mr. erik shay - fourth bde jrotc - cib and sl 2016.pdf · 4 continuous improvement brief (cib)...

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Mr. Erik Shay CIB/SL Briefing

4th Brigade JROTC

4 Ground Rules

Show mutual respect, one speaker at a time Hold Questions to the end of the presentation Only 2 hours for training, need to be aware of time

4 AGENDA

•  Continuous Improvement Brief (CIB) •  Service Learning Brief •  Open Discussion/Questions

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Continuous Improvement Brief (CIB)

Initiated, planned, led, executed, and documented by Cadets. Cadets begin by reviewing JROTC program mission, vision, values, and outcomes and discuss how these relate to their Battalion. Battalion goals and desired outcomes are established and an action plan is developed and executed. The goals are continuously measured, documenting desired outcome accomplishment. Successful implementation of this process documents that Cadets understand the processes of continuous improvement, problem solving, planning, goal setting and how to use them to guide the organization throughout the year. For this presentation the entire Battalion staff (BC, XO, S1, S2, S3, S4, S5) will brief their involvement in the project. NOTE CSM is the only Cadet that is not part of this briefing unless SAI and AI want them to be. Their plan for improvement will state the data to justify the issue, how they developed a continuous improvement strategy, their implementation process, and continuous improvement results.

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The following outlines the Continuous Improvement Process for Leadership:

Plan

At the start of a new school year, Cadet staff plans their activities for the year, assuring that each activity supports the JROTC mission, vision, program outcomes and their Battalion goals. If they are not addressing one of the program goals with an activity, they may need to plan something else or rethink the importance of the goal in the first place.

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Do/Act

The Cadet Battalion Commander, assisted by the Battalion staff, begins by establishing a mission and vision for that school year. SMART goals are established based on unit data from years past. Desired outcomes or measures of success are established and each Cadet Battalion staff member is assigned as a project officer for each goal. This Cadet leader executes the plan for goal achievement, measures, and document progress. Cadets should do all the work of the planning, establish the funds or resources needed, finding volunteer Cadets to help setup, clean-up, publicize, execute the project, and send reports to their supervising instructor. When an activity is accomplished that supports a goal; the progress towards goal achievement and measures of success should be recorded and kept in a portfolio. A monthly special staff meeting (a self-check-up) is conducted where each staff officer responsible for a goal, presents to the staff how the unit is doing in relation to accomplishing that goal. Depending on success or lack thereof on each goal, the staff discusses changes or corrections they may need to make to complete the organizational goal by year‘s end. This process, along with quantifying data, is also documented in a notebook or computer spreadsheet.

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Evaluate

The validation of the Continuous Improvement Process will be briefed to brigade personnel as part of the JROTC Program for Accreditation process. 35 Possible points for this briefing.

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Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points)

Introduction of Battalion Staff

BC, XO, S1, S2, S3, S4, S5 (CSM)

Battalion staff present were introduced; staff in attendance presented a short brief on their role in battalion; presentation included how their role supported the battalion continuous improvement goal

Some staff were introduced; some staff in attendance presented a short brief on their role in battalion; presentation made an attempt to include how their role supported the battalion continuous improvement goal

No staff introductions were made; some to no staff presented a brief on how their role supported the battalion continuous improvement goal

Description of Battalion goal Clearly defined purpose of continuous improvement goal; stated goal supports a higher mission (JROTC or school)

Somewhat defined purpose of continuous improvement goal; stated goal does not supports a higher mission (JROTC or school)

No attempt to define purpose, goal, or support of mission was made

Overview of Purpose, Goals, and Staff Roles

4 Ba#alionCommander•  C/LTCDevonBodziony•  RoleinBa3alion•  Commands the battalion through the

proper use of the chain of command and within the policy and guidelines set by the SAI.

•  Sets the standard for the battalion in appearance, attitude, conduct, bearing, discipline, and performance.

•  RoleinCon4nuousImprovementProject:•  Assign roles to implement an effective

project •  Overall oversight of project •  Describe the Battalion goal and how it

relates to the JROTC and HCPSS goals/missions.

