View
0
Download
0
Category
Preview:
Citation preview
1 | Page 11/19/2013
Implementation September 2016-June 2019
Evergreen Heights Elementary
School Improvement Plan
Elementary (LAP)
2 | Page 11/19/2013
September 2016-June 2019
Auburn School District Strategic Plan
Aspiration:
The Auburn School District aspires to be a world-class education system preparing all students to be globally competitive for career, for college, and
for life in the twenty-first century.
District Goal 1: Student Achievement
All staff in the Auburn School District provide support, leadership, and guidance to ensure each student meets or exceeds state and district standards,
graduates on time, and is prepared for career and college.
District Goal 2: Community Engagements
All staff in the Auburn School District are accountable for engaging its diverse community as partners to support and sustain a world-class education
system.
District Goal 3: Policies and Resource Management
Auburn School District policies and resources are aligned to the strategic plan.
School:Evergreen Heights Elementary
Date of SIP Team District Goal Review:
SIP Team Members:
Staci Erickson Jennifer Herndon Diana Musial Pam Parks
Alisa Louie Anne Gayman Michelle Hupperten Leah Carroll
3 | Page 11/19/2013
Arnie Grab Terri Morford Jana Jones Deena Behrend
4 | Page 11/19/2013
School Improvement Team Signatures 2015-2016
Date Submitted: Date of School Board
Approval:
Name Title/Position Signature
Anne Gayman Principal
Anne Everson Parent
Hailey Carroll Student
Staci Erickson Staff
Jennifer Herndon Staff
Diana Musial Staff
Pam Parks Staff
Alisa Louie Staff
Michelle Hupperten Staff
Arnie Grab Staff
5 | Page 11/19/2013
Ralph and Virginia Shuck Community
Member
Each team must include staff, students, families, parents, and community
members.
6 | Page 11/19/2013
Signatures for Approval
Department of Student Learning
Heidi Harris Assistant Superintendent
Student Learning
Julie DeBolt Executive Director High
School/Post Secondary
Programs
Vicki Bates Assistant Superintendent
Technology
Department of School Programs
Ryan Foster Associate Superintendent
Principal Leadership and
School Programs
Rhonda Larson Assistant Superintendent
Family Engagement and
Student Services
Superintendent
Alan Spicciati Superintendent
7 | Page 11/19/2013
School Board
Anne Baunach School Board
Carol Seng School Board
Laurie Bishop School Board
Ray Vefik School Board
Ryan Van Quill School Board
Executive Summary
Auburn School District Mission
In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong
learners.
8 | Page 11/19/2013
Auburn School District Vision
The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and
ethically responsible decision making.
School Mission Evergreen Heights is dedicated to quality learning for every student.
School Vision The vision of Evergreen Heights Elementary is to create a safe learning environment where all students are given the opportunity to maximize their potential through collaboration between staff, parents and students.
Background Information
WAC 180-16-220
Requirements for School Improvement Plan Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual
approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement
process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief
summary of use of data to establish improvement; acknowledging the use of data which may include DIBELS, MAP, WELPA, Credit Attainment, Enrollment in Honors/AP
Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.
9 | Page 11/19/2013
Stakeholder Input The Evergreen Heights’ SIP team is comprised of teachers from each grade level, a parent, as well as specialists. Specialists include ELL, LAP, behavior, and math. This group
met once a month beginning in October in order to analyze data, identify needs, and create a plan to improve instruction. Teachers involved in the SIP process would meet with
grade level teams during PLCs in order to share information and gather feedback. Feedback from grade level teams was then brought back to the SIP team and then acted upon as
needed. The SIP plan reflects the data gathered, analysis, and the next steps to be implemented.
