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International Center for Leadership in Education

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Title: International Center for Leadership in Education


1
International Center for Leadership in Education
Reinventing 9th Grade Critical IssuesAcademics
Through Personalization
  • Dr. Gary Fields, Senior Consultant
  • garyfieldssap_at_msn.com

2
MISSION
  • Every learner will be KNOWN, VALUED and
  • INSPIRED

3
How Will You Ensure That
  • All 9th grade learners are known?
  • All Are Valued?
  • All Are Inspired?

4
WHAT DOES IT MEAN TO MAKE AN EXTRAORDINARY
COMMITMENT TO 9TH GRADE SUCCESS?
5
The 3 Critical Questions of Rigor and Relevance
for ALL and 9th Grade Success
  • WHY must high schools change? (understanding the
    9th grade foundation)
  • WHAT must change? (9th grade success)
  • HOW do we do it? (make the extraordinary
    commitment to 9th grade success)

6
CHARACTERISTICS OF HIGH PERFORMING HIGH SCHOOLS
  • Focus on Student Interests and Needs Getting
    to Small
  • Culture of High Expectations for ALL
  • Relationships at All Levels Personalization
    and adult collaboration
  • Curriculum and Instruction Rigor and Relevance
  • Use of Data
  • Leadership
  • Professional Development
  • 12th Grade
  • 9th Grade
  • LITERACY
  • ------------------------------
  • Civility Character
  • Quality Support
  • Unity of Purpose

7
Characteristics
  1. Small Learning Communities

2. High Expectations
3. 9th Grade
4. 12th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership
8
Unity of Purpose9th Grade Structure and
Consistency
  • Mission
  • Vision
  • Core Values / Beliefs
  • Goals

9
UNITY OF PURPOSE
  • The first and most significant question the
    members of any organization must answer if they
    hope to improve its effectiveness is the question
    of purpose.
  • Peter Drucker Organizational Development and
    Leadership Guru

10
CHARACTERISTICS OF HIGH PERFORMANCE IN HIGH
SCHOOLS
9th Grade Success Extra-Ordinary Commitment
Data Laser-Like FocusAssisting Teachers Daily
Instructional Decisions
Inviting People, Place, Programs, Policies,
Practices
LeadershipDistributed, Empowering, Sustained,
Sense of Urgency, Level 5
12th Grade Year Rigorous Relevant Stressed to
the End
Unrelenting
UNITY OF PURPOSE CONGRUENT FOCUSED MISSION/VISIO
N/CORE VALUES-BELIEFS/GOALS
Culture
PersonalizationRelationships at all Levels with
Reflective Thought
Curriculum Instruction High Quality Focused on
Rigor Relevance Teacher Consistency
Commitment
For ALL
Professional DevelopmentFocused,
Teacher-Centered, Rigorous Relevant, Focused on
Limited Number of High-Impact Initiatives Collabor
ation
Quality Support Programs for Students
Academic
Excellence
Focused Instruction Student Interests and
NeedsLearning Styles and Aptitudes Getting to
Small
Change Process Understands the Why? What? How?
Climate of Civility Character Safe Orderly
Literacy is King
Dr. Gary M. Fields, Senior Consultant Internation
al Center for Leadership in Education garyfieldssa
p_at_msn.com
Math Success
11
THE CHARACTERISTICS OF A HIGH PERFORMING HIGH
SCHOOL ARE LIKE A PUZZLE. THEY ARE CONNECTED.
THEY WORK TOGETHER. REMOVING ONE PIECE MAY CAUSE
THE PUZZLE TO BE UNRECOGNIZABLE.
12
9th Grade Success
  • The Foundation for High School Greatness
  • Possibly the Most Critical of the Connected
    Pieces
  • Not a New Issue
  • Why More Critical Today?
  • Why? What? How?

13
Ninth Grade may be the last chance we have
with many students.
14
THIS ISHARDWORK!!!!!!!
15
9TH GRADE COMMITMENT ISNT A JOB THIS IS HOLY
WORK,A MINISTRY
16
BASIC 9TH GRADE GOAL
  • All 9th graders will academically graduate to
    the 10th grade
  • Including success in the core academic courses
    without lowering standards

17
TWO CRITICAL ISSUES
  • CATCH THEM BEFORE THEY FAIL
  • INTERVENE EARLY
  • QUALITY MIDDLE GRADES TO HIGH SCHOOL TRANSITION

18
There is no such thing as a great high school
without a quality middle grades preparationThis
is a 6-12 issueIt is a K-12 issueITS ALL
ABOUT THE KIDS
19
Beginning in 6th Grade, 4 Key Predictors of
Dropping out of High School
  • Attendance
  • Behavior
  • Math failure
  • English failure
  • Students with any one of these has less than a
    20 chance of graduating from HS within 5 years
    of entering.
  • Source Center for Social Organization of
    Schools, John Hopkins University, Education Week,
    July 2006.

