Welcome to the Fall Welcome to the Fall Institute!Institute!

Quick IntroductionsQuick Introductions

Review AgendaReview Agenda

Review FolderReview Folder

Session ObjectivesSession Objectives• What What is RtI for Behavior and Academics?is RtI for Behavior and Academics?

• HowHow do we implement? do we implement?

• Why use an RtI Model?Why use an RtI Model?

NPR: Japanese Structure Withstands Earthquake Test

The significant problems we have cannot be solved at the same level of thinking with which we created them.

Albert Einstein (1879-1955)

What is RtI?What is RtI?

An operational framework for An operational framework for improving academic and improving academic and

behavioral outcomes for all behavioral outcomes for all studentsstudents..

Continuity of Services Continuity of Services in RtIin RtI

All/School WideAll/School Wide Some/TargetedSome/Targeted Few/High RiskFew/High Risk

Scope of ServiceScope of Service

Intensity of ServiceIntensity of Service

Response to Intervention A Tiered Approach to Instructing All Students

RTI Guiding PrinciplesRTI Guiding Principles• All students are part of ONE proactive All students are part of ONE proactive

educational systemeducational system

• Use scientific, research-based instruction and Use scientific, research-based instruction and interventionsinterventions

• Data are used to guide instructional decisionsData are used to guide instructional decisions

• Use instructionally relevant assessments that Use instructionally relevant assessments that are reliable and validare reliable and valid

(Screening, Diagnostic, Progress Monitoring)(Screening, Diagnostic, Progress Monitoring)

RTI Guiding PrinciplesRTI Guiding Principles• Use a problem solving method to make Use a problem solving method to make

decisions based on a continuum of student decisions based on a continuum of student needsneeds

• Quality professional development supports Quality professional development supports effective instruction for ALL studentseffective instruction for ALL students

• Leadership is vitalLeadership is vital

Content BIG IdeasContent BIG Ideas

Innovation ProcessInnovation Process

OutcomeOutcomess11

PracticesPractices33

SystemsSystems44Supporting Staff Supporting Staff

BehaviorBehavior

Supporting Student Supporting Student BehaviorBehavior

SupportingSupportingDecision MakingDecision Making

InformationInformation22

Problem-Solving ProcessProblem-Solving ProcessWhat is the problem?What is the problem?

What should be done?What should be done?

Why is it Why is it happening?happening?Did it work?Did it work?

How do we implement?How do we implement?

Phases of Phases of Systematic Systematic

ImplementationImplementationConsensus

BuildingConsensus

Building

Infrastructure

Developing

Infrastructure

Developing

Implementation

Doing

Implementation

Doing

Continuous Improvement

Refining

Continuous Improvement

Refining

Consensus : BuildingConsensus : Building

TOOLS TO USE:TOOLS TO USE:

• Fist to FiveFist to Five

• Formula for SuccessFormula for Success

• Managing Complex ChangeManaging Complex Change

• Staff SurveysStaff Surveys

Fist to Five: Quick CheckFist to Five: Quick Check• 5 fingers5 fingers

• 4 fingers4 fingers

• 3 fingers3 fingers

• All for it… I can be a leader for this All for it… I can be a leader for this decisiondecision

• All for it …You can count on me to All for it …You can count on me to support this no matter what support this no matter what

• For the idea…I will support it in concept For the idea…I will support it in concept but may not be out in front but may not be out in front implementationimplementation

Fist to Five Quick CheckFist to Five Quick Check• 2 fingers2 fingers

• 1 finger1 finger

• Fist Fist

• I’m not sure…But I trust the group’s I’m not sure…But I trust the group’s opinion and will not sabotage the opinion and will not sabotage the decisiondecision

• I’m not sure…Can we talk some more?I’m not sure…Can we talk some more?

