wasc earcos focus on learning training presentation

WASC EARCOS Focus on Learning Training Presentation

Spring 2006 Presentation at ETC 2006 Conference

© 2006 ACS WASC3

EARCOS/WASC Sessions

• Annual Admin and Teachers’ Conferences: Full day WASC Session for schools about self-study and serving as a visiting committee member

• Annual Admin Conference: WASC chair training• Annual Admin Conference: Two hour visiting

committee member training • Annual Admin Conference: Table for meetings

throughout conference with school leaders about accreditation

• Other scheduled full day trainings throughout EARCOS region yearly based on need, e.g., session in Hong Kong, April 2006

• Meetings continually throughout region with individual schools based on need at site, phone or conference calls, e-mails

© 2006 ACS WASC4

Workshop Goals

1. Understand the ongoing nature of the Focus on Learning self-study process.

2. Understand the development of a student/ community profile and schoolwide student goals.

3. Understand analysis of data/information based on schoolwide student goals, curricular standards, and WASC criteria.

4. Value the development and implementation of a schoolwide action plan aligned with the identified major growth needs.

5. Become prepared to serve on an FOL visiting committee.

© 2006 ACS WASC5

Reflect:

At this one day FOL workshop,what questions and concerns would you like to address?

© 2006 ACS WASC6

• One of six private, nonprofit, regional accrediting associations in the United States

• Provides assistance to schools located in California, Hawaii, Pacific Islands, and East Asia

• Recognized by the U.S. Secretary of Education• Composed of three commissions

– Accrediting Commission for Senior Colleges and Universities

– Accrediting Commission for Community and Junior Colleges

– Accrediting Commission for Schools

Western Association of Schools and Colleges (WASC)

© 2006 ACS WASC7

• Extends services to pre-K-12 schools of various types (including adult schools in California and Hawaii):– Public – Independent – Church-related– Proprietary

• Serves over 3,700 schools• Works with 15 associations in joint processes

Accrediting Commission for Schools

© 2006 ACS WASC8

California• California Association of

California School Administrators• California School Boards

Association• California Teachers Association• California Federation of Teachers• California State Department of

Education• Western Catholic Educational

Association• Pacific Union Conference of

Seventh-Day Adventists• California Association of

Independent Schools• California Congress of Parents

and Teachers• California Association of Private

School Organizations

East Asia• East Asia Regional Council of

Overseas SchoolsHawaii• Department of Education,

State of Hawaii• Hawaii Government

Employees’ Association• Hawaii Association of

Independent Schools• Hawaii State Teachers

AssociationPublic Members• Four public members

Composition of Accrediting Commission for Schools—26 members

© 2006 ACS WASC9

Commission Philosophy

The Commission believes:• A school’s goal is successful student

learning• Each school has a clear purpose and

expected schoolwide learning results (schoolwide student goals)

• For ongoing school improvement, each school engages in internal and external evaluations to assess progress in achieving its purpose

© 2006 ACS WASC10

Certification to the public that the school is a trustworthy institution of learningThe improvement of the school’s programs and operations to support student learning

Primary Goals of Accreditation

© 2006 ACS WASC11

Why Accreditation?

Assures a school community that the school’s purposes are appropriate and being accomplished through a viable education program—a trustworthy institution for student learning Validates integrity of school’s program and transcriptsFosters improvement of school’s programs and operations to support student learningOngoing means to self-assess and manage change through…

assessment planning implementing monitoring reassessment

Gain insight and perspective from fellow educators visiting the school

© 2006 ACS WASC12

Examples:UC approval of a-g requirementsCal grants — only from accredited schoolsAcceptance into militaryCollege/university acceptanceTeacher salary scheduleTransfer of credit

Importance of Accreditation

© 2006 ACS WASC13

Accreditation Expectations

High achievement of all studentsMultiple means of data analysisProgram assessmentAlignment of findings and action planIntegration of program and initiativesOngoing improvement/accountabilityTotal involvement/collaboration

© 2006 ACS WASC14

Research-based guidelines of systemic school improvementConcepts and factors of effective schools

Criteria

© 2006 ACS WASC15

Criteria for Accreditation

A school shall be evaluated on…• Accomplishing its stated purposes and

functions identified as appropriate for an institution of its type

• Meeting an acceptable level of quality in accordance with the WASC criteria

© 2006 ACS WASC16

Organization for Student LearningCurriculum and InstructionSupport for Student Personal and Academic GrowthResource Management and Development

Criteria Categories

© 2006 ACS WASC17

How does a school begin the accreditation process?

