Ascd Mindset-2015

Innovate Title 1 Teachers with
Fresh Mindsets: Building
Achievement from Within
Eric Jensen, Ph.D.
eric@jensenlearning.com
7 Fresh Mindsets
That Boost Student
Achievement

Q: “Have you ever tried
to change another’s
way of thinking about
something?”

Our Agenda
!!Define & Introduce 7 Key
Mindsets
!!Share Specific Mindset
Changing Tools
!!Closing (where to get PPTs and
handouts)

1. Gratitude:
What am I most
grateful for in my life?
2. Optimism:
What am I most
looking forward to?

ü Point of view
ü Frame for thinking
about one’s capacity
and limitations
ü Decision-making criteria
ü Set of beliefs that
guide thoughts and
actions in a specific area
Our Mindsets Are…

Dr. Dweck’s
work was both
predictive and
explanatory
using attribution
theory research

Ask,
“Who is familiar with Mindset
theory from Dweck?”
Show of hands
Then say, “We got, 50, 60, 70,
80%”

1. All of us fail, but what we do after we
fail is what usually determines our future
success.
2. If we attribute our failures to others,
luck, circumstances or genes, we’ll likely
struggle. Those are not in our control.
3. But if we emotionally own the results of
the outcome, we can succeed.
4. When we attribute our failure to lack of
effort, lack of ideal attitude or the use of a
poor strategy, then we have locus of
control and a chance to succeed.

The driving Q
in mindset
research is
simple:
“Do I (or do I
not) have
influence over
the outcomes
in my life?”
Why Mindset Research is
Relevant to Title 1 Schools

Background
0- 30 Doo-doo
30+ Cofounded academic enrichment
program (SuperCamp) with over
55,000 graduates worldwide
B.A. English, MA.. Org. Dev. And
Ph.D. Human Dev.
Neuroscience advocate: First “brain
book” The Learning Brain (1994),
authored 28 books

Personal Mindset Changers
ü  Mentors (I had to see it to believe it
was possible)
ü  Personal experience (I had to do it so
I knew it would work)
ü  Company (I had to change the types of
people I spent most of my time around)
ü  Reflection (reading, writing & thinking)
ü  Coaching (by highly competent others)

Mindset Tool:
Share a personal story to help
others understand that
mindsets can and do change

eric@jensenlearning.com
Invite Mindset
Shifts with
Poverty in Mind

Mindset Change Resources
ü Mindset (Dweck)
ü Change Anything (Patterson, et al.)
ü Nudge (Thaler & Sunstein)
ü Switch (Heath & Heath)
ü Influencer (Patterson, et al.)
ü Redirect (Wilson)

Fixed Mindset
Ø IQ is a fixed,
permanent trait
Ø Looking smart is
important to me
Ø Effort is negative
and shows I
don’t “have what
it takes”
Ø  IQ is a malleable and
it can be developed
Ø  Being a learner is
more important
Ø  Effort is a positive,
since I have control
over how much I
apply
Growth Mindset

How Does Your Staff “Frame” the Challenge
of Succeeding with Students From Poverty?
a)  All in: Everyone is
committed to 100% of
our students succeeding
b)  Sympathy: Most care
and feel sorry for the
poor
c)  Compliance: Most are
sure we can help and
try to make it happen
d)  Indifference: It is the
poor’s problem to
succeed in life

Identify Your Staff:
Say the % of Staff in Each Circle
Fixed
Mindset w/
Struggling
More
Negative
than
Positive
Average:
Some of
Each
Strong:
Mostly
Positive
Positive
Growth
Mindset

What’s Your Staff Mindset?
Fixed/Stuck Growth
1 2 3 4 5 6 7 8 9 10
Your Own
Staff #?

Mindset Tool:
Help you staff quantify the
extent of the situation, then
discuss the numbers

Differing Mindsets Activate Different
Reward Areas in Decision-Making
Bhanji, J.P. & Beer, J.S. (2012). Taking a different perspective: mindset influences
neural regions that represent value and choice. Soc Cogn Affect Neurosci. 7, 782-93.

