decision tree: transition fromdecision tree: transition ......full approval 21. stage 1 impacts...

Decision Tree: Transition fromDecision Tree: Transition from State Standards to Common Core

AssessmentsAssessmentsTitle 1 - Comprehensive Assessment

Systems State Collaborative onSystems State Collaborative on Assessment and Student Standards

(T1 - CAS SCASS)( )

www.edvantia.org1

Jan Sheinker Sheinker Educational ServicesJan Sheinker, Sheinker Educational Services,Consultant

Tammy Howard Director of Accountability ServicesTammy Howard, Director of Accountability Services, NCDPI

Diane Mugford Education Programs Professional Diane Mugford, Education Programs Professional, Accountability Office of Assessment, Program Accountability and Curriculum, g y ,NDE

Beth Judy, Senior Program Specialist, Director of A t Ali t d A t bilitAssessment, Alignment and Accountability, Edvantia

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Decisions for TransitioningDecisions for Transitioning…

• Making Decisions for TransitioningTransitioning fromfromMaking Decisions for Transitioning Transitioning from from State Standards State Standards to Common to Common Core Core StandardsStandards-- Reference Guide for Adoption/Implementation of CCSSp p

• Tools for Transition to the College and Career Readiness StandardsCareer Readiness Standards - Rubric based self-evaluation instrument/training tools for SEAs to use in planning/implementing/evaluating the p g p g g

transition process

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Decision Tree Transition GuideDecision Tree Transition Guide

• Assists SEAs in identifying the essential y gcomponents necessary for successful implementationp

• Renews and embeds the results of research to inform the implementation workresearch to inform the implementation work

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Tammy Howard, Ph.D. North Carolina Department Public

Instruction

Need for a Decision TreeRealized

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Secretary of Education’s Four Assurances

• Increase teacher effectiveness and address inequities in the distribution of highly qualified teachers.

• Establish and use preK-through-college and career data systems to track progress and foster continuoussystems to track progress and foster continuous improvement.

• Make progress toward rigorous college- and career-ready standards and quality assessments.

• Support targeted, intensive support and effective interventions to turn around schools identified for correctiveinterventions to turn around schools identified for corrective action and restructuring.

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Grant CriteriaFour major grant criteria if states wanted a

slice of the $4.3 billion RttT monies

• To make these points clearer, the Secretary of Education brought out a group of speakers who laid the groundwork f th d l h t d h l t f llfor the model he wanted schools to follow. – Gene Wilhoit, of the Council of Chief State School Officers, on the

importance of moving forward implementing a common set of national standards and the assessments to measure whether students are learning this core content. (College and Career Readiness Standards)

http://ascd.typepad.com/blog/2009/07/race-to-the-top-begins.html

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Identifying the WorkIdentifying the Work

• Four T1 – CAS work groups• Initially:

Wyoming South Dakota Alabama West Virginia and North– Wyoming, South Dakota, Alabama, West Virginia and North Carolina

– Built out the District Audit Tool for Graduation and College and Career ReadinessCareer Readiness

• Determined the need for a Decision Tree/Toolkit Application that addressed all four assurances

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Making Decisionsgfor

Transitioning from Transitioning from ggState Standards to State Standards to

Common Core Standards Common Core Standards A Project of the

Title I - Comprehensive Assessment SystemsState Collaborative on Assessment and Student Standards

(T1-CAS SCASS)(T1-CAS SCASS)Accountability Study Group

withBeth Judy, Edvantia

andJan Sheinker, SES

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STAGE 1: DIAGNOSEWhere You Are Now

Wh th St t h d t d th CCSS• Whether your State has adopted the CCSS• Where your State is in its standards revision cycle• Where your State is in the NCLB peer review

approval process• Whether your State is a member of a CCSS

consortium to develop a CCSS assessment

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Adopted CCSS?• Your state has made a full commitment to adopt the

CCSS as their own by a date certain• Your state has made a commitment to adopt the

CCSS eventually, but has not clarified when• Your state is considering adoption of the CCSS but• Your state is considering adoption of the CCSS, but

has not yet made a firm commitment• Your state has not committed to adopting the CCSS,

but has not ruled out the possibility• Your state has taken the position that they will not

adopt the CCSS and wants to continue with theiradopt the CCSS and wants to continue with their State standards