• Initial VisitThe purpose of the one-two day visit by a two member team is to understand the school…– its purpose– its program and operations based

upon the WASC criteria

© 2006 ACS WASC18

• Dialogue with all stakeholders• Observation of students involved in the

program• Review of pertinent documents,

examination of physical plant, storage of student records, financial information

• Initial visiting committee report acted upon by WASC Accrediting Commission

• Notification to school of Commission action

Initial Visit Procedures

© 2006 ACS WASC19

After the Visit…Possible Recommendations

1. Candidacy2. Interim Accreditation3. Denial

© 2006 ACS WASC20

Year Six--Past Cycle: Completion of Self-Study/VisitYear One: Interim Report, Updated Profile and Refinement of Action PlanYear Two: Interim Report, Updated Profile and Refinement of Action PlanYear Three: Two Day Mid-term Progress Report with Updated Profile and

Refinement of Action PlanYear Four: Interim Report, Updated Profile and Refinement of Action Plan

Year Five: Review of all Progress and Program Analysis (as part of next self-study)Year Six: Completion of Self-Study, including resulting Action Plan and Visit

© 2006 ACS WASC21

Full Self-Study Process

Self Study

VisitFollow-Up

© 2006 ACS WASC22

So What?What currently exists?

How effective is it?

What?

What is the ideal based upon…?

•Student schoolwide goals (ESLRs)

•WASC criteria

•Academic standards

Now What?

What and how will we modify?

What should be in the schoolwide action plan?

Summary: Self-Study Process

© 2006 ACS WASC23

Strategic PlanTechnology PlanStaff Development Plan

Final Product ⎯ One Umbrella Plan

© 2006 ACS WASC24

The Visit

Insight and perspective of visiting committee

ValidationEnhancement

Support of chair

© 2006 ACS WASC25

• Three to eight educators • Usually 3-½ days, East Asia 4-½ days • Visiting Committee report based on…

Self-StudyFindings during visitWASC criteria (or WASC/___ joint criteria, e.g., WASC/ACSI, WASC/CIS)

The Visit

© 2006 ACS WASC26

• Report shared with Leadership Team and entire staff

• Report and recommended term of accreditation submitted to Commission(s)

What term best supports the school’s improvement needs?

The Visit

© 2006 ACS WASC27

Term Factors

• Six years: progress report, two-day mid-term review for schools

• Three years: progress reports, three year two-day visit to extend term one year, three years or deny

• One or Two years: progress reports, one-day visit to extend term up to three years or deny

• Denial: reasons detailed in Visiting Committee report

© 2006 ACS WASC28

Term based on a school demonstrating…1. Involvement and collaboration of all2. Defining of the school’s purpose through

ESLRs and academic standards3. Use of a professionally acceptable

assessment process to collect, disaggregate, and analyze student performance data

4. Acceptable progress by all students toward clearly defined ESLRs, academic standards, and other institutional and/or governing authority expectations

Term Factors

© 2006 ACS WASC29

Term based on a school demonstrating…5. Meeting WASC or WASC/____ criteria6. Alignment of a long-range schoolwide action

plan to the school’s areas of greatest need to support high achievement of all students

7. Capacity to implement and monitor the schoolwide action plan

8. Use of prior accreditation findings and other pertinent data to ensure high achievement of all students and drive school improvement

Term Factors

© 2006 ACS WASC30

• School refines action plan after visit, submitting revised plan to WASC Commission by June 30 of year visited

Has the school integrated all the recommendations or critical areas for follow-up that were stated in the Visiting Committee report?(continued)

The Follow-Up

© 2006 ACS WASC31

• Implementation of action plan• Annual assessment by Leadership Team and

entire staff, including data analysis about student learning in relation to action plan

• Completion of reviews and progress reports—used to prepare for next self-study (every six years)

• Celebration of success

The Follow-Up

© 2006 ACS WASC32

EARCOS Schools: Follow-up

Annual Interim Reports (Due June lst except in year 3 & 5 of 6 year cycle)

• Interim Reports reviewed by EARCOS Accreditation Committee at fall EARCOS Conference

• WASC/EARCOS Commissioner send letters to schools regarding acceptance of reports

• WASC staff work with schools if need to resubmit progress report or other issues

© 2006 ACS WASC33


Three year two-day midterm visit• Progress report on Schoolwide Action Plan

through which critical areas for follow-up (major recommendations) have been addressed

• Two members, usually at least one served on prior full visit

• Commission reaffirms term or special conditions may result, e.g., follow-up visit.

