Training of Trainers Meeting August 13, 2012 Thank YOU! M. Jean Keller (940) 565-3427.

http://www.ntp16.notlb.com/avatar Training of Trainers Meeting August 13, 2012 Thank YOU! M. Jean Keller jean.keller@unt.edu (940) 565-3427

ScaffoldingStudentSuccess Who is AVATAR? A Partnership

http://www.ntp16.notlb.com/avatar Introductions: Regional Coordinators/Facilitators RegionCoordinator/Facilitator OneLaura Saenz TwoJanet Cunningham SixJoe Martin SevenJane Silvey/Debbie Reese NineKathy Harvey TenChris Kanouse ElevenKathy Wright-Chapman TwelveChristine Holecek ThirteenEd Vara FourteenChristy Barnett FifteenKaran Duwe SixteenRobin Adkins TwentyTori Austin

AVATAR: A Statewide Vertical Alignment Network

http://www.ntp16.notlb.com/avatar AVATAR Staff Mary Harris, Co-Director Jean Keller, Co-Director Nicole Volkman, Project Coordinator Kerry Quinn, Graduate Assistant

http://www.ntp16.notlb.com/avatar Purpose of the AVATAR Training of Trainers Meeting Provide an overview of vertical alignment processes and AVATAR Commit to the expectations, roles, and responsibilities related to your AVATAR partnerships Share ideas and strategies to support you in creating your regional AVATAR action plan, as a means to prepare students who are college and career ready and successful

http://www.ntp16.notlb.com/avatar What is AVATAR? Academic Vertical Alignment Training And Renewal AVATAR is a statewide network, comprised of regional efforts, focused on vertical alignment to support students’ college and career readiness and success. AVATAR is a Texas Higher Education Coordinating Board (THECB) funded project which is implemented by the North Texas Regional P-16 Council and the University of North Texas.

http://www.ntp16.notlb.com/avatar AVATAR’s Goals 1.Expand awareness of and create regional vertical alignment initiatives to prepare and support students who are college and career ready and successful 2.Identify and implement strategies to close regional course and expectation gaps 3.Identify processes to assess and celebrate regional progress in preparing college and career readied students 4.Share best practices statewide

http://www.ntp16.notlb.com/avatar Why Do We Need AVATAR? Too many secondary and postsecondary leaders and educators do not have shared and accurate information and understanding of what a student needs to know and do to be successful in postsecondary education and career; Too many students take developmental education at the postsecondary level; and Too many students enter postsecondary education and do not complete in a timely fashion.

http://www.ntp16.notlb.com/avatar AVATAR Process Creating and building relationships with ongoing critical conversations Using regional data to make alignment decisions Developing shared understanding of college and career readiness and success for students Reviewing reference course profile information Identifying and implementing intentional actions Evaluating, sustaining, and sharing vertical alignment work

http://www.ntp16.notlb.com/avatar AVATAR Vertical Alignment Accomplishments Identify key leaders and educators who make up a regional “pipe line” needed for students to be college and career ready and successful Craft a shared regional college and career readiness foundation/understandings Use regional student data to guide vertical alignment decision-making Design and implement a regional vertical alignment action plan with on-going critical conversations and reference course profile information reviews Design and implement a regional vertical alignment sustainability plan

http://www.ntp16.notlb.com/avatar AVATAR Definitions Please take out your AVATAR Partnership Agreements Partnerships: Leaders and educators representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to vertical alignment to support students’ college and career readiness and success. Teams: Educators and leaders representing regional independent school districts, two- and four-year institutions of higher education, P-16 councils, and education service centers committed to addressing discipline specific course and instructional alignment needs to create environments where students can successful transitions between and among regional educational systems.

http://www.ntp16.notlb.com/avatar AVATAR Partner Roles and Responsibilities Education Service Center (ESC) or Others Who Serve as Facilitators/Coordinators Convene a vertical alignment team (VAT) in 2012-2013 and train a VAT for 2013-2014 Expand or create a regional shared college and career readiness foundation/understanding among the partnership and team Support the P-16 council and the partnership in securing and reviewing their regional college and career readiness student data Facilitate the vertical alignment critical conversations Design and implement with the partnership their vertical alignment action plan

Student Success Assessments Dual Credit, Early College High Schools Student Support Services Educational Policies and Practices Classroom Instruction, Textbooks, Grading, etc. Discipline Specific Course Curriculum Texas Essential Knowledge and Skills Impact of Developmental Education and Texas Success Initiative Dual Credit, Early College High Schools Student Support Services Educational Policies and Practices Classroom Instruction, Textbooks Grading, etc. Discipline Reference Course Profiles College & Career Readiness Standards SecondaryPost-Secondary Graduate College/Career Ready Graduate Career Ready

http://www.ntp16.notlb.com/avatar P-16 Council Provide regional college and career readiness student data and prepare the regional data PowerPoint Serve as the recorder for the regional vertical alignment team and partnership Host the regional vertical alignment partnership’s Reflections, Celebrations, and Next Steps meeting by May 24, 2013 Implement the regional vertical alignment sustainability plan for 2013-2014 AVATAR Partner Roles and Responsibilities

http://www.ntp16.notlb.com/avatar Independent School District (ISD) Identify campus or district leaders to participate and support vertical alignment partnership and team Identify and support discipline specific teachers and leaders to participate in the vertical alignment process Review and discuss course and instructional practices based on the VAT’s work Expand and/or develop a campus or district vertical alignment plan for 2013 - 2014 AVATAR Partner Roles and Responsibilities

http://www.ntp16.notlb.com/avatar Postsecondary Education: Two- and Four-Year Institutions of Higher Education General/Core Education Leaders and Faculty Identify campus, system, or district level leaders who are responsible for core or general education courses to participate and support the vertical alignment partnership and team Identify and support discipline specific faculty and leaders to participate in the vertical alignment process Review course syllabi and explore shared reference course profiles based on the VAT’s work Expand and/or develop a campus or district vertical alignment plan for 2013 - 2014 AVATAR Partner Roles and Responsibilities

Partnership Commitment and Agreement Signing

AVATAR’s Success Depends on You and Your Commitment You: A Key to Student Success

Partnership Agreement Signing 1.Please review your partnership agreements paying attention to your roles and responsibilities. 2.Sign the signature page and share it with your Facilitator/Coordinator.