Fixed Mindset:
After a Failure
!I feel helpless
!I’ll avoid future
tasks like this
!I just don’t have
the “it” so more
effort won’t
change results
!If need be, I’d
consider cheating
!I feel in control w/
renewed energy
!I’ll learn from my
mistakes to improve
!Effort is a positive; I
have control over
how much I apply
!I can learn this with
better practice.
Growth Mindset:
After a Failure

#1: Ownership of P & S
#2: Poverty Changes Brains
#3: Empathy
#4: Brains Can Change
#5: Teachers are the SGD-M
#6: No Excuses: I CAN do this
#7: Fierce Urgency
7 Mindsets to Foster
25

Chose which of the 7 mindsets
you believe is most important
to you
Now turn to your neighbor and tell
them WHY it is important

#1: Ownership (poverty is whose problem?)
#3: Empathy (not sympathy)
#4: Brains Can Change (do you?)
#5: Teachers are the SGDM (ergo me)
#7: Fierce Urgency (time running out)
27

Almost 500 students
will drop out of school
in America during the time
it takes for this short session

Mindset Tool:
Provide a shocking “wake-up
call” to illustrate how
serious the issue is

What are the Strongest Correlations of
Poverty and Where Do We Have the
Strongest Influence to Change it?
#!More marriages
have children > age 20
#!Better Federal/State
economic and social policies
#!Graduate job or college ready
education from staff like you $
SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)

The Higher the Bar, the Greater
the Correlation with Poverty
70%
60%
50%
40%
30%
20%
10%
0%
SOURCE:USCensusBureau(2010),AmericanCommunitySurvey(2005–2009)

Men (Ages 25-54) Are Dropping
Out of the American Workforce
SOURCE:WSJ,Feb6,2014
1 in 20
Was
Non-
Working
1950 2012
5%
Today
1 in 6
is Not
Working
17%

Help Students Develop Empathy,
Listening Skills & Conflict Resolution
These are key indicators of quality relationships
Sandhya,(2009),HahlwegK,RichterD.(2010

1)  Stop, intimidate or
ignore the behavior
2)  Redirect the
behavior; engage
more & control less
3)  Teach the new
preferred behavior
to all students
Teach Social-Emotional Skills

Comparing % Odds of Graduation for
Poor vs. Non-Poor (Nationally)
K 1 2 3 4 5 6 7 8 9 10 11 12
100
90
80
70
60
50
40
30
20
10
70
90%
50%
Ripple&Luthar,2000;Palardy&Rumberger,2008

Less in the
Workforce =
Less Taxes into
the System
Who is Going to
Save Our
Country, Your
Job and Your
Retirement?
You Are!

Mindset Tool:
Bring the problem SO CLOSE
to the personal lives of your
staff, it is impossible to ignore

Where Do We Have the
Strongest Influence to Change
Poverty in America?
#!More marriages
change the trend
#!Federal/State Policies
not going to happen
#!Graduate job or college ready
make it your mission $
SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)

Every Classroom Action Can
Contribute to College/Job
Readiness and Social Skills
Can we count on you?

Ownership Decision
Do you believe that teachers have any affect on
graduation rates or social skills? Check box below:
q YES
q Maybe
q NO

#1: Ownership (our problem)
42

Predict:
Can Poverty
Influence
Vocabulary
and Cognitive
Skills?
q YES
q Maybe
q NO

How are kids from low SES
typically different than those from
middle or upper class?
Acute/Chronic Stress
Thinking/Decision-Making
Less Emotional Support

Language Influences Cognition
(Bracey, 2006)
Toddlers from middle
and upper income
families actually used
more words in talking
to their parents than
low SES mothers
used in talking to their
own children.

Early Language and Low SES
12 24 36 48
Age of Child (In Months)
CumulativeWordExposure
(InMillions)
26 Million
Words
Middle SES
13 Million
Words
Low SES
45 Million
Words
High SES
Hart,B.&Risley,T(1995)MeaningfulDifferencesintheEveryday
ExperienceofYoungAmericanChildren.PaulH.BrookesPublishingCo.

Brains of Lower SES are Different
than those from Higher SES
Noble KG, Norman MF, Farah MJ (2005) Neurocognitive correlates of
socioeconomic status in kindergarten children. Dev Sci Jan;8(1):74-87
Areas include
those
responsible
for working
memory,
impulse
regulation,
visuospatial,
language and
cognitive
conflict

!!Stress (on/off)
is healthy for us!
!!Distress (chronic)
is toxic to brain/body!
!!Reality:
Poor children
are exposed to: 1) more
intense and longer
lasting stressors, and 2)
have fewer coping skills
than their higher SES
counterparts.
Evans, G.W., Kim P. (2007)
Childhood poverty and
health: cumulative risk
exposure and stress
dysregulation.

