Transitioning to the Smarter Balanced Assessment System

North Carolina Superintendent Association

Susan GendronSenior Fellow

International Center June 17 2012

Key to Effective Instruction Is Alignment

• Organizational Leadership• Instructional Leadership• Teaching

Teaching

Organiza

tional

Lead

ersh

ipInstructional

Leadership

Student Achievement

What will our students need to:

Know Do

4

PISA 2009

1 Shanghai-China 5562 Korea 5393 Finland 5364 Hong Kong-China 5335 Singapore 5266 Canada 5247 New Zealand 5218 Japan 5209 Australia 51510 Netherlands 50817 United States 50020 Germany 49721 Ireland 49622 France 49625 United Kingdom 49433 Spain 48143 Russian Federation 45948 Mexico 42553 Brazil 41257 Indonesia 402

Overall Reading

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 493)

Significantly below OECD Average

PISA 2009

Overall Math Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 496)Significantly below

OECD Average

1 Shanghai-China 6002 Singapore 5623 Hong Kong-China 5554 Korea 5466 Finland 5419 Japan 52910 Canada 52711 Netherlands 52613 New Zealand 51915 Australia 51416 Germany 51322 France 49728 United Kingdom 49231 United States 48732 Ireland 48734 Spain 483

38Russian Federation

468

51 Mexico 41957 Brazil 38661 Indonesia 371

PISA 2009

Overall Science

Scale

Significantly Above OECD Average

Not Significantly Different

(OECD Average 501)

Significantly below OECD Average

1 Shanghai-China 5752 Finland 5543 Hong Kong-China 5494 Singapore 5425 Japan 5396 Korea 5387 New Zealand 5328 Canada 52910 Australia 52711 Netherlands 52213 Germany 52016 United Kingdom 51420 Ireland 50823 United States 50227 France 49836 Spain 48839 Russian Federation 47850 Mexico 41653 Brazil 40560 Indonesia 383

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

NC

ProficiencyGrade 4 Reading 2009

Proficient Required NAEP Score

North Carolina 69 % 204Massachusetts 54 % 234Missouri 47 % 229New Hampshire 74% 211Oregon 84 % 177Washington 73 % 205Vermont 70% 214

Reading Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

NC

ProficiencyGrade 8 Reading 2009

Proficient Required NAEP Score

North Carolina 66% 246Minnesota 67% 259Missouri 50% 267Vermont 69% 259Oregon 69% 250Washington 68% 253

Math Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

NC

ProficiencyGrade 4 Mathematics 2009

Proficient Required NAEP Score

North Carolina 81 % 220Massachusetts 48 % 255Hawaii 50 % 239New Hampshire 73 % 237New Mexico 77 % 224Washington 52 % 243Missouri 45 % 246

Math Risk

Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

NC

ProficiencyGrade 8 Mathematics 2009

Proficient Required NAEP Score

North Carolina 80 % 253Massachusetts 49 % 300Missouri 47 % 287Hawaii 39 % 286Minnesota 58 % 287Oregon 71 % 266Washington 51 % 288

Elbow partner

• What are your risks?• How will you prepare your school for

a potential dip in scores?• Do you have a communication

strategy and a clear vision for the future?

16

Organiza

tional

Lead

ersh

ip

StudentAchievement

Culture

Organizational Leadership

Levin and Elmore• Everyone needs to collaborate to

ensure that daily teaching and learning practices are the focus of the school

• All responsible for success• Principals and teachers are

fundamentally evaluators• Leaders responsible for cultural

changes – by displacing specific norms, structures, and processes by others

How will you create a culture in your schools of ALL students “college and career ready”?

20

Rigor and Relevance

Teaching

Rigor/Relevance For

All Students

22

A BDC

1. Awareness2.Comprehension

3. Application4. Analysis5. Synthesis 6. Evaluation

Knowledge Taxonomy

23

Application Model1. Knowledge in one discipline2. Application within one

discipline3. Application across

disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations 24

25

Curriculum-Instruction-Assessment • What should students know and to be able to do?

•What should students learn?

•What should students be taught?

• What are students being taught? • How are students being taught?

• What have students learned? • What haven’t students learned?