You: A Key to Student Success AVATAR’s Success Depends on You and Your Commitment THANK YOU!

http://www.ntp16.notlb.com/avatar Team Building: The Heart of AVATAR Success Presented by Chris Kanouse, ESC Region 10 Kathy Wright-Chapman, ESC Region XI

http://www.ntp16.notlb.com/avatar Synectics Term formed from two Greek roots: “syn” = bringing together and “ectics” = diverse elements Promotes fluid and creative thinking by “making what is familiar strange”, or comparing two things that would not ordinarily be compared. “None of us is as smart as ALL of us.” Ken Blanchard

http://www.ntp16.notlb.com/avatar Four Box Synectics Identify a recorder Share hobbies and interests Record items Choose 4 items Brainstorm sentence completions Choose 1 favorite

http://www.ntp16.notlb.com/avatar Four Box Synectics item

http://www.ntp16.notlb.com/avatar Four Box Synectics Vertical alignment is like ____________ because … Stamp collectingitem

http://www.ntp16.notlb.com/avatar Norms Norms encourages behaviors that will help a group do its work and discourages behaviors that interfere with a group’s effectiveness. “Never doubt that a small group of thoughtful, committed people can change the world.” Margaret Meade

http://www.ntp16.notlb.com/avatar Who Needs Group Norms Does every member join in your group’s discussions? Does each member listen as the others speak? Does any single member dominate the discussions? Do all members arrive on time and stay for the entire meeting? Is everyone prepared to do their work when they arrive? Does each member of the group believe his or her time at the meeting has been well spent? Learning Forward, National Staff Development Council, Tools for Schools, August/September 1999

http://www.ntp16.notlb.com/avatar Today’s Norms Set aside preconceived notions that this work is impossible. Make applications to your own work. Ask and/or record questions. Respect different points of view and experience. Hold yourself personally accountable. Take time to reflect.

Resources Definitions (2 slides) Creating Norms (5 slides) Meeting Process (2 slides) Four Box Synectics Activity Website – National Staff Development Council, Learning Forward www.learningforward.org “Developing Norms,” Learning by Doing © 2006, 2010 Solution Tree Press “Transform your group into a TEAM,” Tools for Schools, November/December 2005 “Norms put the ‘Golden Rule’ into practice for groups,” Tools for Schools, August/September 1999

http://www.ntp16.notlb.com/avatar Definition: What are Norms? Standards or expectations by which individuals or a group has agreed to operate while working together. Maximizes team productivity and effectiveness Ensures individuals are respected Places responsibility on individuals for expected behavior to build group community

http://www.ntp16.notlb.com/avatar Definitions: Facilitator Created Norms versus Group Created Norms Some groups prefer to have norms provided by the facilitator Groups feel more ownership and individual accountability when the group identifies and writes groups norms

http://www.ntp16.notlb.com/avatar Creating Norms: Critical Components Creating Publicizing Enforcing Evaluating

http://www.ntp16.notlb.com/avatar Creating Norms Time – Will we set a beginning and ending time? – Will we start and end on time? Listening – How will we encourage listening? – How will we discourage interrupting?

http://www.ntp16.notlb.com/avatar Creating Norms Confidentiality (OR Openness) – Will the meetings be open? – Will what we say in the meeting be held in confidence? – How shall we communicate our discussions and activities?

http://www.ntp16.notlb.com/avatar Creating Norms Decision Making – How will we make decisions? – Are we an advisory or a decision-making body? – Will we reach decisions by consensus? – How will we deal with conflicts?

http://www.ntp16.notlb.com/avatar Creating Norms Participation – How will we encourage everyone’s participation? – Will we have an attendance policy? Expectations – What do we expect from members? – Are there requirements for participation?

http://www.ntp16.notlb.com/avatar Meeting Process Recommendations Establish and follow a set of norms for all meetings Provide tools and guides for participants to make meetings more productive – Agenda Template – Participant List – Identify Key Activities/Tasks for Participants – Identify Time, Date and Mode of Meetings

http://www.ntp16.notlb.com/avatar Meeting Process Recommendations Evaluate the impact of meeting effectiveness – What worked – What needs to be changed Meetings start and end on time Record meeting minutes and actions

http://www.ntp16.notlb.com/avatar “If everyone is moving forward together, then success takes care of itself. “ Henry Ford “Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.” Vince Lombardi “Talent wins games, but teamwork and intelligence wins championships.” Michael Jordan “I never did anything alone. Whatever was accomplished in this country was accomplished collectively.” Golda Meir “None of us is as smart as ALL of us.” Ken Blanchard “Never doubt that a small group of thoughtful, committed people can change the world.” Margaret Meade

http://www.ntp16.notlb.com/avatar Data Sources for Vertical Alignment Partners August 13, 2012 All AVATAR artifacts : http://www.ntp16.notlb.com/avatar

Purpose of AVATAR Module X Data Sources for Vertical Alignment Partners Provide an example of data available from TEA and THECB websites: Career and College Readiness in Region 16 Provide suggestions for working with local institutional research (IR) officers to collect data Offer an example of local data collection

http://www.ntp16.notlb.com/avatar Example: ESC Region 16

ScaffoldingStudentSuccess Please note: Amarillo is in Potter County. Frank Phillips College is in Hutchinson County. West Texas A&M University is in Randall County.