20
WHY?9TH GRADE FOCUS
21
9th Grade is the Bubble YearThere are more
students in 9th grade than any other grade
22
Ninth Grade
Eliminate retention at the ninth grade and you
will solve most of your problems. Retained 9th
graders often have a communicable disease and
they infect first-time 9th graders attendance
issues, tardiness, behavior, disrespect,
vandalism, smoking, drugs, and chronic lack of
interest in academic success.
23
Educational Attainment
  • 100 9th graders
  • 68 will graduate from high school on time
  • 38 will enter college by age 19
  • 18 will earn an AA degree within 3 years or a
    BS degree within 6 years of enrolling
  • source Committee for Economic Development
  • July 2006

24
of Male Students Standard HS Diploma in 4 Years
  • 72.3 - White
  • 52.3 - Hispanic
  • 46.2 - Black
  • Editorial Projects in Education
  • Research Center 2007

25
4 Year On-time Graduation RateWhite and Black
Males Class of 2004Schott Foundation for
Public Education June 2006
  • Black Males White
    Males GAP
  • Nation 45 70
    25
  • Wisconsin 38 84
    47
  • Florida 31
    54 23
  • Illinois 44
    84 40
  • New York 38 76
    38
  • Texas 52 71
    18
  • Pennsylvania 50 84
    34
  • New Jersey 70 92
    22
  • Maryland 54 78
    23
  • D.C. 49
    95 46
  • Virginia 53
    73 20
  • Richmond, Va 38 45
    7

26
Work-Age Population
  • African-American or Latino
  • 1980 15
  • 2020 30
  • By 2050 50
  • Our poorest educated students.
  • Source Committee for Economic Development, July
    2006

27
THE NATIONAL MANTRA
  • Rigor
  • Relevance
  • Relationships
  • And, RESULTS
  • FOR ALL

28
The Rs of School SuccessPriority Order
  • Relationships
  • Relevance
  • Rigor
  • Results
  • FOR ALL

29
What 9th Gradeis All About?
  • KNOWN
  • VALUED
  • INSPIRED

30
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
31
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Rationale
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
32
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Planning Process and Goal Setting
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
33
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Personalization
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
34
A learning process whereby educators/adults serve
as coaches mentors to assist students to
  • Develop update a Personal Learning Plan in
    which they have ownership
  • Take responsibility for their own learning
  • Assess their own talents and aspirations
  • Work cooperatively with others on meaningful
    tasks
  • Demonstrate their learning against rigorous
    relevant standards using a wide variety of media
  • Frequently reflect upon their progress and
    maintain a record of experiences

All for the purpose of preparing students for
further education and a career after high school.
35
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Parent Partnerships
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
36
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Program Structure
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
37
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Curriculum and Instruction
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
38
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Civility and Character
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
39
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Teacher Support And Assignments
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
40
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Academic Intervention
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
41
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Professional Development And Staffing
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
42
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Follow-through Grades 10 - 12
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
43
Rationale
Reinventing 9th GradeCritical Issues
Planning Process and Goal Setting
Personalization
Parent Partnerships
Program Marketing
Program Structure
Curriculum and Instruction
Professional Development and Staffing
Civility and Character
Teacher Support and Assignments
Follow-through Grades 10-12

Academic Intervention
Program Marketing
44
Rational
  1. What is unique about 9th graders?
  2. What is your 4-year on-time graduation rate? Is
    it disaggregated by sub-populations? How does
    this data compare to your state and the nation?
  3. What programming options are currently available
    for academically challenged 9th graders?
  4. What academic interventions are currently in
    place when 9th graders begin to struggle?

45
Rational
  1. What data will you gather on 9th grade success,
    or lack of, to justify your planning efforts?
  2. How are you currently organized to deliver your
    instructional program to 9th graders? Are you
    satisfied with your results?
  3. What are the initiatives currently in place to
    provide for a seamless transition for students
    from grade 8 to 9?
  4. Are there currently effective strategies in place
    to assist 9th graders who are reading
    challenged?