• No…We need to find an alternativeNo…We need to find an alternative

Building Consensus- “How To Do Building Consensus- “How To Do It”It”

• If anyone holds up a fist, or only one or two If anyone holds up a fist, or only one or two fingers, the group has not reached consensus fingers, the group has not reached consensus and there needs to be more discussion or and there needs to be more discussion or dialog.dialog.

• If you get all three, four, or five fingers If you get all three, four, or five fingers showing, you can declare consensusshowing, you can declare consensus

Adapted from: HeartlandAdapted from: Heartland

BIBig Ideas

A & B

BIBig Ideas

A & B

CICore

Instruction

CICore

Instruction

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

SISupplemental Intervention

SISupplemental Intervention

IIIntensive

Intervention

IIIntensive

Intervention

Efforts lack focus and priority. There

is not a focus on important priority

skills for improvement.

Efforts lack focus and priority. There

is not a focus on important priority

skills for improvement.

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

BIBig Ideas

A & B

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

CICore

Instruction

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

3AAssessments

(screening, diagnostic, progress)

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

SISupplemental Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

IIIntensive

Intervention

Overall low achievement and student learning

problems across all subgroup areas.

Overall low achievement and student learning

problems across all subgroup areas.

Lack of direction to know what needs to be improved, who

needs intervention, and whether or not interventions have

been effective.

Lack of direction to know what needs to be improved, who

needs intervention, and whether or not interventions have

been effective.

Lack of resources due to attempts to provide intensive interventions for those students

whose needs could be met through supplemental interventions

Lack of resources due to attempts to provide intensive interventions for those students

whose needs could be met through supplemental interventions

Gap increases between average

and “at risk students”.

Continued low performance for some subgroups

Gap increases between average

and “at risk students”.

Continued low performance for some subgroups

SuccessSuccess

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

++

==

==

==

==

==

==

Team Processing: 7 Team Processing: 7 minutesminutes• What key components are our strengths and What key components are our strengths and

why?why?

• What key components are our weaknesses and What key components are our weaknesses and why?why?

• Congratulations! You just completed a simple Congratulations! You just completed a simple needs assessment! You’ll want this information needs assessment! You’ll want this information as you talk about Infrastructure. as you talk about Infrastructure.

== ChangeChange

ConfusionConfusion==

==

==

==

==

++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives ResourcesResourcesAction Action PlanPlan

++ ++ ++ ++SkillsSkills IncentivesIncentives ResourcesResources Action Action PlanPlan

++ ++ ++ ++VisionVision IncentivesIncentives ResourcesResourcesAction Action PlanPlan

++ ++ ++ ++VisionVision SkillsSkills ResourcesResources

Action Action PlanPlan

++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives

Action Action PlanPlan

++ ++ ++ ++VisionVision SkillsSkills IncentivesIncentives ResourcesResources

Adapted from Knoster, T.Adapted from Knoster, T.

AnxietyAnxiety

ResistanceResistance

False StartsFalse Starts

FrustrationFrustration

Managing Complex ChangeManaging Complex Change

Team Activity: 5 minutesTeam Activity: 5 minutes• As a Team, rank your challenges biggest to As a Team, rank your challenges biggest to

smallest:smallest:

• ConfusionConfusion

• AnxietyAnxiety

• ResistanceResistance

• FrustrationFrustration

• False StartsFalse Starts

• How can we use this information? How can we How can we use this information? How can we share it with staff?share it with staff?

Infrastructure: Infrastructure: DevelopingDeveloping

• Building Leadership TeamBuilding Leadership Team

• Guiding Questions (found in PS flip book)Guiding Questions (found in PS flip book)

• Professional DevelopmentProfessional Development

• Nuts & BoltsNuts & Bolts

• Scheduling, Instructors, Materials, Scheduling, Instructors, Materials, Documentation, Progress Monitoring, etc.Documentation, Progress Monitoring, etc.

• More from Dr. Mark Shinn…More from Dr. Mark Shinn…

How Does It Fit Together?How Does It Fit Together?