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CCSS Adoption Status

Fully AdoptedPLANACT

MONITOR

Committed but not adopted

DIAGNOSEPLAN

CCSS Adoption

Considering but not committednot committed

DIAGNOSEALIGNPLANNOT ADOPTING

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State Standards Cycle?• Your State is already in the process of revising state

standardsY t t l li i d/ d i th t• Your state laws, policies, and/or procedures require that you must review and revise your standards on a continuous cycle or within the next year

• Your state laws, policies, and/or procedures require you to revise standards on a regular cycle, but do not specify the timelinetimeline

• Your State has recently revised state standards and no timeline has been set for the next revision

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State Standard Revision CycleIn

Revision

AdoptAndTrain

State Standard Revision Cycle

Train

Revising On a Cycle

AdoptAndTrain

standard cycle

Train

Revising gSometime Maintain /

Phase-InAnd Train

No Timeline/Train

Recently Revised

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NCLB Approval Status?

• Your assessment system is fully approved and you will not be required to submit new evidence for peer reviewnot be required to submit new evidence for peer review until reauthorization is complete

• Your assessment system is partially approved and you are finishing final requirements for full approval

• Your State is having to make major revisions to the assessment to meet significant peer review requirementsassessment to meet significant peer review requirements

• Your State is currently in the process of revising your assessment system substantially which will require full re-review under peer review

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NCLB Peer Review ApprovalNCLB Peer Review Approval

Fully ApprovedAdoptAndTrain

NCLB

Train

Partially ApprovedGet

Peer Review Approval

AdoptAndTrainNCLB

Peer ReviewStatus

Making Significant RevisionsRevisions

Alignand

Get Peer Review Approval

AdoptOr

Align/TrainFully Revising Assessments

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CCSS Consortium Member?• Your state is a member of the CCSS RTTT assessment

consortia and a member of the CCSS OSEP alternate assessment consortiumassessment consortium

• Your state is a member of a CCSS RTTT assessment consortium but not a CCSS OSEP alternate assessment consortium

• Your state is a member of the CCSS OSEP alternate t ti b t t CCSS RTTT tassessment consortium but not a CCSS RTTT assessment

consortium• Your state is not a member of any consortiumy

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Consortium MembershippCCSSAnd

CCSS ALT

AdoptAndTrain

CCSSONLY

Linked ALT

ConsortiumConsortiumMembershipMembership

ONLY

CCSS ALT Adopt or Align ONLY

p gGENED

No ConsortiumMembership

Adopt or AlignTotal System

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STAGE 2: How Do We Map the Transition from STAGE 2: How Do We Map the Transition from State Standards to Common Core Standards?State Standards to Common Core Standards?

Standards and

AssessmentsWhat’s New/What Isn’t

State Standards to Common Core Standards?State Standards to Common Core Standards?

P li i

Graduation and

Transitions

Data What, when & how to

implement CCSSPolicies

Procedures Practices

andAccountability

ProfessionalDevelopment

Implement (the Hardest Part)

Development

Evaluation ofLeaders and

Teacher

What Worked/What Didn’t

ResourceAllocation

What Changes are needed

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Stage 1 Impacts Stage 2PLAN

CCSSCCSS

Fully Adopted

PLANACT

MONITOR

Committedbut not adopted

DIAGNOSEPLAN

StandardStandard

In In RevisionRevision

AdoptAndTrain

Revising On a Cycle

AdoptAndTrainCCSS CCSS

AdoptionAdoption

Considering but not committed

DIAGNOSEALIGNPLAN

Standard Standard CycleCycle

Train

Revising Sometime

Maintain /Phase-In

And No Timeline/No Timeline/R tlR tlPLAN

NOT ADOPTING TrainRecently Recently Revised

CCSSCCSSAnd And

CCSS ALTCCSS ALT

AdoptAndTrain

Fully Fully ApprovedApproved

Adopt AndTrain

STATE


CCSSONLY

Align ALT

CCSS ALT ONLY

Adopt or Align GENED

NCLBNCLBPeer ReviewPeer Review

StatusStatus

Partially Approved

GetPeer Review

Approval

AdoptAndTrain

Making



gSignificant Revisions Align

and Get Peer Review

Approval

AdoptOr


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STAGE 1 DIAGNOSISSTAGE 1 DIAGNOSIS

