuminate Quick Checks, Investigations Checkpoints, NWEA MAP

1.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter one and what have we learned from our data? How has our staff been involved in the analysis process?

What results have we seen from our data collection?

Grades 3,4,5 Gap Group 1 = 51% Proficient (24 out of 47 students) according to Fall NWEA MAP Math Assessment Data for Full Population 3rd Grade = 47% Proficient / Advanced 4th Grade = 68% Proficient/ Advanced


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5th Grade = 71% Proficient/ Advanced 3rd, 4th, & 5th Grades = 62% Proficient or Advanced Projection (51 out of 82 students)

What have we learned from these results? Showed a number/number sense unit was successful because student scores were strongest in that strand. But, how do we maintain that strength as work begins in other strands? Formative and summative assessments show significant needs in grade 3 cohort, so we are targeting resources with this group- classroom teacher, math interventionist, and SPED inclusion.

How has our staff been involved in the analysis process?

PLCs have reviewed this data with the math interventionist principal and data coach to craft next steps instruction. 1/2 PLC met with our math interventionist to discuss regrouping to meet students’ needs based on SNAP & ACAMB data. Ongoing conversations to monitor pacing while also making time for spiral review and remediation.

1.5 ACT – Make Adjustments—Based on our quarterly data analysis, what adjustments will we make to our strategies and/or data collection plans?

1. Coaches are planning to provide PD for this in the 2nd Quarter for using ST Math as a whole group and/or small group teaching tool.

2. Creating games that spiral the number / number sense concepts and skills.

3. Build into number talks the review of number / number sense concepts and skills. 4. Continue to monitor and adjust groups of targeted students for core plus interventions based on need. 5. Added in number sense routines as an additional instructional support for targeted group of 1st/2nd grade students 6. Continue to utilize two instructors for the grade 3 cohort, including our math interventionist. 7. Provide ST Math progress reports to teachers biweekly. Discuss alerts. Encourage family involvement via ST Math at home.


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Quarter 2

2.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the second quarter of the school year? What will we use to measure these results?

Q2 Outcome Goal Common assessments used to measure outcome goals

1. At the end of the second quarter, 55% of Gap Group 1 students in grades 3/4/5 will perform in the Proficient or Advanced projection band.

NWEA Mid-Year MAP Assessment Illuminate Mid-Year Assessment of Taught Curriculum

2. At the end of the second quarter, 68% of ALL 3/4/5 students will be performing in the Proficient or Advanced projection band.

NWEA Mid-Year MAP Assessment Illuminate Mid-Year Assessment of Taught Curriculum

3. 68% of all students (K-5) will be at grade level as tracked by report cards.

SNAP, ACAMB, Investigations Checkpoints, ST Math Progress Reports, Biweekly Illuminate Quick Checks, NWEA MAP

4. 70% of all 3/4/5 students score at least 63 % pass on the Mid Year Math Assessment.

Teacher made Illuminate Mid-Year Math Assessment of taught curriculum

2.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter two and what have we learned from our data? How has our staff been involved in the analysis process?


Mid-Year MAP Data for Full Population 3rd Grade = 37% Proficient / Advanced 4th Grade = 71% Proficient/ Advanced 5th Grade = 57% Proficient/ Advanced 3rd, 4th, & 5th Grades = 54% Proficient or Advanced Projection ( 44 out of 82 students) Mid-Year MAP- Data for Gap Group 1 3rd Grade = 28% Proficient / Advanced 4th Grade = 62% Proficient/ Advanced 5th Grade = 33% Proficient/ Advanced 3rd, 4th, & 5th Grades = 39% Proficient or Advanced Projection (18 out of 46 students) 73% of all students are performing “on-level” as tracked by report cards 55% of 3/4/5 students scored at least 63% on the Mid Year Math Assessment.


