Part of the ACL School Leadership Project

1. ACL Cohort B Retreat
Grand Traverse Resort
July 26, 2016
Derek Wheaton
www.derekwheaton.com
derekwheaton@gmail.com
@retiredprink2
Learning Facilitator
Redesign the Organization

2. Let’s Get It Started!

5. ● Provide current and relevant information
● Model teaching strategies that you can use
● Shape a supportive learning environment
● Provide ample time to reflect and process
● Be open to your questions
Count on me to . . .

6. ● Participate actively
● Press for clarification
● Seek application
● Honor time constraints
● Use technology tools for
note-taking or when asked
● Take care of your own needs
I’ll Count On You To . . .

7. “Since last we met, life has been like what book, movie, or
song title?
Example: “Since last
we met, life for me has
been like the movie “My
Big Fat Greek Wedding”
because both of my kids
are getting married in 2017!
Since Last We Met

8. Redesign the Organization
Redesign-
An intentional journey to sustainable school improvement
In this session I will:
Help you connect the dots between the six dimensions
Stick to what the literature says is essential for renewal
Prove “what” you do as a school leader matters most
Focus on primacy of school culture
Provide tools you can use right away
Let’s get started!

9. From Rick DuFour….
“We have the greatest generation of educators we’ve
ever seen in our schools right now.”

10. “LEARNING”- “a permanent
change in thinking or behavior.”

11. Leadership begins with YOU!
---Kouzes & Posner
Vision of Leading and Learning

12. Coherent Leaders….
Have clarity about what they value, what they believe…
ACT in alignment with those values and guiding principles
12
ACTIONS BeliefsValues

13. Leadership Metaphor Explorer
Think of an effective exemplary leader. How did
he/she practice leadership?(leadership culture)
Think of an ineffective leader. How did he/she practice
leadership?(leadership culture)
Have a conversation with practicing and aspiring
partner:
1. Why did you choose each card? What does the
metaphor mean to you?
2. How are your cards similar to or different from your
partners cards? Why?

14. Vision for Leadership
● What qualities do you remember about exemplary leaders
you’ve known?
● How do you want others to perceive you as a leader?
● What legacy of leadership do you want to leave in your
school?

15. Vision for Learning: Picture yourself walking down a hallway of your
school, and looking carefully at the work being done by teachers and
students in classrooms. If a high level of quality instruction is occurring,
what would you see in every classroom?
Vision for Learning

16. I used to think . . . Now I think . . .
I used to do . . . Now I will do . . .
Processing Pause

17. “Leaders may only hold people accountable
for tasks they’ve had an opportunity to
learn.”
Richard Elmore Ed.D

18. In Exemplary Leadership
Support Accountability

19. Modeling the skill
Opportunities for Professional Learning
Offering Journal Articles / Websites
Instructional Coaches
Frequent Visits / Encouraging Feedback
Peer Visits
Support: “Relentless Help”

20. Clear Direction About The Goal
Articulation of the Tasks / Timeline
Frequent Visits and Constructive Feedback
Progress Monitoring
with Conversations
About Instructional
Strategies / Issues
Accountability: “A Social Justice Issue”

21. and are “warm demanders”.
They insist, and
they assist.
The Best Leaders Individualize . . .

22. Professional Communities and Learning
Communities that undermine learning
vs.
Communities that sustain adult AND student
learning.

23. Five Characteristics: “Round Robin” with
your partner---paraphrase in your own
words.
Communities That Undermine Learning

24. Toxic - - - - - - - - Laissez-Faire - - - - -Congenial
Does anything describe your school
community?
Communities That Undermine Learning

25. Collborative Communities and the “Holy Grail”
Accountable Communities
Communities That Sustain Adult and Student Learning

26. Exchange information…
Feel good…
Are student-centered...
Exert effort...
Communities That Sustain Adult and Student Learning

27. Collaborative Communities:
Have strength….
Still need to grow by...
Collaborative Communities

28. Differ from other communities...
The leader can foster growth
toward becoming an accountable
community by….
The Goal: Accountable Learning Communities

29. Everyone READ first four paragraphs THEN become an expert at
your assigned principal using the number card you received:
1. Kim Marshall
2. Casel Walker
3. Muriel Leonard
4. Michael Fung
5. Kathleen Flannery
JIGSAW “Creating a Culture of
Reciprocal Accountability”