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Student Body: Student GroupNumber TOTAL2089 Grade 9 585 Grade 10 490 Grade 11 520 Grade 12 494 Graduating class 240 % Minimum curriculum 16.3* % Recommended curriculum 83.7* *State Comparison: Minimum 17.2% Recommended 82.8%

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Ethnicity of Student Body in Percentages: Ethnic GroupPercentage African American 5 Hispanic 15.9 White 73.7 American Indian 0.6 Asian 2.4 Pacific Islander 0.1 2 or more races 2.2

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Other Descriptors of Student Body in Percentages: Demographic groupsPercentage Economically disadvantaged 16.1 Limited English Proficient (LEP) 1.1 With disciplinary placements 2.5 At risk* 20.5 Mobility (2009-10) 11.4 *At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary.

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Percent Enrolled in Advanced Course/Dual Enrollment: YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More 2009-1026.815.521.527.916.756.8*17.8 2008-0926.512.114.428.714.3n/a

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 AP/IB Percentage Tested – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested AP/IB Percent Examinees Met or Exceeded Criteria YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More 2009-1017.114.814.417.00.055.0*9.5 2008-0920.29.710.920.7*n/a YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More 2009-1079.6*76.281.5-63.6-* 2008-0966.2*45.567.3-n/a

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Texas Success Initiative, English Lang Arts, Percent Passing – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested Texas Success Initiative, Math, Percent Passing YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More 2009-1086697489*99*92 2008-09816177836090*99 YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More 2009-1085546989*91*99 2008-09763566796099*73

http://www.ntp16.notlb.com/avatar AEIS Data from TEA Amarillo High School, 2010-11 Percentage College Ready Graduates, Class of 2010 SubjectAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More English89797881*88*57 Math7671 78*56*29 Both69576372*63*29

http://www.ntp16.notlb.com/avatar P-16 Data from THECB Amarillo High School, 2011 Institution of Enrollment, Class of 2011Students Amarillo College154 West Texas A&M University 46 Texas Tech University 44 Univ. of Texas at Austin 13 Texas A&M University 9 Baylor University 6 Texas State University-San Marcos 6 Other Public/Ind 4-year (15) 27 Other Public/Ind 2-year (9) 17 Not trackable 3 Not found180

http://www.ntp16.notlb.com/avatar P-16 Data from THECB Amarillo High School, 2011 Public Higher Education First Year Grades of High School Graduates in FY 2010 IHE type N<2.02.0-2.492.5-2.993.0-3.49>3.5Unk 4-year14121153135390 2-year193563130382810

http://www.ntp16.notlb.com/avatar Participation Data from THECB Frank Phillips College, 2011 West Texas A&M University, 2011 Enrollment by Year; 2011 by Ethnicity Percentage Institution20102011 Frank Phillips College12081031 West Texas A&M University 78397886 InstitutionWhiteHispanicAfrican American Multi- Racial Asian/ Pacific Inter’lOther/ Unk Frank Phillips63.424.74.100.52.25 West TX A&M67.619.74.80.31.333.2

http://www.ntp16.notlb.com/avatar Online Institutional Resumes: THECB Frank Phillips College, 2011 West Texas A&M University, 2011 Graduation/Completion Numbers Degrees and Certificates Awarded2011 Frank Phillips College AA71 Certificate 141 Certificate 225 West Texas A&M University Bachelor’s1294 Master’s320 Doctorate1

http://www.ntp16.notlb.com/avatar P-16 Data from THECB Frank Phillips College, 2011 West Texas A&M University, 2011 Dual Credit Enrollment 2011 Frank Phillips College338 West Texas A&M University0

http://www.ntp16.notlb.com/avatar Participation Data from THECB Frank Phillips College, 2011 Developmental Education, Fall 2008 Cohort Tracked for 2 years FTIC Students Requiring Dev. Ed. N% Attempting College Courses % Attempting and Completing Math 7223.658.8 Reading 6248.466.7 Writing 125066.7 FTIC Students Not Needing Dev. Ed. N% Attempting College Courses % Attempting and Completing Frank Phillips College297 Math76.561.4 Reading95.770.9 Writing79.157.1

http://www.ntp16.notlb.com/avatar Student Migration Data from THECB Frank Phillips College, 2011 Fall 2009 to Fall 2010 Non-graduatesN% at Same % at Other 2-yr % at 4-yr% not found Academic82038.37.216.038.5 Technical21737.89.72.350.2 Tech-prep 964.37.1028.6 Graduates by program N% at Same % at Other 2-yr % at 4-yr% not found Academic498.22.034.755.1 Technical7012.92.94.380 Tech-Prep 1000100

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from Frank Phillips College, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11 10001001 West Texas A&M35 51110204 Other public 4-yr13 20110002 Developmental Education prior to Transfer TotalN<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11103122207 West Texas A&M3530122663114 Other public 4-yr13114421004

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from Frank Phillips College, 2011 Academic or Technical Associate Degrees, Fall 2009 Technical Associate Degree TotalN<2.02.0- 2.4 9 2.5- 2.9 9 3.0- 3.49 >3. 5 UnkEnroll Fall ‘10 Texas Tech11 00000000 West Texas A&M35 10010000 Other public 4-yr13 00000000 Associate of Arts Degree TotalN<2. 0 2.0- 2.49 2.5- 2.9 9 3.0- 3.49 >3. 5 UnkEnroll Fall ‘10 Texas Tech1171103205 West Texas A&M35135024117 Other public 4-yr1321240004

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from West Texas A&M University, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11 10001001 West Texas A&M35 51110204 Other public 4-yr13 20110002 Developmental Education prior to Transfer TotalN<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Amarillo College30115523263836 4120 Clarendon College40115312007 South Plains College361761631012 Frank Phillips College 3730122663114 North Central Texas College 720011001 Vernon College731010202 Houston CC630101102 All Other Public872497313114

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from West Texas A&M University, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11 10001001 West Texas A&M35 51110204 Other public 4-yr13 20110002 No Developmental Education TotalN<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Amarillo College30114611161550522119 Clarendon College4029743105021 South Plains College361932554012 Frank Phillips College 3751110204 North Central Texas College 750013103 Vernon College741010202 Houston CC630201003 All Other Public8763159111014444

