springfield city school district strategic plan 2016 ... · a t hi gh s c hool a r e a n e xa m pl...

This plan is the result of a collaborative effort of the Springfield City School District stakeholders’ input and thoughtful discussion. A thorough evaluation of the District has resulted in a strategic plan to guide the District’s efforts over the next five years. Dr. Ron Victor and Dr. Suzanne Miklos facilitated the development of this inspirational and focused plan under the guidance of the Board of Education. We thank the many participants who joined in this 5month effort.

SPRINGFIELD CITY SCHOOL DISTRICT STRATEGIC PLAN 2016 2021

Table of Contents

Strategic Plan Background Page 3

Strategic Plan Data Page 5

Vision and Values Page 8

Engagement Process Page 9

Strategic Priority One Page 10

Strategic Priority Two Page 13

Strategic Priority Three Page 18

Strategic Priority Four 3

Appendix A Page 26

WORKING DRAFT – Updated 12/03/2018 2


Strategic Plan Background Plan Overview

The School Board engaged in a strategic planning process from January to May of 2016 to ensure that the quality of educational opportunities for our students are the best available. The plan has a primary goal to improve academic performance and to ensure that the diversity within the District and the community is embraced and utilized by the plan.

The plan is based on a comprehensive assessment of organizational culture, strengths, weaknesses, opportunities, barriers and challenges.

The plan provides a consistent framework for guiding decisionmaking over the next three to five years.

The plan allows for effective communication to organizational stakeholders about the challenges and opportunities facing the organization, along with clearly defined and measurable goals. o Vision o Goals, resources, timelines o Evaluation and refinement process

The plan also provides a basis for measuring progress. The plan should be revisited regularly and updated as needed. A monitoring committee will

be put into place to monitor progress each school year.



Springfield City Schools Background Springfield is a diverse community with a median home value of $82,000 and a median income of $22,933. It is successfully integrating hightech service oriented companies into its revenue base to complement its manufacturing businesses. Wittenberg University and Clark State Community College are both located in Springfield and are important partners with the District. Springfield City Schools is a school district that operates one preschool, ten elementary schools, three middle schools, one high school, an online program, and an alternative school. Vocational students attend the Clark County Career Technology Center. Approximately 80% of the SCSD student population qualifies for nocost breakfast and lunch. The Springfield City School District serves approximately 8,000 students preschool through grade 12 in a vibrant learning community of 60,000 residents in westcentral Ohio. The dedicated and professional staff includes more than 550 teachers, with approximately 560 support personnel and administrators. Our students represent our whole community and we value the racial, ethnic and socioeconomic diversity of our student body. Our academic and extracurricular aim is to ensure academic growth for students at all abilities. We continue to innovate to support personalized, customized learning. While we offer unique options at all grade levels, our middle school and high school students have seen the most striking growth in educational options as we now allow students to blend traditional coursework, online coursework, and experiential learning. The strategic plan allows us to combine and incorporate stakeholder data that has been gathered over the past several years into the Portraits of a Springfield Graduate. The data helps us identify what skills and competencies are necessary for a Springfield graduate to be successful in college or career and most importantly, life. Specifically, the District is working to merge effective teaching and learning best practices with the soft skills (noncognitive) that are necessary for student success in a global society.



Strategic Plan Data

SWOT Analysis Summary S

Finances/funding Infrastructure Curriculum supported by

curriculum deconstruction Opportunities for students Diversity Innovation and entrepreneurship Growing preschool program to

support readiness

W Lacking a consistent culture of

inclusion and respect Poor performance on State

Indicators Leadership Staff turnover Fear of change Preparedness for school Lack of high expectations from

staff and parents

O Community support Collaboration with the community Internship career connected

T High rate of poverty in the

district Low rate of parental involvement Low rate of broad collaboration



Detailed Strengths and Weaknesses

Strengths Weaknesses Cultural

Board actively promoting positive change Caring staff – some staff described feeling like

extra parents Diversity Willingness to change; peel back the onion Pride in district being one district with a

unified high school and positive branding

Aligned and inspirational leadership – staff who do not want to change are not held accountable; passivity and lack of clear direction were described

Communication – transparency lacking; information does not get to staff; decisions are changed but not communicated

Mistrust of leadership and fear of retribution; staff feel dictated to

Cultural relevance needs more focus in engaging students

Some staff have rigid view of role and will not volunteer or step out of their narrow role to individualize or support learning