McEwen(2012)TheEndofStressAsWeKnowIt.

NealDT,WoodW,DroletA.(2013)Howdopeopleadheretogoalswhenwillpoweris
low?Theprofits(andpitfalls)ofstronghabits.JPersSocPsychol.104,959-75
We revert to our
strongest habits
under stress. When
change is needed,
lower the stress,
make a new habit,
then practice it!
With Greater Stress… Flexibility
Drops and Old Habits Prevail

Poverty Impedes Mental Function
The consuming cognitive load, or “mental
bandwidth” is overloaded, for most poor
This translates into:
1) stronger tunnel vision, 2) less
likely to resist what you should
3) more likely to forget things,
4) You have less patience, 5) more reactive;
act first, think later, 6) losing up to 13 IQ points
from acute or chronic stress
Mani A, Mullainathan S, Shafir E, Zhao J. (2013) Poverty impedes cognitive function. Science. 341, 976-80

“Gaudy Goals”
Are Jaw-
Dropping

Decision about Mindset
Do you believe that the experience of poverty
changes one’s brain? Check box below:
q YES
q Maybe
q NO

More Help…
Handouts and web download
LINK at Booth #205
“Jensen Learning”

61

MINDSET #3:
Empathy!
(Kids did
not choose
their
parents,
their income
level or
upbringing)

the SYMPATHY by Comforting
of Underachieving Students
Evidence show that teachers who console
underperformers by saying…
1.  “Bless his/her heart.”
2.  “Plenty of people have trouble in this.””
3.  “You have other strengths.”
4.  “Not everyone is cut out to pursue a career
in this field.”
Are a strong demotivator of excellence!
Rattan,A.Good,C.andDweck,C.,(2012)NotEveryoneCanBeGood
atMath.Unpublished(inreview).Contact:e-mail:arattan@stanford.edu.

Teachers who
criticize, yell,
hold negative
attitudes and
use sarcasm
as classroom
discipline will
activate the
fear and stress
areas of the
student’s brain.

Of all the things
researchers have
discovered about the
value of quality
relationships, one of
the most surprising is
that they are strong
mediators of stress. Good
relationships diffuse stress
and make your life easier.
Relationships Can Lower Stress;
How Well Do You Connect?
Miller-Lewis LR, Sawyer AC, Searle AK,
Mittinty MN, Sawyer MG, Lynch JW. (2014)
Student-teacher relationship trajectories
and mental health problems in young
children. BMC Psychol. 12, 27.

73

Tell Students (and Staff) Explicitly that
“Brains Can Change and You Are NOT
Stuck Where You Are At Now.”
OLD Fixed/Comfort Feedback: “I want to assure you that I
know you are a talented student in general… it’s just that not
everyone is a “math person.”
NEW Strategy Feedback: “I want to assure you that I know
that you are a talented student in general.
“I’ll help you change your study strategies and work to find you
a tutor. I’m going to make a point to call on you more in
class and give you more challenging math tasks.
I really care about your success, so let’s stay in contact about
how you’re doing in the class.”

Math, Middle School & Mindset…
Growth Mindset Group Learned
They Could Change
Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement
across an adolescent transition: A longitudinal study and an intervention. Child Development, 78. 246-263.
0 6mos. 1year 2 years

PeterHuttenlocher,(2002)NeuralPlasticity

Student on (R)
had reading issues
diagnosed in
kindergarten (top).
Note differences in
brain activity from
intensive reading
skill building in
1st grade (bottom).
Simos, et al., 2002)

Reading Changes the Brain in Just
(9 Days @ 30 min. per day)
•!BernsGS,BlaineK,PrietulaMJ,PyeBE.(2013)Short-andlong-termeffects
ofanovelonconnectivityinthebrain.BrainConnections.6,590-600.
Red dots
show new
areas
of white
matter
connections
which last!