30. For adult collaboration to generate productive solutions to persistent
learning and teaching problems, we must have groups that:
● Have a common understanding of the indicators of high quality
learning
● Share a common commitment to high quality learning for every
student
● Are capable of acting on that commitment efficiently and effectively
● Receive and use appropriate data and feedback to monitor their
own performance and adjust their efforts.
Adult Collaboration a Necessity

31. "Differences often bring with them unevenness,
expense, tensions, even conflict. But the
objective of our work as educators is
not to create a dissonance-free
environment but rather to create a
learning-full environment, to build a
community of learners."
Roland Barth-Learning by the Heart

32. I used to think . . . Now I think . . .
I used to do . . . Now I will do . . .
Processing Pause

33. Break

34. WELCOME BACK!

35. SHS Presents :
The Big 3
Glasser-Choice Theory
Seminar
Positive School Culture

36. Glasser: Focus Center
Students work with Teachers and Behavior Interventionist to
solve minor problems before they become big problems.
- Learn different ways to solve problems

37. Focus Center
Focus Center Documents
In Classroom Discussion
Focus Center Referral
Behavior Matrix link
Logo link

39. Behavior Data
2014-15 Semester 1
- Tardies- 644 (Discipline referrals
from tardies)
- Truant students- 77
ISS/OSS Students
9th Grade-19
10th Grade-43
11th Grade-16
12th Grade- 10
Majors:
Disrespect to Staff 33; Insubordination 39;
Inappropriate Language 18; Irresponsible
Acts 28; Disruptive 35; Other 52; Failure to
Serve Det- 288
2015-16 Semester 1
- Tardies- 25 Office: (Discipline
referrals from tardies)
- Tardies- 105 to Focus Center
Referrals
- Truant 41; Still have 29 truant
students,19 are no longer truant
ISS/OSS Students
9th Grade-10
10th Grade-13
11th Grade-13
12th Grade- 8
Majors:
Disrespect to Staff 31; Insubordination 38;
Inappropriate Language 18; Irresponsible
Acts 39; Disruptive 58; Other 83; Failure to
Serve Det- 98

40. Behavior Data continued...
2014-15 Semester 2
- Tardies- 702 (Discipline referrals
from tardies)
- Truant students- 77 (20%)
ISS/OSS Students
9th Grade-24
10th Grade-44
11th Grade-21
12th Grade- 7
Majors:
Disrespect to Staff 30; Insubordination 45;
Inappropriate Language 22; Irresponsible
Acts 98; Disruptive 29; Other 72; Failure to
Serve Det- 300
2015-16 Semester 2
- Tardies- 20 (Discipline referrals from tardies)
- Tardies- 63 ( Focus Center Referrals)
- Truant 8- 4 have charges; 4 are
over 18 (20%)
- - 14 students have missed more than 20 days
- - 68 have missed more than 10 days
ISS/OSS Students
9th Grade-10
10th Grade-29
11th Grade-22
12th Grade- 7
Majors:
Disrespect to Staff 33; Insubordination 42;
Inappropriate Language 22; Irresponsible
Acts 66; Disruptive 33; Other 115; Failure
to Serve Det- 38

41. Seminar/Intervention Hour
- School-wide class designed to provide tiered academic
and behavior support
Teachers- Monitor grades and attendance; formulate plans
with the students
Students- Support from the teacher; peer tutoring, group
projects, targeted behavior and academic interventions
(reteaching large groups, retake tests, help with homework)

42. Grade Data
Semester 1 2014-2015
- Failed Grades 713
- Students that failed at least 1 class-
411/934 students, 44%
Semester 1 2015-2016
-Failed Grades 336
-Students that failed at least 1 class-
193/971 students; 19.8%
Semester 2 2014-2015
- Failed Grades 598
- Students that failed at least 1 class-
260/925 students, 28%
Semester 2 2015-2016
-Failed Grades 376
-Students that failed at least 1 class-
200/920 students; 21.7%

43. Grade Data continued..
Summer School Recovery Programs
- Summer School Online- 66 students; 98
credits
- Summer School Classroom- 20 students;
25 total credits
Student Survey of Seminar
444 students responded
- Has seminar provided you the extra time in your
day to get the help that you need from your
teachers? 63.5% Definately; 32.7% Somewhat
- Same for Improve grades
- 71% of students would like more time for the
day
- 90.4% of the students felt like they were
productive with there time
- 91.9% of the students felt that seminar was a
valuable use of their time at school
- 84.2% of the students felt that Fun Fridays were
a nice celebration for academic success
Monthly Monitoring- No-Go List
80-85% of our students are
consistently passing every class this
year.
Quotes from Staff:
“Many students have turned in work and are no longer
failing because they want to participate. Awesome!
Thanks to the Positive School Culture team for doing
all this work!”
“I have had the same rush in my classes as well. Glad
to see it's having an impact!”

