International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011.

International Center for Leadership in Education

Dr. Willard R. Dagget

21st Century Skills &Your Leadership

February 23, 2011

Schools are Improving

School Improvement


School Improvement

Changing World

Skills GapSkills Gap


School Improvement

Changing World

School Improvement

Changing World


School

Impro

vement

Changing World


1. Create a Culture1. Create a Culture

2. Shared Vision2. Shared Vision

3. Leadership3. Leadership

4. Clear Expectations4. Clear Expectations

5. Focus on Instruction 5. Focus on Instruction

6. Structure6. Structure

7. Assessment7. Assessment

8. Monitor/Refine8. Monitor/Refine

8 COMPONENTS8 COMPONENTS



• Coherent Vision

• Empowerment

Leadership FocusLeadership Focus

C o n t r o l

Vision Driven

Quad D Leadership Quad D Leadership FrameworkFramework

Low

HighLow

High

C o n t r o l

Vision Driven

AA


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB

CC


Low

HighLow

High

C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High

LeadershipLeadership

AA

CC DD

BB

Rules

Results


AA

CC DD

BB

Control

Empower

Rules

Results


AA

CC DD

BB

Teaching / Teachers

Learning / Students

Rules Control

Results Empower


AA

CC DD

BB

Compliance

Engaged

Rules Control Teaching/Teachers

Results Empower Learning / Students


AA

CC DD

BB

Inputs

Outputs

Compliance Rules Control Teaching/Teachers

Engage Results Empower Learning / Students

Vision Driven LeadershipVision Driven Leadership

AA

CC DD

BB

Rules Control Teaching/Teachers Compliance Inputs

Results Empower Learning / Students Engaged Outputs

C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High



Culture Drives Strategy

• Financial Challenges

Larger Context

• New York 15.2%

State Shortfalls

• Alabama 8.6%

State Shortfalls

• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Illinois 41.5%• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

• Nevada 54%• Illinois 41.5%• Georgia 26.2%• California 21.6%• Colorado 21.6%• New York 15.2%• Ohio 11.3%• Texas 10.2%• Tennessee 9.8%• Alabama 8.6%

State Shortfalls

THE CLIFF

State ShortfallsState Shortfalls StimulusStimulus

-$100 Billion-$100 Billion

- $4 Billion - $4 Billion

Federal Legislation

Formula

Grants

Population (Billions)

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Debt (Trillions)

0

2

4

6

8

10

12

14

Debt / Person

$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$43,355

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$261$191

$43,355

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Debt / Person

$261$191

$43,355

$63,294

$78,382

$148,291

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

German

y

France

U.K.

Debt / Person

$261$191

$43,355

$620$1,075

$294 $147

$63,294

$78,382

$148,291

$59,435$51,424

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

$160,000

Germ

any

France

U.K.

Bangla

desh

Brazil

Pakist

an

Indo

nesia

Effective and Efficient Framework

High High CostCost

Low Low CostCost


High High CostCost

Low Low CostCost

High Student PerformanceHigh Student Performance

Low Student PerformanceLow Student Performance

EEffffeeccttiivveenneessss


High High CostCost

Low Low CostCost



CC DD

AA BB


• Financial Challenges• Technology

Larger Context

Semantic WebSemantic Web

Analyze DocumentsAnalyze Documents Key words and headers (Google)Key words and headers (Google)

Meaning / ConceptsMeaning / Concepts Wolfram AlphaWolfram Alpha

Complete TaskComplete Task

Implications

Home WorkHome Work Term PaperTerm Paper

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

LEARN to DO LEARN to DO

LEARN to DO LEARN to DO

vs.vs.

DO to LEARNDO to LEARN

How Much Are Times ChangingHow Much Are Times Changing

2000 2010

Daily Google Search


2000 2010

Daily Google Search 100 m


2000 2010

Daily Google Search 100 m 2 b


2000 2010


Active Blogs 12,000


2000 2010


Active Blogs 12,000 141 m


2000 2010



Daily E-mails 12 m


2000 2010



Daily E-mails 12 m 247 m


2000 2010




Text Messages 400,000


2000 2010




Text Messages 400,000 4.5 b


2000 2010





Daily Newspaper 4,480


2000 2010





Daily Newspaper 4,480 1,302


2000 2010






Time Spent Online 2.7 hrs/wk


2000 2010






Time Spent Online 2.7 hrs/wk 18 hrs/wk

How Much Are Times ChangingHow Much Are Times Changing2000 2010







CD Sales Revenue $ 943 m


2000 2010







CD Sales Revenue $ 943 m $ 427.9 m


2000 2010








iTunes Downloads 0


2000 2010








iTunes Downloads 0 10 b Sou

rce:

New

swee

k –

July

26,

201

0

What will our Students need to:What will our Students need to:

KnowKnow DoDo

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

On-the Job On-the Job Lexile RequirementsLexile Requirements

Construction

1,500

1,400

1,300

1,200

1,100

1,000

900

800

Lexile

Craftsman

Nurse

Sales

Secretary

National Adult Literacy Study 1992

International Center for Leadership in Education 2009

100 % 18 Year Olds

Entry Requirements

Range of Proficiency

2010 High School Graduation Rates

• U.S. 70%

• Denmark 96%

• Japan 93%

• Poland 92%

100 % 18 Year Olds

Entry Requirements


70 % High School Graduate

100 % 18 Year Olds

90+ % College Eligible

Entry Requirements



40% of College Students40% of College Studentsneed need

RemediationRemediation

100 % 18 Year Olds


Entry Requirements



55-60% College Ready

100 % 18 Year Olds

Entry Requirements



90% Work : Minimal Wage


600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



100 % 18 Year Olds

Entry Requirements




60-65% Work : Livable Wage

100 % 18 Year Olds


Entry Requirements





60-65% Work : Livable Wage

23% of High School 23% of High School Graduates not eligible Graduates not eligible

for the Militaryfor the Military

100 % 18 Year Olds


Entry Requirements



50 % Military Ready



60-65% Work : Livable

100 % 18 Year Olds


Entry Requirements



50 % Military Ready


60-65% Work : Livable


• Financial Challenges• Technology• Globalization

Larger Context

Equity

Excellence

Wal Mart

Source: The Post-American World

• Largest Corporation

• 8 times Size of Microsoft

• 2 % of GDP

• 1.4 Million Employees

• More Employees than:

• GM, Ford, G.E. and IBM Combined

“China today exports in a single day more than exported

in all of 1978.”

Source: The Rise of India and China . . .

U.S. – 2nd Half of 20th Century

• Only Superpower

• Highest per Capita Income

• 1st in Economic Growth

• 5% of Population > 24% of Consumption

Source: National Academy of Science

Work to Worker

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


Average

Not Significantly

Different(OECD

Average 496)


Average


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


Average

Not Significantly

Different(OECD

Average 501)


Average


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

Elementary Schools6 Years Integrated Science

Biology / Chemistry Grade 7

Biology / Physics Grade 8

Physics / Chemistry Grade 9

Integrated Science Grades 10 - 12

Source: Ed Week 6/6/07

Chinese Science


2. Shared Vision/Data2. Shared Vision/Data


Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/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

Rigor/Relevance FrameworkRigor/Relevance Framework• 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

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.


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.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


Criteria

• Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school)

Criteria


• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)

Criteria



• Student Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)

Criteria




• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)

Guiding PrinciplesGuiding Principles

ResponsibilityResponsibility ContemplationContemplation InitiativeInitiative PerseverancePerseverance OptimismOptimism CourageCourage

RespectRespect CompassionCompassion AdaptabilityAdaptability HonestyHonesty TrustworthinessTrustworthiness LoyaltyLoyalty

Survey Tools for Rigor, Relevance and Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We Lead Whole Staff Survey

Teacher vs. Student Comparison

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%


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 encourage students to explore career pathways.

80%

S – My teachers encourage me to explore different careers.

49%


T – I make learning exciting for my students. 84%

S – My teachers make learning exciting. 40%


T – I am aware of my students’ interests outside of school.

87%

S – My teachers know my interests outside of school.

30%


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

95%

S – Good citizenship is rewarded in this school.

40%

Criteria




• Personal Skill Development (Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes)





C o n t r o l

Vision Driven

AA BB

DDCC


Low

HighLow

High






Common Core State Standards

Fewer, Clearer, Higher

We will soon be Evaluated at the Teacher Level

• AYP• Teacher Evaluation

Ohio English Language ArtsIndicators Tested

High Medium Low Grade 3 15 7 69 Grade 4 31 7 46 Grade 5 20 1 64 Grade 6 17 4 61 Grade 7 32 20 29 Grade 8 13 4 62 Grade 9 32 2 42 Grade 10 32 2 42

