professional development focused on supporting classroom teachers, as well as building and district leaders. The comprehensive Professional Development plan outlined in this response focuses on teaching and learning best practices underpinned by a long-term association with the SAMR Model learned from the work done with MLTI. An emphasis on hands-on, engaging learning is foundational to the offerings outlined from Apple Professional Development. Whether through the use of online resources from iTunes U, face-to-face engagement in a traditional workshop setting, classroom coaching and mentoring, or as part of the Leadership Cadres, Apple’s comprehensive Professional Development plan is ready to take Maine educators to new levels of capability and effectiveness. Project Management People and teamwork, not hardware and software, ultimately determine the success of education technology initiatives. That’s why project management services are indispensable to any such endeavor. Apple’s MLTI project management team is known and seen in every corner of Maine. Our relationships run deep with everyone from superintendents and principals to teachers and students. We’ve helped the Maine Department of Education evolve the program from concept to reality, working day in and day out to support Maine’s vision. Built on a foundation of trust and expertise, our team is established, in place, and ready to go. Cisco Wireless Networks Apple is once again working with Cisco Systems, the industry leader in wireless networking. The Cisco networks incorporated into our 2009 MLTI solution have been highly regarded by the school population, and we look forward to enhancing these networks in this iteration of our proposal. Cost Summary Apple is pleased to offer Maine this next generation MLTI solution at $273.00 per seat per year as described in its completed Appendix B—Cost Proposal Form. Additional Participating States This proposal also provides Tier 2 pricing as a demonstration of our commitment to other established and potential MLTI participating states. To that end, we hope to engage Hawaii, Vermont, Massachusetts, Montana, New Jersey, Oklahoma, South Carolina and other participating states in “discovery dialogs” following the conclusion of this RFP process. These dialogs will help us establish the understanding necessary to develop individualized strategies scale
the opt-in may vary based upon the Bidder's solution. 5.2.2. Hawaii Opt-in It is anticipated that Hawaii schools will participate on an opt-in basis. Because Hawaii schools will rely on state funds to be able to participate in this program, it is expected that State leadership will ultimately determine schools, complex, or complex area participation in the program. Selection of schools in Complexes or Complex areas will be made by the office of the State Superintendent, and will be based on technology readiness, leadership readiness, and staff readiness. Knowing the minimum readiness criteria in each of these areas will be helpful in creating appropriate professional development, technical resource, and support plans for each phase. The depth and breadth of Apple’s offerings and services in these areas will complement the DOE solution to address school-specific needs as they are identified. Based on the DOE's three-year phase-in commitment of 60,000 devices per each of the three years, Apple’s intent is to develop a deployment plan that would allow the State to participate in a customized 1:1 with pricing similar to the Tier 1 pricing in the Maine response. 5.2.3. Vermont Opt-in It is anticipated that Vermont schools will participate on an opt-in basis. Because Vermont schools will rely on local funds to be able to participate in this program, it is expected that not all local schools or districts will elect to participate in the program. Please refer to Apple’s response to RFP Section 5.1.3., titled “Additional Participating States.” 5.3 Full Deployment RFP Requirement Apple Response All participating schools that opt in initially are required to be fully deployed for the start of Apple has reviewed this information and confirms its understanding thereof.