Curriculum

Students

Instruction Assessment

Curriculum-Instruction-Assessment Connections

Observation Interpretation

Cognition

“AssessmentTriangle”

Evidence-Based Design Framework

Models of Cognition

• Describe how students acquire knowledge and develop competence in a particular area

• Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers

• Describe typical learning progression toward competence, including milestones (benchmarks)

31

Observation Models

• A set of specifications for assessment tasks that will elicit illuminating responses from students

• The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes

Interpretation

• Interpretations use the evidence from observations to make claims about what students understand and can do

• Claims– Frame a manageable number of learning goals

around which instruction can be organized– Guide the specification of appropriate evidence– Provides a basis for meaningful reporting to

different interested audiences

An Overview of SBAC’s Approach

Content Specifications …– Create a bridge between standards and assessment and,

ultimately, instruction

– Organize the standards around major constructs & big ideas

– Express what students should learn and be able to do

Each claim is described for assessment

• Rationale for each claim– Why is this learning goal important for College & Career

Readiness (CCR)?– What does the research say about learning in this area?

• What does ‘sufficient’ evidence look like?– What types of items/tasks?– What content/texts will be emphasized?

• What are some suggested reporting categories?

Summative Assessment Targets

• Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to

• Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide)

– Standards or parts of standards that relate to same type of understanding & comparable rigor/DOK demands

– Several similar CCSS from different strands

Assessment Claims for English Language Arts/Literacy

Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Reading

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Writing

Students can employ effective speaking and listening skills for a range of purposes and audiences. Speaking/Listening

Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Research/Inquiry

(a/o Round 2 – released 9/20/11)

Draft Overall Assessment Claims for English Language Arts/Literacy

OVERALL 3-8

OVERALL 9-12

(a/o Round 2 – released 9/20/11)

Students can demonstrate

progress toward college and

career readiness in English

language arts and literacy.

Students can demonstrate

college and career readiness in

English language arts and

literacy.

English Language Arts and Literacy Standards “Roadmap”

READING WRITING SPEAKING & LISTENING LANGUAGE

10 Anchor Standardsfor College and Career Readiness

10 Anchor Standardsfor College and Career

Readiness

6 Anchor Standards for CCR

6 Anchor Standards for CCR

ELA Standards

K-12

ELA Standards

K-12

ELA Standards

K-12

Literacy Standards

6-12

ELA Standards

K-12

Literacy Standards

6-12

Literary Text

Hist. / S.S.

Sci. / Tech Subj.

Inform Text

1K

2

3

4

5

6

7

8

9-10

11-12

9-10

11-12

6-8

9-10

11-12

6-8

11-12

1K

2

3

4

5

6

7

8

9-10 9-10

11-12

6-8

1K

2

3

4

5

6

7

8

9-10

11-12

1K

2

3

4

5

6

7

8

9-10

11-12

K1

2

3

4

5

9-10

11-12

6

7

8

Found-ational Skills

1

2

3

4

5

K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

40

English Language Arts and Literary Shifts

engageny

Smarter BalancedAssessment Consortium

The Assessment Challenge

How do we get from here...

...to here?

All studentsleave high

school college and career

ready

Common Core State

Standards specify K-12 expectations

for college and career

readiness...and what can an

assessment system do to help?

Next Generation Assessments

• More rigorous tests measuring student progress toward “college and career readiness”

• Have common, comparable scores across member states, and across consortia

• Provide achievement and growth information to help make better educational decisions and professional development opportunities

• Assess all students, except those with “significant cognitive disabilities”

• Administer online, with timely results• Use multiple measures

Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

Smarter BalancedBackground

A National Consortium of States

• 28 states representing 44% of K-12 students

• 21 governing, 7 advisory states

• Washington state is fiscal agent

Smarter BalancedApproach

Seven Key Principles

1. An integrated system2. Evidence-based approach3. Teacher involvement4. State-led with transparent

governance5. Focus: improving teaching and

learning6. Actionable information –

multiple measures7. Established professional

standards

A Balanced Assessment System

Common Core State Standards specify

K-12 expectatio

ns for college and

career readiness

All students

leave high

school college

and career ready

Teachers and schools have information and tools

they need to improve

teaching and learning

Interim assessments Flexible, open,

used for actionable feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for

formative assessment

practicesto improve instruction

A Balanced Assessment System

School Year Last 12 weeks of the year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

English Language Arts and Mathematics, Grades 3-8 and High School

Computer Adaptive

Assessment andPerformance

Tasks

Computer Adaptive

Assessment andPerformance

TasksScope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

SummativePerformance

TasksFor

Accountability• Reading• Writing• Math Re-take

option

Summative EndOf Year

AdaptiveAssessment forAccountability

Optional Interim

Assessment

Optional Interim

Assessment

Using Computer Adaptive Technology for Summative and

Interim Assessments• Turnaround in weeks compared to months todayFaster results

• Fewer questions compared to fixed form testsShorter test length

• Provides accurate measurements of student growth over timeIncreased precision

• Item difficulty based on student responsesTailored to student ability

• Larger item banks mean that not all students receive the same questionsGreater security