Highly Qualified Staff Learning Assistance Program (LAP) #5
LAP Component #5-Provide Instruction by Highly Qualified Teachers and Paraprofessionals Systems Connections:
AWSP Framework Criterion 6; Managing Resources
⌧ Highly Qualified Certificated staff funded by LAP/Title I (5 - M. Hupperten, J. Herndon, A. Louie, L. Carroll, A. Locascio)
⌧ Highly Qualified Classified staff funded by LAP/Title I (7 - S. Campbell, J. Sanborn, A. Williams, B. Brown, M. George, D. Burgula, R. Mason)
⌧ Not Highly Qualified (0)
10 | Page 11/19/2013
Needs Assessment LAP #1 (Anne) Systems Connections:
RCW 28A.165.005
CEL5D Assessments for Student Learning; Assessments & Adjustments
AWSP Framework Criterion 3; Planning with Data
a. Data was used when developing programs to assist underachieving students:
DIBELS
MAP Reading MAP Math
SBA Reading
SBA Math
Needs assessment was conducted on (date)_________Oct 2015________
Participants in our needs assessment included (per our building SIP process):
District Leadership Principal
Teachers
Para Professionals
Other School Staff Students
Parents
The LAP plan focuses first on addressing the needs of students in grades kindergarten through 4 who are deficient in reading or reading readiness skills to improve reading literacy.
Grade
Level
Readiness Reading Math
11 | Page 11/19/2013
(# of Students) (# of Students) Extended Day
(# of Students)
K 12
1 25
2 22 18
3 22 25
4 23 24
12 | Page 11/19/2013
Demographic data
Over the last several years, our enrollment has increased from 350 students to 544 students. Our free and reduced lunch eligibility rate was its highest at 58% but has a downward trend, with a current eligibility rate (2016) of 48%. Additionally, our ELL population has decreased from 25% in 2014 to 20% in 2016.
13 | Page 11/19/2013
Attendance Analysis
In the 2015-2016 school year, 90% of students attended school regularly, with 0-4 absences. 7% of students were absent 5-17 days. 3% of students were absent 18 or more days.
14 | Page 11/19/2013
Data Analysis- DIBELS
Overall, decoding accuracy is a weakness. As evidenced in the charts below, our oral reading fluency scores meet benchmark more often then our accuracy is above 98%. Additionally, 62% of our kindergarteners are coming to school below benchmark.
15 | Page 11/19/2013
16 | Page 11/19/2013
17 | Page 11/19/2013
18 | Page 11/19/2013
19 | Page 11/19/2013
20 | Page 11/19/2013
21 | Page 11/19/2013
22 | Page 11/19/2013
23 | Page 11/19/2013
24 | Page 11/19/2013
25 | Page 11/19/2013
26 | Page 11/19/2013
Data Analysis- MAPS
27 | Page 11/19/2013
28 | Page 11/19/2013
SBA ELA
29 | Page 11/19/2013
30 | Page 11/19/2013
SBA Math
Twenty-six percent of third graders were below grade level in problem solving and modeling & data analysis on the 2016 SBA math assessment.
One hundred percent of fifth graders who scored a level one on the 2016 SBA math assessment also scored below benchmark on the 2016 SBA ELA
assessment.
One hundred percent of fourth graders who scored a level four on the 2016 SBA math assessment were above standard in concepts and procedures.
Seventy-three percent of fourth graders who scored a level four on the 2016 SBA math assessment were above standard in problem solving and
modeling & data analysis.
31 | Page 11/19/2013
3rd grade math
32 | Page 11/19/2013
4th grade math
5th grade math
Assessment Decisions – LAP#2 & #4
Our building meets regularly during weekly PLC meetings to discuss student data in both reading and math. We arrange flexible groups based on skill deficits. These groups are monitored for student progress by a team of building staff. Changes are made as needed. Student Selection- students are selected in compliance with LAP policies. We use 3 data points and teacher input.
LAP Component #2-Plan Incorporated in SIP
33 | Page 11/19/2013
LAP Component #4-Coordination and Support to General Program System Connections RCW 28A.165.015
a. Our building conducts a LAP program that addresses reading, writing, and/or mathematics, as well as readiness skills
associated with these content areas.
b. Students are identified for LAP as those students in kindergarten through grade 4 who score below standard for his/her grade level using multiple measures of performance, including the statewide student assessments or other assessments and
performance tools administered by the school or district and who is identified by the district to receive LAP services.