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4 Ba#alionGoal•  Goal:Ourgoal is to improve cadet GPAs, decrease the number of

cadets with Ds and Es, and maintain these improvements. •  SupportofJROTCMissions

–  Army JROTC promotes graduation from high school and developing a solid foundation for career development

–  Assisting cadets with improving their GPAs increases the individual’s eligibility to graduate

–  Maximizing learning from courses builds a foundation for career development skills

•  SupportofSchool Mission –  BUILD life long learners –  CHALLENGE students with rigorous and relevant instruction –  NURTURE students in a safe environment and –  VALUE Respect, excellence, accountability, consideration, and

honesty

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Continuous Improvement Brief (CIB) Identify Problem and Develop Improvement Plan


Identification of a problem or area for improvement

Clearly stated problem or area of improvement

Problem stated is emerging but not clear; includes multiple problems and does not focus on single improvement

Problem stated does not include area of improvement

Identification of data or research gathered to confirm a problem or area for improvement

Data and gathered research inform a need for improvement; evidence displayed in the presentation; includes a purpose and benefit

Little data provided to inform a need for improvement is necessary; evidence is discussed but not displayed; evidence is vague to unclear; includes either purpose or benefit

No data is provided; data provided does not support need for improvement; data or research is not presented; does not include purpose or benefit

Identification of team goals

SMART= Specific, Measurable, Attainable, Realistic, Time-Specific

Goals clearly stated and appropriate for problem defined; goal setting strategies clearly outlined using the SMART Method

Goals developed but beyond the scope of the defined problem; Little evidence of goal setting strategies, goals reflected some use of SMART method

Goals not identified in presentation; no evidence of goal setting strategies used

Identification of improvement plan

Improvement plan refers to knowledge and skills acquired from JROTC curriculum such as decision-making, goal-setting, problem solving, team building

Improvement plan presented with little reference to curricular areas within JROTC lessons; little evidence of decision-making, goal-setting, problem solving, team building

Improvement plan is unclear; Improvement plan is not stated; no reference to JROTC curricular areas; no evidence of decision-making, goal-setting, problem solving, team building

4 AreaforImprovement•  Problem

–  Many individuals in JROTC had Ds and Es as their first quarter grades –  The average GPA of JROTC was lower than the school’s average GPA

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4Confirma6onofAreaofImprovement(1of2)

•  GPAfrom2014-2015comparedtoschool–  School GPA - 3.13 –  JROTC GPA - 3.04

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4Confirma6onofAreaofImprovement(2 of 2)

• Purpose –  Increase GPAs to a level at or above the average school GPA –  Decrease cadets with Ds or Es

• Benefit of Improvement –  Cadets’ future prospects

•  Cadets will be less likely to drop out, repeat a grade, or repeat a course

•  Cadets will be better prepared to excel in post-secondary options and career pathways

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4 TeamGoals•  Goal

–  DecreasenumberofcadetswithfinalgradesofDsorEsby at least ⅓ (71 → 47) –  Havetheaverage JROTC GPA meet or exceed the average school GPA. (3.13)

•  SMARTMethod–  Specific-GoalistailoredtoGPAincreasesandnumber of Ds and Es –  Measurable-GPAs are measured each quarter and at the end of the year –  A3ainable-Reducing number of cadets with Ds and Es by ⅓ is manageable –  Realis4c-Requiresan average BN GPA increase by .1 –  Time-Specific- Limited to this school year in order to assess and reevaluate our project while the current staff is in place

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4 ImprovementPlan(1of2)•  Plan

–  Determine number of cadets with deficiencies –  Survey cadets to determine who would like to participate in the tutoring program

•  Tutors •  Tutees

–  Match tutors to tutees –  Begin tutoring program –  Track progress

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4 ImprovementPlan(2of2)•  Support from JROTC Curriculum

–  U3-C1-L1 - Self Awareness –  U3-C1-L3 - Personal Growth Plan –  U3-C1-L4 - Becoming an Active Learner

•  Critical thinking techniques • Distinguish between active and passive learning

–  U3-C2-L3 - Learning Style and Processing Preferences –  U3-C2-L4 - Multiple Intelligences –  U3-C3-L3 - Study Habits

•  Relate personal learning preferences to study habits •  Identify effective study skills and test-preparation

strategies • Each of these lessons have been taught

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Continuous Improvement Brief (CIB) Identify Problem and Develop Improvement Plan

CONT..