StateTests

StateStandards

StateTests

StateStandards

Now

StateTests

StateStandards

AA

AA

National Essential Skills Study

State Standards to CCSSExisting State

StandardsNew Common Core

State Standards

State Standards to CCSSExisting State

Standards

New Common Core State Standards

Grade

3

4

5

6

7

8

9

10

New York - English Language Arts 5.88%

- Mathematics 26.62%

Percentage of State Standards Not Aligned to Common Core Standards

ELA Mathematics

FL 2.81 21

HI 3.4 33

IN 16.99 33.41

KY 27.5 24.37

MS 14.89 48.42

NC 15.94 28.7

NY 32.87 30.29

OH 5.88 26.62

OK 8.35 39.36

TN 32 48

Proficiency


600

800

1000

1400

1600

1200

Tex

t L

exil

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L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



ProficiencyProficiencyGrade 4 ReadingGrade 4 Reading

ProficientRequired

NAEP Score

North Carolina 82 %

Texas 81 %

Ohio 77 %

Florida 71 %

Massachusetts 48 %

California 48 %

South Carolina 35 %


ProficientRequired

NAEP Score

North Carolina 82 % 183

Texas 81 % 190

Ohio 77 % 199

Florida 71 % 202

Massachusetts 48 % 234

California 48 % 210

South Carolina 35 % 228


ProficientRequired

NAEP Score

North Carolina 88 %

Texas 83 %

Ohio 80 %

Florida 44 %

California 39 %

South Carolina 30 %


ProficientRequired

NAEP Score


Texas 83 % 225

Ohio 80 % 241

Florida 44 % 265

California 39 % 262


ProficiencyProficiencyGrade 4 MathematicsGrade 4 Mathematics

ProficientRequired

NAEP Score

North Carolina 91 %

Texas 82 %

Michigan 73 %

Ohio 65 %

Florida 63 %

California 51 %

South Carolina 39 %

Massachusetts 39 %


ProficientRequired

NAEP Score


Texas 82 % 219

Michigan 73 % 222

Ohio 65 % 233

Florida 63 % 230

California 51 % 231




ProficientRequired

NAEP Score

North Carolina 84 %

Ohio 63 %

Texas 61 %

Michigan 61 %

Florida 58 %

Massachusetts 42 %

South Carolina 24 %


ProficientRequired

NAEP Score


Ohio 63 % 274

Texas 61 % 273

Michigan 61 % 269

Florida 58 % 269



NESS &

Lexile

StateTests

StateStandards

CC

AA CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CC

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

CCAA

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards

ConsortiumAssessment

CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards


DDAA






Common Core State Standards

Fewer, Clearer, Higher

AA BB

DDCC






CommonCore

Standards

NESS&

Lexile

StateTests

StateStandards


DDAA

The NavigatorThe Navigator





5. Focus on Instruction5. Focus on Instruction


InstructionInstruction NOT NOT

Structure Structure

Gold Seal Lessons

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


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

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


RIGOR

RELEVANCE

AA BB

DDCC


Teacher Teacher WorksWorks

StudentStudentThinksThinks

Student Thinks Student Thinks and Worksand Works

StudentStudentWorksWorks

High

HighLow

Low

Teacher/Student Roles

Instructional Strategy for

Quadrant D Lessons

Selection of Strategies Based on Rigor/Relevance Framework

Instructional Strategies:

How to Teach for Rigor and

Relevance

What

• AYP• Teacher Evaluation• 3 Year Transition Plan








Lessons LearnedLessons Learned

1. Looping


1. Looping2. 9th Grade Academy


1. Looping2. 9th Grade Academy

3. Interdisciplinary Department Chairpersons










600

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1600

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*



Lexile Framework® - Student Profile Matt - Age 15, Grade 10, Lexile 1090, GPA 3.0

600

800

1000

1400

1600

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Tex

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Matt


910

Lexile Framework® - Student Profile

600

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1400

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1200

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HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks



SAT 1,ACT,AP*


Matt600

800

1000

1400

1600

1200

HighSchool

LiteratureCollege

Literature

HighSchool

TextbooksCollege

Textbooks

Military

PersonalUse


SAT 1,ACT,AP*

1st

Quarter2nd

Quarter3rd

Quarter4th

Quarter








8. Monitor/Refine8. Monitor/Refine


Brain Research

Sight

Connections / Pathways

Prefrontal Cortex

Hearing

Association Area

1919thth Annual Annual

Model Schools ConferenceModel Schools Conference

June 26 – 29, 2011

www.ModelSchoolsConference.com


High High CostCost

Low Low CostCost


High High CostCost

Low Low CostCost





High High CostCost

Low Low CostCost



CC DD

AA BB


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, Inc.

International Center for Leadership in Education Dr. Willard R. Dagget 21 st Century Skills & Your Leadership February 23, 2011.

Documents

world slide

projector slide

m2 b slide

school improvement slide

debt person slide

skills gap slide

daily google search

culture drives strategy