Pto Event Planning Worksheet

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					             2010-2011
      JACKSON ELEMENTARY
          SCHOOL-WIDE
         DISCIPLINE PLAN




        “Educating With Care”
3925 Wales Avenue Memphis, Tennessee 38108
               901-416-4222
                 Guiding Principles
• Beliefs
•   Students need to apply their learning in meaningful, real-life academic
    experiences that motivate them to do their best.
•   Student learning is our main priority.
•   Innovative ways of involving parents in the education of their children
    must be established.
•   Teachers, administrators, parents, and the community should be
    committed to ensuring that students become confident, self-directed
    life-long learners.

• School Character Points
•   Diversity should increase students’ understanding of different cultures.
    Met AYP for the 2009-2010 school year.

• Values
•   All stakeholders share responsibility for advancing the school’s
    mission.
              Mission

Our mission is to provide opportunities
  for students to learn skills, acquire
   knowledge, and develop character
  within a diverse, nurturing, learning
              environment.
                   Vision
Our vision is to provide a safe, welcoming, and
challenging environment for learning. The social,
intellectual, and emotional growth of every child
will be supported by learning in the areas of
reading, math, science, social studies, and
technology. All students will be encouraged and
expected to strive for their personal best.
       Goals and/or Objectives
 To utilize PBIS Training, Responsive Classroom
  Training, Kingian Non-Violence Training, Lee
  Canter’s Assertive Discipline Guide, Peaceable
  Schools Training, Harry Wong’s The First Days of
  School, and Memphis City Schools Board Policies
  on student behavior as a framework at Jackson
  Elementary. Students are treated in a firm, fair, and
  consistent manner daily, therefore decreasing
  student home suspensions by 3% and decreasing
  office referrals by 8%. Positive referrals for
  improvement in academics and work behaviors will
  increase 30%. In addition, we will comply with
  section 504 of the Rehabilitation Act of 1973 and
  Guidelines for Exceptional Children. Based on data
  from 09-10 Jackson Elementary PBIS surveys, our
  results have improved.
MCS Discipline Committee Worksheet 2010 - 2011


                                      Principal*: Yolanda Heidelberg
     Name of School:                  Assistant Principal

     JACKSON ELEMENTARY               Professional School Counselor*: Shirley Price

     Discipline Committee is          School Psychologist: Ralph Rodgers, Margaret Kirkland

         representative               General Education Teacher(s): Grade Chairs: Stacy Thomas, Linda
                                          Hunt, Tanjara Wiggins, Karen Moore, Melissa Ingles, LaVonda
     of the school faculty and            Brown, Corrine Smith, Carla Wilson, Martha Cummings
     includes an administrator.       MEA Representative*: Corrine Smith


                                      Elected Teacher(s) (2)*: Marsha Stinson, Toya Johnson

                                      Special Education Teacher(s)*: Linda Fryer (Team Leader)

                                      Related Arts Teacher(s): David Orland, Gerardo Vargas


                                      Students: Jazmine Johnson

     *Indicates members mandated by   Educational Assistant(s)/ Non -Certified Staff: Cindy Geater

         MEA contract                 Community Member: Lesa Cain

                                      Parent(s)*: Sonji Mickens, Gail Pope

                                      Central Office or Board of Education Member: Tomeka Hart

                                      Cafeteria Staff: Cherry Mason

                                      Bus Driver

                                      Other: Doris Chaney, Instructional Facilitator



                                  Internal Coach: Shirley Price, Guidance Counselor
       Discipline Committee
• The committee will meet outside regularly
  scheduled times, based upon an increase
  in discipline referrals and student
  behavior.
• Cindy Geater, GOS, will be designated to
  be responsible for data from
  Chancery/SMS.
   Reasons Not to Refer a Student to
   the Office for Discipline:

Refusing to do their work

Getting up out of their seat

Chewing gum

Talking in class
                               Meeting Schedule
(Classroom teachers meet 3-times per week to discuss discipline strategies.)