Plan establishes milestones or benchmarks

Clearly stated benchmarks or milestones with timelines; evidence of data gathered at milestones; timeline is reasonable; milestones support stated problem and goals

Milestones and benchmarks presented; clarity of milestones or benchmarks unclear; little evidence of data gathered at milestones; timeline unrealistic or unclear

Milestone or benchmarks unclear or not present; evidence of milestone attained unclear or not present; timeline vague or not presented

Response All staff reacted appropriately to verbal and nonverbal feedback; all staff were knowledgeable about their portion of presentation

3 out of 5 staff reacted appropriately to verbal and nonverbal feedback; 3 out of 5 staff were knowledgeable about their portion of presentation;

Less than 3 staff reacted appropriately to verbal and non-verbal feedback and were knowledge about their portion of the presentation;

4 Milestones

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Evaluation of Continuous Improvement Project


Presentation includes a conclusion

Conclusion shows final data and effect of change based on milestones set and met; plan states if the goal was met; conclusion refers to the JROTC lesson topics and their impact on success of the project

Conclusion does not include if goal was met; plan does not indicate need for maintenance of goal or next step for improvement; conclusion refers to the JROTC lesson topics.

Conclusion is not included in the presentation; goal is not addressed in conclusion; conclusion does NOT refer to JROTC lesson topics OR their impact on the success of the project

Presentation includes continuous

improvement milestone and

timeline

Presentation shows how goal was met or not met; presentation states areas for improvement based on benchmarks or milestones failed

Presentation shows what goal was addressed, but does not present clear continuous improvement benchmark or milestone

Continuous improvement benchmarks or milestones are unclear or not present

4 Conclusion(1of2)•  Data from1stto2ndquarter

–  Upward trend in GPA (3.16 → 3.22) –  Trends in Deficiencies

•  Slight overall increase in cadets with deficiencies (71 to 76) •  18 Cadets who had deficiencies first quarter, did not have

deficiencies second quarter •  25 Cadets who did not have deficiencies first quarter, did have

deficiencies second quarter •  52 cadets maintained deficiencies across first and second quarter

–  Increase in cadets on Honor Roll (91 → 119) •  Possible Explanations

–  Cadets involved in program have been helped, but not a sufficient number of cadets are involved

–  First quarter is slightly easier academically - review –  Cadets should be able to sign up for tutoring at multiple points throughout

the year –  Insufficient motivation exists for cadets without deficiencies to receive

tutoring 22

4 Conclusion(2of2)•  Was goal met?

–  On track to continue increasing GPA –  Can still achieve goal of reducing cadets with final grades as Ds or Es by

1/3 –  Data is somewhat inconclusive - general feeling of battalion is that

program is helpful • Impact of JROTC Lessons on Success –  Creating a personal growth plan helped cadets map out where they

needed to improve –  Active learning and study skills lessons helped cadets –  Problem Solving

• Areas of Improvement –  Need to create more efficient means of matching tutors to tutees –  More effective way of ensuring tutees schedule sessions with tutors –  Method to ensure cadets who need tutoring most receive assistance –  Increase general level of battalion involvement in program

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Reflection


Evaluate project using reflection

Reflection of project presented by team; evidence of individual reflection presented; reflection includes future areas of improvement, necessary research, or changes to process

Reflection evident in providing future direction; presentation provides unclear to no plan for continuous improvement goals or strategies

No evidence of reflection is presented

4 Reflec6on(1of2)•  Staff Reflections on the Project and Process

–  BC: “... should get more tutors for different subjects.” –  XO: “...should create a better way to track the tutoring sessions as they occur.” –  S-1: “...try to get students with borderline grades to join the program to prevent grades from going down.” –  S-2: “...create a way for students to sign up online.” –  S-3: “Tutors should contact the students rather than students contacting the tutors because many students do not have the initiative to contact their tutors.” –  S-4: “...great that there are so many people willing to help.” –  S-5: “...we should implement the program at the beginning of the year and encourage tutoring more…” –  S-6: “...was a success...I often saw cadets coming in for tutoring during C lunch.”