46
Planning Process Goal Setting
  • Has your staff identified why some 9th graders
    are not learning?
  • Who will be involved in your planning process?
  • What are the agreed upon goals for your 9th grade
    initiative?
  • Is there significant support and encouragement
    from the district office and school board?

47
Planning Process Goal Setting
  1. What communication strategies will you use to
    keep key publics informed as you proceed with
    your planning high school faculty,
    superintendent and district office personnel,
    school board, union leadership, parents,
    upper-class students?
  2. What role will the principal play? (delegate,
    active participant, passionate and visionary
    cheerleader)
  3. How will leadership be distributed?
  4. How will you plan for celebrating 9th grade
    student and adult success?

48
Personalization
  1. Have you defined what you mean by
    personalization?
  2. Is personalization more than a commitment to
    relationships?
  3. Is there a recognition that relationships must be
    effective at all levels adult to student, adult
    to adult, student to student, teacher to
    administration, teacher to parents, etc.?
  4. Will you use a small learning community approach
    to personalize your 9th grade success initiative?
  5. Is your planning team knowledgeable about SLC
    research and the potential benefits?

49
Personalization
  1. What will you do to guarantee that 9th grade
    student anonymity does not exist?
  2. Will there be an advisor/advisee program of some
    type?
  3. How will it be structured?
  4. What professional development will be offered to
    advisors?
  5. What will the advisement curriculum be? Who will
    design it?
  6. What accountability measures will be in place to
    insure that the advisement goals are being met?

50
Personalization
  1. What role will counselors play in your 9th grade
    success initiative?
  2. Will you leverage upper-class student leadership
    as peer leaders or mentors for 9th grade success?
  3. What role will extra-curricular sponsors/coaches
    play as academic support specialists for 9th
    graders?

51
Parent Partnerships
  • Will parents be involved in your planning
    process?
  • How will you assist 8th grade parents through the
    seamless transition process to 9th grade?
  • Will there be special activities for parents of
    9th graders?
  • How will you communicate with grades 8 through 12
    parents?
  • What unique communication/dialogue strategies
    might you use for parents of 9th graders?

52
Program Structure
  1. Is your planned 9th grade structure consistent
    with your goals?
  2. Will the 9th grade initiative be for all
    freshmen? First time 9th graders only? Only those
    likely to be academically or behaviorally
    challenged?
  3. How will you program for over-age 9th graders?
  4. Will you use a SLC house or academy approach?
  5. If so, what variables must you consider in the
    interface with grades 10, 11, 12?

53
Program Structure
  1. Does the school have a department chairperson
    structure? If so, how will this relate to the 9th
    grade program?
  2. Will 9th grade classrooms be grouped together
    somewhere in the building?
  3. Will there be an isolated lunch period just for
    9th graders?
  4. How will 9th grade teachers be recruited and
    selected?

54
Program Structure
  1. Assuming a core group of 9th grade teachers,
    which subject areas will be included?
  2. What will be the special literacy/reading
    intervention strategies?
  3. How will common planning/preparation time be
    scheduled for the teachers?
  4. How will you program for special needs students
    special education, ESL, 504, etc.?

55
Program Structure
  1. In order to assist with the 8-9 transition, might
    looping of some teachers or a counselor be
    considered?
  2. Will some teachers looping from grade 9 to 10
    be considered?
  3. What role will the principal play in planning,
    leading, and celebrating the initiative?
  4. What data will be generated during implementation
    to support the initiative?

56
Program Structure
  1. How will progress on a regular basis be
    communicated to the high school faculty?
  2. Will additional resources, such as more teachers,
    be allocated to 9th grade?
  3. What class size guidelines will be approved?
  4. How will extended learning time be made
    available/required for academically challenged
    students?
  5. What type of daily schedule will be developed
    traditional, block, hybrid?
  6. Can the 9th grade schedule be different from
    grades 10, 11, 12?

57
Curriculum and Instruction
  • Which core classes do all freshmen currently
    take?
  • Will the core required classes be the same in the
    new initiative?
  • How will elective courses be handled/scheduled?
  • Will the students deficient in reading and/or
    math be scheduled differently?
  • Will academically challenged 9th graders be
    assigned more of the same or will there be an
    enlightened approach to teaching the core basics
    in the fun elective classes?

