Unified Improvement Planning Basics I

Unified Improvement Planning Basics I
12/31/2018 Unified Improvement Planning Basics I September 2013 chad

Introductions Name Role School/District
What are you most excited to learn about today? 2

Today’s Session Objectives:
Understand the fundamentals of the data analysis steps of the Unified Improvement Planning process. Understand the elements that support UIP. Dive into specific accountability and performance data. Understand expectations and processes for Root Cause Analysis. Time to consider planning needs at the local level.

Topics UIP Overview UIP Process Special Circumstances
Purpose UIP Resources UIP Process Reviewing Performance Notable Trends Priority Performance Challenges Root Cause Analysis Data Narrative Special Circumstances Reflection and Local Planning 4

Goals Students Educators Schools/ Districts State Successful students
12/31/2018 Goals Successful students Prepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students. Great teachers and leaders Ensure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap. Outstanding schools and districts Build the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance. Turnaround the state’s lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students. Best education system in the nation Build the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE. Students Educators Schools/ Districts State CDE is prioritizing their work through focused goals at the student level, the educator level, the school and district level, and finally, the state level. Let’s look at CDE as the state education agency. CDE has a strategic plan, all work happening in the organization must be linked to the strategic plan and progress is reported monthly. More than ever, CDE is committed to becoming more of a SUPPORT arm than purely a compliance driven organization. At the school/district level, CDE is supporting districts in the UIP process and working closely with districts and schools to ensure that priority and turnaround schools get the assistance they need to become high-functioning buildings for all the kids they serve. And, at the Educator level, CDE recognizes how complex the teacher and principal roles are and, as they work on implementation of the new educator evaluation requirements, they are focused on supporting educators every step of the way. We know that having great teachers and excellent school leaders are the most important school-based factors in student achievement and CDE is working with educators from across the state to build a Model Evaluation System that is based on professional growth and meaningful feedback for all educators. At the student level, CDE is supporting districts as they implement the new Colorado Academic Standards… building tools and resources for educators which help to simplify implementation and ensure success with students. CDE also works carefully with districts with RTI, interventions and IEP’s. 5

What is Unified Improvement Planning?
Alignment A system to align improvement planning requirements for state and federal accountability into a “single” plan. Documentation A common format for schools and for districts to document improvement planning efforts. Schools/districts on accountability clock must demonstrate a coherent plan for dramatic change and adjustments over time. Reviews conducted by CDE and the State Review Panel. Transparency A process for including multiple voices, including staff, families and community representatives. Plans are also posted publicly. Best Practice A statewide strategy to promote improvement planning based on best-practice, including use of state and local data and engagement in a continuous improvement cycle. Support A mechanism for triggering additional supports through CDE (especially for schools/districts on accountability clock). This process reduces the total number of separate plans schools and districts are required to complete with the intent of creating a single plan that has true meaning for its stakeholders.

Continuous Improvement

Unified Improvement Planning Processes
Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Components that support UIP
Template Addenda Quality Criteria Handbook 9

UIP Template & Addenda Layout designed to explicitly guide schools and districts through a focused planning process Pre-populated report Flexibility to “tell your local story” Addenda created to support schools and districts in meeting specific program requirements Unified ≠ Simplified The template layout is designed to support the process Pull out their template, follow along, write in their page numbers

Section I Section II Section III Section IV
State + Federal Performance Data Grant Info Data Narrative Data Used Notable Trends Priority Performance Challenges Root Causes Processes Used School Target Setting Form Targets Interim Measures Major Improvement Strategies Contact Improvement Plan Info Review Progress on Last Year’s Targets Worksheet Data Worksheet Action Planning Form Associated root causes Action Steps Timeline Key People Resources Implementation Benchmarks Status of Action Steps Version 1.4

Quality Criteria Identify elements in a quality plan -makes clear standard for proficiency Developed in conjunction with district leaders Identifies program requirements to be met in each section of the plan Basis for review by CDE Refer to quality criteria handout