Myth: IQ is Fixed and Does Not Change
Reality: Many Factors Can Change IQ

Heritability of IQ Varies
Middle & Upper
Income Parents
Lower Income
Parents
60-80%
< 10%
100
90
80
70
60
50
40
30
20
10
0
Tucker-DrobEM,RhemtullaM,HardenKP,TurkheimerE,FaskD.(2011)

ImagescourtesyDanielAmen(1999)

Mindset Tool:
Share compelling and
irrefutable science showing
brains can change

Do Brains Change?
Do you believe that all brains can change under
the right conditions? Check box below:
q YES
q Maybe
q NO

#6: No Excuses (at all)
97

Smarter Teaching is Critical!
Make a Prediction: Which of the
Following Worked Best?
1. “That’s really a good score; you
must be smart at this.”
2. “That’s really a good score.”
3. “That’s really a good score, you
must have tried really hard.”

How You Praise Students Can
Influence their Test Scores
MuellerCM,DweckCS.(1998).Praiseforintelligencecanundermine
children’smotivationandperformance.JPersSocPsychol.75,33-52.
QscorrectonFluidIQtest
1
2
3

What are Effect Sizes?
0.00 or less = Negative effect
0.00 – 0.20 = Negligible, unclear effects
0.20 – 0.40 = Small-moderate effects
0.40 – 0.60 = Very strong effects
0.60 – 2.00 = Extreme effects
These are just one way of understanding the value
of educational/classroom factors. There are others.
Effect size is a standardized measure of the
relative size of the gain (or loss) of an intervention.

Smarter Teaching is Critical!
Make a Prediction: Which of the
Following Worked Best?
1. “Way to go!”
2. “Good job.”
3. “You are so awesome!”

Which of these two have a better
effect on student achievement?
A.! “Good job.”
B.! “I like that you refused to give
up. That extra effort will likely
help you get that job you want.”

Wondering How to Improve Your
Chances for Student Achievement?
1.! “Good job.” = 0.11
2.! “I like that you refused to give
up. That extra effort will help
you succeed and maybe get
that job you wanted.” = 1.42

Mindset Tool:
Link a student result
to a prior or future choice
(effect size = 1.42 huge)

Attribution Theory Says!
•! Link the behavior to something you did in
the past so you have a reason to do it again.
•! Link the behavior to a factor in the present
•! Link the behavior to a probable future
outcome, so you have a strong reason to do
today’s behavior.
•! HINT: Many students typically miss the links.
When teachers do this, the effect size is
huge.
Dweck,C.S.(1999)SelfTheories:TheirRoleinMotivation,Personality,andDevelopment

Attribution Training: Linking
Success to a Particular Factor
Most teachers
miss this key
strategy.
The effect size,
within a specific
area, is a huge
1.42 (over 2
year’s worth of
progress).
Dweck,C.S.(1999)SelfTheories:TheirRoleinMotivation,Personality,andDevelopment

What is the Research that Mindsets
are Relevant and Significant?
Magen, E., Kim, B., Dweck, C. S., Gross, J. J., & McClure, S. M. (2014). Behavioral and neural correlates of increased self-control in the
absence of increased willpower. Proceedings of the National Academy of Sciences of the United States of America, 111(27), 9786–9791.
For example, ask your staff this question,
“Do you want to do the same
lesson plan now and have
kids struggle again tomorrow,
or do you want to change this
lesson now and enjoy
student success tomorrow?”

Mindset Tool:
Using a present-to-reframed-
future contrast
(effect size = 0.45 moderate)

What Would it Take for You to
Have High-Achieving Students?
Mean
34.1%34.1% 13.6%13.6% 2.1%2.1%
1 SD = effect size 1.0
The mean is the average; an effect size of
1.0 = 34 point percentile change in scores
+1 +2 +3
-1-2-3

Mindset Tool:
Let your staff or students
say the correct answer

An Elementary Teacher
RE, is a 5th grade teacher, at
Hobart Public Elementary, in
LA, CA. He uses the arts to
teach and his students put
on a Shakespeare play each
year. He is the only teacher
to ever receive the National
Medal of Arts. Most all of his
kids are ELL immigrants and
poor. Yet they consistently
score among the top in the
district and go on to college.

A Secondary Teacher
WH is a 6-7th gr.
English & writing
teacher at a
Title 1 school in New
Orleans (av. income is
$15k/yr. in her zip
code). Her 6th graders
beat all district and
state averages and got
3+ years of growth in
writing in one year.