be highly durable and withstand reasonable and normal daily use by middle and high school students. It is desirable that the device shall be durable enough to withstand occasional mishaps, and resist hazards such as dust, dirt and spills – and still function. It shall also have parts that cannot be easily removed, tampered with, or broken. In order to provide necessary protection for the device during normal transport, the Bidder may include an appropriate carry case. Ideally the case would allow schools to easily label cases for easy identification (i.e. “All black bags look alike”). Included cases shall be included in the annual per seat cost and shall be fully covered by the Provider’s support and warranty program as described in Section 9, Warranty, Insurance, Damage and Theft. improvements in the design of our products. MagSafe 2 connector The MagSafe 2 power connector makes charging the notebook’s battery easier than ever by magnetically coupling the power cord to the MacBook Air. The MagSafe 2 power connector safely disconnects from the notebook when there is strain on the power cord, helping to prevent the notebook from falling off its work surface when the power cord is inadvertently yanked. This protects the system from drops and safeguards valuable data and media. Latchless design MacBook Air opens and closes simply and easily without the need for a latching mechanism that could easily break with heavy use. Keyboard design MacBook Air features a full-size keyboard that is extremely comfortable to type on for small or big hands. The unique design, originally pioneered with the MacBook, fully integrates the keyboard into the design from inside the enclosure. The resulting keyboard is firm, responsive to the touch, and provides greater support. Durable unibody The unibody design, originally pioneered with the original MacBook Air, provides a simplified and highly durable structural design with significantly fewer parts and seams, crafted from a single piece of aluminum. MacBook Air applies the unibody design and manufacturing
Software and Function as well as any requirements defined in Section 6.5.1, Assessment Compatibility). In general, the higher the resolution the better. The Provider should keep in mind portability, size, and weight. typical 13-inch notebook, while the resolution of the 13-inch MacBook Air is equivalent to a typical 15-inch notebook. Student Device: 11-inch MacBook Air Display specifications: 11.6-inch (diagonal) high-resolution LED- backlit glossy widescreen display with support for millions of colors Supported resolutions: 1366 x 768 (native) at 16:9 ratio, 1152 x 720 pixels and 1024 x 640 at 16:10 ratio, and 1024 x 768 and 800 x 600 at 4:3 ratio. Teacher Device: 13-inch MacBook Air Display specifications: 13.3-inch (diagonal) high-resolution glossy widescreen display with support for millions of colors Supported resolutions: 1440 x 900 (native), 1280 x 800, 1152 x 720, and 1024 x 640 at 16:10 ratio and 1024 x 768 and 800 x 600 at 4:3 ratio. 6.5.8. Mouse/Pointing Function The portable computing device will have a mouse/pointing capability that provides pointing functions and is easy to use. It is preferable for pointing functions to be integrated into the device (e.g. trackpad, track point, touch screen, etc.) and not rely on a separate attachment. The Multi-Touch gestures in OS X make everything you do on MacBook Air more intuitive and direct. The spacious Multi-Touch trackpad is perfectly designed for users, whether it’s a three-finger swipe to activate Mission Control or a four-finger pinch to see all your apps in Launchpad. Gesture responses in OS X are smooth and realistic. So when you’re scrolling up and down a web page or swiping from one full-screen app to another, it’s almost like you’re touching what you’re seeing. Click
usage by the Department contrary to the freeware’s licenses or the Department’s modification of the freeware in any respect. Paid application licenses are acquired in advance via the Volume Purchase Program, but free-of-charge applications are acquired directly by the end user. Apple however does not control pricing, availability, or upgrades of free applications included in the proposal. In situations where the proposed free application is no longer available, the local Apple Project Team will work in collaboration with the MLTI leadership to determine a suitable replacement. 6.6.2. Multi-State Standards 6.6.2.1. Common Core State Standards for English Language Arts Forty-six States have adopted the Common Core State Standards for English Language Arts. While the Provider is not required to provide educational content, Bidders must describe the tools and functionalities included in the solution that will support the teaching of and the learning of the outcomes described by the Common Core State Standards for English Language Arts including the 4 component sections: reading, writing, speaking and listening, and language. Bidders should pay particular attention how the solution provides tools and functionality to support text complexity, informational text, and text types as described in the CCSS Section 6.6.1 describes the tools and functionalities included in the solution that will support the teaching and learning of the outcomes described by the Common Core State Standards for English Language Arts including the 4 component sections: reading, writing, speaking and listening, and language. As an example of their use in a classroom setting, let's visit a middle school ELA classroom where students are actively working to become effective readers of informational texts, with the ability to clearly understand complex text, identify central ideas and significant details, determine authors' point of view or purpose, and analyze how two or more authors shape their presentations through highlighting or minimizing certain evidence or its interpretations. Through professional development the teacher has become skilled in applying both the TPCK and SAMR models to classroom practice,