Staff climate – lack of decision making power, not respected, culture is judgment and blame rather than support

Support staff feel they are not respected or included

Different behavioral expectations amongst middle schools create challenges at high school. Concern at elementary schools that teacher discretion will jeopardize consistency

School Resources Financial – this includes being fiscally sound

and having grants. We have assets with our space that have been designed for community use as well, such as The Dome

Technology, One to One program Human capital – young staff and the experience

of tenured staff

Sufficient staff, substitutes are needed Tech support some comments from focus

groups indicated that it is not fully integrated or accessible; policies on tech support for devices at high school are an example of a challenge

Technology challenges around access and excessive paperwork; too much bureaucracy

Passion and shiny infrastructure is not felt by staff

Digital academy is not known to staff and 52% of community (2014) does not know about it either

Elementary schools are overcrowded because enrollment has increased



Strengths and Weaknesses Summary (continued)

Strengths Weaknesses Community

Collaboration in our community (Promise Neighborhood) – 72% of community members (2014) believe that the school district is committed to improving the education that it provides to students. Volunteers were mentioned as an asset for some buildings

Specialized staff and support available at Keifer Academy

Being approachable Parental involvement lacking; students without

proper parenting/challenging home life this was mentioned by virtually all groups

Lack of high expectations (from all adults); student engagement needs to be higher

Lack of family support for students and lack of support for families (removing barriers to involvement)

Wide disparity in education level when children begin school

Curriculum Focus on noncognitive skills, positive

behavior program and 21 st century learning 5 Es instructional model is an indication of

commitment to teaching Curriculum opportunities – Academies, STEM,

IB Program advanced courses, opportunities for individualized learning, critical thinking, digital academy, students can make choices

Reputation as being a “rougher” and low performing system

Need to integrate the noncognitive into the curriculum changes that are occurring now

Lack of high expectations

Development & Extracurricular Internships – 59% of the community (2014) is

unaware that high school internships are offered

Arts and athletics – band going to the Peach Bowl; basketball team making regional

Academic achievements such as Power of the Pen, mock trial team, math competition

Need more staff and guidance counselors Counselors manage testing



Vision and Values The Steering Committee and Idea Factories have developed the following guiding statements to align and inform the District’s strategic efforts. The strategic plan for the District is intended to cover 5 years. Vision Statement The Springfield City School district collaborates with its families and community partners to support college or career readiness and personal success for every student. Collectively we deliver a rigorous, opportunityrich and studentcentered education that inspires lifelong learning. Values Statement Studentcentered We make every decision in the interest of student success. Collaborative All staff build inclusive relationships with one another and with our students, parents, and community partners. We communicate and support teamwork at all levels and across the district. We are all educational leaders. Curious All staff are engaged in continuous learning, seeking to do everything that we do better, and interested in improving ourselves. We engage and inspire our students. Diverse We respect and embrace the diversity of our students, our staff, and the community. Portrait of a Springfield Graduate A Springfield graduate is a lifelong learner who possesses college or career readiness, grit and a sense of pride in his or her achievements. He or she is prepared to function as an engaged member of society and has a strong sense of responsibility to his or her community.



Engagement Process

DESIGN COMMITTEE

STEERING COMMITTEE

IDEA FACTORIES

Members Robert Hill Dale Miller Kim Fish Rick Butler Emily Jablonka

Approximately 50 participants who represent all building and stakeholder groups

Focus groups, held at several sites throughout the district – over 100 Participants Locations: SHS Classified

SHS Students

SHS Teachers

Service Center

Transportation

Central Office

Elementary School Schaefer Middle School Roosevelt Middle School Hayward Middle School Keifer Academy Open Community



STRATEGIC PRIORITIES The selected strategic priorities are translated into objectives that are further refined to include accountability and metrics. District and Building teams will then translate the actions into implementation plans that follow the intentions that are framed in the actions.

Strategic Priority One Strategic Priority One : Align and integrate resources to ensure academic and life success:

A. Support learning and academic achievement for all students at all levels. B. Prepare students for life and postsecondary or occupational success.

Objectives

Create a District framework that links sociocultural relevance with instructional design. Objective 1 Measures Create a District framework that links sociocultural relevance with instructional design.

Improvements in achievement as measured by state assessments.