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What have we learned from these results? We were 8 students away from reaching our mid-year GG1 goal of 55% using MAP. We were 12 students away from reaching our mid-year goal of 68% for the full population of 3rd, 4th, and 5th graders using MAP. We were 13 students away from reaching our mid-year goal of 70% for the full population of 3rd, 4th, and 5th graders using Illuminate assessments of the taught curriculum. Mid-Year MAP and Illuminate results were very similar - projected 54-55% pass rate. We are concerned that only 13% (2 out of 15 students) of our GG1 fifth graders reached the Illuminate cut score of 63%. Fourth grade is looking good- What are we doing? One classroom teacher, TA supporting specific students throughout lessons/activities, core plus intervention group using Do The Math Fifth grade is excited to have A. Summers back from maternity leave. The students who decreased from proficient to basic were working with the long-term sub during Q2. In the future, consider long-term sub groups very carefully. Pass percentages are higher on quick checks and unit assessments than on cumulative standardized assessments. We are trying to pinpoint if this is a matter of stamina or due to the cumulative nature. We are reporting more students as “on-level” on report cards than we are seeing “proficient” on cumulative standardized assessments. (ex. 77% on report cards vs. 55% on Mid-Year Illuminate in grades 345)


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Each grade band met as a PLC to discuss mid-year data. PLCs examined data, discussed celebrations, and brainstormed ideas for improvement versus which pieces we need to stay the course. Teachers examined item analyses from quizzes, tests, and cumulative to focus reteaching. Teachers discussed students who are “almost there” and what we can do to get them to proficiency/mastery of standards. Teachers worked on pacing guides to be proactive in making sure they teach and have time to reteach as needed the Virginia standards. Teachers are working hard to fill gaps in the Investigations curriculum.


1. Multi-age grouping for grade 1-2 math was not working. Teachers have re-organized so that Holly Shiflett and Tim Howeth will teach 1st grade math, while Tina Bolen and Jen Hilker will teach 2nd grade math. Jen will provide tiered interventions from 8:30-9:30.

2. Continue the use of “Windshield Check” formative assessments in grades 1-2 to identify specific misunderstandings and needs for strategies. Encourage students to think-aloud their strategies.

3. Continue to utilize classroom teacher, math interventionist, and special education inclusion in third grade math block. A new schedule started on February 5th to increase third grade math by 10 minutes daily- 11:30-12:50.

4. Welcome and support A. Summers as she transitions back from maternity leave. We expect to see increased gains in fifth grade math now that she is back.

5. Continue what’s working in fourth grade! Page + Durrette + Hilker’s Intervention Group

6. Add third grade math vocabulary intervention group with Hilker

7. Stay the course with Number Talks, ST Math, and Investigations 3.

8. Continue fifth grade Do The Math intervention group with Lindella (TA).

9. Use Backwards Planning Standards Alignment tool and Learning Targets to increase alignment, formative assessment, and feedback. Make sure we are accounting for every bullet listed in the curriculum frameworks.

10. Released Items tests are scheduled for March 15th to be followed by reports of which students are lacking mastery of which standards. These reports will be used to guide our Q4 instruction.

11. Our math interventionist now services the 13 students who were just below the cut score on the Mid-Year Illuminate assessment.

12. Teachers plan to share data with students to develop greater sense of student self-efficacy, to help them see that their efforts are paying off.

13. Teachers are scheduling conferences with parents as needed to foster collective efficacy.

14. ST Math PD on March 1st


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15. Collaborate with Science & Math Lead Coaches to provide feedback regarding BPSAs and Learning Targets.

16. Continue pacing guide conversations to make sure we make time for all of the standards that need to be taugh/re-taught.

17. Provide after school tutoring to students who are “almost there”.

Quarter 3

3.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measurable outcomes would we expect to see by the end of the third quarter of the school year? What will we use to measure these results?

Q3 Outcome Goals Common assessments used to measure outcome goals

1. At the end of the third quarter, 45% of Gap Group 1 students in grades 3/4/5 will score at least 60% on the Released Items assessment on March 15th.

Released Items administered via Illuminate

2. At the end of the third quarter, 68% of ALL 3/4/5 students will score at least 60% on the Released Items assessment.

Released Items administered via Illuminate


Student Report Cards

4. 70% of students will score at least 70% on unit tests.

Unit Tests

3.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter three and what have we learned from our data? How has our staff been involved in the analysis process?