• GMAT, GRE, COMPASS (ACT), Measures of Academic Progress (MAP)Mature technology

Technology

Identify Tech

Needs

Design the Technology

System

Build the Systems

Pilot and Field Test

IT readiness survey: Available January 2012

System architecture: Available January 2012

Vendors start building the system: February 2012

Improve the technology throughout pilot and field test: 2012 and 2013

Technology

New Purchases (as of April 2012)– Hardware – 1GHz processor, 1 GB RAM, 9.5 inch

screen size (10 inch class), screen resolution of 1024 x 768

• Must have tools to temporarily disable features ( i.e.. web browser, Bluetooth connections, application switching)

– Operating Systems – Windows 7, Mac 10.7, Linux (Ubuntu 11.10, Fedora 16), Chrome, iOS, Android 4.0

• Will consider older versions and Linux after survey data and cognitive labs

– Network – Must be able to connect to the Internet

Technology

New Purchases (as of April 2012)

– Form Factors –Desktops, laptops, netbooks, thin-client, and tablets ) iPad, Windows and Android) that meet the above specifications

– Additional Accessories –• Headphones may be required for audio support• Physical keyboards (as opposed to virtual) and/or

mice may be required for use with tablets

TechnologyAnticipate by 2016-17 up to 25% of the

mathematics assessment will comprise items/tasks requiring student-produced illustrations or calculations.

Students will need access to tablet (or other device) that employs a stylus for user input

Future required use will be described in the August 2012 guidelines

Technology Plan

• What is your vision?• Designing an infrastructure – CoSN,

SETDA, Horizon report, Maine Learning Technology Initiative

• Define the type of learning you want for your students.

• Professional Development – Teachers, Principals, Technology Coordinators

57

2012 Horizon Time to Adoption

• One Year or Less:– Mobiles and Apps– Tablet Computing

58

2012 Horizon Time to Adoption• Two to Three Years:

– Game-Based Learning– Personal Learning Environments

Horizon Report 2012 44

Personal Learning Environments

Horizon Report 2012

2012 Horizon Time to Adoption

• Four to Five Years:– Augmented Reality– Natural User Interfaces

61Horizon Report 2012

Key Trends (Horizon Report 2012)• Abundance of resources• Cost of technology dropping, • More common for students to bring

their own device• Schools including online learning,

hybrid learning and collaborative models

62

Key Trends (Horizon Report 2012)• One to one computing spreading

across the world and US• People expect to work, learn, and

study whenever• Technology profoundly affects the

way we work, collaborate, communicate and succeed

• New emphasis on challenged-based and active learning

63

Challenges (Horizon Report 2012)

• Demand for personal learning is not supported by current technology

• Lack of digital media literacy for teachers

• Economic pressures – new models of education – unprecedented competition

• Institutional barriers • Blending of formal and informal

learning

64

Challenges (Horizon Report 2012)

• Learning that incorporates real life learning – is undervalued

• Many activities related to learning take place outside the walls of classrooms

• Putting 21st century technology into 19th century schools is a major undertaking

• We don’t use digital media for formative assessment

65

What is on your Horizon?

• Download the NMC 2012 Horizon Report

• www.CoSN.org/Horizon

66

Assessment System Components

Summative Assessment (Computer Adaptive)• Assesses the full range of Common Core in English

language arts and mathematics for students in grades 3–8 and 11 (interim assessments can be used in grades 9 and 10)

• Measures current student achievement and growth across time, showing progress toward college and career readiness

• Can be given once or twice a year (mandatory testing window within the last 12 weeks of the instructional year)

•Includes a variety of question types: selected response, short constructed response, extended constructed response, technology enhanced, and performance tasks

Assessment System Components

Interim Assessment (Computer Adaptive)• Optional comprehensive and content-cluster

assessment to help identify specific needs of each student

• Can be administered throughout the year• Provides clear examples of expected performance on

Common Core standards• Includes a variety of question types: selected

response, short constructed response, extended constructed response, technology enhanced, and performance tasks

• Aligned to and reported on the same scale as the summative assessments

• Fully accessible for instruction and professional development

Assessment System Components

• Extended projects demonstrate real-world writing and analytical skills

• May include online research, group projects, presentations

• Require 1-2 class periods to complete

• Included in both interim and summative assessments

• Applicable in all grades being assessed

• Evaluated by teachers using consistent scoring rubrics

The use of performance measures has been foundto increase the intellectual challenge in classroomsand to support higher-quality teaching.