        Reporting Period   Approximate Dates of      All data for period   Discipline           Faculty meeting
                           Reporting Periods         entered into system   Committee meeting    dates to report
                                                     (A)                   dates (B)            interpretation of 20
                                                                                                day data (C)

        1                  Aug. 9-Sept. 3, 2010      Sept. 7, 2010         Tuesday
                                                                           September 28, 2010   September 29, 2011

        2                  Sept. 7 – Oct. 4, 2010    Oct. 11, 2010         Tuesday
                                                                           October 26, 2010     October 27, 2010


        3                  Oct. 5 – Nov. 3, 2010     Nov. 10, 2010         Tuesday
                                                                           November 30, 2010    December 1, 2010

        4                  Nov. 4 – Dec. 6, 2010     Dec. 13, 2010         Tuesday
                                                                           December 14, 2010    December 15, 2010

        5                  Dec. 7, 2010              Jan. 25, 2011         Tuesday
                           – Jan. 19, 2011                                 January 25, 2011     January 26, 2011


        6                  Jan. 20 – Feb. 16, 2011   Feb. 22, 2011         Tuesday
                                                                           February 22, 2011    February 23, 2010


        7                  Feb. 17 – Mar. 24, 2011   Mar. 29, 2011         Thursday
                                                                           March 29, 2011       March 30, 2011


        8                  Mar. 25 – Apr. 21, 2011   Apr. 26, 2011         Tuesday
                                                                           April 26, 2011       April 27, 2011

        9                  Apr. 25 – May 20, 2011    May 24, 2011          Tuesday
                                                                           May 24, 2011         May 25, 2011
Jackson Elementary School
3925 Wales Ave.
Memphis, TN 38108

Yolanda Heidelberg, Principal
DATE: ____________________________________
FACULTY/STAFF: ___________________________________________
LET ME TAKE THIS OPPORTUNITY TO BRAG ON WHAT I OBSERVED. KEEP UP THE OUTSTANDING
WORK!!!!!!
________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
              School Procedures
• Procedures for entering school
  – Students arrive at 7 a.m. and enter the main door to eat
    breakfast. If a student chooses not to eat breakfast, then they
    stand in the hall and are monitored by Support Staff. All
    students in grades PreK-3 will participate in morning meetings
    from 7:25 – 7:35. Announcements are made at 7:40.
• Closing of school
  – Students are escorted out of the building and dismissed by
    their classroom teacher.
• Lunchroom
  – Students enter quietly and stand in the serving line. Each class
    has an assigned table with an assigned Teacher Assistant.
    Students are to use their 6-inch voice to engage in
    conversation.
• Assemblies
  – Students enter quietly and sit at an assigned table with their
    classroom teacher.
 School Procedures (continued)
• Referrals
  – Teachers are reminded that good planning usually reduces
    the number and severity of discipline problems.
  – Each teacher should handle all routine classroom discipline
    problems in the room and follow up with parent conferences
    when necessary.
  – Any severe discipline problem should be brought to the
    attention of the principal immediately.
  – Students who exhibit persistent problems of lying, cheating,
    stealing, poor attitude, habitual absences, etc. should be
    referred to our guidance counselor.
  – Teachers will use the Assertive Discipline Training, Kingian
    Non-Violence, PBIS Training, and Responsive Classroom
    Training.
        Classroom Procedures
• Implement classroom rules, including
  rewards and consequences.
• Establish organizational procedures for the
  beginning and ending of each day.
• Teach and model expected behavior for
  halls, restrooms, and cafeteria. Utilize verbal
  cue “Tighten Up” school-wide.
• Hall passes – Students are to use a hall pass
  when leaving the classroom and must walk
  with a buddy.
• Conduct morning meetings in grades PreK-3.
          School Wide Incentives

• “Catch Me at My Best” – Students’ names are
  announced for being great citizens by turning in
  lost money, picking up trash without being
  asked, and just doing what is right!
• Excellent behavior in cafeteria earns “doggy
  bones” toward a low-fat ice cream social, fat free
  popcorn social, movie social or good doggy
  behavior certificate at the end of each nine
  weeks.
         Teacher Incentives
• Attendance stickers/treats
• Class rewards for perfect attendance
• Party for getting perfect attendance for a
  specific period of time
• Daily or weekly healthy treats for achieving
  good conduct.
Teacher Incentives
   Resources for Incentives
• Adopters
    -Life Church
     -Lenny’s
     -Blockbuster Video
     -Dove Family Dentistry
• Community agencies & businesses
• PTO
  How we teach the rules and
        procedures
• School-wide assemblies
  – Annual student orientation of school rules and
    MCS Board Policies are introduced
• School rules are repeated daily over the
  intercom each morning and afternoon in
  Spanish and English.
• Teachers will discuss rules and model
  procedures in the classroom. (What it looks
  and sounds like.)
• Morning Meeting Rituals- Responsive
  Classroom for grades K-3.
                        Behavior Expectation Matrix for School
                                       Rules