UIP Handbook Provides the guidance for the process
Includes as glossary to serve as a reference for the terminology used in the UIP process Includes helpful hints for the process 13

UIP Big Idea: Timeframe
12/31/2018 UIP Big Idea: Timeframe The UIP should be a two year plan that gets revised on at least an annual basis Revision process should be updated with current information, then planning projected out Modifications should be made based on determinations from data (interim measures/implementation benchmarks) Notable Trends, Priority Performance Challenges Target Setting, Action Planning Root Cause Analysis What has been happening? Where do we need to go? ? 2010 2011 2012 2013 2014 2015 Interim Measures, Implementation Benchmarks

Relationship of Accountability to Unified Improvement Planning
Gather and Organize Data Preparing to Plan Section IV: Target Setting Section IV: Action Planning Section III: Data Narrative Review Performance Summary Describe Notable Trends Prioritize Performance Challenges Identify Root Causes Set Performance Targets Identify Major Improvement Strategies Reviewing Performance information- What does the performance information tell you? How does it set the tone for the magnitude of improvement work? Identifying Priority Performance Challenges, Setting Targets and Interim Measures for areas where a school/district does not at least meet state expectations. For turnaround schools, there are implications for selection of Major Improvement Strategies and associated implementation benchmarks. Ongoing: Progress Monitoring Identify Interim Measures Identify Implementation Benchmarks Version 1.4

Read: Who Plans? (p 4) to Section I (p 8)
Handbook Reading 17

UIP and Data p. 7 UIP Handbook 12/31/2018
Table Discussion- What do you have? How does this inform your thinking about what should be included Use like a checklist, Highlight what they think is highest priority 18

Preparing to Plan: Gathering and Organizing Data
Intentionality What data What views What purpose 19

Relationship of Accountability to Unified Improvement Planning

Reviewing Performance
How is the district/organization doing against expectations of performance? Federal (Program, Funding Source) State (Overall, Program) Local 21

Prepopulated UIP Template

School Performance Frameworks
12/31/2018 School Performance Frameworks Both 1 year and 3 year Performance Frameworks Indicates accountability requirements that must be met within plan Sets the magnitude of the performance challenge within the school/district This session assumes participants are familiar with the school/district performance frameworks

District & School Performance Frameworks
Through the Colorado Educational Accountability Act of (SB09-163)… CDE annually evaluates districts and schools based on student performance outcomes. All districts receive a District Performance Framework (DPF). This determines their accreditation rating. All schools receive a School Performance Framework (SPF). This determines their school plan types. Provide a common framework through which to understand performance and focus improvement efforts. CASE Conference - July Accountability & Improvement

Accreditation & Plan Types
Accreditation designations: Accredited with Distinction (10%) Accredited (50%) Accredited with Improvement Plan (25%) Accredited with Priority Improvement Plan (10%) Accredited with Turnaround Plan (5%) School plan types: Performance Plan (60%) Improvement Plan (25%) Priority Improvement Plan (10%) Turnaround Plan (5%) Distributions are baselines from Year 1 of the performance frameworks (2010). CDE Summer Symposium - June Accountability & Improvement

Performance Indicators & Data (HS)
Performance Data Weight Academic Achievement CSAP/TCAP % proficient and advanced (reading, mathematics, writing, and science) 15% Academic Growth Median and adequate student growth percentile (reading, mathematics and writing) on CSAP/TCAP and ACCESS (English language proficiency) 35% Academic Growth Gaps Median and adequate student growth percentile in reading, mathematics and writing for disaggregated groups on CSAP Postsecondary and Workforce Readiness Graduation Rate, Dropout Rate, Average Colorado ACT Composite Score, Disaggregated Graduation Rate How many people have seen an SPF or DPF report? Elementary/Middle school weights- 25%, 50%, 25% CASE Conference - July Accountability & Improvement