44. New Data Review/Intervention
System
GL PLC Demo

45. PSC
Student and teacher teams work in conjunction to build a
positive, supporting atmosphere while providing a sense of
community.

46. Creating
Positivity and
Support for One
Another
- Good News Cards
- Twitter/Daily
Kindness Challenge
- 12 Days of Kindness
- Monthly Fun Friday
Events (Appreciation
Days)
- Bulletin Boards

47. Building a Sense
of Community
- Student Surveys
- Fun Friday Pod Competitions
- Seminar Competitions
- Relationship and
Connectedness Survey

49. School-wide Plan for Next Year
- Appreciation Activities for
Attendance, Behavior and
Grades- Quarterly event or
card
- 1st 9 weeks- PRIDE Card
- 2nd 9 weeks- Event
(Bowling/Lazer Tag)
- 3rd 9 weeks- PRIDE Card
- 4th 9 weeks- Event (Movie
Theatre)
- PRIDE Card
- 10 minute early release on
Friday’s
- Cafe deal
- 3 minute early lunch release
on Friday
- Free sporting event
- Free foam sword
- 2 student connected surveys
(Fall and Spring)

50. Fun Friday Schedule
September 16: PSC Tailgate (Whole District)
- Student Life Booths: Clubs etc…
- DJ
- Bean Bag tournament
- Foam Sword Sale
- Free Ice cream
- Kickball on the baseball field
- Ultimate Frisbee
- 4 Square
- Photo Booth: Spirit stuff
- Face painting
- Fan Bus to TR
October- Class Sock War
November- POD Dodgeball
December- Movie and Snack (Student Survey)
January- Teachers vs Students: Basketball
Game
February- Lip Sync Battle
March- POD Dodgeball
April- Class Sock War
May- Teachers vs Students Week

51. Student Plan for Next Year
- Behavior Expectations Videos
Finalize
- Continue 12 days of
Kindness/Door decorating
- Implement- At least 1
Kindness Activity a month
- Develop Friday morning Fight
Song Schedule
- Twitter Refresh (Sneaky Cards
Challenge)
- Back to School and Freshman
Focus Camp Booth
- Recruit new members
- Shirts

52. Staff Plan for Next Year
Organize Staff shirt Friday
Designate 1 Sporting Event as the
staff event that we all attend
together
Mystery Friend all year
Staff PRIDE Cards every month at
the staff meetings
Fall Back to School Gathering
Winter Nature Center Gathering
Spring Golf Scramble
Summer Staff Canoe Trip

53. ACL Take Aways
Take advantage of the time to work
with your team
Take advantage of the networking
opportunities; learn from other
teams
Do not be afraid to adjust and refine
your initiative along the way
If you're not sure where to start,
collect perception data from all
stakeholders
Use data to drive and refine your
initiative
Tap into your best resource, your
students!

54. You will have one hour for lunch! See you
back ready to learn at 1PM!
Lunch!

55. That’s What Makes You Beautiful!

56. Everyday Survival: Why Smart People Do
Stupid Things(2009)

57. Curriculum programs
Sift through data and make
data-driven decisions
Create commitments to focus
on specific student needs
Explore new ways to engage
parents
Work on improving
instruction?
In a “spin stall?”

58. Talk with your principal/aspiring
Partner about the number of
initiatives that you are currently
juggling. What would you
consider to be top priorities? What
could you focus on that would bring
the best bang for your buck?
Are you in the “spin stall?”

59. Doing What Matters Most To Change
The Odds For Student Success
Simply Better

60. Whole language instruction, performance assessment, block
scheduling, looping, and detracking . . .
“It’s embarrassing. It really is. Not to mention depressing.
These are only a few of the “good ideas” that were discussed in
the pages of the Kappan--silver bullets that would enhance,
reform, and even save American education . . .It is embarrassing
because all these “good ideas” have produced very limited gains.
It is depressing because nearly all of them really were good ideas.
But the results of all this research and publication have been less
than impressive.(Wade Carpenter, 2000)
What Matters Most?

