The Single Plan for Student Achievement

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The Single Plan for Student Achievement

School: California Middle School

CDS Code: 34-67439-6059281

District: Sacramento City Unified School District

Principal: Andrea Egan

Revision Date:

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Andrea Egan

Position: Principal

Phone Number: (916) 395-5302 Address: 1600 Vallejo Way

Sacramento, CA 95818 E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on .

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Sacramento City Unified School District

School Description and Mission Statement (most recent year)

Our mission at California Middle School is to provide students with a rigorous, relevant and engaging curriculum, thereby creating a community where students are empowered to think critically and acquire the skills they need to be college and career ready

Our school strives to build mastery in all areas of the curriculum. We provide rigorous, standards-driven instruction in language arts, history, physical education, science, and mathematics. Our programs are tailored to the individual needs of our students and each student is programmed individually based on multiple sources of data. California Middle School also offers a variety of elective courses such as Student Leadership, Art, Band/Orchestra, and Speech and Debate, Culinary Arts, Advanced Drama and Robotics.

Our beautiful Library and technology carts are available for all of our students. After-school programs support the teaming environment at California Middle School. We offer tutoring, computer-assisted learning, clubs, and sports teams including basketball, volleyball, cheer leading, cross country, soccer, track, softball, and golf. Students may also participate in extra-curricular activities such as our annual Spring Play, Air Rock, annual Lip Dub, and a number of middle school academic competitions.

At California Middle School, students, faculty, parents, and visitors work as a caring community. We value diversity and promote a “can do” spirit. We demonstrate these values as we maintain a welcoming, helpful, clean, and safe environment for all of our students.

We also believe that it takes an entire community to raise and educate a child. Therefore, we encourage partnerships with the community and parents. We value all stakeholders as critical in the education of our students. Frequent expressions of such support will encourage our students to do well and will go a long way in promoting their achievement in school. Parents can help by assisting our children with the understanding that we all expect their best effort. Parents are also encouraged to participate in our PTSA, SSC and other decision-making councils. Through a culture of shared responsibility, we support the learning of all students here at California Middle School.

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School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 417 435 407 429 407 428 97.6 98.6

Grade 8 345 413 332 410 331 410 96.2 99.3

All Grades 762 848 739 839 738 838 97.0 98.9

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 2542.2 2558.6 14 22 33 32 23 20 30 26

Grade 8 2567.3 2583.9 14 22 36 36 30 23 20 19

All Grades N/A N/A 14 22 35 34 26 21 25 23

Reading

Demonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below Standard

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 22 28 40 41 39 31

Grade 8 22 33 51 45 27 22

All Grades 22 31 45 43 33 26

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Writing

Producing clear and purposeful writing

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 27 36 48 37 25 27

Grade 8 25 29 55 49 19 22

All Grades 26 33 51 43 22 25

Listening

Demonstrating effective communication skills

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 14 23 62 60 25 16

Grade 8 12 21 68 64 20 14

All Grades 13 22 65 62 22 15

Research/Inquiry

Investigating, analyzing, and presenting information

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 23 36 52 44 25 19

Grade 8 27 32 56 49 17 19

All Grades 25 34 54 47 22 19

Conclusions based on this data:

1.

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School and Student Performance Data

CAASPP Results (All Students) Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 417 434 407 427 407 426 97.6 98.4

Grade 8 345 414 331 411 330 411 95.9 99.3

All Grades 762 848 738 838 737 837 96.9 98.8

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 2549.7 2560.4 23 29 21 21 27 25 29 25

Grade 8 2557.3 2568.7 23 28 19 16 24 22 34 34

All Grades N/A N/A 23 29 20 19 25 23 31 30

Concepts & Procedures

Applying mathematical concepts and procedures

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 33 37 30 28 37 34

Grade 8 30 34 32 26 38 40

All Grades 32 36 31 27 37 37

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Problem Solving & Modeling/Data Analysis

Using appropriate tools and strategies to solve real world and mathematical problems

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 25 29 44 41 32 30

Grade 8 22 27 49 46 29 27

All Grades 23 28 46 43 31 29

Communicating Reasoning

Demonstrating ability to support mathematical conclusions

Grade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 25 34 65 47 10 19

Grade 8 24 28 49 44 27 28

All Grades 25 31 58 46 18 23

Conclusions based on this data:

1.