- Linda Darling-Hammond and Frank Adamson, Stanford University

“

”

Performance Tasks

Performance Task Guidelines

• Integrate knowledge and skills across multiple standards or strands

• Measure capacities such as depth of understanding, research skills, complex analysis, and identification/providing of relevant evidence

• Require student-initiated planning, management of information and ideas, interaction with other materials

70

Performance Task Guidelines

• Require production of more extended responses (e.g., oral presentations, exhibitions, product development, in addition to more extended written responses which might be revised and edited

• Reflect a real-world task and/or scenario-based

• Allow for multiple approaches

• Represent content that is relevant and meaningful to students

71

Performance Task Guidelines

• Allow for multiple points of view and interpretations

• Require scoring that focuses on the essence of the task

• Be feasible for the school/classroom environment

72

Performance Task Guidelines

• Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts

73

Grade 08 ELA Sample CR Item

• Assessment Target- 11. REASONING & EVALUATION: Apply reasoning and a range of textual evidence to justify inferences or interpret author’s presentation of information (author’s line of reasoning; point of view/purpose; relevance of evidence and/or elaboration to support claims, concepts, ideas)

• Standards: RI-6, RI-8, RST 6 • DOK - 3

Item Prompt

Based on the text, what inference can be made about how tests and testing should occur to ensure an accurate measurement of overall water quality? Explain your inference using details from the text.

Questions to be answered in the speech

• In two sentences, use your own words to tell what a wonder is and explain how a person who helps others can be considered a wonder.

• Write 2 or 3 sentences identifying a personal quality that both Mickey and Ana display. Give an example from both the video and the interview to support your answer.

Questions to be answered in the speech

• Tell which website you think would be most useful for learning about another young person that is a wonder because he or she helps others. Cite the web site by giving the web address. Use details from the website to support your answer.

Performance Tasks Sources (2 articles, 3 videos)

Article 1 • Metro Daily News June, 2011

The Rise of the Robot Pet by Elena Soto

Video 1: Fugitsu’s cute teddy-bear robot shows what it can do, May 2010. http://www.youtube.com/watch?v=AwWeN1ARy74--This is an introduction to the Fujitsu robot teddy bear. (1:58)

Video 2: Pleo: Robot, pet or both? December 2007 http://www.youtube.com/watch?v=F6LCEFr8SxQ--The host of a technology show provides an introduction to a specific robot pet. (3:10)

Article 2 Technology Trends Quarterly Fall, 2010 Love In the Time of Robots by Frank Mullin

Video 3: Maya’s Human Interaction – Sensors (A Genibo-QD film), February 2010. http:// www.youtube.com/watch?v=9b4jx5RzqAk --The Genibo robot dog displays some of

its capabilities. (1:49)

Scoring

1.Establishing a claim2.Presentation of relevant evidence3.Organization4.Conventions5.Language, tone, purpose, audience6.Content

Draft Assessment Claims for Mathematics

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Concepts and Procedures

“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Problem Solving

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Communicating Reasoning

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Modeling and Data Analysis

(a/o Round 2 – released 12/9/11)

A Schematic representation of CCSSM content

“Hurdles Race”

Think of the Content involved

• Interpreting distance-time graphs in a real-world context

• Realizing “to the left” is faster• Understanding points of intersection in

that context (they’re tied at the moment)• Interpreting the horizontal line segment• Putting all this together in an explanation

Think of the Practices involved

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.• Construct viable arguments…• Model with mathematics.• Use appropriate tools strategically.• Attend to Precision.• Look for and make use of structure.• Look for and express regularity in repeated

reasoning.

Item Exemplars: Technology Enhanced and Constructed

Response

Item Exemplars: Technology Enhanced and Constructed

Response

Item Exemplars: Technology Enhanced and Constructed

Response

Few initiatives are backed by evidence that they raise achievement. Formative assessment is one of the few approaches

proven to make a difference.- Stephanie Hirsh,

Learning Forward

Assessment System ComponentsFormative Assessment

Practices• Research-based, on-

demand tools and resources for teachers

• Aligned to Common Core, focused on increasing student learning and enabling differentiation of instruction

• Professional development materials include model units of instruction and publicly released assessment items, formative strategies

“

”

145

Definition:Assessment that takes place continuously during the course of teaching and learning to provide teachers and students with feedback to close the gap between current learning and desired goals.