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from West Texas A&M University, 2011 Core Curriculum Completed Prior to Transfer, Fall 2009 No Developmental Education N<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11 10001001 West Texas A&M35 51110204 Other public 4-yr13 20110002 Core CompleteTotalN<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Amarillo College3011376161745521121 Clarendon College4041012003 South Plains College3600000000 Frank Phillips College 3700000000 North Central Texas College 720020001 Vernon College700000000 Houston CC610000100 All Other Public8781111407

http://www.ntp16.notlb.com/avatar Academic Performance of Transfer Students from West Texas A&M University, 2011 Earned Associate of Arts Degree Prior to Transfer, Fall 2009 No Developmental Education N<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Texas Tech11 10001001 West Texas A&M35 51110204 Other public 4-yr13 20110002 Core CompleteTotalN<2.02.0- 2.49 2.5- 2.99 3.0- 3.49 >3.5UnkEnroll Fall ‘10 Amarillo College301108612133540290 Clarendon College401541253011 South Plains College3680033204 Frank Phillips College 37135024117 North Central Texas College 710000100 Vernon College730010202 Houston CC610000100 All Other Public871424323013

http://www.ntp16.notlb.com/avatar Success Data from THECB West Texas A&M University, 2011 Developmental Education, Fall 2008 Cohort Tracked for 2 years FTIC Students Requiring Dev. Ed. N% Attempting College Courses % Attempting and Completing Math19461.391.6 Reading10180.295.1 Writing 3979.593.5 FTIC Students Not Needing Dev. Ed. N% Attempting College Courses % Attempting and Completing West Texas A&M Univ.841 Math7895.1 Reading84.992.6 Writing9193.1

http://www.ntp16.notlb.com/avatar Success Data from THECB Frank Phillips College, 2011 Percent of Students Transferred or Employed with Peer Comparison Transferred with < 30 SCH Transferred with > 30 SCH EmployedStill Enrolled Enrolled & Employed Frank Phillips FY 20106.412.753.413.59.0 FY 20115.020n/a Peers (2010)20.912.964.79.79.9 Student Transfer and Completer Percentages

http://www.ntp16.notlb.com/avatar Success Data from THECB Texas A&M University, 2011 Graduation Rate of First-time, Full-Time Degree- seeking Students 4-year rate5-year rate 6-year rate West Texas A&M Same institution23.535.439.7 Other institution1.83.65.9 Total25.339.445.9 Student Baccalaureate Success Rate

http://www.ntp16.notlb.com/avatar Data Sources Texas Education Agency, Testing and Accountability, AEIS. See my handout for details. Texas Higher Education Coordinating Board, Data Resources and Tools. See my handout for details. The county of the institution is needed for retrieving some items. What if your IHE is private?

http://www.ntp16.notlb.com/avatar Where can I go for help with local data? Consult your local expert! Anne Rusher, Director, Accountability and Data Quality, Fort Worth ISD Terri Day, Executive Director, Institutional Research and Planning, Tarrant College District Mary Barton, Director, Institutional Research, University of North Texas

http://www.ntp16.notlb.com/avatar Suggestions from the experts An example of local data collection and sharing. Chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district. UNT and TCD would provide group data if > 5 students; no names would be provided unless students had given prior informed consent (due to FERPA). Would want several weeks notice Other data might also be of interest, i.e., retention, developmental education, ethnicity (Achieving the Dream)

http://www.ntp16.notlb.com/avatar Suggestions from the experts An example of local data collection and sharing. Chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district who had completed high school chemistry with and without Algebra II. ISD could provide high school transcript data and would share group data with IHE through an MOU. Would want several weeks notice Other data might also be of interest, i.e., grades earned in chemistry and algebra, data on number of course attempts, EOC results, attendance, disciplinary data FWISD administers annual student survey with potentially relevant questions.

http://www.ntp16.notlb.com/avatar Suggestions for Collecting Data through IR Know what data you want in detail. Refine your request, and provide a spreadsheet. Institutional Research has busy times of year. Seeking data across institutions may require MOU and involvement of Sponsored Research. Be clear about how the data will help you.

http://www.ntp16.notlb.com/avatar Considerations for Local Data Collection Collection of data from students requires consideration of FERPA. Institutional Research officers recommend that you secure IRB approval and informed consent. Data warehouses are constantly improving. Be sure to ask whether the data you want are available.

Identifying and Supporting College-Ready Writing Skills: A Vertical Alignment Model The 18th Education Trust National Conference November 8-10, 2007 Paul Carney, Project Coordinator Minnesota State Community and Technical College - Fergus Falls, MN Cyndy Crist, System Director for P-16 Collaboration, Minnesota State Colleges and Universities This project is generously funded by the Office of the Chancellor, the Minnesota State Colleges and Universities, the Center for Teaching and Learning, and the Carl Perkins Vocational and Technical Education Act.

MSU- Moorhead (3) Moorhead HS (2) Dilworth HS (1) MSCTC – Fergus Falls (3) Fergus Falls HS (2) Underwood HS (1) Normandale CC (3) Eden Prairie HS (2) Richfield HS (1) Rochester CC (3) Rochester Mayo HS (2) Rochester Century HS (1) College-Readiness Alignment Sites 2004-2005 and 2005-2006

Alignment Site = One college + two feeder high schools - 2004-2005 2 sites (12 participants) - 2005-2006 2 sites (12 participants)

http://www.ntp16.notlb.com/avatar The College-Ready Writing Standard: “Scaling the Fence” Each essay is read and rated by 12 readers (6 college faculty + 6 high school teachers) Condition A. Reader Rating For an essay to be rated college ready by a reader, it must meet the fence rubric’s college-ready standard for Content, Organization, and Conventions. Condition B. Project Certified Rating For an essay to meet the project’s college-ready standard, at least 8 of the 12 readers must give it a college-ready rating (Condition A). A + B = CR

http://www.ntp16.notlb.com/avatar College Bound but Not College Ready 96% (306) of the students whose essays were rated not college ready (319) indicated they were planning to attend college.