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School and Student Performance Data

2015 Accountability Progress Reporting

Met All Components Met English Language

Arts/Literacy Met Mathematics Met Attendance Rate Met Graduation Rate PI Status

CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate Beginning

Grade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

7 10 11 34 39 46 39 5 9 5 4

8 6 6 29 44 44 28 15 16 6 6

Total 8 9 32 40 45 35 9 11 5 4

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School and Student Performance Data

Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations.

AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup.

Title III

Annual Growth AMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 70 85 101

Percent with Prior Year Data 100.0% 100% 100.0%

Number in Cohort 70 85 101

Number Met 35 49 69

Percent Met 50.0% 57.6% 68.3%

NCLB Target 59.0 60.5 62.0%

Met Target No No Yes

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instruction AMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 8 65 4 83 12 94

Number Met -- 28 -- 41 4 51

Percent Met -- 43.1% -- 49.4% 33.3% 54.3%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target -- No -- No Yes Yes

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Adequate Yearly Progress for English Learner Subgroup AMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --

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School and Student Performance Data

Guide to Success 13-14

Base 14-15 13-14

Base 14-15

Metric Distracted Targets (14-15, 15-16, 16-

17) Schoolwide EL SES Foster

API Maintain: ALL, EL, SES until API is

revised 832 731 800

Common Core Implementation

(E/M/ELD/Sci) # increase: staff trained

*12^th grade cohort

who graduate % increase: Schwide to 90% and maintain, EL 3%, SES 2%, 1%

% increase students enrolled in AP/IB, schwide

AP (or IB) Course

Taking % increase scores 3+ (AP) 1%; % increase IB Diplomas

% increase: A-G completion 5% each year

% increase in exemptions: ELA (3%, 2%)

*On-track to be career and college ready (A-G completion, EAP

exemption) % increase in exemptions: Math (2%, 3%)

% increase in SAT college ready benchmarks

*ACT/SAT % increase in ACT college ready benchmarks

GATE % increase in participation: 3% each year

College and Career Readiness

Linked Learning Pathways

# increase students participating (1038, 916)

Chronic Absenteeism % decrease: .05% each year

(Schwide, EL, SES, Foster) 8.00%

*Staff attendance % of instructional school days present

Engagement Student attendance % increase: Schwide, EL, SES .05%

each year, Foster 1% each year 95.40%

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Base 14-15 13-14

Base 14-15

High School Cohort

& Middle School Drop Out

% decrease: Cohort, EL, SES by .05%;

MS maintain <1% 0.14%

Parent Resource Centers/Information Areas

# increase from 47 to 56, 62, 71 schools

Parent/Teacher

Home Visits # increase by 200, 100, 100 Academic Parent

Teacher Teams

# increase from 13 to 15, 16, 17 schools

Active school

PTA/PTOs % increase in schools with active groups from 75% to 77, 78, and 79%

California Healthy Kids Survey

% increase in students reporting positive school climate factors ES and MS 1%, 2%, 3%.

Expulsions % maintenance: MS and HS <0.1%

*Suspension rate per 100 students 9.3

*Suspension Rate # decrease (in & out of school):

variable # of days by Elem, K-8, middle, HS

Title III AMAOs % Meeting or exceeding AMAOs 1-3 EL Reclassification % increase in RFEP rate (1% each

year) 15.4%

Transformatio n

API Maintain: ALL, EL, SES until API is

revised 832 731 800

Sufficiency of

Textbooks Maintain sufficiency Teacher

Misalignment % decrease (.25% each year)

% meeting FIT inspection (100% each year)

Basic Services

Facilities

Maintenance FTE increase: Custodians (by 21.5, maintain at 86.5)

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Base 14-15 13-14

Base 14-15

FTE increase: Plant Manager (by 11, maintain at 71)

Notes: CAASPP ELA and Math Performance Data not available until 2015; GTS measures to be finalized for inclusion: SEL Student Guide to Success (Graduation Profile), Student Portfolios, and Transformation “growth” calculations. Please check back for data updates. Also, please check the appendices, as some schools provide additional information.

For Schools in Program Improvement:

What are the specific issues that caused the school to be identified in Program Improvement?

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The Single Plan for Student Achievement 13 of 31 8/25/16

School and Student Performance Data

LCFF State Priorities Snapshot

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District LCAP Goals and Actions

Goal 1: Increase percent of students who are on track to graduate college and career ready.