58
Curriculum and Instruction
  • How will ability grouping be handled? Will all
    classes be heterogeneous? If so, what
    professional development will be offered to
    teachers?
  • How will math be scheduled?
  • Will there be special programming for those
    identified as gifted/talented?
  • Will there be an emphasis on curriculum
    integration and/or interdisciplinary teaching? If
    so, what professional development resources will
    be provide for teachers?

59
Curriculum and Instruction
  • Will there be a special required seminar or
    career planning class of some kind?
  • Will 9th grade teachers use a common
    instructional model?
  • What professional development will be provided to
    assist teachers in designing lessons that are
    both rigorous and relevant?
  • How will all grade 9 teachers, on a daily basis,
    inform students this is how you will use in the
    future what you are learning today?

60
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
61
Civility and Character
  1. What concerns currently exist about 9th grade
    behavior, attendance and attitude?
  2. What interventions and consequences have been
    used in the past and have they been successful?
  3. Is improper adult role modeling part of the issue
    and something that must be addressed in a
    comprehensive program to improve school civility
    and student character?
  4. What issues exist with student drug use,
    violence, gangs, bullying, etc.?

62
Civility and Character
  1. Does the school staff currently have a consistent
    unity of purpose in terms of enforcing necessary
    school rules and regulations?
  2. What positive demonstrations of character are
    desired from students?
  3. Are the 12 guiding principles of character
    appropriate for your school and community? If
    not, what adaptations might be considered?

63
Civility and Character
  1. What strategies to promote character might be
    considered?
  2. How can the guiding principles be integrated into
    the curriculum rather than being an add-on?
  3. Assuming all 12 guiding principles cannot be
    addressed initially, which traits might first
    deserve emphasis?

64
Guiding Principles
  • Responsibility
  • Contemplation
  • Initiative
  • Perseverance
  • Optimism
  • Courage
  • Respect
  • Compassion
  • Adaptability
  • Honesty
  • Trustworthiness
  • Loyalty

65
Teacher Support Assignments
  1. What motivational strategies will be employed to
    cause teachers to apply to serve as 9th grade
    teachers?
  2. How will the principal make 9th grade teaching a
    status assignment?
  3. Is it possible to assign an administrator full
    time to the 9th grade?
  4. How will counselor support be provided?

66
Teacher Support Assignments
  1. Will secretarial, student attendance personnel,
    data generation and management, etc. be provided
    to the 9th grade team?
  2. Will staff to serve special needs students be
    assigned to the 9th grade initiative? How will
    these critical people be integrated with the
    teachers and teacher teams?
  3. Will you employ an inclusion model?

67
Critical Role of the Assistant Principaland
Counselorhammer and helperdolphin and shark
68
Possible Characteristics of 9th Grade Team
Teachers ideas there is no one right profile
  • Passion a heart for 14 year olds
  • Firm and humane
  • Committed to second chance options
  • If possible, gender mix
  • Sense of humor able to have fun
  • Motivated to collaborate
  • Committed to partnering with parents
  • Blend of experience support our young gems
  • If 9th grade is the most important year then they
    need our best teachers

69
Academic Intervention
  1. Will students be given a clean slate beginning
    9th grade or will an attempt be made to identify
    students before the year begins who might need
    attention?
  2. What academic intervention strategies are
    currently in place?
  3. Are they effective?
  4. Are they universally applied by the teaching and
    support staff, including administrators?

70
Academic Intervention
  1. With considerable teacher involvement, has an
    agreed upon pyramid of academic interventions
    been designed and communicated?
  2. Are there academic assistance programs in place
    beginning in grade 8 and continuing during the
    summer before grade 9 begins?
  3. Is there a commitment to early intervention when
    academic difficulties begin?

71
Academic Intervention
  1. Are there voluntary and mandatory tutorials in
    place?
  2. Are there programs to extend the school day and
    school year for academically challenged students?
  3. Is there a belief among 9th grade staff that we
    simply will not allow freshmen to fail?

72
Pyramid of Academic Intervention
73
ESSENTIAL KEY1CATCH THEM BEFORE THEY
FAILINTERVENE EARLY
74
Your pyramid of interventions is actually a menu
of options that must be applied as needed with
flexibility to cause students to achieve
academically.
75
What is your philosophy of consequences for kids
not doing their work?
  • Is your consequence a failing grade? Or, is it
    making the kids do their work?