http://www.ntp16.notlb.com/avatar AVATAR Data Follow-up Paul Carney invites AVATAR participants to his website https://www.centerforcollegereadiness.org/ https://www.centerforcollegereadiness.org/ Mary Harris invites AVATAR data gatherers to consult at mary.harris@unt.edu or 940 565-4327. mary.harris@unt.edu Introduce yourself and your team to local Institutional Research officers.

http://www.ntp16.notlb.com/avatar AVATAR Training August 13, 2012; 8am to 5pm Fort Worth, TX Thank you for the work of vertical alignment teams to enable college readiness for Texas students!

http://www.ntp16.notlb.com/avatar College and Career Readiness Standards – The World Ready Challenge Ed Vara, ESC XII August 13, 2012

http://www.ntp16.notlb.com/avatar Standards Definitions (n) – something considered by an authority or by general consent as a basis of comparison; an approved model.model – an object that is regarded as the usual or most common size or form of its kind: We stock the deluxe models as well as the standards.object – a rule or principle that is used as a basis for judgment: They tried to establish standards for a new philosophical approach. 86

http://www.ntp16.notlb.com/avatar Curriculum Standards In the field of education, standards is a term which defines a cumulative body of knowledge and set of competencies that is the basis for quality education. They express what all pupils should know and be able to do, but do not dictate pedagogy (Ravitch, 1996) 87

http://www.ntp16.notlb.com/avatar Texas Essential Knowledge and Skills (TEKS) Sec. 28.001. PURPOSE. It is the intent of the legislature that the essential knowledge and skills developed by the State Board of Education under this subchapter shall require all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas. The essential knowledge and skills shall also prepare and enable all students to continue to learn in postsecondary educational, training, or employment settings. (1995, 74 th Legislative Session) 88

http://www.ntp16.notlb.com/avatar College and Career Readiness Standards (CCRS) The College and Career Readiness Standards (CCRS) program is identifying, defining and implementing college and career readiness educational standards in partnership with Texas secondary schools. The program is a collaboration between the Texas Education Agency and the Texas Higher Education Coordinating Board. The initiative was formed by the 79th Texas Legislature (3rd Called Session) through House Bill 1, now Section 28.008 of the Texas Education Code. Texas Education AgencyTexas Higher Education Coordinating BoardTexas LegislatureHouse Bill 1Section 28.008 89

http://www.ntp16.notlb.com/avatar Role of Standards Standards in and of themselves are meaningless. What counts are the steps that educators and others take to help pupils reach them. (Fiske, 1998). 90

http://www.ntp16.notlb.com/avatar The Learning Relay CurriculumInstructionAssessment 91

http://www.ntp16.notlb.com/avatar Curriculum – Instruction – Assessment Connection Standards require a change in both teaching and assessment. Standards and assessment are intertwined and need to be integral parts of the curriculum and the program of instruction. (Steiner, 1998) 92

http://www.ntp16.notlb.com/avatar Assessment In a standards-based curriculum, assessment is viewed not only as a final product (summative), but also as a continual process (formative) that provides pupil performance data to teachers and students regarding their progress towards achieving the standards…Therefore, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995). 93

http://www.ntp16.notlb.com/avatar Assessments Texas Assessment of Knowledge and Skills (TAKS) State of Texas Assessment of Academic Readiness (STAAR), grades 3-8 End of Course (EOC) 94

http://www.ntp16.notlb.com/avatar Performance Standards 96

http://www.ntp16.notlb.com/avatar EOC Performance Labels Level III: Advanced Academic Performance Level II: >>> Satisfactory Academic Performance Level I: Unsatisfactory Academic Performance 97

Validity Studies Linking Studies Where are we now? http://www.tea.state.tx.us/staar/vldstd.a spx 98

http://www.ntp16.notlb.com/avatar STAAR High School Algebra I Algebra II Geometry Biology Chemistry Physics English I English II English III World Geography World History United States History STAAR End-of-Course Beginning with Freshman Class of 2011 99

http://www.ntp16.notlb.com/avatar Connections High School Institution of Higher Education (IHE)Post Secondary 100

http://www.ntp16.notlb.com/avatar Dual Credit Where are the administrative rules regarding dual credit? – State Board of Education - Texas Administrative Code §74.25 – Texas Higher Education Coordinating Board - Texas Administrative Code §§4.81 – 4.85 Note: It is important to access both sets of rules in order to understand dual credit requirements. 101

http://www.ntp16.notlb.com/avatar What is an Early College High School (ECHS)? An ECHS is a school designated by the Texas Education Agency (TEA) that provides the outreach, curricula, and student learning and support programs that enable the participating student to combine high school courses and college-level courses during grades 9 through 12. Students in an ECHS are able to complete the Recommended High School Program or the Distinguished Achievement Program while earning up to 60 semester credit hours toward an associate or baccalaureate degree by the fifth anniversary of their first day of high school. All ECHSs must be approved and so designated by TEA (Texas Administrative Code §102.1091 and §4.153). 102

http://www.ntp16.notlb.com/avatar What is dual credit? Dual credit is a process through which a student may earn high school credit for successfully completing a college course that provides advanced academic instruction beyond, or in greater depth than, the Texas Essential Knowledge and Skills (TEKS) for a corresponding high school course. The “dual credit” earned is college credit and high school credit for one course. 103

http://www.ntp16.notlb.com/avatar What is Advance Placement (AP)? With qualifying AP Exam scores, you can earn credit, advanced placement or both at the majority of colleges and universities in the United States and Canada. 104

http://www.ntp16.notlb.com/avatar Accountability Academic Excellence Indicator System (AEIS)* – College Readiness Indicators; Completion of Advanced / Dual Enrollment Courses; – Completion of the Recommended High School Program or Distinguished Achievement Program; – Participation and Performance on Advanced Placement (AP) and International Baccalaureate (IB) Examinations; – Texas Success Initiative (TSI) – Higher Education Readiness Component; – Participation and Performance on the College Admissions Tests (SAT and ACT), and – College-Ready Graduates; * The origins of the AEIS go back to 1984, when the Texas Legislature for the first time sought to emphasize student achievement as the basis for accountability. That year, House Bill 72 called for a system of accountability based primarily on student performance. 105