   RULES         Morning        Classroom        Hallway        Cafeteria          Library            Restroom       Afternoon Exit    Bus
                  Entry                                                                                *Model
                                                                                                      expected
                                                                                                       teacher
                                                                                                      behavior.
Follow                         Students         Stay to the    Remain           Remain            Get in – Get     Go directly home.
directions the                 respond          right and      seated and       seated unless     out.
first time                     immediately to   respect the    use 6” voice.    otherwise         Wash hands
given.                         teacher          *Quiet         Clean up         instructed.       thoroughly.
                               directives.      Zone.”         after            Respect the       Respect the
                                                               yourself.        “Quiet Zone.”     environment
                                                                                                  and the *Quiet
                                                                                                  Zone.”

Complete all                   Do all                                           Do all
assignments                    assignments in                                   assignments
as given.                      a timely                                         in a timely
                               manner.                                          manner.


Respect self     Keep
and others.      hands,
                 feet, and
                 objects to
                 yourself.

Respect self     Speak
and others.      politely
                 without
                 teasing,
                 name
                 calling, or
                 cursing to
                 all people.

                                                  *Designated Quiet Zone ( Bulldog holding a sign.)
         Tertiary Interventions

•The school support team will identify and plan for
student intervention based on office referrals and
teacher recommendations.
•Functional Behavior Assessments and
comprehensive Behavior Intervention Plans will be
completed as needed.
•Success of the interventions will be monitored
through CPT and the number of office referrals.
H.ello

U.pdate

G.oodbye
The
Quiet
Zone
                Program Elements
• Responsive Classrooms - PreK-3 teachers, Principal and
                            Instructional Facilitator (August 2010)
• RTI – Response to Intervention – Ms. Price, Guidance Counselor
                                            (ongoing)
• Kingian Non-Violence- Ms. Price, Guidance Counselor (ongoing)
• Mendez
   – Too Good for Drugs – Ms. River, P.E. Teacher
   – Too Good for Violence – Ms. Price, Guidance Counselor (ongoing)
• Peaceable Schools – Ms. Price, Guidance Counselor (ongoing)
• Red Ribbon Week –         Ms. River, P.E. Teacher &
                            Ms. Price, Guidance Counselor
                            (October 25 – 29, 2010)
• No Bullying – Ms. Price, Guidance Counselor (ongoing)
• Lee Canter’s Assertive Discipline – Principal (August 2010
• Character Education – Classroom teachers, Librarian (ongoing)
        Character Education

• The Heartwood Character Curriculum is
  implemented each month through stories,
  discussions, activities, home assignments,
  journal-keeping and interdisciplinary
  projects to help students develop critical
  thinking, conflict resolution, and problem
  solving skills by the classroom teacher.
       Responsive Classroom
•Teachers will be introduced to the “morning
      meetings” in grades PreK-3.