have the capacity to format and display mathematical formulas, equations, and symbols. With access to Khan Academy content through iTunes U all students will be able to access highly granular learning content around specific mathematical skills. Teachers and students will have powerful a graphing calculator through Grapher on the MacBook Air, but most importantly, as described above, they will have the ability to grow their mathematical capabilities by engaging in rich learning experiences that tie growth in mathematical skills to the real world. Additionally, the solution must include the capacity to format and display mathematical formulas, equations, and symbols. Entry and editing of mathematical formulas, equations, and symbols should be easy and allow for teachers and students to create documents and media that aid with instruction and learning. Daum Equation Editor* is designed to quickly and easily provide many types of formulas. *Not an Apple-branded product. 6.6.2.3. Next Generation Science Standards Twenty-six states are working together on the development of the Next Generation Science Standards. While the Provider is not required to provide educational content, Bidders must describe the tools and functionalities included in the solution that will support teaching and learning described by the vision of science education in "A Framework for K-12 Science Education" inclusive of the Section 6.6.1 describes the tools and functionalities included in the solution that will support teaching and learning described by the vision of science education in "A Framework for K-12 Science Education" inclusive of the Scientific and Engineering Practices, and Cross Cutting Concepts and reflected in the first draft version of the Next Generation Science Standards. In order to see how these tools might be put to use in a middle school science classroom, let's visit a classroom where students are working on a school greenhouse project — where real
productive (speaking, writing, showing) and receptive (listening, reading, and viewing) modes of communication. Further, the Bidder must describe how its solution's tools and functionalities support different form of communication: Interpersonal (direct communication between individuals) Interpretive (individual receives communication by listening, seeing, or reading), and Presentational (individual delivers communication orally, written, or some recorded form when the receiver is not expected to provide direct feedback including a one to many style of communication) In addition, proficiency in a world language requires cultural knowledge as it relates to differences in how communication is produced and received. Bidders must describe how its solution supports the teaching and learning of cultural knowledge. classroom, the first order of business was to make sure that the students had access to the French keyboard. By navigating to System Preferences: Language & Text: Input Sources and selecting French and selecting the Keyboard and Character Viewer, the MacBook Air now has the capability to have the keyboard easily changed to the French AZERTY layout, providing easy access to all characters. In System Preferences: Language & Text: Language the teacher shows the students how to make French the system language of their MacBook Air. "Tout en Français," is the teacher's request. The teacher also has shown the students how to practice their pronunciation using Dictation. Navigating to System Preferences: Dictation & Speech the students are able to change the Dictation language to French (France). This means that when they speak in French, the MacBook Air will render their words in written French. All agree that this is a great way to practice their pronunciation in advance of dialogue exercises they will do in class. Communication today is different. Methods of interpersonal communication have blossomed and with their MacBook Airs students are able to practice their world language in many ways. World language students practice their written language skills through the Mail and Messages apps on their MacBook Airs, and practice oral language using FaceTime. The use of FaceTime has proven to be highly effective in learning ASL, where "spoken" language moves from an auditory to a visual medium.
experience of working in a newsroom and has even encouraged some to pursue careers in journalism.” The accomplishments of Waianae’s Searider Digital have been noticed by the community. Noting the advanced understanding of digital media as well as the general overall academic success of recent Searider Digital program graduates, Leeward Community College (LCC) has extended a grand opportunity to Searider Digital students by allowing them to enroll in college courses while still in high school. LCC’s willingness to invest resources in students from the Searider Digital program certainly validates a primary goal of the program that is aligned with one of the DOE’s goals: to produce students that are fully prepared to succeed in a college environment. 6.6.4. Network and Device Connectivity The device must be able to connect to network file servers using common networking protocols (e.g., smb, afp, nfs, ftp, etc.). The device must be able to utilize common peripherals for input and output (e.g., networked and stand-alone printers, digital cameras, digital video cameras, scanners, etc). The networking technologies in OS X are based on industry standards. Examples of these technologies include but are not limited to: IPv4, IPv6, DHCP, HTTP/HTTPS, FTP/SFTP, SSH, NFS, AFP, and SMB. In addition to built-in Bluetooth 4.0 support for wireless device connectivity, MacBook Air includes built-in USB 3.0 and Thunderbolt ports for connecting to digital cameras, printers, scanners, external storage, and many other compatible devices. 6.6.5. Distance and Online Learning The portable computing device must be able support common learning management systems (i.e. Moodle, Blackboard, Studywiz, etc.) to facilitate distance and online learning. In addition, the portable computing device must be compatible with Apple’s proposed solution complies with this requirement.