Step 2Step 2 Step 3 Step 3 Step 4 Step 4

Step 1Step 1

All All students students

at a at a grade grade levellevel

FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring

Universal Universal ScreeningScreeningUniversal Universal

ScreeningScreening

Additional Diagnostic Additional Diagnostic Assessment Assessment

InstructionInstruction Results/Results/MonitoringMonitoring

Individual Individual DiagnosticDiagnostic

Individual Individual InstructioInstructio

nn

Group Group DiagnosticDiagnostic

Small Group Small Group Differentiated Differentiated

by Skillby Skill

NoneNone Continue Continue withwith Core Core

InstructioInstructionn

GradesGradesClassroom AssessmentsClassroom Assessments

Utah CRTUtah CRT

IntensivIntensivee

1-5 %1-5 %

SupplementSupplementalal5-10%5-10%

CoreCore80-90%80-90%

WeeklyWeekly

2x month2x month

CLARIFYING EXPECTATIONSCLARIFYING EXPECTATIONS

Addl.Addl.DiagnosticDiagnostic

AssessmentAssessment

InstructionInstructionResultsResults

MonitoringMonitoring

IndividualIndividualDiagnosticDiagnostic

IndividualizedIndividualizedIntensiveIntensive

weeklyweekly

All Students at All Students at a grade levela grade level

FallFall WinterWinter SpringSpring

ScreeningScreening

NoneNone ContinueContinueWithWithCoreCore

InstructionInstruction

GradesGradesClassroomClassroom

AssessmentsAssessmentsYearly ITBS/ITEDYearly ITBS/ITED

GroupGroupDiagnosticDiagnostic

SmallSmallGroupGroup

Differen-Differen-tiatedtiated

By SkillBy Skill

2 times/month2 times/month

Step 1Step 1Step 2Step 2 Step 3Step 3 Step 4Step 4

SupplementalSupplemental

1-5%1-5%

5-10%5-10%

80-90%80-90%

CoreCore

IntensiveIntensive

Teacher will make sure:Teacher will make sure:1. All students have been1. All students have been

given the DIBELS assessmentgiven the DIBELS assessment2. All data has been entered2. All data has been entered3. A copy of the class-wide 3. A copy of the class-wide

datadata is printedis printed

Questions/concerns: ContactQuestions/concerns: ContactBuilding PrincipalBuilding Principal

Teacher will:Teacher will:1.Calculate what percent1.Calculate what percent

of the class is at benchmarkof the class is at benchmark2. If below 80%, determine2. If below 80%, determine “ “core” instructional needscore” instructional needs

(Beef-up based on data)(Beef-up based on data)Questions/Concerns: Questions/Concerns: K-3 Contact Reading K-3 Contact Reading

TeachersTeachers4-6 Contact ____-building 4-6 Contact ____-building

teacher w/reading teacher w/reading background background

Teacher will:Teacher will:1.Place all non-proficient1.Place all non-proficientstudents into the 4-Boxesstudents into the 4-Boxes2.Determine if there is a 2.Determine if there is a

need for additional need for additional diagnostic assessment(s)diagnostic assessment(s) -see grade level sheet-see grade level sheet

3.Ensure diagnostic3.Ensure diagnostic assessments are givenassessments are given

4.Bring all data to 4.Bring all data to grade level meetingsgrade level meetingsQuestions/Concerns:Questions/Concerns:K-3 Contact Reading K-3 Contact Reading

TeachersTeachers4-6 Contact _____ 4-6 Contact _____

Building Teacher Building Teacher with Rdg. with Rdg.