Reduction of exclusionary practices. o Implementation of PBIS

expectations as measured by the Tiered Fidelity Inventory (TFI)

o EMIS data Increase in building culture scores as

measured by the 5Essentials diagnostic. o Implementation of building 5E’s

teams as measured by the creation of individual building action plans

o 5E trend data Recommended Actions Responsible Party Timeline A. Form a committee and hold the first

meeting to plan action steps. Communicate common language of the

joining of noncog factors and instructional design.

Design a mechanism by which we can evidence in classrooms the direct correlation between the BEL data, 5E data, and instructional design.

Director of Teaching & Learning

Year One build 5 year cycle Set focus area for years 25



Recommended Actions Responsible Party Timeline B. Create a mechanism to provide knowledge

of and a connection to teaching and learning practices as associated with the 5 Essentials and the Becoming Effective Learners data. Add the non cogs to the coaching

templates. Conduct OTES/OPES calibration. Facilitate videos of LDC/MDC planning

and work for calibration of instructional practice.

Present and discuss the key components in the instructional frameworks of John Hattie, Robert Marzano, and Madeline Hunter.

Director of Teaching & Learning Core Planning Committee Subcommittee

Year One define baseline data Complete Create mechanism by June 2017 Complete Rollout plan to cover all grades by year 5 Complete

C. Collaborate with research partners to analyze 5Essentials and BEL data to assist in the design of the framework. Create building level ownership of data and implementation plans.

Director of Teaching & Learning Core Committee Director of Teaching & Learning

Year One define baseline data Complete Rollout plan to cover all grades by year 5 Complete

D. Embed noncognitive staff development into the instructional design process. Provide teacherbased teams tools and

resources to allow them to integrate non cognitive skills into teaching methods.

Determine focus areas and staff training to build a multiyear calendar.

Engage students in building acculturation of noncognitive skills.

Director of Teaching & Learning Teacher Teams at each building Building Principals Instructional Coaches Coordinators of Curriculum & PD

Year one definition and baseline data Complete Annually review and enhance the definition of the non cognitive skills, behaviors, mindsets, and describe the competencies associated with the Portrait of a Graduate



Recommended Actions Responsible Party Timeline E. Establish PBIS (Positive Behavior

Interventions and Supports) District team and building level teams.

Provide professional development on PBIS.

Schedule bimonthly District PBIS Team meetings to discuss progress, provide support, and analyze data.

Schedule Tiered Fidelity Inventory (TFI) surveys to monitor progress.

Following TFI, buildings plan for next steps to improve implementation.

Coordinator of Curriculum & PD PBIS Leads at each building Building Principals SST consultants

Year 1 establish consistent Tier 1 PBIS supports Complete Set focus areas for years 25 focus areas have been established for year two (this year: classroom mgmt strategies; code of conduct behavior definitions leading to common understanding and language); for year three (201819): classroom level PBIS, using common code of conduct for all levels Review TFI data (at least biannually) and provide targeted support in process One review has been completed: every building identified two to three action steps for 201718 Completed Walkthroughs FebMar, 2018 Completed



Strategic Priority Two Strategic Priority Two : Build a culture of trust and empowerment across our District.

Objective Develop a leadershiptraining program with an emphasis on building leadership skills for strong instructional and culturally responsive leadership. Objective Measures Develop a leadershiptraining program with an emphasis on building leadership skills for strong instructional and culturally responsive leadership. Increasing leadership skills and opportunities for leadership throughout the organization will lead to each employee feeling more empowered in his/her position and his/her impact on the district and assist in developing trust throughout the organizational chain.

Climate survey. 360 survey.

Recommended Actions Responsible Party Timeline A. Develop a guide for SEUSS employees to

move into Head/Lead, Supervisory, and Administrative roles. Define opportunities for SEUSS

employees to develop skills to become a peer leader/master trainer.

Director of HR Priority Committee

Set annual emphasis targeted for year three Deadlines as defined by the Priority Committee

Recommended Actions Responsible Party Timeline B. Develop a leadership institute, which

includes both internal and external training and resources for individuals within the organization. Create working list/document/book of

trainings and classes. Create and hold a minimum of three

practice sessions on various

Director of Teaching, Learning, & Professional Development Priority Committee

Annual opportunities Annual needs assessment Outline of topics for cohort group Complete



leadership/management areas by end of year.

o Three sessions: Giving and receiving

feedback focus on performance feedback (leadership).