1. As of the March administration of the full curriculum released items, 29% of 345 GG1 students achieved 60% or higher. 2. As of the March administration of the full curriculum released items, 47% of 345 full population achieved 60% or higher. 3. On report cards, teachers reported 81% of 3rd, 4th, 5th graders “on-level” Breakdown: 54% of 2nd grade on-level 59% of 3rd grade on-level 88% of 4th grade on-level 100% of 5th grade on-level 4. 53% Proficient on 3rd Grade Fractions Unit Test


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74% Proficient on 3rd Grade Multiplication Unit Test 52% Proficient on 4th Grade Fractions Unit Test 65% Proficient on 5th Grade Graphing, Probability, Algebra Unit Test 38% Proficient on 5th Grade Multiplying & Dividing Decimals

What have we learned from these results? The fraction/decimal units are significant areas for continued improvement.


Examining students scores and item analyses and PLCs.


1. Adjust the focus of after school tutoring based on most recent data. Include additional experiences to foster conceptual understandings of fractions and decimals as appropriate to grade level. Fifth grade tutoring by veteran teacher/math expert. (This is in addition to the fifth grade intervention during the school day provided by one of our TAs.)

2. Adjust the focus of intervention group instruction based on most recent data. For third grade interventions, this includes a lot of vocabulary- the language of math. We found that many of our third graders were not understanding what the questions were asking.

3. Maximizing our resources in fifth grade. While the JMU student teacher provides universal and routine small group instruction, our veteran teacher is able to pull individuals or small groups for specific strategy instruction based on the item analyses.

4. Continue TA support during fourth grade math and fifth grade intervention.

5. Continue to emphasize the importance of student discourse in mathematics via walkthrough feedback and PLCs.

End of Year

4.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the school year? What will we use to measure these results?

EOY Outcome Goals—from box 1.1 Common assessments used to measure outcome goals

1. At the end of the fourth quarter, 45% of Gap Group 1 students in grades 3/4/5 will earn at least 400 on the Math SOL test.

1.

2. At the end of the fourth quarter, 70% of ALL 3/4/5 students will score at least 400 on the Math SOL test.

2.


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3.

4. 70% of students will score at least 70% on unit tests.

4.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of the school year and what have we learned from our data? How has our staff been involved in the analysis process?


What have we learned from these results?



1.

2.

3.

GOAL 2: CLIMATE FOCUS




What two elements of our school’s climate will have the most powerful, positive impact on the student experience? Relationships & Safety How will our compelling question work to make improvements in those areas? Students feeling connected to both staff and peers and in an environment safe for learning, growing, and playing.

Outcome Goals-- What evidence would we expect to see at the end of the school year that would indicate significant progress has been made in our targeted areas?

How will we improve the two aspects of our school climate that will have the

greatest positive impact on our student experience?


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1. Every student reports having a person they can find help from in the event of a personal problem.

2. Students reporting friendly students at Red Hill with increasing frequency.

3. Declining discipline referrals related to unsafe behavior as the year progresses.

Compelling Question: How do we ensure that all of our students feel safe and connected while at school? Original— Revision One (If Needed)— Revision Two (If Needed)—

1.2 DO –Process/Strategies

What will we keep doing in 17-18? Identify specific strategies that we believe made a positive impact on school climate.

Strategy Rationale

1. School Wide Responsive classroom implementation & Professional development

has provided consistency for students across classrooms

2. School-wide Morning Meetings opportunity for students to connect across grade bands

3.

What will we do differently in 17-18? Identify specific strategies that will result in positive changes to the student experience in 17-18.

Strategy Rationale

1. Use survey to establish a baseline. starting place

2. Implementation of RC teacher language, logical consequences, morning meetings and morning messages.

support classroom management, division wide initiative

3. Mentor groups for every staff member All students need someone that knows them personally, familiar with interests, etc.

Quarter One

1.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the first quarter of the school year? What will we use to measure these results?