Multiple Measures of Performance Include:
Dynamic Indicators of Basic Early Literacy (DIBELS) screener Grades K-4 Measurement of Academic Progress (MAP) Grades 3 & 4
Smarter Balanced Assessment Grades 3 & 4
Teacher Rating Scale Grades K-4
Students with greatest academic deficits in basic skills as identified by statewide, school and/or district assessments or other
performance measures are served in LAP.
34 | Page 11/19/2013
Prioritized Challenges In this section, prioritize the top 3-5 challenge. Explain how all staff were involved in prioritizing challenges in each of the three SMART Goals.
Your SMART GOALS and Action Steps must address the Prioritized Challenge Narratives from this section
2015 Reading Data
In September of 2015, between 52% and 68% of students entered grades 3, 4 and 5 at or above benchmark in reading,
according to MAPS.
In Spring of 2015, 80% of 4th graders scored L3 or L4 on the ELA SBA. 68% of the same students scored at or above
benchmark in September of 2015, according to 5th grade MAPS.
In Spring of 2015, 60% of 3rd graders scored L3 or L4 of the ELA SBA. 52% of the same students scored at or above
benchmark in September of 2015, according to 5th grade MAPS.
In Spring of 2015, 52% of ELL 4th graders passed the ELA SBA, as compared to 80% of all 4th graders.
In Spring of 2015, 50% of ELL 3rd graders passed the ELA SBA, as compared to 60% of all 3rd graders.
According to MAPS reading scores in September of 2015, 75% of ELL 3rd graders were considered strategic or intensive.
35 | Page 11/19/2013
In September of 2015, 33% of ELL 4th graders were at or above benchmark on the MAPS reading assessment.
In September of 2015, between 52% and 68% of students entered grades 3, 4 and 5 at or above benchmark in reading,
according to MAPS.
On the September 2015 STAR, grades 2-5, 59% of the students tested scored at or above the 40th
percentile
SMART Goal 1:
36 | Page 11/19/2013
The average percent of 3rd, 4th, and 5th grade students meeting or exceeding standard on the state ELA assessment will increase from 76.6% to 91.6% by 2019.
Our reality: Grade 3 70.9 % Grade 4 82.0 % Grade 5 76.8 %
SMART Goal 2: The average percent of students in 3rd, 4th, and 5th grade meeting or exceeding standard on the state math assessment will increase 75.8% to 90.8%
by 2019.
Our reality: Grade 3 72.3% Grade 4 87.1% Grade 5 67.9%
SMART Goal 3: The average percent of student attendance in K-5 will increase 5 % each year 2017, 2018, and 2019 from a baseline 90%.to 95% by 2019.
37 | Page 11/19/2013
SMART Goal 1
Subject Area: ELA
School Name: Evergreen Heights
Target Population- based on
demographic, discipline and attendance
data analysis:
Kindergarten - 5th Grade Students
Our Reality-based on assessment
data analysis:
Our reality: Grade 3 70.9 %
Grade 4 82.0 %
Grade 5 76.8 %
Based on 2015 SBA scores
Our SMART Goal-based on
target population and your reality:
The average percent of 3rd, 4th, and 5th grade students meeting or exceeding standard on the state ELA
assessment will increase from 76.6% to 91.6% by 2019.
Action Plan
Action Step K-5 teachers will use common chants and definitions for academic vocabulary
Evidence of Implementation LAP #4
Evidence of Impact
Resources Responsibility
Create a schoolwide list of common
ELA vocabulary
Increased understanding of
academic vocabulary, as indicated
by:
Building 28 Hours
Staff Meetings
Vocabulary committee (chairperson: Diana
Musial)
Grade Level Teams
38 | Page 11/19/2013
Video tape teachers using agreed
upon chants and post videos to a
shared location (Google Drive)
Share videos of the vocabulary at
each month at staff meetings.
- Pre-Test given schoolwide in
September
(classroom teachers)
- Post-Test given in June
(classroom teachers)
- SBA scores
Principal
Reading Specialist(s)
Action Step Implement the use of Step Up to Writing strategies in both reading and writing. Connect color coding
to ELA instruction when appropriate.