Action 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Action 2.1: Students will be provided cleaner, better maintained learning environments.

Action 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.

Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Action 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.

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LEA Plan Performance Goals

1. All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics.

2. All limited-English –proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading /language arts and mathematics.

3. All students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.

5. All students will graduate from high school.

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2016-17 Allocations of Funds Allocations of Funds

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I Part A: Allocation $92,467 0.00

LCFF LEP $24,022 0.00

LCFF F/R $128,437 0.00

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Planned Improvements in Student Performance School Goal #1

District/LCAP GOAL:

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Action 1.1: Provide standards aligned curriculum assessments and high quality instruction to prepare students to graduate college and career ready.

LEA Plan Goal Alignment ---

SCHOOL GOAL #1:

Increase ELA and Math proficiency school-wide for students performing below grade level. --- Data Used to Form this Goal:

CST and AYP Data, CAASPP Data--- Findings from the Analysis of this Data:

Subgroups continue to see gaps in achievement. --- How the School will Evaluate the Progress of this Goal:

Ongoing formative and summative assessments, district benchmarks exams, and CAASPP results. --- Parent Engagement Activities Related to this Goal:

Parent information nights, orientation, school tours, and PTSA continue to provide academic achievement information.

For Schools in Program Improvement: How does this goal address the school’s program improvement issues?

Strategic interventions for struggling students will be provided through the co-taught model, special education services, EL supports, and math intervention.

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Actions to be Taken

to Reach This Goal Person(s)

Responsible

Proposed Expenditure(s) Item or Action

Funded Funding Source Amount Target Student Sub

Group

Success Criteria/Monitoring Staff Development/Weekly collaboration

to examine student work and other formative assessment data, align content, practice and pacing. Provide Common Core training funding and release days for Ela and math teachers not covered through district funding. Parent Teacher

Wednesdays are also a strategic Student Study Team method that will be utilized to support student all year. Develop plan to hire "graders" to support ELA team, partnership with local universities.

All ELA, math, history science and SPED support teachers

release time Title I Part A:

Allocation 32,000 All

extended day time Title I Part A:

Allocation 9,247 All

benchmarks, CAASP,

formative/summati ve teacher

assessments, promotion rates, student attendance

Provide specialized materials for EL students

Allow for teacher planning time and training to support EL students

ELA TEACHERS Consumables, books, special curriculum.

LCFF LEP 9,364 EL

teacher release time LCFF LEP 8,000 EL

teacher planning time

LCFF LEP 5,658 EL

CELDT

Provide all students with a variety of texts at appropriate lexile levels. Support MESA program with integration of PLTW materials and teacher training.

All teachers novel sets, supplemental ELA curriculum "Spring Board" and additional extra support materials.

PLTW materials.

Title I Part A:

Allocation 28,008 All use student and

teacher interest inventory.

Materials, equipment, and experiences to support teaching and learning - Firldtrips to be included.

All Teachers enhanced instructional materials,

technology related.

Title I Part A:

Allocation

19,857 All

Library Books Title I Part A:

Allocation 500 All

re-asses material needs every quarter.

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Responsible

Group

Success Criteria/Monitoring supplies,

consumables, journals etc, field trips, special equipment for science.

LCFF F/R 34,472.53 All

library books LCFF LEP 1,000 All

Extended day opportunities in math and language arts, including reading "class" for phonics and fluency development. Includes Accelerated Reader program for struggling readers after-school. Also Includes teacher planning time to incorporate appropriate intervention instruction.

All teachers may offer such opportunities

per diem LCFF F/R 15,000 All benchmarks,

CAASP,

formative/summati ve teacher

assessments.

Full time counselor support for El learners and their families. 1 day to support all students - monitoring attendance, grades, providing counseling.

Jessica Kunisaki

District Funded counseling service N/A EL CELDT, attendance

rates

1 day/week school nurse to support student wellness and increase student attendance

Suzanne Auchterlonie Site General Fund

nursing service N/A 28,894 All 504 plans, IEPs,

attendance, suspensions.

Music and Literacy Integration at the Middle Level:

• Integrate the Common Core State Standards for Literacy in Technical Subjects (Music)

• Engage students with reading a variety of complex texts related to music.