BackgroundBackground

Grade Level Data Meetings:Grade Level Data Meetings:1.Discuss briefly additions/changes1.Discuss briefly additions/changes

made to coremade to core2.Share 4-Box data and other diagnostic2.Share 4-Box data and other diagnostic

data results.data results.3. Group kids with similar instructional 3. Group kids with similar instructional needs.(COMPARE TO PRIOR GROUPING- needs.(COMPARE TO PRIOR GROUPING-

IF AVAILABLE)IF AVAILABLE)4. Complete the group intervention4. Complete the group intervention

Plan form.(one per group)Plan form.(one per group)-Who, what, when, where of instruction-Who, what, when, where of instruction-Who, what, when, where of monitoring-Who, what, when, where of monitoring-Who and when of parent notification-Who and when of parent notification

NOTE: if any changes are made duringNOTE: if any changes are made duringIntervention period, document on form.Intervention period, document on form.

5. Attach an implementation log5. Attach an implementation logand graphsand graphs

6. Set date to meet back for check-in6. Set date to meet back for check-in(4-6 weeks)(4-6 weeks)

Questions/Concerns: District BasedQuestions/Concerns: District BasedTeam& IDM Team, Content SpecialistTeam& IDM Team, Content Specialist

Prior to Grade Level Data MeetingsPrior to Grade Level Data Meetings

CLARIFYING EXPECTATIONSCLARIFYING EXPECTATIONS

Addl.Addl.DiagnosticDiagnostic

AssessmentAssessment

InstructionInstructionResultsResults

MonitoringMonitoring

IndividualIndividualDiagnosticDiagnostic

IndividualizedIndividualizedIntensiveIntensive

weeklyweekly

All Students at All Students at a grade levela grade level

FallFall WinterWinter SpringSpring

ScreeningScreening

NoneNone ContinueContinueWithWithCoreCore

InstructionInstruction

GradesGradesClassroomClassroom

AssessmentsAssessmentsYearly ITBS/ITEDYearly ITBS/ITED

GroupGroupDiagnosticDiagnostic

SmallSmallGroupGroup

Differen-Differen-tiatedtiated

By SkillBy Skill

2 times/month2 times/month

Step 1Step 1Step 2Step 2 Step 3Step 3 Step 4Step 4

SupplementalSupplemental

1-5%1-5%

5-10%5-10%

80-90%80-90%

CoreCore

IntensiveIntensive

Teacher will:Teacher will: Teacher will:Teacher will: Teacher will:Teacher will:

Grade Level Data Meetings:Grade Level Data Meetings:

Prior to Grade Level Data MeetingsPrior to Grade Level Data Meetings

Implementation: DoingImplementation: Doing• ABC-UBI Team Self Assessment (Afternoon Team ABC-UBI Team Self Assessment (Afternoon Team

Time)Time)

• Blue PrintBlue Print

• Where are you with implementation? 5 MinutesWhere are you with implementation? 5 Minutes

• Action Plan/Funding RequestAction Plan/Funding Request

• CHAMPS Session this afternoonCHAMPS Session this afternoon

Continuous Continuous Improvement: RefiningImprovement: Refining

• What’s working and how can I do more of it?What’s working and how can I do more of it?

• Other concepts from the book, SWITCHOther concepts from the book, SWITCH

Triangle Song: James Blunt on Sesame Street

Build a Build a CommunityCommunity of of CompetenceCompetenceIntensiveIntensive

SupplementalSupplemental

CoreCore

Why use an RtI Model?Why use an RtI Model?

““To often, students of all ages come to class To often, students of all ages come to class struggling with life challenges that can struggling with life challenges that can

interfere with instruction, impeded interfere with instruction, impeded achievement, and undermine school climate. achievement, and undermine school climate.

Preventing or remedying such barriers is Preventing or remedying such barriers is critical to school success.”critical to school success.”