Evidence of Implementation Evidence of Impact Resources Responsibility
Provide teacher professional
development about Step Up to
Writing Strategies and integrating
reading & writing
Assign process to indicating Topic,
Main Idea, and Details via green,
yellow and red highlighters
Teachers rotate sharing use of Step
Up strategies at staff meetings
Increased understanding of text
organization and main idea, as
indicated by:
- district writing assessments
- common ELA assessments
- SBA scores
Building 28 Hours
Staff Meetings
Google Calendar (3-5
minute share out) for
scheduling staff
meetings
Michelle Hupperten (staff PD)
Classroom Teachers
Learning Specialists
Principal
Assistant Principal (encouraging teachers to
schedule sharing)
39 | Page 11/19/2013
Action Step Create a system of tracking student ELA instruction and interventions over time.
Evidence of Implementation Evidence of Impact Resources Responsibility
Provide the prior year’s programs
and summative ELA scores for each
student to classroom teachers.
Provide electronic access to all staff
of student summative ELA scores
and programs over their K-5 career
Increased ELA achievement as
evidenced by:
- DIBELS scores
- SBA scores
Building 28 Hours
Learning Specialists
Counselor
40 | Page 11/19/2013
Action Step Participate in regular data meetings.
Evidence of Implementation Evidence of Impact Resources Responsibility
Teachers meet 3 times annually
(beginning, after 1st trimester, after
2nd trimester) to discuss student
ELA scores and redistribute students
in Walk to Read groups.
Identify student deficits in
foundational skills, listening
comprehension, reading
comprehension, research and
writing.
Programs for student interventions
will be adjusted based on student
data.
Walk to Read groups established
based on student deficits.
Increased ELA achievement as
evidenced by:
- DIBELS scores
- SBA scores
- STAR scores
- MAP scores
Substitute Hours
PLCs
Grade Level Teams
Learning Specialists
Principal
Assistant Principal
41 | Page 11/19/2013
Action Step Increase student reading comprehension
Evidence of Implementation Evidence of Impact Resources Responsibility
AR Program
- system in place to ensure
conferencing happens for each
student weekly
- meet 4 times annually to set AR
goals (PLC times)
- Discuss Diagnostic reports
monthly at PLCs.
Students pass AR tests with 85%
accuracy (average)
30 minutes of class
time daily for AR
reading (grades 2-5)
PLC time (at each
goal setting
time/monthly
diagnostics)
AR Committee (chairperson: Pam Parks)
Grade Level Teams
Learning Specialists
Principal
Assistant Principal
42 | Page 11/19/2013
SMART Goal 2
Subject Area: Math
School Name: Evergreen Heights
Target Population- based on
demographic, discipline and attendance
data analysis:
Kindergarten through 5th grade students
Our Reality-based on assessment
data analysis:
Grade 3 72.3%
Grade 4 87.1%
Grade 5 67.9%
2015 Math SBA scores
Our SMART Goal-based on
target population and your reality:
The average percent of students in 3rd, 4th, and 5th grade meeting or exceeding standard on the state math
assessment will increase 75.8% to 90.8% by 2019.
Action Plan
Action Step Pacing calendar for math
43 | Page 11/19/2013
Evidence of Implementation Evidence of Impact Resources Responsibility
Each grade level team will create a
math plan for the year.
Determine which assessments will
be used, how they will be used, and
if there are any gaps that need to be
filled.
Create a schoolwide list of common
math vocabulary list and chants.
Align visual representations and
teaching strategies across grade
levels
Increased Math achievement as
evidenced by:
- iready scores
- SBA scores
- MAP scores
Building 28 Hours
Classroom teachers
Instructional specialist
44 | Page 11/19/2013
Action Step Participate in regular data meetings.
Evidence of Implementation Evidence of Impact Resources Responsibility
Teachers meet 3 times annually
(beginning, after 1st trimester, after
2nd trimester) to discuss student
math scores and redistribute students
in Walk to Math groups.
Identify student deficits in
foundational skills, problem solving,
and communication.
Programs for student interventions
will be adjusted based on student
data.
Walk to Math groups established
based on student deficits.
Increased Math achievement as
evidenced by:
- iready scores
- SBA scores
- MAP scores
Substitute Hours
PLCs
Grade Level Teams
Learning Specialists
Principal
Assistant Principal
45 | Page 11/19/2013
Action Step Focus on problem solving.