Q1 Outcome Goals Tools used to measure outcome goals

1. Because we have so many new students the first outcome is to establish the baseline for this school year. (establish the baseline for question (c) If I have a personal problem at school I can find a friend or adult who can help me)

1. Quarterly Climate survey 2. Mentor group tracking document


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2. Because we have so many new students, the first outcome is to establish the baseline for this school year. (establish the baseline for question (b) Students at this school are friendly)

2. Quarterly Climate survey

3. Monitor and record all safety-related infractions that include defiance, disruption, disrespect.

3.Discipline referrals for Qrt. 1: Total referrals: 39 Safety - related referrals: 27 = 69% Many of these referrals are the result of a few children that have significant behavioral patterns that require additional staffing support. That support has not been available. Since the end of October, more staffing has been obtained.

1.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter one and what have we learned from our data? How has our staff been involved in the analysis process?


85% reported yes on question 1 © 83% reported yes on question 2 (b)

What have we learned from these results? We have a good number of students reporting positive results, but we have a significant cohort feeling disconnected.


Our climate committee discussed the first survey and shared out with their PLCs . All staff have chosen mentees and begun meeting with them.


1. Use our mentoring groups to deepen relationships and sense of support with our students

2. Continue implementation of Responsive Classroom practices

3. Attempt to find funding sources that will support the additional staff needed to address specific, student needs that are disruptive to the learning environment.

Quarter Two

2.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the second quarter of the school year? What will we use to measure these results?


1. 90% reporting friendly students 1. Climate survey

2. 90% reporting someone to go to for help 2. Climate survey

3. Staffing available to support students with significant behavioral needs

3. Collaborating with the division SPEd and Central Office to replace school operational


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funds with division funds for the increased staffing needs for a few students with behavioral needs as identified through their IEPs.

4. Monitor and record all safety-related infractions that include defiance, disruption, disrespect.

4. Discipline referrals for Qrt. 2: Total referrals: 24 Safety - related referrals: 13 = 54% A significant drop in discipline referrals from the first quarter, 39 to 24 and 69% to 54% safety related. School climate has improved with regards to safety and disciplinary issues.

2.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter two and what have we learned from our data? How has our staff been involved in the analysis process?


on Question 2: dropped 82.1 to 71.4: about 9 -10 kids fewer said students are friendly on Question 3: somebody to help them when they have problem 84.6 to 92.2. on Question 4: Teachers in this school help all… 76.9 and 75.9 on Question 5: Try hard to learn in school, 96.2 to 94.8

What have we learned from these results? during the holiday, there was some social media issues despite recommendations to parents that they either restrict or monitor. And, the Friendly Friday Spotlight initiative lost momentum.


C3 committee review, each PLC has a representative provides input and feedback to their teams.


1. Pick up and continue the Friendly Friday plan. Focus for March, because our focus on February is self control. Mrs. Payne will use February to formulate plans for the March Friendship focus.

2. Continue and reminders about the Mentoring program

3. Continue to implement protocols of Responsive Classroom to decrease disciplinary issues.

Quarter Three

3.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the third quarter of the school year? What will we use to measure these results?


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1. increase response to question 2 1. quarterly survey

2. use survey with grades K - 2. 2. quarterly survey

3. Discipline referrals will continue to decrease, especially in the areas related to safety as identified as defiance, disruption, and disrespect.

3. number of discipline referrals related to defiance, disruption and disrespect.

3.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of quarter three and what have we learned from our data? How has our staff been involved in the analysis process?


on Question 2: dropped 71.4 to 65.4: about 4 kids fewer said students are friendly on Question 3: somebody to help them when they have problem 92.2 to 89.6 - 2 kids less on Question 4: Teachers in this school help all… 76.9 to 80.5 on Question 5: Try hard to learn in school, 94.8 to 96.1

What have we learned from these results? Although not significantly, student connection is dropping rather than increasing. Although the difficult and inconsistent schedule during the 3rd quarter could be a factor we need to hear more detail from students and highlight positive factors.


C3 committee review, each PLC has a representative provides input and feedback to their teams.

4. Review of all safety-related disciplinary infractions that include defiance, disruption, disrespect.

Discipline referrals for Qrt. 3: Total referrals: 22 Safety - related referrals: 13 = 59% No significant change in discipline referrals from the 3rd to 4th quarter, 23 to 22 and 54% to 59% with the same amount of safety related infractions and one less overall referrals. School climate continues at the same level regarding safety and disciplinary issues. Discipline issues amongst older students has diminished, while a few more issues with younger students has increased, including a child that is new to the school. One child had 6 disciplinary issues. With interventions and new TDT support, his discipline issues have almost diminished to zero.