Students with
Strong Teachers
Rose Two Full
Standard
Deviations,
Erasing ALL the
Academic Effects
of Poverty!
10-Yr. Effects of Low vs.
Highly Effective Teachers
on State Test Scores

Mindset Tool:
Allow staff to see real data
that is visually compelling
and highly relevant

MINDSET #5:
Teachers are the Single Greatest
Difference-Maker in Student’s Lives

Q…
•  “How many have heard of a student
that struggled with one teacher, yet
thrived with another?
•  TTYN and say…
•  “Teachers make the difference!”

Do Teachers Matter?
Do teachers contribute to student to
achievement? Check box below:
q YES
q Maybe
q NO

120

Guess the % of Students That
Graduate From This Public School
and Go on to Attend College
% from Poverty = 100%
% Hispanic = 59%
% Asian = 20%
% African Am. =13%
% White/other = 6%
(Grades = 7-12)

You Pick an Answer…
Question is,
“What % of the seniors of this
100% poverty high school, will go
on to attend college?
a) 18%
b) 29%
c) 42%
d) 77%
e) 96%

Visualize This
School…
•  100% of kids are on
free & reduced lunch.
•  96% begin with reading
skills below grade level.
• The neighborhoods are so dangerous, parents
requested extra security for the student's transit.
• 100% of the kids are in the highest known risk
population in the country for dropping out

What % Of Graduating Seniors at
This All Male Public Urban High
School in Chicago Attend College?
a)  44%
b)  67%
c)  78%
d)  85%
e)  100%

Urban Prep Academies Typically
Graduate and Send 100% to College

100% Graduate
for 4 Straight
Years, Yet…
Is this the Real deal?
Follow-up by Chicago Tribune and
the school staff reported 83% college
retention rate; over double the
national average.

Mindset Tool:
Share real schools with difficult
situations that are succeeding

Q: Can you do what it takes?
A: Here are 2 HUGE Things
You Can Do ASAP to
Boost Achievement…

Show Empathy w/ Relationship Builders
to Jumpstart the Long-term Process
ü  1 and Done
Do 1 favor or connection or show of empathy
SO powerful, students remember it
ü  2’ for 10
Invest 2 min./day for 10 consecutive days
with a student most “needing” a connection
ü  3 in 30
Discover 3 things (other than a name)
about every student you have in 1st 30 days

Build Cognitive Skills that Will
Jumpstart Better Achievement
ü  Writing Skills
ü  Reasoning Skills
ü  Working Memory
ü  Reading Skills
ü  Vocabulary Building

Mindset Tool:
Share high-value tools, then
show staff HOW to use them,
then affirm the value

Meta-Analysis on Working
Memory Effect Sizes
•  Greatest effects in younger
(<10) children = 1.41
•  Immediate effects =
0.72 – 0.84
•  Computer work = 1.18
•  Extensive training
regimen = 0.94
Melby-LervågM,HulmeC.(2103).Isworkingmemorytraining
Effective?Ameta-analyticreview.Dev.Psychol.49,270-91.

Say… “Do” (as in “Do this…”)
Say… “The”
Say… “Best”
Say… “Daily”
Say… “Rhythm”
Say… “Racecar”
Memory Warm-up

Working Memory Practice
(Create 2 or more words from each)
•  ATR
•  TAE
•  TPO

Say… “So” (as in “So what…”)
Say… “Eat”
Say… “Slow”
Say… “Fresh”
Say… “Squash”
Say… “Rotator”
Memory Warm-up

Working Memory Practice
(Create 2 or more words from each)
•  WNO
•  TPA
• AER

Ask the Q:
How many had
successful partners,
getting at least one new word
from the 3 letters given?

Mindset Tool:
Start with small success
builders, affirm and grow

High-Performance Activities
q Buy-in
q Meaningful Goals/Evidence of Learning
q Interdependency
q Quick Initial Learning Curve
q Increasing Challenge & Complexity
q Quality Feedback
q Apply 10+ Min/day.3-5x/Wk. for 8-12 Wks.