Difficult conversations (management).

HR primer Basic Employment and Work Competencies.

o Incorporate training on each topic into the LEAD pilot cohort.

Details of content for each topic session Complete Sessions will be scheduled in January, March and May Complete Sessions will be completed during the 20172018 school year Complete Metrics and shared plan by December 1, 2017 Complete Session will be ongoing

Recommended Actions Responsible Party Timeline C. Invite and/or recruit peer leaders in the

District. List leadership areas/skills. Creation of subcommittee to create a

plan for how to identify future cohorts. Create a system for peer leaders to

demonstrate leadership abilities. Based on the pilot cohort, reevaluate

peer leader groupings.

Director of HR Priority Committee

Develop plan year one Implement year two Complete Expand and institutionalize year three Create subcommittee Complete Planning Complete Reevaluate peer leader groupings monthly Complete



D. Identify a tool/process for diagnosing leadership qualities. Evaluate multiple tools and processes

throughout the year via research, testing, and sharing with focus groups.

Recommend one product/process for use to Cabinet.

o Subcommittee formed

Priority Committee Identify tool Complete Strengths Finders and Strengths Based Leadership Ongoing

E. Identify management and leadership skills needed for success in Springfield. Identify the desired management and

leadership skills for those in supervisory positions and peer leaders.

Priority Committee Utilize the Strengths Finder tool to identify skills with the pilot cohort during the 20172018 school year Complete

Recommended Actions Responsible Party Timeline F. Implement the assessment instrument for

District employees.

Priority Committee On track to start 17/18 SY Complete Ongoing

G. Pilot leadership cohorts. Cohorts participate in the

leadershiptraining program. Cohorts will be established each school

year.

Director of Teaching, Learning, & Professional Development

20172018 School Year Complete



Strategic Priority Three Strategic Priority Three : Forge strong community partnerships that support the whole child and connect the community and schools.

Objectives 1. Create a mechanism to provide knowledge of and connection to community wide job

opportunities in accordance with Naviance career data.

2. Set metrics for parent and community participation at school functions.

3. Increase quality career exploration, experiences, and readiness opportunities for all students.

Objective 1 Measures Create a mechanism to provide knowledge of and connection to community wide job opportunities in accordance with Naviance career data.

Construct a database to collect and analyze the reach and consumption of District information.

Recommended Actions Responsible Party Timeline A. Educate counselors/teachers about

community career exploration resources. Internship/Community Experience

opportunities shared with counselors/teachers.

Dome activities communicated through social media, building visits & staff emails.

Master list of active community partners w/ type of relationship.

B. Naviance data shared monthly with

counselors & CareerConnectED staff for event planning.

Director of Student Services Administrator of Student Affairs Coordinator of Connected Learning Coordinator TLPD

20162017 Complete Completed October 2017 Ongoing Completed beginning of school year 2017 Complete Ongoing reports 20182019



Recommended Actions Responsible Party Timeline C. Create a system to organize a continuum of

District facilitated activities that enhance links between student interests and realworld resources.

D. Create a rubric to measure student

participation as associated with student CCR experiences.

Administrator of Student Affairs Coordinator of Connected Learning

20172018 School Year Complete 20182019 School Year Complete

Objective 2 Measures Set metrics for parent and community participation at school or educationrelated functions. Utilize data to guide internal and external programming based on community need.

Number of participants Number of hours of engagement by

building Parent perception data

Recommended Actions Responsible Party Timeline A. Remove barriers to involvement—conduct

interviews of underrepresented or uninvolved groups. Increase opportunities to conduct

meetings within the community. o Create Parent/Community

Committee. Ensure effective availability of activities

calendar on the District website.

Coordinator of Assessments, Waivers, and Grants

Quarterly meetings Cherie, Amy & Paul reviewing data from PY to develop next step plan for a meeting or survey by end November 2018.



Recommended Actions Responsible Party Timeline B. Administer parent experience/satisfaction

survey. Survey data will be shared with each

building on a yearly basis. Action plans will be created to address

areas of need.