always recommended when making substantial changes to a system. 6.6.10. Software Restore The portable computing device will be able to be restored easily and in a reasonable timeframe. The Provider should take into account the range of sizes of schools and account for reasonable restore processes for both large and small school deployments. The Provider is responsible for providing any associated software, hardware, or networking equipment necessary to restore the device to a base state. In addition, the restore process should allow for easy additions to the base software load as schools may desire the additional software titles or adjustments to basic settings. Ideally, a device should be able to be restored, including local additions, easily so that upon completion of the process, no further manual installations or configuration changes are necessary. Each MacBook Air will have a Restore Partition that provides the ability to restore the base OS and any applications that are part of the MLTI image. Updates to the operating system and applications can be performed either at the user's discretion using the “Self Service” capabilities of the solutions, or they may be pushed to each device when critical updates are necessary. Updates to the restore partition image will be provided after two major revisions to the OS. To facilitate this, Apple will provide one USB flash drive for every fifty (50) MacBook Airs shipped or a minimum of one per building. The flash drive will come preconfigured with the State-approved baseline image and a simple tool for updating the restore partition. 6.6.11. Operating System and Software The Provider must include current and upgraded versions of the core operating system software and all other software included as a part of the Provider's solution through the term of the agreement in order to maintain usability with upgrades and enhancements to surrounding systems and peripherals. The Bidder must provide a device which will not require hardware upgrades in order to reasonably keep up with possible Apple will provide current and upgraded versions of the core operating systems if they become available for the proposed devices through the term of the contract period. The proposed MacBook Air models will include adequate hardware such as processing power, memory and storage to maintain usability with educationally relevant software. Apple will provide appropriate upgraded versions of Apple’s iLife and iWork suites in our per seat cost. The Bento Site License includes one upgrade during the four year contract. CrashPlan PROe and JAMF's Casper Suite
should recognize that many Maine schools are K-8 or even K-12. Therefore, differences in service levels or service protocols may cause confusion. Bidders must describe how its solution would be different for schools serving grades K-6. For example, the solution may leverage the same device but with a different collection of software tools; the solution may leverage a completely different device and therefore different tools; or the solution may be identical in all aspects. Bidders should consider whether multiple variations are necessary to best serve the developmental needs of students ranging from kindergarten to grade 6. Bidders must also list and acknowledge which aspects of their bid proposal would be identical for the K-6 solution as compared to its proposed 7-12 solution. 6.8.2. Maine Pre-service Teachers and Higher Education The majority of Maine’s teachers graduate from Maine public and private higher education institutions. In order to help prepare these teachers to teach in a MLTI school, the Department believes that these pre-service teachers should have access to and should learn to leverage the MLTI solution. Integration of the MLTI solution and the changes in classroom practices empowered by the solution into the higher education curricula is critical to the development of new teachers as well Apple understands that great teachers are the foundation of a successful education system. Our goal is to help colleges of education create the next generation of teachers through empowering them with reliable and technology in a content and creativity rich environment that fosters their ability to individualize instruction. While most higher education institutions are now technology rich environments, there is often a gap between the existence of the technology and its implementation in improving instructions for the next generation of educators. In the case of Maine, we believe that the key answer to closing this gap may be
8.7. Performance Metrics and Reporting RFP Requirement Apple Response The Provider must track and record operational Performance and Quality metrics necessary to ensure the successful management of the project. Such performance metrics will be reported monthly, by school as necessary, to the Department’s Agreement Administrator. The reporting will include such items as incidents, device and system failure types, downtime, repair turnaround times, trends, remediation needed, unresolved issues, recommended improvements, other factors necessary to ensure a successful project. Bidders should recommend metrics for consideration by the Department. Upon award of the RFP, Apple will work with the MLTI Leadership to define adequate and timely performance metrics and the best way to report on those metrics. Apple is assigning a project manager who will report information as required in this section. 9. Functional and Asset Security 9.1. Wireless Security RFP Requirement Apple Response The solution must protect against eavesdropping and unauthorized access. The solution may include encryption or other techniques to provide this assurance which the local school may turn on or off as local policy indicates. The Bidder must describe how its proposed solution will provide such protections. To satisfy this requirement, Apple is proposing the use of Wi-Fi Protected Access 2 (WPA2/PSK) Wi-Fi security. WPA2 is a Wi-Fi security standard that is defined by the IEEE in the 802.11i specification. This specification defines two areas of network security: authentication for obtaining access to the network and encryption of data itself as it passes from one Wi-Fi device to another. It implements the National Institute of Standards and Technology (NIST) recommended AES encryption algorithm using Counter Mode with Cipher Block Chaining Message Authentication Code Protocol (CCMP).