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1. Provide opportunities for students to reflect on Kindness projects.

2. Continue Service & Spirit and Schoolwide Morning Meetings with a Teamwork focus.

3. Ensure our new students are part of the mentoring program and contact is ongoing for all.

End of Year

4.3 STUDY – Expected Outcomes—If our processes and strategies are successful, what measureable outcomes would we expect to see by the end of the fourth quarter of the school year? What will we use to measure these results?

EOY Outcome Goals—from box 1.1 Tools used to measure outcome goals

1. Every student reports having a person they can find help from in the event of a personal problem.

1. County Climate Survey

2. Students reporting friendly students at Red Hill with increasing frequency.

2. County Climate Survey

3. Declining discipline referrals related to unsafe behavior as the year progresses.

3. Office referrals

4.4 STUDY—Results and Analysis—what results have we seen from our data collection at the end of the school year and what have we learned from our data? How has our staff been involved in the analysis process?


What have we learned from these results?



1.

2.

3.

GOAL 3: P-BASED LEARNING—HOW ARE WE PLANNING TO SPREAD THE P-BASED

LEARNING WORK FROM CAI 2016 AND 2017 TO OUR ENTIRE SCHOOL?


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Compelling Question—How will we advance our students’ proficiencies in Lifelong Learner Competencies using P-based learning strategies? Original— Revision One (If Needed)— Revision Two (If Needed)—

GAP Evidence: RHES wants to create new outdoor learning spaces. With a recent increase in population, the school needs more learning spaces to best serve the instructional needs of all students. This will build capacity in the RHES faculty to create and implement more project-based learning opportunities for our students.

1.2 DO –Strategies—What actions will we take to help us meet our stated goal? Why do we think these strategies will be effective in helping to meet our goal (i.e. best practice research, etc.)?

1. Elicit student voice and create a sense of student ownership.

2. Several outdoor learning spaces will be planned by the Learning Communities within Red Hill School that will be informed by student voice and stakeholder concerns.

3. Students will have an increased appreciation of and passion for researching and creating spaces that are an extension of traditional learning spaces.

4. Obtaining adequate resources.

5. Teachers will utilize the Rapid Fire PBL building strategy to create and implement at least one additional PBL unit this school year.

1.3 STUDY – Data Collection—What measures will we use to show progress toward our goal? When/how often will we use them?

1. Monthly timeline will be followed

2. By June 2018, each small passion learning community will have begun construction of planned learning space.

How will we advance our students’ proficiencies in Lifelong Learner

Competencies using P-based learning strategies?


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3. In addition to the school-wide PBL, teachers will implement at least one PBL lesson (rapid fire?)

1.4 STUDY—Results and Analysis—At the end of each quarter, what results have we seen from our data collection and what have we learned from our data? How has our staff been involved in the analysis process?

Q1. K: videos to illustrate needs 1 - 2: Students have drawn and seen videos, 3 - 4 - 5: Quiet spaces, Science/nature based, like gravel under the picnic tables

Q2. approval for funding from PTO. Construction of pre school outdoor learning space to start in March, coordinating with a Landscape designer to create a plan for the K - 5th grade spaces.

Q3. A landscape designer was found with funding of $1000.00 from PTO

Q4.


Q1 Determine funding amount from PTO, approx. $3000.00 We’ve adjusted the timeline Look for trends in students’ responses to their outdoor learning space ideas.

Q2 Presentation to the PTO of the idea for the Outdoor Learning spaces on Nov. 14, obtain support from a Landscape designer, modifications made to a variety of proposals, exploration of the purchase of a greenhouse. PTO will fund more than $3000.00 if needed.

Q3 PTO has approved a contract with Mark Leiberth of Land Planning & Design Associates that will provide for the school 1. Master Plan, rendered and prepared on a base map, 2. Precedent images showing similar proposed amenities, 3. Opinion of Cost, 4. Implementation Strategy, 5. Meeting with Principal and PTO

Q4

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