Coordinator of Assessments, Waivers, and Grants

January 6, 2017 Complete Survey administered by November 30, 2017 Complete Data will be shared by January 31, 2018 Complete Action plans due by February 28, 2018 Complete

C. Foster health and wellness throughout the community. Identify health and wellness community

partners. o Health and Resource Guide for

Clark and Champaign Counties (Fifth Edition) published by the C ommunity H ealth F oundation has been distributed for the purpose of providing students and parents with available health and wellness resources.

Director of Student Services Clinical Psychologist Coordinator of Assessments, Waivers, and Grants

20162017 Complete Council Meetings 10/12/16, 11/2/16, 11/29/16 20162017 Complete Annual



Objective 3 Measures Increase quality career exploration, experiences, and readiness opportunities for all students.

Number of students in internships per year.

Number of students who participate in communityconnected career exploration opportunities.

Number of full time employment opportunities generated by successful internships.

Recommended Actions Responsible Party Timeline A. Assess transportation needs and resources.

Significant need to transport from CCED and to/from partner schools, Clark State and more.

Van certification for staff.

Transition Coordinator Connected Learning Coordinator

20162017 Complete

Recommended Actions Responsible Party Timeline B. Educate site providers about opportunities

to support all students. Updating and expanding consolidated

list of partners and developing a sales cycle tracking system with contact information and contact tracking.

pathway development & exploration (30 career pathways completed).

digital badging opportunities. internship/community

experience.

Business Outreach Coordinator Connected Learning Coordinator Transition Coordinator

20162017 Complete Ongoing updated with each event ‘18 ‘19 with student impact numbers Initial by December 4, 2016 Complete



Recommended Actions Responsible Party Timeline C. Expand Community based experiences for

all students. Community outreach brochure

communicated and shared during business sales visits.

Bringing in Career speakers & representatives to discuss job opportunities and pathways based on Naviance data.

Creating external visits/opportunities for students based on Naviance data.

Develop community service. opportunities to support graduation requirements.

Adding questions to Bright Bytes survey to gather student needs beginning of year comparing results at the end of year

Business Outreach Coordinator Connected Learning Coordinator Transition Coordinator Administrator for Student Affairs Connected Learning Coordinator, Communication Supervisor, Director Technology

20162017 brochure created 20182019 ongoing outreach and program development 20172018 program brochure updated in November 2017 2018 March Survey 2019 October Survey



Strategic Priority Four Strategic Priority Four : Promote transparent communication and a sense of inclusion between staff, parents, and students.

Objectives 1. Develop and implement a mechanism to provide opportunities to engage in twoway

communication with stakeholders over the fiveyear period associated with the strategic plan.

2. Assess improvement in high priority communication channels. Objective 1 Measures Develop and implement a mechanism to provide opportunities to engage in twoway communication with stakeholders over the fiveyear period associated with the strategic plan.

Satisfaction surveys Increased organizational efficiency Increased engagement of staff and students

in available communications channels and platforms.

Recommended Actions Responsible Party Timeline Analyze and prioritize current channels of

communication: Formal communication between

Staff to/from staff Student to/from staff Family to/from staff Community to/from staff Board to/from staff

Informal communication between Student to/from staff Community to/from staff Board to/from staff Staff to/from staff

Formal communication from Family to/from staff

Informal communication from Family to/from staff

Supervisor of Communications

Top Priority Channels Determined Complete



Recommended Actions Responsible Party Timeline B. Create a survey and interviews to map

current channels of communication. Identify highest, medium, and low

priority channels.

C. Develop strategies and tactics to address highest priority communication needs

Recruit a firm to conduct an audit of communication channels that will inform decisions on improving communications.

Develop a draft district communications plan for external communications to support staff to student communications and ongoing District communications.

Implement tactics.

Develop and implement a mechanism to assess satisfaction and awareness of accessing District information, the reason for the information, and its application to individual roles in the District.

Directors

Survey Complete Firm recruited Complete Communication Audit Complete 20182019 School Year

D. Create marketing for internal outreach.

Create a comprehensive “map” of the internal communication channels.

Recruit a firm to conduct an audit of communication channels that will inform decisions on improving communications.

Develop a draft communications plan which includes a social media strategy, content calendar, crisis communication flow chart and increased family involvement.

Supervisor of Communication

First draft November 2017 Complete Plan completion May 2017 Complete 20182019 School Year



External communications.

Internal communications. Objective 2 Measures Assess improvement in high priority communication channels.