© 2006 ACS WASC34

Based on term granted by Commission:

Three year two-day revisits

Other Revisits (after year one, two,or four)

Substantive change visits

Special visits


© 2006 ACS WASC35

CIS-WASC Cycle

• Preliminary or Preparatory Visit• Full self-study using 7th Edition (CIS) within 18

months• Visit • Years 1-4: annual reports, including revised action

plan after visit • Year 5: visit based on report of progress and degree

to which CIS/WASC standards/criteria are being met (Reaffirmation of accreditation by WASC & CIS)

• Years 6-9: annual Reports • Preparatory visit 18 months prior to next self-study-

Work on Self-Study (7th Edition)• Year 10: self-study and visit

© 2006 ACS WASC36

Schools add value by…Increasing what students knowIncreasing what students can doImproving how students feel

about themselvesabout othersabout learning

Accreditation: A Value-Added Test

© 2006 ACS WASC37

How does a school continue the accreditation process after approval for candidacy or interim status?

How does a school continue the accreditation process after approval for candidacy or interim status?

© 2006 ACS WASC38

Self-Study

• WASC publishes its own evaluation instruments, e.g., Focus on Learning.

• WASC also cooperates with 15 educational associations. Schools use mutually acceptable criteria and self-study documents. Examples include:

Association of Christian Schools InternationalCouncil of International Schools

© 2006 ACS WASC39

Focus on Learning

Basic Concepts Addressed:

• How are the students achieving?

• Is the school doing everything possible to support high achievement for all its students?

© 2006 ACS WASC40

Parameters of Self-Study

Regardless of the protocol, the schoolwill have accomplished the following:1. The involvement and collaboration of

stakeholders in the self-study.2. The clarification of the school’s purpose

and the expected schoolwide learning results.

3. The assessment of the actual student program and its impact on student learning with respect to the criteria and the expected schoolwide learning results. (continued)

© 2006 ACS WASC41

4. The development of a schoolwide action plan that integrates subject area/program and support plans to address identified growth needs.

5. The development and implementation of an accountability system for monitoring the accomplishment of the action plan

Parameters of Self-Study

© 2006 ACS WASC43

Tasks

Task 1: Develop student andcommunity profiles

Task 2: Clarify the school’s purposeand the expected schoolwidelearning results

Task 3: Summarize progress

© 2006 ACS WASC44

Tasks (continued)

Task 4: Review criteria and identify evidence needed

Task 5: Gather and analyze evidenceabout the quality of the schoolprogram

Task 6: Analyze and synthesize all information and data

© 2006 ACS WASC45

Tasks (continued)

Task 7: Create a comprehensive actionplan

Task 8: Ensure schoolwide consensuson the action plan

Task 9: Establish a follow-up process tomonitor the implementation of the school-wide action plan

TIMELINEGENERAL AND DETAILED

© 2006 ACS WASC47

Home Groups

School Committees

Leadership Team

Schoolwide Focus Groups

© 2006 ACS WASC48

LeadershipTeam

Plans & guides

Focus GroupsCriteria & student

work

Home GroupsStudent work &

criteria

© 2006 ACS WASC49

Group Norms

All engagedOn taskShare within time limitsValue the viewpoint of each personUse simple languageIce breaker/warm-up to build spiritEvaluate meeting — results and processNo assumptionsBe prepared/each to contribute with advanced analysis

© 2006 ACS WASC50

Self-Study Report Format

Chapter I: Student/Community Profile and Supporting Data

Chapter II: Expected Schoolwide Student Learning Results

Chapter III: Progress ReportChapter IV: Self-Study FindingsChapter V: Schoolwide Action PlanAppendix:

© 2006 ACS WASC51

Data/Evidence/Analysis

© 2006 ACS WASC52

• How can we use data to drive inquiry and action at our school?

• How can we link our analysis of data to defining school improvement strategies?