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4 Reflec6on(2of2)• Battalion Reflections

–  To be completed mid-May •  FutureAreasofImprovement

–  ProjectasaWhole•  Involve more cadets •  Reach out to other Atholton organizations to

receive more comprehensive coverage of different subjects

–  NecessaryResearchorChangestoProcess•  Begin project earlier in the school-year •  Create a more efficient means of matching tutors

and tutees •  Develop a uniform process for tutees to contact

tutors 26

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Presentation Delivery

Criteria Proficient (.50 point) Emerging (.25 point) Unsatisfactory (0 points) Attendance and proper attire

Battalion Commander and staff were in proper attire

Battalion staff were present and some were in proper attire

Staff were present but none were in proper attire

Appropriate visual aids All presenting staff included appropriate visual aids supported by appropriate audio/speaking comments

Presenting staff sometimes included appropriate visual aids supported by appropriate audio/speaking comments

Staff did not include appropriate visual aids supported by appropriate audio/speaking comments

Personal delivery Presenting staff established good eye contact and appropriate gestures throughout the presentation; spoke clearly and concisely

Some presenting staff established good eye contact and appropriate gestures throughout the presentation; some staff spoke clearly and concisely

Presenting staff did not establish good eye contact, use appropriate gestures, or speak clearly and concisely

Response All staff reacted appropriately to verbal and nonverbal feedback; all staff were knowledgeable about their portion of presentation

Some staff reacted appropriately to verbal and nonverbal feedback; staff were somewhat knowledgeable about their portion of presentation

All staff reacted inappropriately to verbal and non-verbal feedback and were not knowledgable about their portion of the presentation

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Possible Guiding Questions What process did you use to select this/these particular goals?

When did you come together as a group to discuss these goals? What type of data are you using to measure how effectively you are meeting your goals? What role did other Cadets play in the development of these goals? What type of buy-in did you get from other Cadets? How would you rate your effectiveness in achieving these goals? Were there any unforeseen challenges that you encountered along the way? What was the biggest obstacle to achieving these goals? Did you collaborate with anyone other than the battalion staff to help develop strategies? What would you do differently in the future? How does our Battalion Continuous Improvement Plan support the JROTC mission?

4 Service Learning Brief

1.  A minimum of three Cadets will brief the presentation. These Cadets will not be from the Battalion staff, but should represent their role in service learning as a LET 1, 2, 3, or 4 Cadet. Cadets must be from different LET Levels.

2.  For this presentation, the Cadet team members (LET 1, 2, 3 or 4) will explain their service learning goal, planning strategies, preparation, and implementation of the project. They will also discuss the overall success of the project and provide team/personal reflection on service learning.

3.  20 Possible points for this briefing.


Good Examples of a Service Learning Brief

1.  Blood Drives 2.  Special Olympics 3. Restoring a historical monument 4. Visiting a nursing home 5. Tutoring elementary children 6 . Starting a recycling program 7. Collecting clothing for Homeless

4Service Learning Brief

Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 pointsPresentation clearly describes how the project benefits the community

Presentation attempts to describe how the project benefits the community

Presentation does not describe how the project benefits the community

Presentation clearly describes how the project enhances learning

Presentation attempts to describe how the project enhances learning

Presentation does not describe how the project enhances learning

Presentation clearly describes how the project relates to the JROTC program curriculum

Presentation attempts to describe how the project relates to the JROTC program curriculum

Presentation does not describe how the project relates to the JROTC program curriculum

Presentation identifies one or more JROTC lesson competencies addressed by the service learning project

Presentation identifies one JROTC lesson competency addressed by the service learning project

Presentation does not identify JROTC lesson competencies addressed by the service learning project

Presentation clearly explains the role of teamwork in accomplishing the project

Presentation explains the role of teamwork in accomplishing the project

Presentation does not describe the role of teamwork in accomplishing the project

Presentation suggests ways that the project could be modified to ensure that it meets established guidelines for JROTC service learning projects

Presentation recognizes improvement areas, but does not suggest possible modifications for future project

Presentation does not suggest ways that the project could be modified to ensure that it meets established guidelines for JROTC service learning projects

Serving Learning Planning and Preparation

4 Project Introduction

•  Gathered supplies and information –  Water –  Food –  Toothpaste –  Toiletries –  Local shelter addresses –  Hats, Gloves, etc. (donated items)

•  Distributed supplies in “blessing bags” –  Utilized distribution assistance from

instructors and administrators –  Delivered “blessing bags” to shelters and

homeless individuals in the community

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4 How the Community BenefitsThe service learning project: •  Provides opportunities to receive basic

necessities (food/water) and improve hygiene –  Improves health –  Increases opportunities for employment