Indicator Ratings & Overall Rating
Districts/schools receive a rating on each of the performance indicators: Exceeds (4 pts), Meets (3), Approaching (2), Does not meet (1) The ratings roll up to an overall evaluation of the school/district’s performance, which determines the plan type or accreditation rating: School Plan Types: Performance, Improvement, Priority Improvement, Turnaround District Accreditation Rating: Distinction, Accredited, Improvement, Priority Improvement, Turnaround CASE Conference - July Accountability & Improvement

Adequate Growth (CSAP/TCAP)
What is adequate growth? Based on catch-up and keep-up growth So. . . a quick refresher on catch-up and keep-up growth. Version 1.4

Catch-Up Growth To be eligible to make catch-up growth:
The student scores below proficient (unsatisfactory or partially proficient) in the previous year. To make catch-up growth: The student demonstrates growth adequate to reach proficient performance within the next three years or by 10th grade, whichever comes first.

Calculating Catch-Up Growth
6th grade 7th grade 8th grade 9th grade 10th grade Proficient 95 Not Proficient 55

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 85 85 Not Proficient

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 80 80 80 Not Proficient

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 Not Proficient 76 76

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 is the minimum-this student’s adequate growth percentile. 80 95 85 76 80 85 76 80 Not Proficient 76 76

Adequate Growth Percentile for Catch Up
For students eligible to make catch-up growth (those who scored unsatisfactory or partially proficient in the previous year). Adequate Growth Percentile = the minimum growth percentile he/she would have needed to make catch-up growth. Version 1.3

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 76 76 76 76 Not Proficient

6th grade 7th grade 8th grade 9th grade 10th grade 55th percentile growth will not be enough for this student to catch up – she did not make catch-up growth. Proficient 76 76 76 76 Not Proficient 55 55 55 55

Keep-Up Growth To be eligible to make keep-up growth:
The student scores at the proficient or advanced level in the previous year. To make keep-up growth: The student demonstrates growth adequate to maintain proficiency for the next three years or until 10th grade, whichever comes first.

Calculating Keep-Up Growth

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 38 38 38 Not Proficient

6th grade 7th grade 8th grade 9th grade 10th grade Proficient 50 is the maximum -this student’s adequate growth percentile 38 50 25 50 38 25 50 38 12 50 Not Proficient

Adequate Growth for Keep-Up
For students eligible to make keep-up growth (those who scored proficient or advanced in the previous year). Adequate Growth Percentile = the maximum of the growth percentiles needed for each of the next three years (or until 10th grade) he/she needed to score at least proficient. Version 1.3

6th grade 7th grade 8th grade 9th grade 10th grade 79 Proficient 79 79 79 50 50 50 79th percentile growth will be enough for this student to keep up – he made keep-up growth. 50 Not Proficient

Calculating Median Adequate Growth Percentiles for CSAP/TCAP
AGP Sorted AGPs Median AGP Adequate growth percentiles for all catch-up and keep-up students Median Adequate Growth for this school is 55 Search for the middle value… Version 1.4

Move-Up Growth To be eligible to make move-up growth:
The student scores at the proficient level in the previous year. To make move-up growth: The student demonstrates enough growth to move up to advanced within the next three years or by 10th grade; whichever comes first. Version 1.3

Catch-up ● Keep-up ● Move-up
Check your understanding. . . Which students could make catch-up growth? Which students could make keep-up growth? Which students could make move-up growth? Draw a Venn diagram to show if/how these groups overlap. Version 1.3

Alpine Achievement CUKUMU Report 50

Catch-up ● Keep-up ● Move-up
Eligible to make Keep-Up Growth Advanced Eligible to make Move-Up Growth Proficient Eligible to make Catch-Up Growth Partially Proficient Unsatisfactory Version 1.3

Review the Performance Framework to answer…
What is the plan type? How does this compare to other plan types? What are the performance indicators? Which ones have the greatest weight? What measures contribute to your Performance Framework result? What assessment and non-assessment data contribute? How? What ratings are on the Performance Framework, and how many points are they each worth? On which indicator(s), if any, were state expectations not met?