CCSS Ad t d WITH NO• CCSS >Adopted WITH NO ADDITIONS

C ti M b >ADOPTADOPT

• Consortium Members> CCSS & CCSS Alt

• Standards Revision>ANDAND

• Standards Revision> In Revision

• Peer Review>

TRAINTRAIN• Peer Review>

Full Approval

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Stage 1 Impacts Stage 2PLAN

CCSSCCSS

Fully AdoptedPLANACT

MONITOR

Committed but not adopted

DIAGNOSEPLAN

standardstandard

In Revision

AdoptAndTrain

Revising On a Cycle

AdoptAndTrainCCSS CCSS

AdoptionAdoption

Considering but not committed

DIAGNOSEALIGNPLAN

standard standard cyclecycle

y Train

Revising Sometime Maintain /

Phase-InAnd No Timeline/

PLANNOT ADOPTING TrainRecently Revised

CCSSAnd

CCSS ALT

AdoptAndTrain

Fully ApprovedAdoptAndTrain

STATE


CCSSONLY

Align ALT

CCSS ALT ONLY

Adopt or Align GENED

NCLBNCLBPeer ReviewPeer Review

StatusStatus

Partially Approved

GetPeer Review

Approval

AdoptAndTrain

Making



Making Significant Revisions

Alignand

Get Peer Review

Approval

AdoptOr


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STANDARDSSTANDARDS

• Peer Review> P R i A lP R i A lPartially Approved

• Standards Revision>

•• Peer Review ApprovalPeer Review Approval

•• Diagnose & PlanDiagnose & PlanRevising on a Cycle

• CCSS > Committed

•• Diagnose & PlanDiagnose & Plan

•• Adopt & TrainAdopt & Trainbut not adopted

• Consortium Members>

Adopt & TrainAdopt & Train

•• Align ALTAlign ALTCCSS Only

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Adopt and TrainAdopt and Train• Analyze current State Standards versus

CCSS??CCSS??

• Analyze/Align professional development policies procedures practicespolicies, procedures, practices

• Design aligned professional development

• Monitor follow-up professional developmentp

• Evaluate effectiveness

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Adopt and TrainAdopt and Train

• Analyze current State Standards versus CCSS> IF– You will add 15%– You will get questions about comparison– You want to know where to focus

professional development

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Guide to TransitionGuide to Transition

Guidance

Resources

Monitoring

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Comprehensive Assessment SystemsAligned with

• Consortia will develop

Aligned withCollege and Career Readiness Standards (CCRS)

Consortia will develop

• Summative assessments aligned with the grade level requirements of the Common Core State Standards (CCSS) leading to the College and Career Readiness Standards (CCRS)Readiness Standards (CCRS)

• Training models to support assessment administration, score interpretation and use of results

• Technology systems to support development administration scoring and• Technology systems to support development, administration, scoring and reporting

• Some consortia will develop

• Interim assessments and/or classroom assessment tools (some adaptive)

• Content frameworks, learning progressions or learning maps

www.edvantia.org27

Comprehensive Assessment Systems

Align SEA and LEA policies procedures and practices:

What Do SEAs Need In Policy, Procures, and Practice?

Align SEA and LEA policies, procedures and practices:• Develop or adopt CCRS aligned assessments and assessment strategies

• Revise or adopt CCRS aligned policies, procedures, and practices

Sea provides• Model policies and procedures to LEAs for implementing aligned

assessments and assessment strategiesg

LEA policies, procedures and practices direct:• Development or adoption of CCRS aligned assessments and assessment

t t istrategiesThere can only be ONE FOCUS:

Complete alignment with the CCRS

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Establish the Starting Point: A Complete Assessment Policy ReviewA Complete Assessment Policy Review

• Ensure policies support SEA, LEA, school and classroom assessments and formative assessmentclassroom assessments and formative assessment strategies that are – Aligned for rigor and relevance as well as other alignmentAligned for rigor and relevance as well as other alignment dimensions

– Supported by professional development, exemplars, and l d hileadership

– Accommodated appropriately/Provided in alternate form– Used systematically and in combination to guide instruction and monitor progress toward standards achievement

– Accurately reported and interpreted.