requirements of this section. The Bidder’s description must make clear what it will provide and what it would require of the Department and the schools. their contacts within State and local law enforcement to assure that these markings are well known and easily identifiable. 9.5.4.1. Maine Theft/Loss data Maine’s current asset pool contains nearly 75,000 notebook computers, initially deployed to students and teachers in the fall of 2009. As of October 1, 2013, a total of 418 devices have been reported stolen or lost. This represents an average of 0.2% loss per year due to theft or loss. Apple has reviewed this information and confirms its understanding thereof. 9.6. Asset Management RFP Requirement Apple Response The Provider will include an online asset management system. The asset management system should allow the Department and participating schools to view details about all assets (e.g. the portable digital device, network switches, servers, wireless access points, etc.) supplied by the Provider’s solution including details such as location, device assignment, device details and status (e.g. assigned to a user, out for repair, etc). The asset management system should allow querying and reporting capabilities. The asset management system should include necessary security precautions to insure that only authorized personnel access the information contained within the system. In addition, the Upon award of a contract, Apple will provide a customized online asset management system similar to those already used as part of our large-scale deployments. This system allows the project team to view and manipulate asset specific details such as type, location, assignment, status, and history. This system also supports a variety of reporting and data querying capacity and provides individual authenticated user accounts as a way of ensuring security of the asset details and system information. This customized asset management system includes provisioned user accounts for project team members to administer devices at a
program. The Department wishes to strengthen and build the capacity of its educational leaders including principals, superintendents, curriculum coordinators, technology directors, and other key personnel. Today's educational leaders need to be able to embrace technology as a tool for transforming teaching and learning, and need to lead their schools and school systems in more fully realizing that transformational power. The Department has found, however, that technology is sometimes viewed by education leaders as an extra or an add-on, rather than the transformative tool it has the potential to be. The Department recognizes training leaders to embrace and be advocates for this kind of change is a and open-ended challenge. Bidders must describe how it plans to address the development of this kind of leadership capacity in the schools empowered by the Bidder's solution. technology integration across the curriculum, but more importantly, a deeper understanding of how to manage change in the school setting. The increasing requirements of a changing society have placed enormous pressures on schools to reform. Requirements for accountability in meeting the needs of all learners, coupled with the demands of an ever changing digital society require changes in the role leadership plays in schools. The most effective 21st century school leaders are committed to implementing the changes needed to help students engage in new ways of learning. They understand the potential and the possibilities presented by engaged learning. These leaders recognize two imperatives — their school’s focus on learning and a desire for developing a capacity for relevant change through the use of technology. APD proposes a year-long series of MLTI Leadership Cadres as a mechanism to develop ongoing, sustainable learning communities involving Maine school leaders. Each school leader involved in a Leadership Cadre will work collaboratively with their colleagues to drive systemic change throughout their building and/or school district. Participating building principals and district superintendents will be eligible to participate. The cadres will form in the fall of 2013 and remain active throughout the school year. There will be four formal events during the year. Each cadre will be led by an APD Leadership Specialist. Cadre sessions will include face-to-face professional development,