• Respond to music orally and in writing

Music Teacher

District Funded music instruction N/A All Musical

performances throughout the year, and enrollment demand.

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Responsible

Group

Success Criteria/Monitoring Provide explicit instruction in SEL

competencies using research-based curriculum. SEL Coordinator provides staff development and oversees program.

All Staff instructional materials and videos generated by site teachers.

N/A All Suspension rates,

classroom referrals, school culture surveys.

Reduce class size in science through

addition of science teachers, Hunt Charles Hunt .6 LCFF F/R 50,539.72 All CAASP,

Benchmarks, formative and summative teacher generated

assessments.

Additional Staff to Support GATE students Annalisa

Abrahams .4 LCFF F/R 28,424.75 EL benchmarks,

CAASP, formative and summative teacher assessments.

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Action 2.1: Students will be provided cleaner better maintained learning environments.

Action 2.2: All schools will become safer more culturally competent environments where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

SCHOOL GOAL #1:

California Middle School seeks to maintain campus safety and promote social wellness for our students. --- Data Used to Form this Goal:

SSC members see a need for ongoing safety monitoring and ongoing promotion of social and emotional growth, including exploring high school opportunities. --- Findings from the Analysis of this Data:

Ongoing need for safety training for staff and ongoing need to support students transition to high school. --- How the School will Evaluate the Progress of this Goal:

Parent and student feedback. ---

Parent Engagement Activities Related to this Goal:

Parents will be surveyed.

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Responsible

Group

Success Criteria/Monitoring Staff to be trained annually about school

emergencies

Andrea Egan survey before and

after revisions are made to safety plan.

SEL program continued All staff SEL promotional

materials General Fund

N/A 1,000 All Positive School

culture, suspension data.

discuss safety at first PTSA and SSC meeting annually. High School Open Enrollment Night to support families in navigating the enrollment process.

Parents,

neighbors, all staff material, facilitation

costs, staff per diem. Title I Part A:

Allocation 2,855 All community survey

feedback

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Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities project based learning extended extracurricular and expanded learning program involvement.

Action 3.2: Stakeholders will receive improved district and site communications including translation/interpretation services.

SCHOOL GOAL #3:

Support authentic parent and community engagement by providing varied opportunities for involvement.--- Data Used to Form this Goal:

---

Findings from the Analysis of this Data:

---

How the School will Evaluate the Progress of this Goal:

---

Parent Engagement Activities Related to this Goal:

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Responsible

Group

Success Criteria/Monitoring Parent Information Nights, including Back

to School Night, Open House, 7th Grade Summer Orientation

Teachers, Administration

Parent and community attendance rates Site Committees (PTSA, Site Council, ELAC,

Safety Committee, PBIS) Teachers,

community members

revision of annual plans

Anti-Bullying Assembly/support of SIC program to garner parent interest/support for bullying prevention

All staff

PTSA Funded Assembly facilitator or Cal staff

N/A 1,000 All reduced number of

suspensions/referra ls due to bullying behaviors.

Continue to maintain Cal website to provide families with current school information

Andrea Egan, Angela Robinson, PTSA funded

Principal and webmaster

N/A 1,000 All increased

websitesite visits

Home Visit Project, Admin, Teachers

Grant Funded Home visits, per

diem N/A 2500 All better connection

with families of struggling students.

Include guest speakers at PTSA General Meetings to provide parents specific information about opportunities for students at Cal and in high school.

PTSA, Principal Guest Speakers N/A All Rates of

participation in PTSA funded programs and sports programs.

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Summary of Expenditures in this Plan

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCFF F/R 128,437.00

LCFF LEP 24,022.00

N/A 34,394.00

Title I Part A: Allocation 92,467.00

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Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 270,965.00

Goal 2 3,855.00

Goal 3 4,500.00

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School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Students

Andrea Egan X

Theresa Philipps X

Grant Carboni X

Senta Shelton X

Tracey Dinh X

Carl Oakes X

Pauline Posadas X

Sunita Kumar X

Juanita Perales X

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on 2/ 10/15.

Attested:

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Andrea Egan

Typed Name of School Principal Signature of School Principal Date

Pauline Posadas

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

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Annual Evaluation – REQUIRED Spring 2016

Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.

Strategies and Activities

Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?

Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.

Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support implementation Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population Other:

Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications:

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