District Performance Framework 3-Year Overview
12/31/2018 District Performance Framework 3-Year Overview District: 53

District Performance Framework Elementary 3-year
12/31/2018 District Performance Framework Elementary 3-year 54

District Performance Framework Middle 3-year
12/31/2018 District Performance Framework Middle 3-year 55

District Performance Framework High 3-year
12/31/2018 District Performance Framework High 3-year 56

District Performance Framework High 3-year
12/31/2018 District Performance Framework High 3-year 57

Reviewing Performance: Big Ideas
Magnitude Universal Groups Specific checks: Accountability Expectations 61

Reflection: Data Narrative
Next Steps: What actions need to happen? Description: What is needed? Skills, Resources, Time Held Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 62

Unified Improvement Planning

Notable Trends Include positive and negative performance patterns.
12/31/2018 Notable Trends Include all performance indicator areas. Include at least three years of data. Identify where the school did not at least meet state and federal expectations. Consider data beyond that included in the school performance framework (e.g., grade-level data). Include positive and negative performance patterns. Compared to what?

Trends: Example Direction Descriptions
Flat Increasing Decreasing Increasing then decreasing Decreasing then increasing Flat then increasing Flat then decreasing

Trend Statement Example
Component Example Measure/Metric Percent of students proficient or advanced on TCAP/CSAP Content Area Math Which students (grade-levels, disaggregated groups) 4th Grade (all students in school) Direction Declined Amount 70% to 55% to 48% Time period 2009 to 2011 What makes the trend notable? This was well below the minimum state expectation of 71%. CASE July DPF/SPF

Trends 67

Notability: Compared to what?
68

Examples of Notable Trends
The percent of 4th grade students who scored proficient or advanced on math CSAP declined from 70% to 55% to 48% between 2009 and 2011 dropping well below the minimum state expectation of 71%. The median growth percentile of English Language learners in writing increased from 28 to 35 to 45 between 2009 and 2011, meeting the minimum expectation of 45 and exceeding the district trend over the same time period. The dropout rate has remained relatively stable (15, 14, 16) between 2009 and 2011 and much higher than the state average for the same time period. Version 1.3

Analyzing Data Because Be patient and hang out in uncertainty
Analyzing Data Be patient and hang out in uncertainty Don’t try to explain the data Observe what the data actually shows No Because Because

Notable Trends: Big Ideas
12/31/2018 Notable Trends: Big Ideas Notability System Scan Timeframe Data Sources (State Data only?) Synthesis, not data dump Resource: Spreadsheet for building notable trends Spreadsheet on website-sustainability and updating for future

Development of Notable Trends
Look at your local data Use the worksheet to begin development of notable trends State data (TCAP, ACT) Local Data (Interim Assessments, Early Literacy) 72

Priority Performance Challenges
are. . . Specific statements about performance challenges Strategic focus for the improvement efforts About student outcomes are NOT… What caused or why we have the performance challenge Action steps that need to be taken Concerns about budget, staffing, curriculum, or instruction About the adults needs

Notable Trend to Priority Performance Challenges
Look across trends Identify similar patterns Combine, if appropriate Consider combining across: Content areas Grade Levels Performance Indicators Consider: Does the performance challenge capture the magnitude? Is there enough specificity? 75

Activity: Are they or aren’t they?
Worksheet Review each statement and identify if you think it represents a good priority performance challenge Be prepared to discuss why or why not 76

1. To review student work and align proficiency levels to the Reading Continuum and Co. Content Standards 2. Provide staff training in explicit instruction and adequate programming designed for intervention needs. 3. For the past three years, English learners (making up 60% of the student population) have had median growth percentiles below 30 in all content areas, substantially below the minimum state expectation of 55. 4. Implement interventions for English Language Learners in mathematics. 77

5. Students are not performing in any content area. 6. We need to achieve state proficiency. 7. No differentiation in mathematics instruction when student learning needs are varied. 8. Achievement across reading and math is low and declining and growth across all groups is not sufficient for students achieve proficiency. 78