Examining Educational Data

© 2006 ACS WASC53

Think about the meaning of “All Students,”and list characteristic/ subgroups of students attending your school.

The Student/Community Profile

© 2006 ACS WASC54

Data Evidence

What is Outcome Data?

What is Demographic

Data?

What is Process Data?

(Home/Focus Group Work)

Achievement DataCompletion RatesComparative DataPost-Enrollment DataSupplementalData

EnrollmentAttendanceLang. ProficiencySES Status

(Socio-Economic Status)

StaffCo-Curricular ActivitiesFinances

SchoolOrganizationProfessionalDevelopmentCurriculum &InstructionAssessmentResources

© 2006 ACS WASC55

• Adequate Yearly Progress• California Standards Test (CST)• CAHSEE scores• CAT 6 • SAT• Advanced Placement tests• English Learners

(LEP, Reclassified FEP)• Graduation rate

Sample Performance Data

© 2006 ACS WASC56

• What should be included in the Student/Community Profile?

Outcome or Achievement DataDemographic DataPerception DataOther Data

The Student/Community Profile

© 2006 ACS WASC57

Who are the students?How are the students doing?

• What does the data tell us?• Not tell us?

• What questions does the data raise?

© 2006 ACS WASC58

What’s Wrong with these Scenarios

Scenario #8: Daily AttendanceScenario #9: Student Achievement and Attendance Scenario #10: How Students LearnScenario #11: Referral and Achievement

© 2006 ACS WASC59

Generalizations: Common Errors

Inaccurate interpretation Over-generalizing results and actionsIncomplete & misleading data summary or presentation Leaping to solutions and actionsUnwarranted or unsupported explanations

© 2006 ACS WASC60

• Profile that includes: (include charts, graphs)

1) disaggregated and interpreted student outcome data

2) demographic data3) survey summaries, if any4) conclusions from data

• Appendix

Student/Community Profile

Product:

© 2006 ACS WASC61

Think about how you might want topresent the data in your own Student/Community Profile

What have you learned?

Examining Educational Data

How will you ensure that all shareholders utilize this data in their committee work?

How will you involve shareholdersin discussions about the profile?

© 2006 ACS WASC62

• Global• Interdisciplinary• All Students• Assessable

Learning Results

An interdisciplinary statement about what all students should know, understand and be able to do by the time they graduate or complete the planned program

G

Characteristics:

© 2006 ACS WASC63

•Problem solver•Collaborative worker•Information manager•Perceptive thinker•Healthy individual•Academically competent individual•Creative individual•Technologically literate individual

Sample Schoolwide Student Goals

Note: Schoolwide Student Goals—another name for expected schoolwide learning results (ESLRs)

•Involved citizen•Productive worker•Quality producer•Effective communicator•Self-directed learner•Life-long learner•Culturally empowered person•World citizen

© 2006 ACS WASC64

“Every student will be an effective communicator”

• Writing English clearly and proficiently• Receiving information and constructing meaning

through reading and listening skills• Using nonverbal techniques to communicate

accurately with others• Using verbal language to communicate clearly when

giving presentations to groups or talking with other individuals

• Exchanging information when working ina cooperative group

Each student may demonstrate this by:

© 2006 ACS WASC65

The Progress Report

Did the school address each section of the action plan?

Did the school show how all critical areas of follow-up from the last full self-study were integrated into the action plan?

Does the report show how each section impacted student accomplishment of one or more of the expected schoolwide learning results (ESLRS)?

Note: In EARCOS region, the mid-term supersedesthe original Visiting Committee Report.

Self-Check Questions

© 2006 ACS WASC66

Schoolwide Focus Groups

Home Groups

© 2006 ACS WASC67

Criteria FindingsSupporting Evidence

Self-Study Findings

© 2006 ACS WASC68

Findings

Areas that Need Development and Growth

Lead to...

Direct Alignment with Growth AreasStrengths and Action Plans

Areas to Celebrate and Maintain

© 2006 ACS WASC69

Ask …Do the findings respond to what is being asked by the criteria guide question(s)?How did the evidence support the findings?Based upon the concepts of the criteria, learning results, and curricular standards, has the school gained insight about the degree to which learning is being supported?Are the identified and prioritized growth needs aligned to the findings and evidence?

Focus Group Summary

© 2006 ACS WASC70

Analysis based on Criteria

What are the key concepts of the criteria?