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Elaborating the Decision Tree4 Toolkits for the Design, the Implementation and the Evaluation• Professional Development• Curriculum and Instruction• Comprehensive Assessment• Endorsement and Evaluation

– Teacher/leader effectiveness– Graduation– LEA Accreditation/Endorsement

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Toolkit ComponentsToolkit Components

• Review of the literature for evidence• Identification and description of key

system elementsy• Rubrics for

– designing and evaluating plansdesigning and evaluating plans, – monitoring fidelity of implementation, and

evaluating effectiveness– evaluating effectiveness

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Toolkit ComponentsToolkit Components

• Checklists in support of data gatheringChecklists in support of data gathering for use of the Rubrics

• Scripted Power Points for SEA and LEA• Scripted Power Points for SEA and LEA useB h ith k l t• Brochures with key elements summarized

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For More Information AboutFor More Information About

Titl I C h i A t S tTitle I - Comprehensive Assessment SystemsState Collaborative on Assessment and Student

StandardsStandards (T1-CAS SCASS)

ContactContactWayne Neuburger

wayne maryn@comcast [email protected]

www.edvantia.org33

© 2010 by Edvantia , Inc.• No part of this publication may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means electronic mechanical photocopyingtransmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Edvantia. Founded in 1966 as a not-for-profit corporation, Edvantia provides services to educators, education publishers, and policymakers. Services include rigorous research design and implementation, research reviews, intensive product and program evaluation, randomized field trials technical assistance and award-winning professionalrandomized field trials, technical assistance, and award winning professional development programs.

• P.O. Box 1348, Charleston, WV 25325; 304.347.0400; 800.624.9120; www.edvantia.org.

• © 2010 by Sheinker Educational Services, Inc.• SES is a publisher of educational materials and provider of consulting, technical

assistance, and professional development to schools, districts, state departments of education, and other organizations serving the educational community. Areas inof education, and other organizations serving the educational community. Areas in which SES provides services relate to instructional topics such as social skills and study skills, standards, curriculum, assessment, instruction, school improvement, and systems alignment. SES has partnered with Edvantia, Inc. on many projects.For information about SES products and services, contactFor information about SES products and services, contactP.O. Box 24045 Overland Park, KS 66283Phone 831.238-0098• Fax [email protected] • www.seslearningsystems.com

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NORTH CAROLINA

Transitioning to the Common CoreJune 28, 2012

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Focused Policy to Support C h i A t S tComprehensive Assessment System

• The NCDPI Standards for School ExecutivesThe NCDPI Standards for School Executives • The NCDPI Professional Teaching Standards

both address inclusion of different assessment typesboth address inclusion of different assessment types• NC Falcon: online training modules for teachers to

learn how to integrate formative assessment inlearn how to integrate formative assessment in instruction

• Instructional Improvement System (IIS)st uct o a p o e e t Syste ( S)• Professional Development Framework

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How did we get here?How did we get here?

ACRE 2008• ACRE: 2008

• Common Core State Standards: Common Core State Standards: 2010

• Developed READY initiative to deliver central focused message for transition

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READY The central focus of READY is improving student learning

by enabling and ensuring great teaching

student learning ...

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Transition TimelineTest 2012-2013 2013-2014 2014-15 on

Math 3-8

New

StaD

evelope

ELA 3-8English IIAlg I/Int I

SBE Decision

SBE Decisionate ed

BiologyScience 5 & 8

ACT ACTSBE Decision

ACT ACT

SMA

RB

alan

Math 3-8*ELA 3-8* In DevelopmentR

TERnced 11th Grade Math*

11th Grade ELA*

In Development

www.edvantia.org*2014-15 implementation of SMARTER assessments contingent upon board approval of assessments to replace the State-developed ELA and Math assessments.

2012‐2013 School Calendar ‐ Draft2012 2013

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

July

Aug

Sept

Oct

New State Tests (3‐8 ELA and Math; 5 & 8 Science; 3 High School Exams)

2012 2013

( ; ; g )

New Assessments

READY Last ABCs

ACT, PLAN, EXPLORE, WORKKEYS

Compilation of New DataStandard Setting

Report to SBE

ABCsReport

PLAN

EXPLOREACTMarch 5, 2013March 19, 2013 (make‐up)March 5‐19 (accommodations testing)

WorkKeys

SMARTER Balanced (Development Work)

( g)40WorkKeys for Early Graduates in Dec

Teacher teams write field test items

Pilot test of summative and interim assessment items and performance tasks

2nd Tech Readiness Tool Collection Windows

Standards, Assessment and Accountability

…and the first of these are standardsare standards

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A Change in the Claim of Testing

Claims in the Past:Claims in the Past: Proficiency

Cl i i th F tClaims in the Future: Career- and College- Readyg y

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AssessmentAssessment

How do I get READY for gthe assessments?

