common core state standards next generation assessments the why and what bill daggett, founder and...

Common Core State Standards Next Generation Assessments

The Why and What Bill Daggett, Founder and Chairman

November 16, 2012

School Improvement

Growing Gap

Readiness

Changing World

School Improvement

Growing Gap

Changing World

Common Core State Standards

23 Successful PracticesWHAT

College and Career Ready

• Fewer• Clearer• Higher

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)


• Fewer• Clearer• Higher• Different

Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable

situations5. Application to real-world unpredictable

situations

Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321

ApplicationApplication

Levels

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC• Analyze the graphs of the

perimeters and areas of squares having different-length sides.










• Determine the median and mode of real data displayed in a histogram


•Express probabilities as fractions, percents, or decimals.

•Classify triangles according to angle size and/or length of sides.

•Calculate volume of simple three- dimensional shapes.

•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.


1

2

3

4

5

6

1 2 3 4 5

A B

DC• Express probabilities as fractions,

percents, or decimals.• Classify triangles according to angle

size and/or length of sides.• Calculate volume of simple three-

dimensional shapes.• Given the coordinates of a

quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.










• Determine the median and mode of real data displayed in a histogram.



1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Levels

The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.

As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.

2 Second Rule

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

Quad D – Skills and Knowledge

School Improvement

Growing Gap

Changing World

21st Annual

Model Schools Conference• Effective and efficient practices for improving student achievement in times of decreasing

resources and increasing expectations

• Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations

• Providing effective instructional approaches for special populations

•June 30 – July 3 | Washington, D.C.www.modelschoolsconference.com

23 Successful PracticesWHY

The Changing Landscape

• Technology

• Analyze Documentso Keywords and Headers

(Google)• Meaning / Concepts

o Wolfram Alpha• Complete Task

Semantic Web

2 + 2Integrate x^2 sin^3 x dxgdp francewhat is the gdp of france?what is the gdp of france / italyinternet users in europespringfieldWeather Springfield

• Homework

Implications

• Homework• Term Paper

Implications

• Integrated Projection• Projection Keyboard

SPOT

Projection Keyboard

Projection Keyboard and Monitor

Technology should work for you—to be there when you need it and get out of your way when you don’t.

Google X started Project Glass to build this kind of technology, one that helps you explore and share your world, putting you back in the moment.

Project Glass

Download any movie, website, or piece of information into your glasses or

contact lenses

Today’s students live in a hyper-connected world,

except in school OR

are they also connected in school but we just don’t know it?

Information is everywhere. In this changing world, sense-making and

the ability to evaluate the credibility of information are paramount.

• Technology• Financial


2011 US Federal Budget2011 US Federal Budget

-borrowing 41% of -borrowing 41% of every dollar it is every dollar it is

spending spending

Federal Obligations•$534,000 per household•More than 5 times

—Mortgages —Car Loans—College Loans—Credit Cards

• Technology• Financial• Globalization


PISA 2009

1 Shanghai-China 556

2 Korea 539

3 Finland 536

4 Hong Kong-China 533

5 Singapore 526

6 Canada 524

7 New Zealand 521

8 Japan 520

9 Australia 515

10 Netherlands 508

17 United States 500

20 Germany 497

21 Ireland 496

22 France 496

25 United Kingdom 494

33 Spain 481

43 Russian Federation 459

48 Mexico 425

53 Brazil 412

57 Indonesia 402

•Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009

•Overall Math Scale



(OECD Average 496)



2 Singapore 562


4 Korea 546

6 Finland 541

9 Japan 529

10 Canada 527

11 Netherlands 526

13 New Zealand 519

15 Australia 514

16 Germany 513

22 France 497



32 Ireland 487

34 Spain 483


51 Mexico 419

57 Brazil 386

61 Indonesia 371

PISA 2009

•Overall Science Scale



(OECD Average 501)



2 Finland 554


4 Singapore 542

5 Japan 539

6 Korea 538

7 New Zealand 532

8 Canada 529

10 Australia 527

11 Netherlands 522

13 Germany 520


20 Ireland 508


27 France 498

36 Spain 488


50 Mexico 416

53 Brazil 405

60 Indonesia 383

• Technology• Financial• Globalization• Demographics


Population

FemaleMale

1950

2010

2050

School Improvement

Growing Gap

Changing World

23 Successful PracticesWHAT

Next Generation Assessments

The “two-second rule” is used by a driver who wants to maintain a safe following distance at any speed. A driver must count two seconds from when the car in front of him or her passes a fixed point, such as a tree, until the driver passes the same fixed point. Drivers use this rule to determine the minimum distance to follow a car traveling at the same speed. A diagram representing this distance is shown.