•  Helps locate shelters •  Encourages the community to get involved

and make a difference

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4 How the Project Enhances Learning

Allows students to: •  Distinguish between service learning and

community service •  Compare the types of service learning

already available in the community •  Identify benefits of serving the community •  Discover the roles and responsibilities of a

service learning team

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4 Connection to the Curriculum (Lesson Competencies)

U3C8L1-Orientation to Service Learning •  Evaluated examples of service learning to obtain ideas •  Developed proposals for battalion projects •  Chose a single project included the features and benefits of service

learning most fully U3C8L2- Plan and Train for Your Exploratory Project •  Identified the steps needed to conduct the project •  Learned how to develop a project plan that contained essential

components, goals, and outcomes of a service learning project U3C8L3- Project Reflection and Integration •  Implemented and evaluated the project •  Reflect on project

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4 Role of Teamwork in the Project

As a battalion, we worked together to: •  Brainstorm ways to get cadets involved •  Collect supplies •  Fill the blessing bags •  Create cards with contact information of local

shelters •  Deliver the blessing bags •  Reflect on the project

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4 Modification Suggestions

Modifications for Current Project: •  Creation of assembly line to speed up the production of

the blessing bags in order to meet the deadline •  Give cadets a more advanced notice to donate supplies Modifications for Future Years: •  Create a checklist for items that are needed for each

blessing bag •  Give cadets more time to collect supplies •  Expand the project throughout the community/school •  Distribute the bags over a longer period of time

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Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 pointsPresentation includes process necessary to conduct experience

Presentation attempts to identify process necessary to conduct experience

Presentation does not include process necessary to conduct experience

Presentation includes evidence of a project plan that defines the goals of the project

Presentation attempts to include evidence of a project plan that defines the goals of the project

Presentation includes evidence of a project plan that defines the goals of the project

Project Plan refers to JROTC curriculum competencies/outcomes addressed by the project

Project Plan attempts to refer to JROTC curriculum competencies/outcomes addressed by the project

Project Plan does not refer to JROTC curriculum competencies/outcomes addressed by the project

Project Plan clearly provides who, what, when, where, why, and how of the project

Project Plan provides some, but not all who, what, when, where, why, and how of the project

Project Plan does not provide who, what, when, where, why, and how of the project

Presentation includes a team and individual reflection about the project implementation

Presentation includes a team or individual reflection about the project implementation

Presentation does not include any reflection about the project implementation

Service Learning Implementation

4 Process of Project

Creation: • Cadet Jascewsky developed/presented the idea for the battalion’s service learning project Organization: • Logistics of the project • Incentive to get cadets involved in the project • Production and distribution of the Blessing Bags AAR: • Reflect on ways to improve for future projects

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4 Project Plan Goals

Goals for Community Support: • Encourage individuals in the community to get involved

–  Have participants outside of the JROTC program help pick up and distribute the bags.

–  Get the community involved with advertising the project for donations. Goals for Cadet Education/Learning: • Learn how to create a successful service learning project • Apply lessons learned during the project to future projects and the cadets’ education Goals for Cadet Service: • Cadets who aided in the production and distribution of the Blessing Bags received varied service hours depending on their involvement

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4JROTC Curriculum Outcomes

(In Addition to the Lesson Competencies Listed Previously)

The Outcomes Supported by this Project: •  Maximize potential for success through learning and

self-management •  Develop leadership and communication skills •  Build effective relationships with peers, co-workers, and

the community •  Promote citizenship through engaging in civic duty in

the community

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4 The Ba#alion’sProject Who? C/SSG Nicholas Jascewsky presented the idea of blessing bags. The cadets of our battalion supplied the items needed. What? Create bags that contained supplies and contact information for various shelters. When? December 2015 Why? We completed this project in order to help individuals in need during the holiday season. How? We asked cadets, parents, and teachers, to donate as many supplies as they could. These supplies included food, water, personal hygiene items, etc.

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4 Team/Individual Reflection

•  Conducting regular meetings to discuss what was being done and what our next step was going to be allowed for the project run smoothly.