Priority Performance Challenges: Big Ideas
Emerge from performance trends Strategic Focus Framed as performance challenge Set direction for the rest of plan Data Analysis Action Planning (Target Setting and Action Planning) 81

Notable Trends & Priority Performance Challenges
Reflection: Notable Trends & Priority Performance Challenges Next Steps: What actions need to happen? Description: What is needed? Skills, Resources, Time Protected, etc. Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 82

Root Causes are. . . Statements describing the deepest underlying cause, or causes, of performance challenges. Causes that if dissolved would result in elimination, or substantial reduction of the performance challenge(s). Why. . . Things we can change and need to change. Verified with data. The focus of our major improvement strategies.

Step Four: Determine Root Causes p. 20-21
Handbook Reading 85

How to engage in Root Cause Analysis
How to engage in Root Cause Analysis Stay open to multiple possibilities. Keep multiple voices in the conversations. Generate possible theories of causation (testable explanations). Dig deeper to organize and integrate our thoughts. Identify additional data sources to confirm causal theories.

Steps in Root Cause Analysis
Iterative Focus on a performance challenge (or closely related performance challenges). Consider other types of data Generate explanations (brainstorm) Categorize/ classify explanations Narrow (eliminate explanations over which you have no control) and prioritize Deepen thinking to get to a “root” cause Validate with other data

Focus of Root Cause Analysis
Root Cause analysis is always focused on student performance. It answers the question: What adult actions explain the student performance that we see? Root cause analysis can focus on positive or negative trends. In this case the focus is on “performance challenges”. Version 1.3

Sample Process Circle Map Brainstorm causes of performance challenges.
Group like causes together to form categories. Version 1.3

Performance Challenge
What process(es) did we use? What data did we consider? All possible explanations of performance challenge go in the outer circle Possible Explanation Possible Explanation Performance Challenge Possible Explanation Possible Explanation School Process Data Perception Data Circle map used with permission from Thinking Maps, Inc. Specific training required before implementing Thinking Maps. For more information, visit Version 1.3

Focus on a performance challenge (or closely related performance challenges). Consider other types of data. Generate explanations (brainstorm). Categorize/ classify explanations. Narrow (eliminate explanations over which you have no control) and prioritize. Deepen thinking to get to a “root” cause. Validate with other data.

Prioritized Performance Challenges: Examples
12/31/2018 Prioritized Performance Challenges: Examples For the past three years, English learners (making up 60% of the student population) have had median growth percentiles below 30 in all content areas, substantially below the minimum state expectation of 55. Achievement across reading and math is low and declining and growth across all groups is not sufficient for students achieve proficiency Update second

Focus on a performance challenge (or closely related performance challenges). Consider other types of data. Generate explanations (brainstorm). Categorize/ classify explanations. Narrow (eliminate explanations over which you have no control) and prioritize. Deepen thinking to get to a “root” cause. Validate with other data.

Narrowing the Explanations
Eliminate (cross-out or take sticky notes off) any explanation which the school cannot influence or control (e.g. student characteristics). Eliminate additional explanations which fail to meet the following criteria: It derives logically from the data It is an explanation, not just an opinion It is plausible, it could be verified or tested Prioritize your remaining explanations (getting down to at most two), and circle your priority explanations. Clarify the language, if needed, for your priority explanations.