76
Pre-9th Grade Interventionsexamples
  • Clean slate versus identification of potentially
    challenged students.
  • Summer Success Academy, bridge programs.
  • Link Crew leverage upper-class students
  • Reading levels all teachers possess.
  • Literacy focus reading in the content areas.
  • Student-parent contracts grades, attendance,
    behavior.
  • Looping
  • Comprehensive orientation to high school.
  • Consideration of gender classes
  • Master schedule parallel classes

77
Student Information/ProfileSNAPSHOT
  • Every teacher has on every student on or before
    the first day of school in the fall
  • Information can include middle school grades,
    standardized test scores, attendance, behavior
    issues, READING LEVEL, parent contact
    information, special needs, etc.

78
Early School Year Interventions-teacher based-
  • Relationships anonymity is not an option.
  • Teacher team time operational procedures
  • Red Flag some likely challenged students.
  • Counselor watch.
  • Early progress reports to parents.
  • Voluntary tutoring.
  • Coaches/Advisors- academic support specialists.
  • Parent communication.

79
HEATHelp Eliminate Academic TardinessEarly
school year immediate homework intervention
80
Mid-level Interventions
  • Required tutoring.
  • Counselor sessions.
  • Extended school day sessions.
  • Special study halls or study sessions
  • Parent conference with team.
  • Lunch grounding.
  • 3-6 week credit recovery after school/Saturdays
  • (Search and Rescue, Round-Up, No Freedom
    Friday)
  • Student conferences with team
  • Special support groups (e.g. Pearl)
  • Ropes course

81
Higher Level Interventions
  • Tutoring and parent conferences continue.
  • Round up last 3 weeks of semester
  • Special contracts.
  • In-team suspension. - ITAG
  • Parent attends classes with student
  • Credit recovery Nova Net, Plato, etc.
  • Upper-class student mentors (Adopt-a-Fish).
  • Semester 2 repeater/trailer classes.
  • Adult mentors (Star Fish).
  • Hard Core Shark Crew.
  • Extended school year

82
ESSENTIAL KEY2Make the 8-9 Transition a
PriorityINTERVENE EARLY
83
A major function of 8th grade is to teach
students how to be 9th grade learners
84
Professional Development and Staffing
  1. Is there a school and school district commitment
    of extra professional development assistance for
    the 9th grade team?
  2. Does this commitment include paid time for
    teachers to work together on planning after
    school and during the summer?
  3. Are professional development experts available
    in the school district to assist 9th grade staff?
  4. Is there a need for outside consultant services?

85
Professional Development and Staffing
  1. What accountability is necessary to insure that
    professional development goals are met?
  2. Have collaboration skills been developed among
    9th grade team members?
  3. If the initiative is a small learning community
    approach, has information been gathered on
    successful SLC practices?

86
Professional Development and Staffing
  1. Will there be teacher leaders or teacher
    coaches?
  2. Is there a reading/literacy plan for the 9th
    grade program?
  3. If so, will appropriate professional development
    be provided for all 9th grade teachers?

87
Follow-through Grades 10 - 12
  1. Despite the extraordinary 9th grade commitment,
    how will you program for the few students who
    will not academically graduate to grade 10?
  2. Will you consider a 10th grade initiative?
  3. Will your small learning communities begin in
    grade 10 or 11?
  4. What is the role of the 9th grade program in
    preparing students for the SLCs?
  5. Will some 9th grade teachers loop to grade 10?
    If so, which ones?

88
Program Marketing
  1. What program marketing strategies will be
    employed?
  2. Who are the internal publics that need to be
    included in a communication plan?
  3. Will the program be communicated to external
    publics? If so, how and to who?
  4. Who will be the lead person in communicating the
    9th grade initiative to internal and external
    audiences?
  5. Must be data driven

89
9th Grade Success
  • Academically Graduate to the 10th Grade
  • Prepared for First-Time Proficiency on State
    Assessments
  • Satisfactory Attendance and Behavior

90
THE MISSION OF LEADERSHIP
  • TO SHAPE LIFE
  • RATHER THAN BEING
  • SHAPED BY IT!

91
  • It is not the teachers, or central office people,
    or the university people who are really causing
    schools to be the way they are or changing the
    way they might be. It is whoever lives in the
    principals office.
  • Roland Barth, Founder
  • Harvard Principals Center

92
We cannot all do great things, but we can do
small things with great love.Mother Teresa
93
ITS ALL ABOUT THE KIDS!!!
94
(No Transcript)
95
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax (518) 399-7607 E-mail -
info_at_LeaderEd.com www.LeaderEd.com
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