Evidence of Implementation Evidence of Impact Resources Responsibility
Students in Walk to Math are
presented with word problems
accessible for them at their level.
Students in core math are presented
with word problems that have
several entry points and require
perseverance to solve.
Students participate in mathematical
discourse that includes mathematical
reasoning and varied solution
strategies.
Students participate in assessing
problem solving responses.
Increased Math achievement as
evidenced by:
- iready scores
- SBA scores
- MAP scores
District problem
solvers
Word problem bank
of questions
PLCs
Grade Level Teams
Learning Specialists
46 | Page 11/19/2013
Action Step Create opportunities for teacher peer observation within and between grade levels.
Evidence of Implementation Evidence of Impact Resources Responsibility
Teachers use release time to observe
another teacher either as an
individual or as a grade level. Time
is taken to debrief between both
those observed and those doing the
observing, as well as the
Instructional Specialist.
Creation of a video library
accessible online that includes video
clips of our teachers showing best
practices in math instruction.
Increased Math achievement as
evidenced by:
- iready scores
- SBA scores
- MAP scores
Release time
provided by a
substitute, specialist,
or work relief.
Grade Level Teams
Learning Specialists
Principal
Assistant Principal
Alignment to District Improvement Plan Objectives:
47 | Page 11/19/2013
SMART Goal 3
Subject Area: Attendance
School Name: Evergreen Heights Elementary School
Target Population- based on
demographic, discipline and attendance
data analysis:
Kindergarten through 5th grade students
Our Reality-based on assessment
data analysis:
90% of students attend school regularly (Tier 1)
7% of students miss 5-17 days per year (Tier 2)
3% of students miss 17 or more days per school year( Tier 3).
Our SMART Goal-based on
target population and your reality: By 2019, Evergreen Heights students in Tier 2 and 3 will increase their attendance by 5 or more days.
Action Plan
Action Step Remove Barriers to Attendance
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
-Backpack Program (20 slots)
Increased attendance of low income
students
Ongoing Skyward Attendance
Data
Counselor
Principal
48 | Page 11/19/2013
-Transportation for Students
Experiencing Homelessness
-Breakfast/lunch Program
-Clothing Support
Auburn Food Bank
Auburn School District
Nutrition Services
Auburn School District
Transportation
Department
Behavior Specialist
Action Step Monitor Attendance Data
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
-School Attendance Team created that
meets bimonthly
-Review of tiered and comprehensive
data
-Investigate additional data programs
-Develop plan for tier 2 and tier 3
interventions
Increased attendance of students
Ongoing (reviewed
bimonthly) Skyward Attendance
Data
School Attendance
Team
(Including but not
limited to: Principal,
Counselor, Behavior
Specialist,
Attendance
Secretary)
49 | Page 11/19/2013
Action Step Engage Students and Parents
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
-Open House attendance activities
-Letter home explaining importance of
attendance
-Parent-Teacher night attendance check-
ins
Increased attendance of students
September and
November of 2016,
2017, and 2018
Attendance Works
(website)
Script for parent
teacher conference
Script for teacher
phone calls home
Counselor
Principal
Behavior Specialist
Classroom Teachers
Action Step Personalized Early Outreach
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
-Call home
-Letter at 2 absences (excused or
unexcused)
Increased attendance of students
Ongoing Skyward Attendance
Data
Counselor
Principal
50 | Page 11/19/2013
Behavior Specialist
Attendance Secretary
Action Step Recognize Good and Improved Attendance
Evidence of Implementation Evidence of Impact Timeline Resources Responsibility
-Back to school assembly/attendance
awareness month
-Class, student, and awards (perfect and
improved)
-Attendance banners and signs
-Classroom mini-lessons with a focus
on attendance
Increased attendance of students
Ongoing (monthly) Skyward Attendance
Data
Attendance Works
(website)
Counselor
Principal
Behavior Specialist
Classroom Teachers
Attendance Secretary
Alignment to District Improvement Plan Objectives:
51 | Page 11/19/2013
Professional Development and
Implementation Calendar Professional Development LAP #6 LAP Component #6- Provide Opportunities for Professional Development System Connections
AWSP Framework Criterion # 5; Improving Instruction
# 6: Managing Resources
Targeted Professional Learning: Professional Development that is an on-going systematic process informed by evaluation of student, teacher and school needs embedded in School Improvement Plan (SIP).