Assessment Reform Group, 2002; Bell & Cowie, 2001; Black et al., 2003; Black & Wiliam, 1998; OECD, 2005; Sadler, 1989; Shepard, 2000)

Advantages of Formative Assessment

• Students learn faster• Teachers know what students

already know & adjust instruction

• Students aware of progress• Most powerful moderator in

student achievement• Works for at risk students

Formative Assessment Strategies

(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)• Pre-assessing students

• Sharing Learning goals with students

• Co-creating classroom discourse & questioning

• Rich & challenging tasks elicit student response

• Identifying gaps

Formative Assessment Strategies

(Black, Wiliam,1998; Sadler, 1998; Stiggins, 2007;Heritage, 2007)

• Providing feedback/how to improve

• Self-assessments• Peer- assessments• Opportunities to close the gap• Celebrations

Feedback

• Student Work

Feedback

Strategies

• Traffic Light feedback• Gallery Walk• Portfolio• Concept Map• Ticket out the door

What do students say

• Class discussion• Debate• Oral presentation• story/event telling• Agree/disagree• Choral reading• Think-Pair-Share• You’re the Judge• Ask a question• Make a Statement• Radio Show

• Small group talk• Play/drama• Reciting a

poem/speech• Panel discussion• Music• Interviews• Think aloud• Answer specific• Podcasts• Read aloud• Other____

Take a Three Minute Pulse

• After 10-15 discussion, reading, lecture• Reflect, discuss what they learned

using higher order thinking skills • Suggested questions: (Marzano)

– How does this information relate to you?– How does what we’ve just learned relate to..– How is what we just learned similar or different to– Identify one thing you knew and one thing that was

new to you…

Exit Sheet

I think I Got ItThis is what I learned:

This is how your lesson helped:

Still Need More Practice

I’m still struggling with:My biggest question is:

Tomorrow, TomorrowCan I have help with:I could practice by:

Teach Me MoreMini-lesson idea:

This would help me because:

One Minute Response

What I learned today…

What I am unclear/unsure about

Comments…

Grades SupportedGrades Summative Interim

(Optional)Formative Tools and

Professional Learning(Optional)

✔ ✔ ✔1-2 Performance

Tasks as Required to Cover CCSS

✔EOC and

Comprehensive

✔

✔ ✔EOC and

Comprehensive

✔

Optional ✔EOC and

Comprehensive

✔

3 8

9 10

11

12

Data are only useful if people are able to access, understand and use them… For information to be useful, it must be timely, readily available, and easy to understand. - Data Quality

Campaign

Assessment System ComponentsOnline Reporting

• Static and dynamic reports, secure and public views

• Individual states retain jurisdiction over access and appearance of online reports

• Dashboard gives parents, students, practitioners, and policymakers access to assessment information

• Graphical display of learning progression status (interim assessment)

• Feedback and evaluation mechanism provides surveys, open feedback, and vetting of materials

“

”

Support for Special Populations

• Accurate measures of progress for students with disabilities and English Language Learners

• Accessibility and Accommodations Work Group engaged throughout development

• Outreach and collaboration with relevant associations

Common-Core Tests to Have Built-inAccommodations

- June 8, 2011

“”

TimelineFormative Processes, Tools, and Practices Development Begins

Writing and Review of Pilot

Items/Tasks (including

Cognitive Labs and Small-Scale Trials)

Field Testing of Summative and

Interim Items/Tasks Conducted

Content and Item

Specifications

Development

Pilot Testing of Summative and

Interim Items/Tasks Conducted

Preliminary Achievement

Standards (Summative) Proposed and Other

Policy Definitions Adopted

Operational Summative Assessment

Administered

Procurement Plan

Developed

Writing and Review of Field Test Items/Tasks

(throughout the school year)

Final Achievement Standards

(Summative) Verified and

Adopted

Common Core State Standards Adopted

by All Member States

Summative Master Work Plan Developed and Work Groups

Launched

Find Out More

The Smarter Balanced Assessment Consortium

can be found online athttp://www.smarterbalanced.org

Solid Implementation • Focus

• Fidelity of Implementation

• Leading and Lagging Indicators

Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution

Proportions of students scoring in each decile of the MCAS 8th grade Math distribution

MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile

(School Rank Percentile)

MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile

(School rank percentile/100)

Defining your Literacy Priorities• Examine your student data• What is your process for selecting text?• Do you meet the expectations for Literary and

Information text• Do your teachers use text dependent questions?• How will you achieve writing across the content

areas, common process, rubrics• Do your students produce one research project

per quarter• Do you need to address domain specific

vocabulary• Rigor/Relevance – Quadrant D

Mapping an implementation strategy

• Are your current math courses aligned?

• Review the domains, clusters and standards for your grade level or HS conceptual category

• What is different, where do you need to make shifts

• Identify 2-3 action areas

susangendron1@gmail.com1587 Route 146

Rexford, NY 12148Phone (518) 399-2776

Fax (518) 399-7607E-mail - info@LeaderEd.com

www.LeaderEd.com