As the speed of the cars increases, the minimum following distance also increases. Explain how the “two-second rule” leads to a greater minimum following distance as the speed of the cars increases. As part of your explanation, include the minimum following distances, in feet, for cars traveling at 30 miles per hour and 60 miles per hour.

2 Second Rule

School Improvement

Growing Gap

Changing World

23 Successful PracticesHOW did they do it?

No Formula

21st Annual






• 1587 Route 146• Rexford, NY 12148• Phone (518) 399-2776• Fax (518) 399-7607• E-mail: [email protected]• www.LeaderEd.com

•International Center for Leadership in Education

Common Core State Standards Next Generation Assessments

The How Bill Daggett, Founder and Chairman

November 16, 2012

School Improvement

Growing Gap

Changing World

No Formula

SUCCESS BY DESIGN NOT BY CHANCE

21st Annual






Culture

Organizational Leadership

• Technology• Financial• Globalization• Demographics


Culture

Vision



• Fewer• Clearer• Higher

Academics

Layers of non-sequential but increasingly complex

knowledge

College Ready

1 2 3 4 5

456

321

Academics

• Rules

K-12 Culture

• Rules• Regulation

K-12 Culture

• Rules• Regulation • Certification

K-12 Culture

• Rules• Regulation • Certification• Tenure

K-12 Culture

• Rules• Regulation • Certification• Tenure• Contracts

K-12 Culture

• Rules• Regulation • Certification• Tenure• Contracts• Teachers Trained

K-12 Culture

• Rules• Regulation • Certification• Tenure• Contracts• Teachers Trained• Physical Plant

K-12 Culture

Career Ready

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

Career Ready


• Fewer• Clearer• Higher• Different

Career Ready

College Ready

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Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Career Ready

Requires Both Vertical and Horizontal Integration

Career Ready

Career ReadyCareer Ready

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


College Ready

AA BB

DDCC

AA BB

DDCC

Career Ready

Culture

Vision

Structure and

systems


• Looping

Organizational Changes

• Looping• Interdisciplinary Chairs


• Looping• Interdisciplinary Chairs• 9th Grade Electives


Culture

Vision

Structure and

systems


Bui

ld le

ader

ship

Top-down support for bottom-up success

Empower Leadership Teams

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n


Bui

ld le

ader

ship

Culture

Vision

Structure and

systems

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Data

syste

msB

uild

lead

ersh

ip


High expectations

Instructional Leadership

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Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



2005 Proficiency2005 ProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

Mississippi 88 %

Georgia 87 %

Wisconsin 83 %

Texas 81 %

Ohio 77 %

Florida 71%

Arkansas 53 %

Massachusetts 48 %


ProficientRequired

NAEP Score

Mississippi 88 % 161

Georgia 87 % 175

Wisconsin 83 % 189

Texas 81 % 190

Ohio 77 % 199

Florida 71% 202

Arkansas 53 % 217

Massachusetts 48 % 234


ProficientRequired

NAEP Score

Georgia 87 %

Texas 84 %

Ohio 82 %

Wisconsin 82 %

Florida 74%

Arkansas 70 %

Massachusetts 54 %

Mississippi 52 %


ProficientRequired

NAEP Score

Georgia 87 % 178

Texas 84 % 188

Ohio 82 % 192

Wisconsin 82 % 189

Florida 74% 206

Arkansas 70 % 200

Massachusetts 54 % 234

Mississippi 52 % 210


ProficientRequired

NAEP Score

Georgia 87 % (0) 178 (+3)

Texas 84 % (+3) 188 (-2)

Ohio 82 % (+5) 192 (-7)

Wisconsin 82 % (-1) 189 (0)

Florida 74% (+3) 206 (+4)

Arkansas 70 % (+17) 200 (-17)

Massachusetts 54 % (+6) 234 (0)

Mississippi 52 % (-36) 210 (+49)


ProficientRequired

NAEP Score

Texas 94 % (+11) 201 (-24)

Wisconsin 85 % (-1) 232 (+3)

Georgia 77 % (-6) 209 (-15)

Ohio 72 % (-8) 251 (+10)

Arkansas 71 % (+14) 241 (-13)

Florida 54 % (+10) 262 (-3)

Mississippi 48 % (-10) 254 (+7)

California 48 % (+9) 259 (-3)

2009 Proficiency2009 ProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

Texas 85 % (+3) 214 (-5)