Mindset Tool: We are Influenced
by Others (Use it!)
How many of you here today think
you could either:
•  1) strengthen relationships better?
OR
• 2) Build cognitive capacity?
with a little practice?
Asch, S. (1995). “Opinions and Social Pressure.” In Readings about the Social Animal, ed. Elliot Aronson, NY: WH Freeman

Mindset Tool:
Ask for a show of hands
to show and build peer support

Can I Do This?
Do you believe that you have the capacity to do
either of these two activities: build relationships or
build WM? Check box below:
q YES
q Maybe
q NO

Mindset Changer Tool
•  The previous slide has been used multiple
times.
•  It is called an “identity nudge” and it
nudges one’s identity towards the mindset
you have.
•  Notice it was done in increments over an
hour, not all at once.
March,J.1994)APrimeronDecisionMaking:HowDecisionsHappen

7 Mindsets for Success
147

The
“Normalcy
Bias” Can
Be Very
Dangerous
This Principle says, “Expect the Future to
Be Similar to the Past.” Big Mistake:
The Trend is NOT our Friend!

Ø What is the current state of
incoming revenue at the
federal level?
Ø In other words, where will the
money come from that is
needed to pay school bills or
pay for your retirement?

Here is 2024 Federal Budget
No money
for these
11%
Source: (2012) Congressional Budget Office

Predicted Revenues
Day of Reckoning
Balance the Budget
Cut Most Services
Raise Taxes
Print Money & Inflate
Source: (2012) Congressional Budget Office

$60K
50K
$40K
$30K
$20K
Median Annual Male Earnings Have
Dropped by 66% Since Peak in 1975
The
Sinking
Middle
Class
1964 1974 1984 1994 2004 2014

How Technology
Has Altered the Job
Market in the U.S.
145K
Jobs in
1990
13
Jobs
in 2012
13
Jobs
in 2012
For 150M
Customers
For 250M
Customers
!! Customer serv. outsourced
!! websites for purchases
!! travel sites for booking
!! kiosks at airports
!! casino avatars
!! self-driving vehicles
(cars, taxis, limos & trucks)

Multinationals Created Jobs Overseas
and Reduced Domestic Staffing ($3M)
US JOBS LOST = GREEN
OVERSEAS JOBS
CREATED = BLUE
2000 2002 2004 2006 2008 2010

% of Total Children Born in High-Risk
Environments Increases Each Generation
1st 2nd 3rd 4th 5th 6th
1910 1930 1950 1970 1990 2010
10%
25%
SOURCE:USCensus(2010)
Generation

State by State, % Poor in Public Schools
National Average is now 51%

Do You Understand What is
Happening in Our Country OR
Do You Have Your Head in the Sand?

We have, collectively,
less than one generation
to turn this country around.
We know what factors ensure
that kids graduate.
We must ensure every single student
graduates either job ready or college
ready or you will not recognize
the country you live in now.

My Gaudy Goal:
100% graduate from high school
“job ready” or “college ready”

Mindset #1
MINDSET #7:
The Fierce Urgency of
NOW!

Mindset Tool:
End with urgency and
commitment to change

Student Achievement:
Urgent Decision
Is there anything that suggests a mindset of urgency
in building STUDENT ACHIEVEMENT? Check box
below:
q YES
q Maybe
q NO

#1: Ownership (everyone’s problem)
#6: No Excuses (I CAN do this)
165

Our Agenda
ü Define & Introduce 7 Key
Mindsets
ü Share Specific Mindset
Changing Tools
ü Closing (where to get PPTs and
handouts)

1.  Personal experiences (past or new, used to
reactivate or initiate a new causality)
2.  Nudges (e.g. micro steps, increase control,
cultural, rituals, events, posters, systemic, etc.)
3.  Resource Changes (time, money, support, etc.)
4.  New information (give time to reflect, process,
share and make new, informed choices)
5.  Social Pressure (“We’ve got 29 of 32 staff using
this strategy. Let’s get 100% by Friday.”)
6.  Reframing/Attribution (change causality,
“Here’s WHY it happened that way.”)
7.  New narrative (new story, new identity, “Who we
are this year is...”)
7 Ways to Change Mindsets

My Next Step…
1.  Agree on a clear, personal path
2. “Buy-in” from yourself on the idea
3.  Commit to implementation
A – B – C

Thank You!
169
It's been a privilege to serve you.
Safe travels!
Handouts and web download
LINK at Booth #205

Ascd Mindset-2015

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