-National Association of School Psychologists, August 2008-National Association of School Psychologists, August 2008

Make a list of Make a list of potential factorspotential factors

RISK FACTORS/RISK FACTORS/

LIFE CHALLENGESLIFE CHALLENGES

• 11

• 22

• 33

• 44

• 55

PROTECTIVE FACTORSPROTECTIVE FACTORS

• 11

• 22

• 33

• 44

• 55

““If you want to bring about a fundamental If you want to bring about a fundamental change in people’s belief and behavior, a change in people’s belief and behavior, a change that will persist and serve as an change that will persist and serve as an example to others, you need to create a example to others, you need to create a community around them, where those new community around them, where those new beliefs can be practiced and expressed and beliefs can be practiced and expressed and nurtured”.nurtured”.

Malcolm Gladwell, Malcolm Gladwell, The Tipping PointThe Tipping Point

Good Teaching is Good Good Teaching is Good TeachingTeaching

Good teaching is good teaching and there Good teaching is good teaching and there are NO boundaries on when, where, or for are NO boundaries on when, where, or for what or whom it will occurwhat or whom it will occur

Teaching academics without attention to Teaching academics without attention to behavior IS NOT evidence based practicebehavior IS NOT evidence based practice

Teaching behavior without attention to Teaching behavior without attention to academics is unsound practiceacademics is unsound practice

In efforts to improve achievement, they In efforts to improve achievement, they cannot be separatedcannot be separated

Algozzine, 2008Algozzine, 2008

BLBL

SignificanceSignificance

Behavior Behavior Instruction Instruction

Reading Reading Instruction Instruction

Reading and Reading and Behavior Behavior

Instruction Instruction

RR BBRR BBRR BB

The Need for Academic The Need for Academic & & Behavioral IntegrationBehavioral Integration

Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

The Need for Academic The Need for Academic & Behavioral Integration& Behavioral Integration• Academic skill learning is stunted when children’s emotional Academic skill learning is stunted when children’s emotional

needs are not met (Adelman & Taylor, 1997).needs are not met (Adelman & Taylor, 1997).

• Children’s academic achievement in the 8Children’s academic achievement in the 8thth grade could be better grade could be better predicted by their social abilities at 3predicted by their social abilities at 3rdrd grade, rather than their grade, rather than their academic achievement at 3academic achievement at 3rdrd grade (Caprara, Barbanelli, Pastorelli, grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000).Bandura & Zimbardo, 2000).

• Academic skill and social competence are complimentary skills, Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002).particularly in the long run (Malecki & Elliott, 2002).

• Academic skill-deficits greatly exacerbate antisocial behavior Academic skill-deficits greatly exacerbate antisocial behavior (Walker, Ramsey, & Graham, 2003).(Walker, Ramsey, & Graham, 2003).

The Need for Academic & The Need for Academic & Behavioral IntegrationBehavioral Integration• Social skills instruction and character education programs lead to improvements in Social skills instruction and character education programs lead to improvements in

on-task behavior, academic engagement, and academic achievement test scores on-task behavior, academic engagement, and academic achievement test scores (Elliott, 1999).(Elliott, 1999).

• Much inappropriate behavior is occasioned by task demands that are beyond the Much inappropriate behavior is occasioned by task demands that are beyond the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003).

• Of commonly used schoolOf commonly used school‑‑based interventions, focused academic interventions based interventions, focused academic interventions and behavioral instruction show the highest effect in preventing school dropout or and behavioral instruction show the highest effect in preventing school dropout or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001).and alcohol use (Wilson, Gottfredson, & Najakia, 2001).

• ThirtyThirty‑‑five percent of children with reading disabilities drop out of school, a rate five percent of children with reading disabilities drop out of school, a rate twice that of their classmates; fifty percent of juvenile delinquents manifest some twice that of their classmates; fifty percent of juvenile delinquents manifest some kind of learning disability, primarily in the area of reading (Get Ready to Read, kind of learning disability, primarily in the area of reading (Get Ready to Read, 2002). 2002).