•Teachers will receive training in July 2011.
 Harassment and Bullying Prevention
• Annual harassment training presented by the Guidance Counselor
  at the ending of the 1st nine weeks.
• Training with faculty regarding prevention of harassment and
  bullying behaviors, including defining bully/intimidation,
  recognizing early stages, providing strategies for addressing these
  behaviors.
• Training of the faculty regarding Positive Communication during
  professional development with Ms. Ashley Faulk was held during
  the 2007-2008 school year. We will continue the Professional
  Development training from Ms. Faulk and train new teachers as
  needed.
• Kingian Non-Violence Training was held August 6, 2009 by Adrian
  Stitts and the PBIS Team. We will continue the Professional
  Development Training from Mr. Stitts and train new teachers as
  needed.
• Introduction of policy 6.304 Student Discrimination/Harassment/
  and Bullying /Intimidation.
                          School Safety Plan
•   All staff members are instructed to ask any trespassers if they have a “Visitor’s” badge and direct
    them to the office.
•   Security will be called immediately in the event of any emergencies.
•   “Mr. Lock-It” is announced in the event that an intruder is found inside the building.
•   All students and parents are encouraged to report to the Principal if any student threatens or
    bothers our students at school, on the way to school, or on the way home.
•   Directions and procedures for fire drills and Civil Defense drills are posted in the office and each
    classroom.
•   All visitors will sign in and out on the Visitor’s Sign-In Sheet and obtain a “Visitor” badge from the
    office. Visitors must leave a form of collateral to receive a badge such as a driver’s license or keys.
•   Designated evacuation site in the event of a Civil Emergency.
      – Site: Blacktop behind the school                      - Dates of review: Ongoing
•   Fire Drill Dates                                                   Tornado Drill Dates
•   Aug. 19, 2010      9:25 a.m.      Aug. 26, 2010                    September 16, 2010
•   Sept. 09, 2010     8:45 a.m.      Sept. 15, 2010                   December 14, 2010
•   Oct. 06, 2010      9:15 a.m.      Oct. 20, 2010                    March 14, 2011
•   Nov.03, 2010       2:55 p.m.      Nov. 10, 2010                    May 12, 2011
•   Dec. 3, 2010       8:30 a.m.      Dec. 10, 2010
•   Jan.10, 2011       1:30 p.m.      Jan. 14, 2011
•   Feb.04, 2011       8:15 a.m.      Feb. 17, 2011                    Earthquake Drill Dates
•   Mar 11,2011        9:00 a.m.      Mar. 23, 2011                    September 30, 2010
•   Apr. 05,2011       8:25 a.m.      Apr. 19, 2011                    January 28, 2011
•   May 5, 2011        1:00 p.m.      May 12 2011



    Emergency Plan Review – August 25, 2010
           Monitoring Process
• S-Team
  – During an S-Team, the members discuss a child’s
    history by reviewing the cumulative record.
    Present levels of performance, attendance, and
    guidance screenings are addressed. Input is
    solicited by all stakeholders.
  – The Guidance Counselor submits a log of each
    student that is referred and informs the Principal
    of the student’s status.
  – PBIS Committee will review data and report
    findings to faculty during Faculty Meetings on
    Wednesday.
 Monitoring Process
     Data is discussed during
     Faculty Meetings, weekly
Common Planning Time, and monthly
  Discipline Committee meetings.
                  Action Steps
• Discuss PBIS Assertive Discipline with all teachers.
   – Mentors will be provided as needed.
• Teachers were informed as to what is classroom-
  managed behavior and what is office-managed behavior
  to reduce the number of office referrals during the August
  In-service of 2010.
• Faculty will jigsaw a variety of classroom procedures as
  gleaned from Harry Wong’s The First Days of School and
  Allen Mendler’s Connecting with Students.
• PrK-3 teachers will be introduced to Responsive
  Classroom morning meetings.
           Prevention Programs
• Responsive Classroom methodologies- PreK-3 Teachers,
  Instructional Facilitator
• No Bullying –Guidance Counselor
• Too Good for Drugs –Physical Ed. Teacher
• Too Good for Violence – Ms. Price, Guidance Counselor
• Red Ribbon Week- Physical Ed. Teacher, School Nurse
• Gang Awareness– Memphis Police Dept., Ms. Albertha
• Family Life Curriculum –Physical Ed. Teacher
                            & School Nurse
• Kingian Non Violence – Adrian Stitts
• PBIS Training – Counselor, Instructional Facilitator,
  Teachers, and Principal
            Jackson Elementary’s
              Self Assessment
Based on the results of the 09-10 PB Survey,
we believe that the following items need
addressing:
• Disruption of classroom instruction for behavior problems
• Regular reporting of repeated behavioral
  patterns/problems
• Positive behavior training activities for students
• Lack of funds for positive student behavior and staff
  planning
• Increase student academic success rate
Jackson PBIS Survey
      Results
                  0%
                                   0%
                                    3%              0%
100%               3%                                2%

90%


80%


70%


60%         97%
                             97%              98%
50%


40%


30%


20%


10%


 0%
       2007-08          2008-09          2009-10
                       5%




                 15%
100%


90%


80%


70%


60%

           80%
50%


40%


30%


20%


10%


 0%
       1
Action Plan
   •SAS

   •SET

    •TIC
                                                               Jackson Elementary SET Fall 2009
                               100%