61. Guarantee challenging, engaging, and intentional
instruction.
Ensure curricular pathways to success.
Provide whole-child student supports.
Create high-performance school
cultures.
Develop data-driven,
high-reliability district systems.
What Matters Most?

62. 1. A coherent instructional guidance system.
2. Development of the professional capacity of
faculty.
3. Stong parent-community-school ties.
4. A student-centered learning climate.
5. Leadership that drives change.
(Organizing Schools for Improvement, 2010, Bryk, et.al.)
Five Essential Ingredients for
School Improvement

63. Selected School-Level Influences on Student Achievement
Variance in student achievement:
School level factors- 7%
Teacher level factors-13%
Student level influences-80%
Source: (Marzano, 2000)
What does meta-analysis research tell us?

64. Talk at your table after the data and information just presented and determine
what you think should be job #1 for every principal and district leader?
Processing Pause

65. The world’s best systems focus on
guaranteeing, every child great teachers
and great teaching.
Source: McKinsey and Company (2007), How the world’s best-performing school systems come out on top. Retrieved from
http://www.mckinsey.com/App.Media/Reports/SSO/Worlds_School_Systems_Final.pdf
Attend to the “core” business of schooling:
Great teachers and teaching

66. Effective and ineffective teachers are spread
heterogeneously across the system.
Principal’s JOB #1 is to ensure high quality and
low variability within schools.
Create a culture of high expectations for academics
and behavior.
The “secret sauce” of improvement: school
culture.
More Bang for the Buck: Reducing
Variability in Teaching Quality

67. A McRel meta-analysis of research on effective school leaders found these
strong links between student success and leaders who:
Are directly involved in the design and implementation of curriculum,
instruction, and assessment practices.
Protect teachers from issues or influences that might otherwise detract from
their teaching.
Provide teachers with the resources and materials (including staff
development) they need to deliver high-quality instruction and effectively
manage their classrooms.
Source: (Marzano, Waters, and McNulty, 2005)
What Do Effective Leaders Do to Demonstrate Job #1?

68. That when a window is left broken in a building, it sends the message to
passersby that “no one cares and no one is in charge.” Soon more broken
windows appear, and, eventually, the whole neighborhood descends into
chaos.
Gladwell: Sometimes big problems “can be
reversed, can be tipped, by tinkering with the
smallest details of the immediate environment.”
Source: The Tipping Point: How Little Things Can Make a Big Difference, Malcolm Gladwell, 2000.
Broken Windows Theory

69. Instruction
Structure(clear learning goals)
Individualized, responsive
instruction
Opportunity to learn challenging
content
School environment
Orderly climate
Assessment and monitoring
Parent involvement
Press for Achievement
Distinguishing Characteristics of “Beat the Odds” Schools
Professional Community
Professional development
Teacher collaboration
(deprivatizing practice)
Teacher influence in school
decisions
Leadership
Shared mission and goals
Instructional guidance
Re-designing the organization

70. Shared mission and goals (common vision and clear focus for
resources)
Academic press for achievement (high expectations for all)
Orderly climate (clear and enforced rules for student behavior)
Support for teacher influence (leadership shared with teachers)
Structure (clear student goals, strong classroom management)
Distinguishing Characteristics of High-Performing
High-Needs Schools

71. Attendance, grades and pass rates are higher in schools with
stronger:
Instruction
Student-centered climates
-Teacher-student relationships
-Safety
Teacher collaboration
-Collective responsibility
-Instructional program coherence
CCSR Research

72. Student-centered climates
-Safety
Teacher collaboration
-Collective responsibility
-Innovation
Parent Involvement
-Teacher-parent trust
Leadership
-Program Coherence
-Teacher influence
-Instructional leadership
Teachers remain in schools with stronger:

73. Effective principals:
Set high, concrete goals and expectations for all students to reach
those goals.
Develop a clear vision for what the school could be like and
promote a sense of staff cooperation and cohesion.
Involve teachers in decision making, and shared leadership.
Systematically celebrate teachers’ accomplishments.
Source: McREL meta-analysis, Marzano, 21 Responsibilities of school leaders. Marzano. et.al., 2005
“Can-Do” School Culture