What critical evidence* is needed to determine the degree to which the criteria are met?

How would this evidence/information be gathered and analyzed?

© 2006 ACS WASC71

Observable evidence includes analyzing results of …

What students are doing and producingStudent interviews and observationsHard data and informationOther interviews, observations, etc.

© 2006 ACS WASC72

To achieve the academic standards and the expected schoolwide learning results…

All students involved in challenging learning experiencesAll teachers use variety of strategies and resources that actively engage students and help them succeed at high levels.

How Students Learn

© 2006 ACS WASC73

• Planning processes for implementing a variety of learning experiences…teacher knowledge

• Demonstration that students are actively engaged in learning

• Student use of resources for learning beyond the textbook such as technology, community resources

• Student portfolios, performances, projects, discussions, collaborative activities

• Perceptions of students about the learning experiences

How Students Learn: Examples of Areas to Analyze

© 2006 ACS WASC74

• From our examination of student work, students working and talking with students, what have we learned about students being actively engaged in challenge learning experiences?

• What typical resources for learning beyond the textbook do students use? Are they helpful?

How Students Learn: Examples of Areas to Analyze—Sample Prompts

© 2006 ACS WASC75

How Assessment is Used

B3. Teacher and student uses of assessment are frequent and integrated into the teaching/ learning process. The assessment results are the basis for …a. measurement of each student’s progress toward expected schoolwide learning results;b. regular evaluation and improvement of curriculum and instruction; andc. allocation of resources.

© 2006 ACS WASC76

How Assessment Is Used

Examples of areas to analyze…• Types of assessment teachers regularly use• How growth is determined and monitored• Extent to which assessment used to improve

instruction for students• Examples of standards-based curriculum

assessments• Modifications and revisions in curriculum and

instruction based upon assessment

© 2006 ACS WASC77

Criterion

What evidence or areas to analyze?

How obtain? (examine, observe, interview, discuss)

© 2006 ACS WASC78

• Typical work• Single-day snapshot technique• Same performance tasks or assignments• Case studies or monitoring selected students• Progress over time• Targeting assignments

Student Work Samples

© 2006 ACS WASC79

Examining Student Work

Individually…• review student work samples.• sort work into high, middle, low levels of

performance.As a group discuss…• the characteristics of the three categories• how to ensure student work is representative

of the school’s various subgroups• the extent to which the results of this learning

opportunity demonstrate the desired performance quality of the selected standards and ESLRs

© 2006 ACS WASC80

Observation and Interview Strategies

Roving SubstitutesTriadsKeeping a Teacher JournalShadowing Students

© 2006 ACS WASC81

Ground Rules for Observations

Agreed upon time for the observationNo name policyStay for full class periodNo discussion of the lesson in a specific sense (confidentiality)Pre-meeting (advance knowledge)

© 2006 ACS WASC82

The Learning Snapshot

What the students are doing___ lecture ____ using reading skills___ video ____ note taking ___ lab ____ book task___ group work ____ technology

What skills are being used___ reading ____speaking ___ writing ____ computing

What ESLRs were observed___ESLR #1 ___ESLR#2 ___ESLR#3

© 2006 ACS WASC83

Questions to answer about observing….

1) How can your school implement staff observations as a regular practice?

2) What ground rules will ensure a “safe”environment and obtain staff buy-in?

3) What kind of “cue sheet” will the school develop?

4) How will the observation results be used in the FOL process?

© 2006 ACS WASC84

Interviewing

1) Individually, generate a few sample student questions

2) Find a partner and share these questions; reverse

3) Debrief

© 2006 ACS WASC85

One Schoolwide Action Plan

Common Action Plan Components:Goals for improving student achievement Growth targets, performance gains expectedRelationship to schoolwide student goals (ESLRs)Means of evaluating progressWho’s responsible and involvedSpecific actions to improve educational practiceTimelineResourcesAnnual review, reassessment, refinement Annual Board approval

© 2006 ACS WASC86

Examine the list of growth areas that have resulted from all the focus group work. Determine what are the major themes as potential sections of a schoolwide action plan.

© 2006 ACS WASC87

Alignment and Growth Needs

To what extent do the action plan sections show direct alignment with the identified growth areas from the Schoolwide Focus Groups?Realistically, will each action plan section impact student accomplishment of the identified ESLRs?