http://www.ntp16.notlb.com/avatar New Accountability System 2013 Proposal --- Index System – A fourth index focuses on measures of Postsecondary Readiness and includes a measure of the role of elementary and middle schools in developing the rigor necessary for high school students to successfully meet graduation standards. 106

http://www.ntp16.notlb.com/avatar Performance Index 4: Postsecondary Readiness Indicators: 4-and 5-year graduation rates by All Students and race/ethnicity Dropout rates by All Students and race/ethnicity % students graduating under RHSP and Advanced High School Program by All Students and race/ethnicity % students who met Level III performance on one or more tests by All Students and race/ethnicity Indicators included in Performance Index 4 Graduation Rate – 4 year and 5 year Dropout rate for grades 9-12 defined as it was for completion rate Level III performance for reading, writing, and math – grades 3-11 Rationale: Use of All Students and race/ethnicity ensures that small schools who do not meet minimum size criteria for any race/ethnicity will be evaluated for graduation rate, dropout rate, and graduation plans. Exclude dropout measure for grades 7-8 since it is really a measure of data quality. Suggest that data validation monitoring will ensure that this continues to be tracked. Use of met Level III on one or more tests recognizes that students have strengths/talents in certain areas, but not always in all areas Rationale: Include Level III performance for 3-8 so elementary and middle school understand the importance of their role in preparing students to achieve this level of performance in high school. Omit science and social studies until such time that the college readiness standard is established. Meets requirements for dropout, graduation rate, and graduation plan indicators. http://ritter.tea.state.tx.us/perfreport/account/2013/20120530mtg/pi_proposal.pdf 107

http://www.ntp16.notlb.com/avatar Who is involved? 108

http://www.ntp16.notlb.com/avatar Critical Questions How does one change teachers’ beliefs about the teaching-learning-assessment process? How can we help teachers deal with change regarding their pedagogical values and beliefs and the development of new methodological skills? What are the ways that we can help teachers understand the standards and the implications for their teaching? – Curling up with the standards 109

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Questions Contact Info: Ed Vara, ESC XIII ed.vara@esc13.txed.net Squares with my thinking! Something I am wondering about…. 111

http://www.ntp16.notlb.com/avatar TSI and Legislative Update Barbara D’Auria Lerner, Ph.D. Texas Woman’s University

http://www.ntp16.notlb.com/avatar Statewide initiatives: Working together to close the gaps I.Assessment: Why and how we test for college readiness II.Developmental education: Recent changes and foreshadowing of changes to come III.Working together to assemble the pieces of college readiness

http://www.ntp16.notlb.com/avatar Readiness Matters

http://www.ntp16.notlb.com/avatar Why placement testing matters Failure rates in first-year college courses can be very high. Placement tests provide an indication of whether the student is prepared to succeed in college courses. Retaking courses can be expensive. % of students who are placed in developmental education do NOT move on to credit bearing courses

http://www.ntp16.notlb.com/avatar What can happen to unready students? Endanger the GPA needed to stay at college. Double tuition costs by retaking the same course. Risk penalties incurred by “Three-peat,” “Six- Drops,” and “Excess hours” legislation Delay progress toward graduation. Contribute to drop-out probability. Move back home!

http://www.ntp16.notlb.com/avatar What is TSI? Texas Success Initiative (TSI) requires all students enrolling in public colleges and universities to take an approved test to demonstrate readiness for college-level work – unless otherwise exempt. Currently approved tests include ACCUPLACER,ASSET,COMPASS, AND THEA

http://www.ntp16.notlb.com/avatar Current Standards State standards are set for these (TSI) tests, but individual colleges and universities may set higher standards. Colleges and Universities may also require additional departmental placement tests

http://www.ntp16.notlb.com/avatar TSI Assessment Background Currently in Place: Authority for development of the TSI Assessment is provided by TEC Section 51.3062. IHEs are required to assess the academic skills of entering undergraduate students to determine the student’s readiness to enroll in freshman-level academic coursework in reading, writing, and mathematics. Next Steps: The Commissioner will recommend a uniform performance standard for college readiness, placement in Developmental Education or Adult Basic Education One cut score/one test determining college readiness to be in place by Fall 2013. IHEs may not set a higher standard.

http://www.ntp16.notlb.com/avatar TSI Assessment Specific Characteristics of the Assessment RFP The Board approved the solicitation of written proposals from qualified respondents for the development of a Texas Success Initiative online-based computer adaptive test assessment that addressed: 1. a college readiness classification and/or classification in Developmental Education and/or Adult Basic Education levels; 2.diagnostic components for each classification; 3.assessment instrument aligned to CCRS and ABE Skills; 4.total price of $11.00 ($3 for Math; $3 for Reading; and $5 for Writing) for college readiness, DE/ABE placement diagnostics.

http://www.ntp16.notlb.com/avatar TSI Assessment Specifics of the RFP Two proposals were received by the Feb. 28, 2012 deadline Proposal review and vendor selection process guided by: 1. Psychometricians 2. Assessment experts 3. Subject-matter experts from both secondary and postsecondary institutions 4. Developmental Education Advisory Committee members

http://www.ntp16.notlb.com/avatar “And the winner is….” College Board

http://www.ntp16.notlb.com/avatar TSI Assessment Who will be required to take the “new” TSI Assessment? First time in college students graduating from private or out-of-state high schools Students beyond the 5 year exemption period for ACT and SAT Students beyond the 3 year exemption period for TAAS and TAKS Students who do not achieve the postsecondary readiness performance standard on STAAR End of Course for Algebra II and English III Who will be exempt? Military personnel (per statute) Students who meet the exemption standard on the ACT or SAT Students who achieve the postsecondary readiness performance standard on STAAR EOC for Algebra II and English III Student who has previous college credit Student enrolled in a certificate program of one-year or less Non-degree /non-certificate seeking students – institutional decision

http://www.ntp16.notlb.com/avatar The New TSI Timeline Fall 2012 - Field Testing with current ACCUPLACER Users January/February 2013 – Standard Setting March/April 2013 – THECB Approval May – July 2013 – College and University Training First day of AY 2013 – IMPLEMENTATION Note: Majority of 2013 students will have current standards applied