                               90%
Percent of Features In Place




                               80%

                               70%

                               60%

                               50%

                               40%

                               30%

                               20%

                               10%

                                0%
                                      Expectations    Behavioral      On-going      System for     Monitoring &   Management   District-Level   Mean Score
                                        Defined      Expectations    System for    Responding to    Decision                     Support
                                                       Taught        Rewarding      Behavioral       Making
                                                                     Behavioral      Violations
                                                                    Expectations

                                                                                     SWPBS Feature
                                                               Jackson Elementary SET Spring 2010
                               100%

                               90%
Percent of Features In Place




                               80%

                               70%

                               60%

                               50%

                               40%

                               30%

                               20%

                               10%

                                0%
                                      Expectations    Behavioral      On-going      System for     Monitoring &   Management   District-Level   Mean Score
                                        Defined      Expectations    System for    Responding to    Decision                     Support
                                                       Taught        Rewarding      Behavioral       Making
                                                                     Behavioral      Violations
                                                                    Expectations

                                                                                     SWPBS Feature
                                                              Jackson Elementary SET 2009-10
                               100%

                               90%

                               80%
Percent of Features In Place




                               70%

                               60%

                               50%                                                                                                        Fall SET
                                                                                                                                          Status
                               40%
                                                                                                                                          Spring SET
                               30%                                                                                                        Status

                               20%

                               10%

                                0%
                                      Expectations Behavioral   On-going   System for Monitoring & Management District-Level Mean Score
                                        Defined   Expectations System for Responding   Decision                 Support
                                                    Taught     Rewarding to Behavioral  Making
                                                               Behavioral  Violations
                                                              Expectations


                                                                               SWPBS Feature
                                              Action Plan
All teachers carefully analyzed the climate survey data and concluded that the following items were
     of most importance to Jackson Elementary for the 10-11 year:
•   School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and annual staff planning. (33%)
•   Booster training activities for students are developed, modified, and conducted based on school data. (48%)
•   The school team has access to on-going training and support from district personnel. (67%)
•   Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis . (67%)
•   Data on problem behavior patterns are collected and summarized withing an on-going system. (71%)


•   Strategies
•   Teachers can request mentoring in supervisory skills by staff.
•   Students referred by teachers are discussed with teacher and brainstorming sessions held to discuss options on improving problem
    behaviors.
•   Certain teachers or staff can be designated as “emergency friends” to escort students to “safe rooms” when the student is seriously
    out of control.
•   Guidance counselor provides support in positive parenting in parenting classes that are held on Monday mornings.
•   Positive Parenting tips are sent home periodically.
•   Certain teachers or staff members are identified as “safe rooms” where students can be placed to reflect on their behavior and calm
    down when necessary.
•   Parents are included in these meetings to help increase likelihood of success and to encourage parent involvement.
•   Review of types of infractions and consequences in faculty meetings periodically.
•   Teachers attend in-service that promotes skills on supervising students and monitoring their behavior.
    (PBIS Committee- Kingian Non Violence)
•   MCS Posters are created and provided for each classroom that reminds students and teachers of consequences for specific types
    of infractions.
•   Behavior support team meets (scheduled on the calendar monthly) to review student behavior files which includes chronic behavior
    problems. (meetings subject to need)
•   Use funds given by the district as incentives to foster positive behavior. ($553.50)
                                             Schoolwide Systems: Currently "In Place"
                            100%   95% 95%                   95%         95%                         95%
                                                                               91% 91%
                            90%                    86% 86%                                                                         86%

                            80%              76%                   76%                                                 76%
                                                                                         71%
Percentage of Respondents




                            70%                                                                67%                           67%

                            60%

                            50%                                                                            48%


                            40%
                                                                                                                 33%
                            30%

                            20%

                            10%

                             0%
                                    1   2     3     4   5     6     7     8     9   10   11    12    13    14    15    16    17    18
                                                                          Question Number
                                                            Percentage of Respondents




                                        0%
                                               10%
                                                                     20%
                                                                                       30%
                                                                                             40%
                                                                                                   50%
                                                                                                         60%
                                                                                                               70%
                                                                                                                     80%
                                                                                                                           90%
                                                                                                                                 100%