Wisconsin 81 % (+7) 219 (+4)

Mississippi 58 % (-21) 223 (+17)

Georgia 75 % (0) 218 (+3)

Ohio 78 % (+13) 219 (-14)

Florida 75 % (+12) 225 (-5)

Arkansas 78 % (+25) 216 (-20)

Massachusetts 48 % (+9) 255 (0)

2009 Proficiency2009 ProficiencyGrade 8 MathematicsGrade 8 Mathematics

ProficientRequired

NAEP Score

Texas 83 % (+22) 254 (-19)

Illinois 82 % (+28) 251 (-25)

New York 80 % (+24) 249 (-26)

Ohio 71 % (+8) 265 (-9)

Oklahoma 59 % (-8) 269 (+11)

Mississippi 54 % (+1) 264 (+2)

Massachusetts 49 % (+7) 300 (-1)

Missouri 47 % (+3) 287 (-2)

High expectations

Curriculum


High expectations

Curriculum

Literacy and math


High expectations

Curriculum

Literacy and math

Dat

a-dr

iven


Take off the plate

Next Network

1 2 3 4 5

Road Map

• State Standards to State Test

Ohio English Language ArtsIndicators Tested

High Medium Low Grade 3 20 9 72 Grade 4 36 29 19 Grade 5 24 8 51 Grade 6 23 8 51 Grade 7 43 25 13 Grade 8 21 7 51 Grade 9 58 6 12 Grade 10 58 0 12

StateTests

StateStandards

AA

AA

NESS &

Lexile

StateTests

StateStandards

AA

National Essential Skills Study (NESS)

NESS StudySubgroup Rankings

ELA Skill: Write clear and concise directions or procedures.

Group Rank

Overall 9

Business/Industry 2

Other Non-educators 10

English Language Arts Teachers 25

Other Educators 8


ELA Skill: Give clear and concise oral directions.

Group Rank

Overall 7

Business/Industry 3


English Language Arts Teachers 28

Other Educators 7


Math Skill: Apply the Pythagorean Theorem to right triangles.

Group Rank

Overall 20

Business/Industry 29


Mathematics Teachers 4

Other Educators 24


Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.

Group Rank

Overall 12

Business/Industry 3


Mathematics Teachers 30

Other Educators 8

Proficiency

Reading Study Summary

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Interquartile Ranges Shown (25% - 75%)

NESS &

Lexile

StateTests

StateStandards

AA

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

AA

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard

Road Map

• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA

Performance Task drawn from the Ohio Performance Assessment Project.

Available at, www.ModelSchoolsConference.com/handouts12.html

State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.

Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.

Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

DDAA

Gold Seal Lessons

Career & Technical Education

Ohio English Language ArtsBenchmarks/Indicators

Grade 10

OTG

Agriculture, Food& Natural Resources

Architecture& Construction

Food P

roducts & P

rocessing Systems

Agribusiness System

s

Pow

er, Structural & T

echnical Systems

Environm

ental Service System

s

Plant System

s

Natural R

esource System

s

Anim

al Systems

Design/ P

re-C

onstruction

Construction

Maintenance/

Operations

1. Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

H

2. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

L

3. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

H

4. Analyze the ways that historical events influenced the English language. H

5. Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

H

6. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

M

1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

H

Ohio Arts EducationOhio English Language Arts

Benchmarks/IndicatorsGrade 6

NESSGrade 6

Achievement Test

Visual Arts

Dance Music Theatre

1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.

E5 H

1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

E2E12

H

2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.

E12E13

H

3. Make critical comparisons across texts, noting author’s style as well as literal and implied content of text.

E24 H

4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.

E2E9

H

5. Select, create and use graphic organizers to interpret textual information.

E6E22E31

M

6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

E2 H

Net Network Resources

• Professional Development


• Professional Development• Verb Analyzer -continuous improvement


• Professional Development• Verb Analyzer -continuous improvement • Video Cast


• Professional Development• Verb Analyzer -continuous improvement • Video Cast• Case Studies


• Professional Development• Verb Analyzer -continuous improvement • Video Cast• Case Studies• Bulletins/Updates

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth


• A focus on college AND career ready

Successful Practices

• A focus on college AND career ready• A common vision


• A focus on college AND career ready• A common vision• A culture of high expectations


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels


• A focus on college AND career ready• A common vision• A culture of high expectations • Literacy across the curriculum• Rigor and Relevance for ALL students• A culture of continuous improvement• Leadership across all levels • Focused and sustained professional

development


23 Successful Practices

Successful Practices Network-Barrier Study-

• Level of Establishment• Firmly Established• Partially Established• In Planning Stage• Not Evident