© 2006 ACS WASC88

Visualize what will be different forstudents….• One year from now?• Two years from now?• Three years from now?

Schoolwide Action Plan

Preparing for the Visit

© 2006 ACS WASC90

A. Understand Parameters for Self-StudyB. Review criteria and appropriate curricular

referencesC. Read the School ReportD. Compare the school’s self-study findings to

the concepts of the criteriaE. Write questions about concerns,

clarifications, and evidence to be pursued during the visit; write tentative narrative statements, commendations and recommendations

Card I, Stage I

© 2006 ACS WASC91

Criteria

As a Visiting Committee member,What are the major concepts of the criteria?What critical data/information should be reviewed?

Pre-reading & Writing

© 2006 ACS WASC93

Ask yourself…

• Was the analysis of the school program done in relation to the accomplishment of the ESLRs, curricular standards, and the concepts of the criteria?

• Was the accuracy of the findings discussed?• Did discussion occur about how the findings

relate to supporting the learning needs of all students?

© 2006 ACS WASC94

Stage II: Initial VC Member MeetingA. Discuss School Report in relationship to

criteria: perceptions, questions and concerns.B. Review the tentative narrative statements.C. Decide on the critical areas of focus for

evidence analysis during the visit.Stage III: Synthesis Meeting (Night Meetings)Discuss/synthesize with other VC members the

following:A. Key concepts of criteriaB. School ReportC. Findings during visit

Card I, Stage II-III

ScheduleSunday-Thursdaygenerally

© 2006 ACS WASC96

Initial VC Meeting

What have we learned from our pre-visit preparation about this school’s self-study and student learning?

© 2006 ACS WASC97

How can the visiting committee focus all its review and analysis of evidence through…

examining student work and other information,observing students and other aspects of the program, andinterviewing students and others?

© 2006 ACS WASC98

Initial Leadership Team Meeting

How can we increase increase our of the school’s self-study findings understanding and student learning through the initial dialogue with school leaders?

© 2006 ACS WASC99

Focus Group Meetings

• Techniques• Powerful questions about

– Criteria?– ESLRs?– Academic standards?– Critical academic needs?– Evidence analyzed?– All students?

© 2006 ACS WASC100

Ideas for Meetings

• Build rapport• Be sensitive• Pace interaction• Carefully select

words• Listen more than you

talk

• Gather responses from all

• Watch nonverbal behavior

• Suspend assumptions

© 2006 ACS WASC101

Meeting Talk

• What have you learned?• Talk about evidence that led to the conclusions

made.• What insights have you had since you prepared

the summary?• What have you learned about student

learning and success? • What about the plans for improvement?

© 2006 ACS WASC102

You can always rely on…

• What have you learned?• What can you as a school do to improve

learning for each and every student?

© 2006 ACS WASC103

Other Meetings

• What should be addressed?• Who will participate from the VC?• What’s the relationship between these and

the Focus Group meetings?

© 2006 ACS WASC104

Visiting Committee Questions

Write 2-3 examples of powerful questions that would keep the focus of the visit on student learning through ongoing school improvement in all aspects of the program and operations. Share.

© 2006 ACS WASC105

Action Plan

• Addressing the major identified areas for improvement and VC’s critical areas?

• Enhance learning of all students?• Are ESLRs being addressed through plan?• Integrated other initiatives –one plan?• Feasible and realistic?• Sufficient commitment?• Sound follow-up process?

© 2006 ACS WASC106

VC Synthesis Meetings

What should the VC include at these daily meetings based on key concepts of the criteria, the Self-Study, & findings during the visit?

© 2006 ACS WASC107

Card I, Stage IV

Stage IV: ClosureA. Share draft report with Leadership Team and

make appropriate modifications.B. Decide on recommended term.C. Share final report with school.D. Encourage ongoing school site follow-up.

© 2006 ACS WASC108

Schoolwide Critical Areas for Follow-Up will do the following

Support those areas already identified by the school in the action plan sections

Strengthen those identified areas in the action plan sections

Address additional areas identified by the visiting committee

© 2006 ACS WASC110

Term Determination

How can the VC ensure that the recommended accreditation term is aligned with the VC report?

© 2006 ACS WASC111

How can I prepare?

• What are my priorities?• What are the critical elements for a

successful visit?

wasc earcos focus on learning training presentation

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