                                                                                                                                 95%
                Expectations Defined          5%
                                             0%

                                                                                                                                 95%
                Expectations Taught           5%
                                             0%

                                                                                                                      76%
                     Reward System                                                    24%
                                             0%

                                                                                                                            88%
                   Violations System           9%
                                              4%




SWPBS Feature
                                                                                                                      76%
                          Monitoring         3%
                                                                                 17%

                                                                                                               62%
                                                                                                                                        Analysis of School-wide System




                       Management                  6%
                                                                                             31%

                                                                                                                      76%
                     District Support        2%
                                                                                  21%
                                                                                 In Place


                                             Not In Place
                                                            Partially In Place
                         Intervention Plan
The following intervention strategies will be used as needed to assist our students.
 Guidance Referrals
   Conferences with pupil Conferences with parent
   Anger Management                   Self-Esteem Building
  Conflict Management        Guidance Screening
             Attendance/Tardies
 Mental Health Center Referral
   School Psychologist                School Social Worker
 Department of Human Services Referral
   Case Worker
 Colonial Hearing and Vision Center Referral
   Vision                                       Hearing
 Consequences of Misbehavior
   Cafeteria Lunch Isolation                    Police Department
   In-School Detention                          Home Suspension
   Board Suspension or Expulsion
 Discipline Committee Referrals      MCS Gang Prevention Unit
 Utilization of Behavior Intervention Manual (BIM)
 Adopters- Dove Family Dentistry, Life Church
 HUG- (Hello, update, good bye)
 2010-2011 District Funding
                Evaluation
• What are you using to evaluate your
  indicators of progress?
  – The Jackson Elementary Discipline
    Committee will meet monthly to determine if
    the interventions are working based upon the
    number of referrals being generated.
  – Indicators of Progress: A reduction of student
    referrals
                   Celebration
• Jackson Elementary has a culturally diverse student
  population, which allows the students to obtain a
  better understanding of how children from other
  cultural backgrounds live their lives.
• Honors Sock Hop – An annual nine-weeks event for
  those students who have achieved Principal’s Honor
  Roll, Honor Roll, Perfect Attendance, and
  Citizenship.
• TCAP Pep Week – a week of test preparation,
  contests, fun, and prizes. The week is topped off
  with a school wide pep rally to gear everyone up for
  the Big Test.
• Creative programs: School-wide talent show
      Celebration (continued)
• Incentives
  – Student behavior will be charted in the
    cafeteria using “good behavior stickers”.
  – Each class will receive a “good doggy sticker”
    on a chart for good behavior each day. The
    class(es) having the most “good doggy
    stickers” at the end of each nine weeks will
    receive certificate and recognition by the
    Principal during the Honors Program for that
    nine weeks.
                 Presented To




                   For
         “Good Bulldog Behavior”
             in the Cafeteria
   During the                Nine Weeks
Yolanda Heidelberg              Doris Chaney
    Principal              Instructional Facilitator
         Good Doggy Behavior Chart


Teacher:                                    Nine Weeks
Grade/Section:

          MONDAY   TUESDAY   WEDNESDAY   THURSDAY   FRIDAY
WEEK 1
WEEK 2
WEEK 3
WEEK 4
WEEK 5
WEEK 6
WEEK 7
WEEK 8
WEEK 9
                  Conclusion
• Parent/Community Involvement
  – During the 1st nine weeks of school, Principal,
    Guidance Counselor, Instructional Facilitator,
    and ESL Mentor conducted:
    •   New Student Orientation
    •   New Parent Orientation
    •   Info Fair Day
    •   Annual Title I Meeting
• School Adopters
 - Dove Family Dentistry
 - Life Church
 - Lenny’s
 - Blockbuster Video
    Jackson Elementary
3925 Wales Ave. Memphis, TN 38108
   Yolanda Heidelberg, Principal
 Bulldog Traits in the Community
 Displayed the Bulldog Trait of:
     Respect                    Responsibility
     Caring                     Citizenship
  (Check       the trait you observed)

           Signature
      If you would like to write on the back the details of
                 what you observed, feel free!

     Thank you for supporting our youth!
Teacher Supplemental Forms

				
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Description: Pto Event Planning Worksheet document sample