Develop metrics, including satisfaction surveys by Fallon (external) and Burges (internal) and other surveys; determine a subset of click throughs, likes, forwards, subscriptions, response rates on key items communicated, and student and parent awareness and/or satisfaction with key indicators.

Recommended Actions Responsible Party Timeline A. Create and administer a system of metrics

and reporting timelines to assess improvement from baselines, engagement of audiences, and effects of organizational efficiency.

B. Design/Provide Mobile App that compliments the SCSD Website

C. Educate on importance of Brand Awareness with internal staff and strategic District partners.

D. Develop Marketing Campaign that supports retention of current students and recruits additional students.

Supervisor of Communications Directors Supervisor of Communications Supervisor of Communications Supervisor of Communications and Retention Committee

June 2019 March 2019 August 2019 February 2019



APPENDIX A Participants in the Strategic Planning Process

Design Committee : Robert Hill Dale Miller Kim Fish Rick Butler Emily Jablonka Steering Committee :

Community Community Students Board of Education Arnold, Vicki Babian, Wes Bacon, Heather Bader, Barb Brigham, Monte Calabrese, Mike Chapman, Edna Colstock, Chaka Copeland, Warren Deam, Anne

Jones, Marvin Marshall, Scott McDavid, Lucretia McLaughlin, Susan Miller, Mary Moore, Veola Nesbit, Deanna Parr, Stacy Parrish, John Peters, Lehan

Brauning, Damien Deever, William Holtz, Robert Jolly, Jenee Leckey, Emma Ramirez, Ryan Southward, Amber Southward, Luke

Ed Leventhal, President Wanda Truss, Vice President Anita Biles Jamie Callan Chris Williams



Dixon, Scott Fortescue, Ann George, Jess Hall, Kanesha Hill, Rachel Hobbs, Horton Hodge, Duane Horvath, Melanie

Reed, Don Richison, Kathy Sanchez, Cris Schantz, Doug Slagle, Bill Southward, Andra Stephens, Dionna Wallace, Chris

Idea Factories :

Community Community Students Board of Education Alexander, Judy Anon, Jill Arraiga, Luz Austin, Samantha Averhart, Isaiah Barthelmas, Kristopher Bean, Alexis Brigham, Monte Brown, Laura Brown, Tina Brown, Tricia Burkhardt, Tosha Carter, Ebony Cole, Krystal Compston, Ana Cooper, Michael Cross, Gary Cummins, Joyce Dauletaliev, Nagi David, Ed Davis, Marsha Detrick, Roy

Elliott, Tammy Elliott, Tim Embrack, Kailyn Fee, Monica Fenwick, Lori Forbes, Eckar Freer, Stacey Gillespie, Eric HallGallegos, Stacy Hamilton, John Hammon, Laurie Hatch, Gloria Hinshaw, Beth Irwin, Julianna Jenkins, Zach Jochum, Mary Johnson, Matt Kelly, Paul Kenerly, Bethany Kilburn, Leigh “Anton” King, Tonya Kittles, Susan

Manley, Michael Morgret, Mary Ann Mason, Stacey Meier, Beth Myers, Tyler Olson, Brian Payton, Lynn Pennington, Jordan Rabe, DeAnna Raines, Wendy Raines, Zach Ramirez, Ryan Reed, Debbie RhodesSingletary, Wanda Richison, Andrea Robinson, Aaron Robinson, Heather Roper, Jesse Rowland, Debra Samuels, Susie Sarenson, Cody Schafer, Luke

Southward, Amber Southward, Andra Southward, Luke Taylor, Adam Thomas, Christy Thompson, Thomas Thompson, Will Turner, Nikki Tyler Sr., Timothy L. Tyvey, Natalie Waggoner, Dana Wailes, Laura Weaver, Tamara Weber, Paul Welker, Bob Wells, Jessica Wheeler, Robyn Whitacre, Connie White, Carol Wiggins, Dick Wiggins, Kelly WilsonJackson, Marcya Wright, Brooke



Dixon, Penny Dixon, Sara Dixon, Scott Dobkey, Minda Dorsey, Nena Downing, Deborah

Krebs, Kristi Krumpe, Kentra Krumpe, Veda Lanham, Bobbie Lawrence, Kali Maloney, Mary Ellen

Scott, Cathie Shelburne, Yvonne Sherrock, Lisa Silverstein, Sandy Small, Brenda

Yinger, D. Zeller, David


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