•  Communication within the team and from the team to the battalion was strong

•  The team could have improved by having a better system of organization

•  An even inventory of items for the bags was needed 43


Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points

Cadets provide clear evidence of participation in structured reflection activities about the service learning experience

Cadets discuss, but do not provide evidence of participation in structured reflection activities about the service learning experience

Cadets do not discuss or provide evidence of participation in structured reflection activities about the service learning experience

Cadets clearly summarize the impact that the experience had on the team and individual members

Cadets attempt to summarize the impact that the experience had on the team and individual members

Cadets do not summarize the impact that the experience had on the team and individual members

Cadets report or present on the results of the project, what was learned, and how the experiences has fostered change

Cadets report or present on the results of the project, but do not address what was learned, and how the experiences has fostered change

Cadets do not report or present on the results of the project, what was learned, and how the experiences has fostered change

Cadets report or present new ideas for service learning projects based on current experience

Cadets discuss ideas for service learning projects, but do not report or present on any new ideas based on current experience

Cadets do not report or present new ideas for service learning projects based on current experience

Service Learning Reflection and Integration

4 Team/Individual Reflection

•  Conducting regular meetings to discuss what was being done and what our next step was going to be allowed for the project run smoothly.

•  Communication within the team and from the team to the battalion was strong

•  The team could have improved by having a better system of organization

•  An even inventory of items for the bags was needed 45

4Structured Reflection and Participation

•  We asked cadets to fill out this reflection sheet:

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4 Impact of the Experience

•  Created awareness within cadets about what basic necessities you have that other people may not have

•  Individuals in need value things that cadets are more fortunate to have and may not think about on a daily basis

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4 Results (1 of 2)

•  100% of cadets said they would like to continue this project next year

•  Our battalion learned many lessons such as: •  Small items can make a huge difference in the

life of another individual •  How to create and effectively organize a service

learning project •  It is easy to get involved and make a positive

impact on your community •  Cadets worked together to make the Blessing Bags and

deliver them to shelters and individuals during the holiday season 48

4 Results (2 of 2)

Our project fostered change because: •  It reminded cadets the importance of

giving back to their community •  Taught cadets how to create a successful

service learning project •  Encouraged cadets to make a difference

in their community •  Developed a sense of change on the

community and individual level 49

4 New Ideas for Service Learning

•  Build a shelter for the playground used by the HCPSS employee daycare center –  Provides protection during inclement weather in

case of a fire drill

•  Organize a 5K run to raise money for breast cancer research

•  Hold a canned food drive to provide food for local shelters

•  Continue to be more involved in school supported service projects.

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Proficient – 1 point Emerging – -.50 point Unsatisfactory – 0 pointsCadets introduced self; explained role in project.

Cadets introduced self; did not explain role in project.

Cadets did not introduce self; did not explain role in project

Cadets included appropriate visual and audio aids

Cadets included some appropriate visual and audio aids

Cadets did not include appropriate visual or audio aids

Cadets established consistent eye contact and appropriate gestures throughout the presentation

Cadets established some eye contact and limited appropriate gestures throughout the presentation

Cadets did not use eye contact or appropriate gestures throughout the presentation

Cadets’ speaking was clearly and concisely articulated throughout the message; avoided the use of slang or “fillers”

Cadets’ speaking was somewhat clearly articulated throughout the message

Cadets’ speaking was not clear or concise; did not avoid the use of slang or “fillers”

Cadets responded appropriately to verbal and nonverbal feedback; Cadets were knowledgeable about their portion of presentation

Cadets responded to verbal and nonverbal feedback; Cadets were somewhat knowledgeable about their portion of presentation

Cadets responded appropriately to verbal and nonverbal feedback; Cadets were knowledgeable about their portion of presentation

Service Learning Presentation and Delivery

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Service Learning Brief Possible Guiding Questions

Guiding Questions (as needed)What need led you to select this project? What type of research did you conduct to support this project? What impact do you think this project had on the community? What would you do next time to make this project better? How did this service learning project impact your personal growth? What leadership principles did you have to use to successfully complete this project? What could you do to involve more Cadets in your project? Were there any unexpected obstacles that you encountered during your project? Which phase of the project did you consider to be the most critical? Why?

TableB-3.ServiceLearningRubric,Cont’d.

4 QUESTIONS

mr. erik shay - fourth bde jrotc - cib and sl 2016.pdf · 4 continuous improvement brief (cib)...

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