Anticipated Impact One test and one score (in each area) will provide targets for students and educators Higher standards – Current THEA cut score is 230 – New score expected to approach 270 equivalence  Expect more students to require developmental education – in the short run

http://www.ntp16.notlb.com/avatar Getting better?

http://www.ntp16.notlb.com/avatar Developmental Education House Bill (HB) 1244 Effective fall 2012 Addresses Developmental Education programs Requires use of differentiated placement and instruction Stresses importance of faculty development Spring 2013 – One non-course-based option (NCBO) required at each IHE Fall 2013 – One NCBO in each discipline Course pairing of DE and credit-bearing courses

http://www.ntp16.notlb.com/avatar New Common Core: The Rationale Derek Bok (2009) wrote: “The time has come for America’s colleges to take a more candid look at their weaknesses and think more boldly about setting higher educational standards for themselves. While students are generally achieving good levels of learning in the undergraduate major discipline, their more fundamental skills – including writing, reading, and critical thinking – often leave much to be desired. Many graduates are not prepared to apply their specialized learning in the workplace or to handle tasks requiring higher-order thinking skills.

http://www.ntp16.notlb.com/avatar Core revisions: Input and Process Undergraduate Education Advisory Committee (UEAC) Recommendation: “Reconsider the core curriculum to ensure it reflects current and future demands on student knowledge and skills” THECB works with educators across the state to develop new rules.

Transfer Issues

http://www.ntp16.notlb.com/avatar Why transfer matters Nationally, one in five PhD graduates attended a community college 75% of freshmen and sophomores in Texas are enrolled at a community college 80% of Texas bachelor degree completers attended more than one college or university (THECB) Student movement is not one way (swirling)

http://www.ntp16.notlb.com/avatar The students say…… Students tell us to:  Eliminate the competitive attitudes between institutions  Improve advising  Expand university transfer advisors housed on community college campuses  Expand joint programs  Further communication between corresponding professionals  Realize multitudes of articulation agreements are confusing and not enough

http://www.ntp16.notlb.com/avatar New Rules Facilitating Transfer HB 3025 –Required Degree Plan & Reverse Transfer This bill requires each new student to file a degree plan by their second semester or after earning 45 hours and transfer students must be given the opportunity to reverse transfer in order to earn an Associates Degree

http://www.ntp16.notlb.com/avatar Funding and Accountability

http://www.ntp16.notlb.com/avatar Accountability (4-year Institutions) HB 9 STUDENT SUCCESS-BASED FUNDING The success measures may include: The total number of bachelor’s degree awarded by the institution; The total number of bachelor’s degrees in critical fields awarded by the institution; The total number of bachelor’s degrees awarded by the institution to at-risk students; and The six-year graduation rate of undergraduate students of the institution who initially enrolled in the institution in the fall semester immediately following their graduation from a Texas public high Formula funding recommendation shall not exceed 10 percent of the total general revenue appropriations

http://www.ntp16.notlb.com/avatar Accountability (2-Year Institutions) The formulas considered by the Coordinating Board may include the following: Successful completion of:  Developmental education in math or English;  The first college-level math course with a grade of “C” or higher;  The first college-level English course with a grade of “C” or higher; and  The first 30 semester credit hours at the institution.  Transfer to a four-year college or university after successful completion of at least 15 semester credit hours at the institution; and  The total number of associate’s degrees, bachelor’s degrees, and certificates.

http://www.ntp16.notlb.com/avatar Advanced high school courses: Benefits and implications Advanced Placement – Many more participating in courses – Performance still trailing no. of attempts International Baccalaureate – Most prescriptive Dual Credit – High rates of participation – Quality and rigor difficult to monitor – Some unintended consequences

http://www.ntp16.notlb.com/avatar In the planning stage….  Developmental Education Holistic planning and advising protocol Consider high school GPA; non- cognitive scores; career alignment  Integrated Reading and Writing courses in developmental education  Creation of Adult Basic Education partnerships with IHE’s  Mandated Pre-assessment for students Would eliminate “Cold- turkey” placement exams

http://www.ntp16.notlb.com/avatar Progress toward College Readiness Questions and comments

http://www.ntp16.notlb.com/avatar With the help of projects like AVATAR….we’ll get there!

http://www.ntp16.notlb.com/avatar Regional Curriculum and Instructional Alignment: Critical Conversations, Intentional Interventions, and Benefits from Implementation Perspectives from Partners

http://www.ntp16.notlb.com/avatar Session Outcomes 1.Aware of the various partners and their roles during critical conversations. 2.Identify an activity that could become part of your region’s action plan. 3.Understand opportunities and challenges related to regional vertical alignment work.

http://www.ntp16.notlb.com/avatar Panel Members Pam Campbell, Associate Vice Chancellor for Educational Partnerships; Co-Coordinator, Houston Pathways Initiative, San Jacinto College Catherine O’Brien, Associate Vice Chancellor for Learning; Co-Coordinator, Houston Pathways Initiative, San Jacinto College Shane Woods, AVATAR Pilot Project Participant, Science Director, Fort Worth ISD Diana Mason, AVATAR Pilot Project Participant, Chemistry Professor, University of North Texas Juan Barbarin-Castillo, AVATAR Pilot Project Participant, Chemistry Professor, Tarrant County College Michelle Porter, AVATAR Pilot Project, Chemistry Teacher, Dallas ISD

http://www.ntp16.notlb.com/avatar Using Your Group Norm Skills Make a Partnership Decision in 60 Seconds  Select One Person Who Has Unlimited Texting  Determine Which Topic in the AVATAR Critical Conversation Pyramid Will be Your First Topic of Conversation