Focus on a performance challenge (or closely related performance challenges). Consider other types of data Generate explanations (brainstorm) Categorize/ classify explanations Narrow (eliminate explanations over which you have no control) and prioritize. Deepen thinking to get to a “root” cause Validate with other data

How to deepen thinking. . . Two tools to team deepen thinking about causes. The Five Why’s (Why- Because) Multi-Flow Map (cause effect) Both based on getting beyond symptoms to deeper causes of performance challenges. Version 1.3

Sample Root Cause Process
Math did not meet growth gaps with any sub-group- Is pace affecting this? Unsats and IEP students had low growth percentiles- How are lessons scaffolded for these students? ELL, Minority, and F/R have growth between How are stations implemented for retention of content knowledge? Sample Root Cause Process 97

Getting to Root Cause Priority Explanation Priority Performance
Because Why? Because Why? Because Why? Priority Performance Challenge Priority Explanation Because Why? Because Why? Because Why? Root Cause Analysis Toolkit, p. 59 Multi-flow map used with permission from Thinking Maps, Inc. Specific training required before implementing Thinking Maps. For more information, visit Version 1.3

Focus on a performance challenge (or closely related performance challenges). Consider other types of data Generate explanations (brainstorm) Categorize/ classify explanations Narrow (eliminate explanations over which you have no control) and prioritize. Deepen thinking to get to a “root” cause Validate with other data.

Validate Root Causes (example)
Priority Performance Challenge: The %proficient/adv students in reading has been substantially above state expectations in 3rd grade but substantially below stable (54%, 56%, 52%) in 4th and 5th for the past three years. Possible Root Causes Questions to Explore Data Sources Validation Less time is given to direct reading instruction in 4-5 How much time is devoted to reading in primary v. intermediate grades? Daily schedule in each grade level. No evidence that less time is devoted to reading in 4-5. More ELL students in grades 4 & 5 Is there a difference between ELL and other students scores? NWEA results disaggregated by ELL status. ELL student performance in reading is higher. K-3 is using new teaching strategies, 4-5 are not. What strategies are primary vs. intermediate teachers using ? Curriculum materials and Instructional plans for each grade. K-3 strategies are different from 4-5.

Reflection: Root Cause Analysis
Next Steps: What actions need to happen? Description: What is needed? Skills, Resources, Time Protected, etc. Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 101

Data Narrative Tells the “data story” Inclusive of all the other parts
Includes a synthesis of the “what”, “who” and the “how” 103

Section III Narrative on Data Analysis and Root Cause Identification pages 11-12
Handbook Reading 104

Data Narrative: Checklist
Brief description of the school/district. General process for developing the UIP (who participated and how). Accountability status (plan type and indicators where performance did not meet expectations) How current performance compares to prior year’s targets. Notable trends (at least 3 years of data), what data was considered and how the team determined the trends were notable. Priority performance challenges, and how and why priorities were identified. Root cause(s) of each priority performance challenge, how root causes were identified and what additional data was reviewed to validate each one. 105

Special Considerations: Small Systems
Combined Plans Eligible for systems below 1200 Increased complexity-School and District Expectations You can, should you? Small N Data Analysis challenges Public Posting considerations 107

Special Consideration: AEC
Alternative Education Campuses Population Served Mission/Vision Performance Framework Data Strategies Considered 108

Special Considerations: Priority Improvement & Turnaround
Priority Improvement and Turnaround plans District/School levels Expectations Addenda Quality Criteria State Review Panel Orientation & Planning for Dramatic Change 109

Reflection: Review Overall Next Steps: What actions need to happen?
Description: What is needed? Skills, Resources, Time Protected, etc. Timeframe: What is the deadline/timeframe in which the actions need to happen? People Involved: Which stakeholders need to be involved. Consider: Teachers Parents Students School Accountability Committees Board Members (District or Charter) Community 111

SPF/DPF Resources Continued
SPF Tutorial: ne_Tutorial/player.html CDE Accountability Website: AEC Framework Resources: ountabilityAECs.asp

UIP Resources Website: www.cde.state.co.us/uip
Templates, Handbook, Quality Criteria Annotated Plans Tutorials Training training materials- for local use Additional In-person Training Priority Improvement/Turnaround Orientation & Planning for Dramatic Change Beyond TCAP Progress Monitoring 113

Wrap up & feedback Please provide us with feedback using post-it notes at your table - Things that worked well for this session - Things that we should change - Questions you still have - A-ha’s from today’s session ? !

Unified Improvement Planning Basics I

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