74. So Much Reform, So Little Change (2008) Charles Payne
Consortium on Chicago School Research-compared 30 most highly rated
schools in Chicago with the 30 lowest performing schools in Chicago,
researchers discovered, “. . . questions related to the quality of relationships--in
particular, the level of trust and respect teachers have for one another--proved
to be one of the best predictors of school performance. (Payne 2006)
Dysfunctional School Culture

75. After survey collection of teachers in 100 schools:
In the same way individuals can develop learned helplessness,
organizations can be seduced by pervasive pessimism.
According to the pessimist view, voiced with a tired resignation,
“These kids can’t learn, and there is nothing, I can do about it, so
why worry about academic achievement …..” Academic
optimism, in stark contrast, views teachers as capable, students as
willing, parents as supportive, and the task as achievable. Hoy,
Tarter, and Hoy (2006)
Academic Optimism:
Powerful Predictor of Student Achievement

76. Defining the culture of high-performing schools:
Press for academic achievement
Collective efficacy (i.e. a shared belief among
teachers that they can help students succeed)
Faculty trust in parents and students
Source: Hoy, Tarter, and Hoy (2006)
Academic Optimism

77. “Four years of public school teaching--and ten
years as a principal--convinces me the nature
of relationships among adults who inhabit a
school has more to do with a school’s quality
and character, with the accomplishments of its
pupils and the professionalism of its teachers
than any other factor.--Roland Barth (2001)
It’s About Relationships!

78. Trust in Schools:
Studied 400 schools in Chicago and revealed that:
"Relational trust is central to building effective educational
communities."
Achievement gains were higher in schools
where a high level of relational trust existed.
Relational Trust
Bryk and Schneider: University of Chicago 2002

79. Lencioni Trust Pyramid
TRUST
CONFLICT
A
ACCOUNTABILITY
COMMITMENT
RESULTS

80. 1. Anonymity-No clue on hopes, dreams,
feelings and “personal story.”
1. Irrelevance-A feeling that workers don’t
make a difference and don’t know their
impact. How are they changing the lives of
others? How does the work they do impact others, the
organization, community, etc.
1. Immeasurement-No way to measure success for themselves
and the work that they are doing. How do they measure their
contribution or success?
Three Signs of a Miserable Job

81. Raising the quality and reducing the
variability of teaching across the school
Expectations for instruction are clearly and
consistently articulated across the school
Principals/Instructional leaders conduct
regular classroom observations with
follow-up coaching conversations
Teachers engage in professional
conversations that focus on improving
instructional practice.
High-Performance School Cultures: A Checklist
Creating a culture of high expectations for
academics and behavior
High expectations for learning and behavior
are clearly articulated and enforced.
In keeping with the Broken Windows theory,
the physical appearance of the school
conveys high expectations for student
learning.
All school personnel--from teachers to
support and janitorial staff--can connect
their work to student success.

82. 1.If visitors walked into our school for the first time today, would they say it
exudes a positive culture, one that conveys high expectations for learning
and behavior where adults believe they can make a difference for
students?
2.What’s a small change we can make tomorrow to move our school closer
to becoming a high performing school culture?
3.How many improvement efforts are underway in
our school now? Are we making a few, measured
improvement efforts or are we thrashing at the
controls?
1.What else can I do to protect teachers’ time?
Reflecting On What Matters Most

83. The literature provides clarity…. do these things and student outcomes
will improve: (listed in order of correlation to student academic achievement gains) (Marzano, Waters & McNulty, 2005,
p.63)
1.Situational Awareness
2.Flexibility
3.Discipline, Outreach, Monitoring/Evaluating
4.Culture, Order, Resources, Knowledge of CIA, Input, Change Agent
5.Focus, Contingent Rewards, Intellectual Stimulation
6.Communication
7.Ideals/Beliefs
8.Involvement in CIA, Visibility, Optimizer
9.Affirmation
10.Relationship
There’s Nothing New Here!