PDTIP Form (see attached)
SIP- PD implementation calendar plan and calendar with specificity (see attached)
Professional Learning Communities: Teachers meet on a regular, planned basis to analyze data and student work that will guide their instructional strategies and planning to support struggling learners in meeting K-4 ELA standards.
Building Leadership meetings Monitoring Implementation and Impact
Program Effectiveness System Connections RCW 28A.165.100 CEL5D Assessment for Student Learning; Assessment & Adjustments
AWSP Framework Criterion#8 Closing the Gap
LAP students’ entrance and exit performance data and LAP program will be evaluated .
Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post
52 | Page 11/19/2013
Measure of Academic Progress (MAP Test) Grades 3-5 pre/post
Smarter Balanced Assessment (SBA) Gr. 3-5
Other assessment :< Identify assessment used and grade level>
End of the Year Summary Report
Data Reviews – Whole Staff and BLT and PLCs
Program Effectiveness- System Connections
RCW 28A.165.100
CEL5D Assessment for Student Learning; Assessment & Adjustments
AWSP Framework Criterion#8 Closing the Gap
LAP students’ entrance and exit performance data and LAP program will be evaluated .
Dynamic Indicators of Basic Early Learning (DIBELS) K-4: pre/post
Measure of Academic Progress (MAP Test) Grades 3-5 pre/post
Smarter Balanced Assessment (SBA) Gr. 3-5
Other assessment :< Identify assessment used and grade level>
End of the Year Summary Report
PDTIP Plan for 2016-2017 Building Determined Hours
Title Date/Time Description - Location Clock
Hours
Total Hours
for the day
Form √
UWTELL
Training
August 18
UWTELL Green River Community college
?
7.0
53 | Page 11/19/2013
Building
Determined Day
Retreat
August 22
9:00-4:00
Retreat at Huntly Lodge (Teaming)
7.0 7.0
Sign-in
Building
Determined Day
August 29
8:40-4:10
CCSS- Reading Plan for the year (EVHTS)
7.0 7.0 Sign-in
Building
Determined Day
August 31
1:00-4:00
Steven Gill Presenter (EVHTS)
3.0 3.0
(plus 4 district)
Sign-in
Building
Determined Day
September 1
8:40-4:10
CCSS- Math Planning for the year (EVHTS)
Staff Meeting
7.0 7.0 Sign-in
Building
Determined Day
On-Going Teams
On-going work for CCSS (EVHTS)
4.0
Sign-in
54 | Page 11/19/2013
OTHER CONTRACTED DAYS
Title Date/Time Description Clock
Hours
Total Hours for
the day
Form √
District Designated
Day (LID)
August 30
DSL (Riverside)
7.0
7.0
Sign-in
District Designated
Day
August 31
DSL (TBD)
?
3.5
Sign-in
Individually
Determined Day
September 6
8:40-4:10
Staff Directed Activities
7
Open House
September 6
4:00-5:30
Ice Cream Social
2
55 | Page 11/19/2013
STATE WAIVER DAYS – order of offerings may change with staff needs.
Title Date & Time Description - Location # of Clock
Hours
Length of Day Form
State Waiver
#1
October 14
TBD
7 total Day
State Waiver
#2
March 6
TBD
7 total Day
State Waiver 7 total Day
C: 2013-2014 Contracted Days
#3 May 8 TBD
56 | Page 11/19/2013
Month Building 28+6 principal’s
hours
Staff Meetings BLT Meetings Title extra
hours
June
August 22: Teaming Retreat (7)
29: ELA PD (7)
31: SpEd (3)
4th Thursday
September 1: Math PD (7) 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
October 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
November 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
December 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
January 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
February 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
March 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
April
1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
May 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
June 1st Wednesday - Logistics
3rd Wednesday - PD
4th Thursday
Recommended