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

http://www.ntp16.notlb.com/avatar Promoting Regional Curriculum and Instructional Alignment Lessons Learned from vertical alignment work. Benefits and Rewards from vertical alignment work.

http://www.ntp16.notlb.com/avatar Critical Conversations and Intentional Interventions Support Vertical Alignment and Students Success The Texas Faculty Collaboratives College and Career Readiness Initiative www.txfacultycollaboratives.org

http://www.ntp16.notlb.com/avatar Reference Course Profiles: A Part of the AVATAR Vertical Alignment Process

http://www.ntp16.notlb.com/avatar Session Outcomes  Define reference course profiles.  Understand how reference course profiles are part of the AVATAR vertical alignment process.  Apply reference course profiles to your regional vertical alignment process and incorporate them into your action plan.

http://www.ntp16.notlb.com/avatar Panel Members Doris Rousey, Executive Dean, Science and Mathematics, Brookhaven College Kim James, English Professor, C.O.R.E Program (CCR Initiative) Coordinator, Cisco College Patrice Phelan Lyke, English Professor, University of North Texas

http://www.ntp16.notlb.com/avatar What are Reference Course Profiles and What are Their Purpose? What? Thorough documentation of how a course is structured, how it will be taught, and how a student will be assessed. Why? Share Expectations Serve as Resources http://www.thecb.state.tx.us/index.cfm?objecti d=EF10502B-0887-897E-C10685432675A18C

http://www.ntp16.notlb.com/avatar dfsdfsdfsdfsdfsdfsdf sdfsdfsdfsdfsdfsdfsd fsdfsdfsdfsdfsdfsdfs Reference Course Profiles The Educational Policy Improvement Center Validation Study I Link to the Study: http://www.thecb.state.tx.u s/files/dmfile/TXValidationS tudy1.pdf Link to Reference Course Profiles: www.thecb.state.tx.us/index. cfm?objectid=F6192F5F- E60E-6222- 9866CF650412C31A

http://www.ntp16.notlb.com/avatar What is included in a Reference Course Profile? ACGM* and Institution’s Course Description Prerequisites & Co-requisites Prior Knowledge Expectations Related CCRS Student Learning Objectives Course Policies, Expectations, & Practices Course Assignments & Assessments Grading Practices (grading rubrics) Course Texts & Required Materials Methods of Instruction Class Schedule Student Resources Supplementary Materials (e.g. sample exams and assignments) Instructor Information *ACGM: Lower Division Academic Course Guide Manual dfsdfsdfsdfsdfsdfsdf sdfsdfsdfsdfsdfsdfsd fsdfsdfsdfsdfsdfsdfs

http://www.ntp16.notlb.com/avatar Reference Course Profiles A Reference Course Profile Example from the Abilene Region McMurry University, Hardin Simmons University, and Cisco College Partnership In Partnership Created English 1301: Composition I Regional Reference Course Packet dfsdfsdfsdfsdfsdfsdf sdfsdfsdfsdfsdfsdfsd fsdfsdfsdfsdfsdfsdfs

http://www.ntp16.notlb.com/avatar Reference Course Profiles in the Vertical Alignment Process Challenges Rewards Support Students Support Faculty

http://www.ntp16.notlb.com/avatar Partnership’s Action Plans: Development and Sharing of Next Two Steps Answering the Question: So What?

http://www.ntp16.notlb.com/avatar AVATAR Vertical Alignment Accomplishments for Your Region Identify key leaders and educators who make up a regional “pipe line” needed for students to be college and career ready and successful Craft a shared regional college and career readiness foundation/understanding among leaders and educators Use regional student data to guide vertical alignment decision-making Design and implement a regional vertical alignment action plan with on-going critical conversations and reference course profile information reviews Design and implement a regional vertical alignment sustainability plan, training one course team for 2013- 2014

http://www.ntp16.notlb.com/avatar AVATAR Deliverables and Items for Consideration Related Action Plans Specific Deliverables and Dues (in your materials) Items to Consider – Partnership Formation and Sustainability – Training the 2012-2013 Course Team – Data Collection, Reporting, and Use in Decision Making – Creating Shared Student Readiness and Success Understandings and Foundations among Partners and Team Members – Critical Conversations and Review of Reference Course Profile Information – Training the 2013-2014 Team and Sustaining the Work – Outreach and Sharing of Your Regional Work

http://www.ntp16.notlb.com/avatar What to Include in Your Action Plan? DateVertical Alignment Actions Resources Required and Persons Responsible Evidence of Implementation Evidence of Impact

http://www.ntp16.notlb.com/avatar Two Next Steps to Create Your Regional Action Plan DateVertical Alignment Actions Resources Required and Persons Responsible Evidence of Implementation Evidence of Impact September 17, 2012 Regional Data PowerPoint CompletedP-16 Council Partner Discussed and used in creating region’s action plan on Sept. 2, 2012 Selected English as discipline and will focus on freshman composition September 17, 2012 Action and Sustainability Plan Completed Coordinator/Facilitator/All Partners Discussed and approved at planning meeting on Sept. 2, 2012 Outcomes reported at the May10, 2012 Reflections, Celebrations, and Next Step Meeting

http://www.ntp16.notlb.com/avatar Action Plan Think and Agree on Your Two Next Steps for Your Regional Action Plans Regional Coordinator/Facilitator Will Share with Us

Training of Trainers Meeting August 13, 2012 Thank YOU! M. Jean Keller (940) 565-3427.

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Training of Trainers Meeting August 13, 2012 Thank YOU! M. Jean Keller (940) 565-3427.

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Presentation on theme: "Training of Trainers Meeting August 13, 2012 Thank YOU! M. Jean Keller (940) 565-3427."— Presentation transcript:

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