Best Practices

• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel

Barriers

• Technical – • Cultural – is greatest barrier in 18

of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of the 23 successful practices

• Cultural – is greatest barrier in 18 of the 23 successful practices

• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of 23 the successful practice


• Political• Insufficient Support• Insufficient Budget – is greatest in

1 of the 23 successful practices • Insufficient Personnel

Barriers

Career Ready Network

32

1

K-12 Education – High Impact Factors

32

1

1 – Computer Labs 2 – One-to-One Computing 3 – Bring Your Own Technology (BYOT)

Technology in Schools

Pencil Budget

32

1

1 – Training all teachers to grade essays 2 – Computer grading of essays 3 – Computer-based grading and immediate instruction based on performance

Grading of Papers

1

1 – Learning Together

Learning

32

1

1 – Student-run technology P.D. (survey/3 levels)

2 – Teachers are given technology IEP with students as their mentors

3 – Top 1/3rd students and teachers create alternative instructional delivery system

Professional Development

32

1

1 – Project-based Learning 2 – Flipped Classroom 3 – Online Game-based System

Instruction

Rigor and Relevance

Teaching

Levels

1 2 3 4 5

Bloom’sBloom’s

CC DD

AA BB

456

321


Quad DSkills and Knowledge

• Decision Making• Innovation/Creativity • Goal Setting/Results Driven• Multi Tasking• Work with others

Rigor and Relevance

Relationships

Teaching

1

2

3

1 2 3 4 5

A B

DC

• Calculate with numbers, including decimals, ratios, percents, and fractions.

• Understand two-dimensional motion and trajectories by separating the motion of an object into x and y components.


1

2

3

1 2 3 4 5

A B

DC

• Know the characteristics and phenomena of sound waves and light waves.

• Understand the effect of sounds, words, and imagery on a listening audience.


Rigor and Relevance

Relationships

Content

Teaching

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

AA BB

DDCC

How Students Learn

AA BB

DDCC

Rigor and Relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Rigor and relevance

Relationships

Content H

ow s

tude

nts

lear

n

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

Teaching

Doctor

Pilot

32

1

1 – Teaching 2 – Learning 3 – Personalization of Learning

Our Mission

Recommendations

1. Self Reflection -Barrier Study

Recommendations

• A focus on college AND career ready• A culture of high expectations • Literacy across the curriculum• A culture of continuous improvement• A common vision• Leadership across all levels • Focused and sustained professional

development

23 Best Practices

• Level of Establishment• Firmly Established• Partially Established• In Planning Stage• Not Evident

Best Practices

• Technical• Cultural• Political• Insufficient Support• Insufficient Budget• Insufficient Personnel

Barriers

• Technical – • Cultural – is greatest barrier in 18

of the 23 successful practices• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of the 23 successful practices


• Political• Insufficient Support• Insufficient Budget • Insufficient Personnel

Barriers

• Technical – is greatest in 4 of 23 the successful practice


• Political• Insufficient Support• Insufficient Budget – is greatest in

1 of the 23 successful practices • Insufficient Personnel

Barriers

1. Self Reflection -Barrier Study

Recommendations

1. Self Reflection -Barrier Study -ICLE we analyze and

suggest actions that should be

taken

Recommendations

1. Self Reflection -Barrier Study -We Surveys

Recommendations

Survey Tools for Rigor, Relevance and

RelationshipsWE™ Learn Student Survey

WE™ Teach Instructional Staff Survey

WE™ Lead Whole Staff Survey

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

58%

Teacher vs. Student Comparison

T – Students in my classroom engage in hands-on activities.

88%

S – We do lots of hands-on activities in my classes.

45%


T – I make learning exciting for my students.

84%

S – My teachers make learning exciting.

40%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%


1. Self Reflection2. Needs Assessment

Recommendations

1. Self Reflection2. Needs Assessment3. Strategic Plan

Recommendations

SUCCESS BY DESIGN NOT BY CHANCE

1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive

Recommendations

CULTURE DRIVES STRATEGY

1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching

Recommendations

1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching -Professional Development

Recommendations

1. Self Reflection2. Needs Assessment3. Strategic Plan -Comprehensive -Coaching -Professional Development -Tools

Recommendations

Take off the plate

Next Network

1 2 3 4 5

Next Network

1.Self Reflection

2.Needs Assessment

3.Strategic Plan

-Comprehensive

-Coaching

-Professional Development

-Tools

4. Career Ready Network

• Recommendations