84. “....knowing what is happening, distancing ego from daily
events...honestly appraising the state of the organization.” (Marzano, Waters & McNulty,
2005, p.60)
• Aware of what could go wrong from day to day
• Know informal groups and staff
relationships
• Aware of issues that have not surfaced
but could create discord
Situational Awareness

85. Flexibility
“...the extent to which leaders adapt their leadership behavior
to...current situation and...comfortable with dissent.” (Marzano, Waters
& McNulty, 2005, p.49)
• Associated with transformational leadership
• Being directive or nondirective as needed (defined autonomy)
• Encouraging expression of diverse and contrary opinions
• Comfortable...making major changes in how things are done

86. Leader as advocate and spokesperson to all stakeholders…
(Marzano, Waters & McNulty, 2005, p.58)
• Complies with all district and state mandates
• Advocate of school with parents
• Advocate of school with central office
• Advocate of school with community
Outreach

87. Fosters shared beliefs and a sense of community and
cooperation (Marzano, Waters & McNulty, 2005, p.58)
• Promotes a sense of well-being among teachers and staff
• Promotes cohesion among teachers and staff
• Develops an understanding of purpose among teachers and
staff
• Develops a shared vision of what the school could look like
• Promotes cooperation among teachers and staff
Culture

88. Establishes clear goals and keeps those goals in the forefront
of the school’s attention (Marzano, Waters & McNulty, 2005, p.58)
• Establishes high, concrete goals and expectations that all
students meet them
• Establishes high, concrete goals for curriculum, instruction,
and assessment practices within the school
• Establishes high, concrete goals for the general functioning of
the school
• Continually keeps attention on established goals
FOCUS

89. First Order - Incremental Change
Second Order - Deep Change (Innovation) (Marzano, Waters & McNulty, 2005, pp.65-75)
Change requires the correct level of leadership, the deeper the change...need
matching leadership techniques.
First & Second Order Change

90. Break

91. Tools For Redesign

92. • Get teachers focused on engagement
• Bring teachers together to analyze evidence of teaching
• Build a culture where staff take pride in their work and feel
responsible for student learning and achievement
• Find ways to reduce teacher isolation-classroom transparency
Instructional Leadership

93. • Instead of critiquing and scrutinizing teachers, provide
constructive feedback and support
• Develop partnerships to provide services/resources to parents
• Provide differentiated professional learning to teachers
 Content-subject matter coaches
 Pedagogy-Time to analyze student work
 Relationships with students
Build Capacity

94. • Assign students who are behind academically to effective
teachers.
• Provide access to deeper learning through rigorous instruction
and increase academic support.
• Develop early intervention systems to support struggling
students.
• Provide extended learning time-after school (but not more of
the same) and summer school.
• Respond to the non-academics of children-health, social and
emotional support, etc.
Implementing a Plan: Do More of What Works,
Less of What Doesn’t

95. Classroom walkthroughs to reduce Variance in Teaching Quality
1.Are teachers using research-based teaching strategies?
2.Do students understand their goals for learning?
3.Are students learning both basic and higher-order levels of knowledge?
4.Do student achievement data correlate with walkthrough data?
Have you identified the look fors in your district and school? Have they been
clearly identified? Does everyone know what they look like and sound like?
Talk with your table mates about what you have in place and what you need to
implement. What is your plan to reduce the variance in teaching quality at your
school?
See the Forest Through the Trees

96. A small-scale, short-term effort that results in quick,
measurable gains in achievement.
The term fractal is drawn from a phenomenon found throughout nature in such
things as ferns, snowflakes, and river networks, where the smallest component
of the system resembles the larger system.
Fractal Experiences

97. SMART Goal
Simple measure for collecting progress
Secure specific commitments from everyone
Monitor implementation of the effort
Review what happened, after specified period
Identify ways to sustain the successful change or to improve results
Identify a new “fractal”
With your partner/table mates, brainstorm some quick wins you could
implement this September.
Getting Quick Wins with Fractal Experiences

98. • Options for Leading Teacher Learning
• Cultural Responsiveness and Parent Participation
Assessments
• Change The Odds Survey
changetheodds.mcrel.org
• Changing Schools www.mcrel.org/changing-
schools/
• Resource Page
Packet Resource Walk

99. World’s Greatest Teacher
Brad Meltzer Ms. Spicer

100. Ticket Out! It’s as easy as 1,2,3!
1. What did you learn? What is your permanent change in
thinking or behavior? What did you used to think? What
do you think now? What did you used to do? What will
you do now?
2. Access presentation here: goo.gl/RHaFn9
3. Write a note of affirmation to someone! RAA
derekwheaton@gmail.com www.derekwheaton.com
@retiredprink2 derekwheatonconsulting Derek Wheaton