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Getting Ready

For Common Corewww.ncpublicschools.org/acre/standards/common-core-tools/For Essential StandardsFor Essential Standardshttp://www.ncpublicschools.org/acre/standards/support-tools

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Getting ReadyGetting Ready

Where do I go to do that?

Where do I go to do that?http://www.ncpublicschools.org/acre/assessment/online/

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Content Specifications

The weightings are developed based on the relative importance of theon the relative importance of the

content.Particularly in literacy, there are skills that we value and will be taught, but will not be assessed in the current assessment system (e.g. speaking and listening).

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Getting Ready

Step 3 Re ie Items Item T pes andStep 3: Review Items, Item Types and Released Forms

Wh d I t d th t?Where do I go to do that?

Item Typeshttp://thismeeting.wikispaces.com/Released FormsComing in October 2012Coming in October 2012

Tutorial of New Assessmentshttp://go.ncsu.edu/nctdemo

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ttp //go csu edu/ ctde o

Achievement of Standards is our GoalExample of what we want our students to know and be able to do:

“Delineate and evaluate the argument and specific claims in

“Delineate and evaluate the argument and specific claims inargument and specific claims in

a text, assessing whether the reasoning is sound and the

evidence is relevant and

argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and

sufficient; recognize when irrelevant evidence is

introduced.”

sufficient; identify false statements and fallacious reasoning”

~from 8th grade Reading for Information.

~from 9-10th grade Reading for Information.

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Nevada: On the Highway to College & Career R diReadiness

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Use of the Decision Tree to GuideUse of the Decision Tree to Guide Reform

P t ti b Presentation by Diane Mugford, M.A.

Education Programs Professional AccountabilityEducation Programs Professional, AccountabilityOffice of Assessment, Program Accountability and

CurriculumNevada Department of Education

[email protected] 687 9183775-687-9183

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Using the Decision Tree to Guide Transition to CCSS & CCR

Standards and


Transition to CCSS & CCR

P li i

Graduation and

Transitions

Data

What s New/What Isn t

What, when & how to implement CCSS

Policies Procedures Practices

andAccountability



Development


Teacher


ResourceAllocation


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Diagnose:Horizon Clear for CCSS and CCR

• NCLB Assessment System fully approvedNCLB Assessment System fully approved

• Legislation supports CCSS College & Career-Legislation supports CCSS, College & Career-Readiness

• ESEA Waiver Application in process

• SBAC Consortium Member

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Plan: Common Core State Standards

• CCSS Foundation for Systemic Improvement

Clear expectations for College & Career Readiness (CCR)Readiness (CCR)

Internationally benchmarked & research-based

Content-knowledge, procedural knowledge, hi h l l killhigher level skills

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Plan: Common Core State Standards

Provides basis for actions & decisions to ensure students attain CCR

I f i l d i i t ti lInforms curriculum design, instructional practice, and formative, interim, and summative assessmentssummative assessments

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Diagnose: CCSS AlignmentDiagnose: CCSS Alignment Study

NDE conducted an internal crosswalk of currentNDE conducted an internal crosswalk of currentstate standards vs CCSS in March 2010

Edvantia facilitated a stakeholder review of the NDE crosswalk

June 2010 - Comparative analysis: CCSS & Nevada Standards

Validation of analysis by WestEDDraft CCSS endorsed by State Board & NVDraft CCSS endorsed by State Board & NV

Academic Standards Council

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Act: Adopt PolicyAct: Adopt Policy

Fall 2010 State Board adopts CCSSFall 2010 – State Board adopts CCSS• English Language Arts & Math

F d ti l ti d t t tb k• Former adoption cycle tied to textbook adoptionNV t i it t d d d ti l• NV to revisit standards adoption cycle

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Map Transition: Stages to CCSS & CCR

2011-2012

ACT -

2010-2015

ACT -2012-2015

MONITOR &2014-2015

ACT FULLYBUILD AWARENESS & CAPACITY

GROUNDWORK

IMPLEMENT ACTIVITIES

SYSTEMIC TRANSITION

MONITOR & EVALUATE

DATA REVISE

ACT - FULLY IMPLEMENT

CCR SBAC INGROUNDWORK

FOR SUCCESSTRANSITION

TO CCSSSYSTEM BASED

ONEVALUATION

SBAC IN GRADES 3-8 & 11

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ACT: Build Awareness & CapacityACT: Build Awareness & Capacity