The Provider will submit on the last working day of each month a detailed monthly progress report to the Department’s Project Manager, starting with the first month of the Agreement. Among other things, this report must include a monthly summary of the performance metrics specified earlier. The Provider may be requested to supply additional information as warranted. Upon award of the contract, the Apple Project Team will work closely with the MLTI Project Team to finalize monthly performance summary details. 12.1.13. Ongoing Improvements Since the Department is vitally interested in investing in solutions which have long-life and upgradeability to provide continuing and enhanced capabilities over time, including migration to evolving standards, each Bidder must describe its solution’s ability to adapt to or to incorporate improved technology. Fully describe how you would identify progressions in technology and integrate them into products previously installed at customer sites. Examples might be incorporation of an emerging wireless standard or upgrades to the core operating system and application software. Apple is committed to providing ongoing improvements to the project. The core operating system includes maintenance, providing the MLTI with access to the latest versions of the operating system for the proposed Macs throughout the term of the contract. In addition to providing updated versions of our core operating system, Apple will provide appropriate upgraded versions of Apple’s iLife and iWork suites in our per seat cost. Apple is a leader in the technology industry and incorporates industry-standard technologies and features. Our products and services are able to adapt to evolving technology. The Department is seeking a solution that adheres to industry standards and open systems architectures as versus proprietary solutions. Each Bidder must identify whether its solution includes OS X is a proprietary operating systems (as are most commercial operating systems), leveraging industry standard technologies including TCP, UDP, IPv4, IPv6, HTTP, HTTPS, SSL, TLS, 802.1X, Bonjour (zeroconf), IPsec, PPTP, L2TP, DNS, IMAP, SMTP, XML, PDF and
Provision: Appendix D - NASPO Standard Terms and Conditions - Page 70 - Political Subdivision Participation Response: Please see Apple’s response to the provision in Part I, Introduction – Section B, General Provisions - Section 8 (Page 11). Provision: Appendix D - NASPO Standard Terms and Conditions - Page 70 - Certification Regarding Debarment Response: Apple accepts this provision with the following clarification as it relates to the bids process, and it shall not be enforceable for any other purpose: "The Contractor certifies to the best of its ability that neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction (contract) by any governmental department or agency. If the Contractor cannot certify this statement, attach a written explanation for review by NASPO." Provision: Appendix D - NASPO Standard Terms and Conditions - Page 70 - Records Administration (Maintenance of records of four years after contract termination) Response: Apple respectfully takes exception to this provision and requests that it be stricken in its entirety, as it is already addressed in the Department’s Agreement to Purchase Services submitted as part of this Bid. Provision: Appendix D - NASPO Standard Terms and Conditions - Page 70 - Audit of Records (Audit) Response: Apple respectfully takes exception to this provision and requests that it be stricken in its entirety, as it is already addressed in the Department’s Agreement to Purchase Services submitted as part of this Bid. Provision: Appendix D - NASPO Standard Terms and Conditions - Page 70 – Prices as Ceiling (Master Price Agreement to include ceiling prices) Response: Apple respectfully takes exception to this provision and requests that it be stricken in its entirety. Provision: Appendix D - NASPO Standard Terms and Conditions - Page 71 - State Participation/Unique Terms and Conditions (Terms and conditions of Participating Addenda) Response: Please see Apple’s response to the provision in Part I, Introduction – Section B, General Provisions - Section 8 (Page 11). Provision: Appendix D - NASPO Standard Terms and Conditions - Page 71 - Rental and Leases Response: Apple accepts this provision with the following clarification as it relates to the bids process, and it shall not be enforceable for any other purpose: "Rental: Individual Participating
Apple Appendix 3 – Professional Development Schedule, Summer 2013 Region 1 Region 2 Region 3 Region 4 Region 5 Region 6 Region 7 Region 8 Region 9 Aroostook Washington, Penobscot Washington Hancock, Waldo, Penobscot, Somerset, Piscataquis Somerset, Franklin, Piscataquis, Kennebec Lincoln, Knox, Sagadahoc, Kennebec, Waldo Franklin, Androscoggin, Oxford Cumberland, York Islands Audience Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical Teachers Leadership Technical 7/22/13 M 7/23/13 T 100 25 20 20 7/24/13 W 100 25 10 20 7/25/13 Th 100 25 20 20 7/26/13 F 100 25 20 20 7/29/13 M 7/30/13 T 20 100 25 7/31/13 W 10 100 25 20 8/1/13 Th 20 100 25 8/2/13 F 20 100 25 20 8/5/13 M 8/6/13 T 100 25 20 8/7/13 W 100 25 20 8/8/13 Th 100 25 20 8/9/13 F 100 25 10 8/12/13 M 100 25 8/13/13 T 20 100 25 8/14/13 W 20 100 25 8/15/13 Th 20 100 25 8/16/13 F 20 100 25 8/19/13 M 8/20/13 T 100 25 8/21/13 W 100 25 8/22/13 Th 100 25 8/23/13 F 100 25 8/26/13 M 100 25 8/27/13 T 100 25 8/28/13 W 8/29/13 Th 100 25 8/30/13 F Totals 200 50 40 100 25 20 200 50 40 400 100 80 200 50 40 300 75 60 300 75 60 600 150 60 100 25 10