Student Perception Student Perception Research Research (Suldo, Friedrich, White, Farmer, Minch, Michalowski, (Suldo, Friedrich, White, Farmer, Minch, Michalowski,

2009)2009)Teacher Behaviors= High level Teacher Behaviors= High level of supportof support• Uses diverse teaching strategiesUses diverse teaching strategies

• Provides evaluative feedback on Provides evaluative feedback on performanceperformance

• Responsive to entire class’s Responsive to entire class’s understanding of materialunderstanding of material

• Show’s interest in an individual Show’s interest in an individual student’s progressstudent’s progress

• Helps student improve gradesHelps student improve grades

• Treats students similarlyTreats students similarly

• Punishes in a fair mannerPunishes in a fair manner

Teacher Behaviors= Low level Teacher Behaviors= Low level of supportof support• Reliance on single mode of Reliance on single mode of

instructioninstruction

• Does not help students improve Does not help students improve gradesgrades

• Assigns an overwhelming Assigns an overwhelming workloadworkload

• Treats students in a biased Treats students in a biased mannermanner

• Insufficient interest in student’s Insufficient interest in student’s academic progressacademic progress

• Punishes in an incorrect mannerPunishes in an incorrect manner

Probability EquationProbability Equation

ppBB CCAA

Student Student CharacteristicsCharacteristics::

skills, history,skills, history,Family/culture, Family/culture,

functional desires, functional desires,

School/Teacher School/Teacher ControlControl: curriculum, : curriculum,

expectations, expectations, routines, examples, routines, examples,

physical physical arrangements, arrangements, engagement, engagement,

prompts, time, prompts, time, feedbackfeedback

Desired StateDesired State::measureable measureable

outcomesoutcomes(skills, behaviors)(skills, behaviors)

Building a Probability Building a Probability EquationEquation CC

Desired StateDesired State::measureable measureable

outcomesoutcomes(skills, behaviors)(skills, behaviors)

Step One – Define success:Step One – Define success:

What is success and how will we know it What is success and how will we know it when we see it?when we see it?

What do successful (districts, schools, What do successful (districts, schools, student like and do?student like and do?

How much is required in order for us to How much is required in order for us to think what we’re doing is working?think what we’re doing is working?

What are measureable benchmarks on What are measureable benchmarks on the way to our goal?the way to our goal?

Probability EquationProbability Equation

AA

Student Student CharacteristicsCharacteristics::

skills, history,skills, history,Family/culture, Family/culture,

functional desiresfunctional desires

Step Two– Understand Problem:Step Two– Understand Problem:

What are the relevant characteristics of What are the relevant characteristics of the problem?the problem?

What is known/in place and what What is known/in place and what needs instruction?needs instruction?

What is the history of What is the history of success/failure with this issue?success/failure with this issue?

What functional relationships exist What functional relationships exist between the between the

problem and the environment?problem and the environment?

Probability EquationProbability Equation

BB

School/Teacher School/Teacher ControlControl: curriculum, : curriculum,

expectations, expectations, routines, examples, routines, examples,

physical physical arrangements, arrangements, engagement, engagement,

prompts, time, prompts, time, feedbackfeedback

Step Three – Alter Step Three – Alter Instructional and Instructional and

Environmental Variables:Environmental Variables:

Teach the key skills/rules?Teach the key skills/rules?-when, where, how should it -when, where, how should it

happen?happen?-effective modeling, examples, -effective modeling, examples,

prompts, feedback prompts, feedback-allow sufficient time for -allow sufficient time for

successsuccessCreate effective environmentsCreate effective environments

-consistency-consistency-natural prompts, natural -natural prompts, natural

consequences consequences-arrange environment to avoid -arrange environment to avoid

failures/promote success failures/promote success

Probability Equation Probability Equation (Scott, 2009)(Scott, 2009)

pp66 1100

44

Student Student CharacteristCharacterist

icsics

School/Teacher School/Teacher ControlControl Desired Desired

StateState::

““You must be the change you You must be the change you wish to see in the world”wish to see in the world”

-Mohandas Gandhi

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