October 2010 Ne ada Coalition for theOctober 2010- Nevada Coalition for the Transition to Common Core State Standards

• Purposeful statewide effortp• Broad-based membership• NDE Staff

C C St i C itt• Common Core Steering Committee• Regional Professional Development Programs• District PD CoordinatorsDistrict PD Coordinators

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ACT: Build Awareness & Capacityp y

October 2011 - Nevada Common Core Website• Resources for Educators, Family &

Community• Links to other Supports, RPDPs, Hunt

InstituteT iti d t t i i t i l dTransition documents, training materials, and updates pertinent to CCSS.https://bighorn doe nv gov/sites/CommonCore/ccss/default ashttps://bighorn.doe.nv.gov/sites/CommonCore/ccss/default.aspx

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ACT: Build Awareness & CapacityACT: Build Awareness & Capacity

Engagement with Multi State Teams & Consortiag g• ICCS SCASS –states shared problem-solving,

practices for CCSS• NCSC-GSEG –Teacher Community of Practice for

SWD • WIDA – Standards & Resources for Teachers of

ELL• SBAC – Assessment to be “live” in 2014-2015

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ACT: Implement Activities

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Implement Professional Development Activities

Northwest Regional Professional DevelopmentNorthwest Regional Professional Development Program (NWRPDP) • State-funded professional development agency • Assists 5 districts with important changes to

education• Roll-out of Common Core State Standards is latest

task • 14 highly experienced Regional Trainers assist

schools in Carson Douglas Lyon Storey andschools in Carson, Douglas, Lyon, Storey and Washoe Counties with this important change

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Implement Professional Development Activities

NWRPDP ff i t f t h i fNWRPDP offers a variety of techniques for professional development

it b dd d k h– site-embedded workshops, – district-level in-services

li f h l t i d d tl– on-line resources for schools to independently access & utilize for Common Core State StandardsStandards

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Using the Decision Tree to Guide transition to CCSS & CCR

Standards and


transition to CCSS & CCR

P li i

Graduation and

Transitions

Data

What s New/What Isn t

What, when & how to implement CCSS

Policies Procedures Practices

andAccountability



Development


Teacher


ResourceAllocation


www.edvantia.org

Example of a Decision Tree/Toolkit ApplicationToolkit Application

• Decision Tree Decision Tree guided the diagnostic assessment of– Decision Tree guided the diagnostic assessment of current statewide professional development policies, procedures and practices (comprehensive inventory)

– Inventory findings were reported to the NC DPI staff/leadership, along with recommendations for revisionKey findings demonstrated a need to better coordinate– Key findings demonstrated a need to better coordinate and align professional development design, planning, implementation, monitoring and evaluation system-wide.

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Example of a Decision Tree/Toolkit ApplicationToolkit Application

• Toolkit – Used as a basis for reviewing and updating the existing NCDPIUsed as a basis for reviewing and updating the existing NCDPI

Professional Development Framework – Documents guided the NC DPI’s review of their existing framework

Rubrics provide a tool for evaluating plans monitoring the fidelity of– Rubrics provide a tool for evaluating plans, monitoring the fidelity of implementation of plans, and evaluating the outcome of future professional development initiativesLinks to NCDPI resources that support each element– Links to NCDPI resources that support each element

• LEAs may also find the RUBRICS useful in EVALUATINGsystem wide alignment of professional development initiatives

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Work Going ForwardWork Going Forward• Completion of Toolkit by Fall 2012

T1 CAS h h hl i• T1 – CAS have states thoroughly review the toolkit– Ask how they might use it

• Develop a strategy for implementation • Provide coaching support to initial

implementersimplementers– Lesson Learned

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For information on joining T1-CAS, please contact

• Robert M. (Bob) OlsenSCASS System Program Directory [email protected] (Florida Office)850-274-9853 (Mobile)850 274 9853 (Mobile)

or• Joe Crawford

Program [email protected] (Office)202-312-6436 (Office)330-687-1185 (Mobile)

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For information on activities of T1-CAS, please contact

Wayne Neuburger• Wayne NeuburgerT1 – CAS Program [email protected] y @503-390-8045 503-580-5779 (Mobile)

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Questions?Questions?

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