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CHARTINGYOURCOURSEAUCD TOOLKITA Toolkit for NewDirectors of UniversityCenters for Excellencein DevelopmentalDisabilities (UCEDD)Written by Matthew Wesley Williams,Liberating Leadership, LLCfor AUCD
Table of Contents“A Tangled Web”: A Story of a New UCEDD Director06Advice from Current UCEDD Directors10Self-Reflection16Getting Oriented to Your UCEDD32Tips for Visioning and Strategy68This toolkit was funded by the Administration on Intellectual and Developmental Disabilitiesthrough technical assistance contract # HHSP233201600066C. The contents of this document donot necessarily reflect the views or policies of the Administration on Intellectual and DevelopmentalDisabilities, Administration on Community Living, US Department of Health and Human Services, orthe US Government.
IntroductionThis toolkit contains a series of concepts and exercises designed to helpearly stage UCEDD directors begin well in their roles. This toolkit is acomplementary resource to the AUCD’s UCEDD Resource Center (URC).The URC contains a treasure trove of resources for UCEDD Directors tolearn and grow in their leadership. Most of the available resources provideguidance on many of the technical and regulatory issues related to the workof the UCEDD. This toolkit is designed to provide concepts, frameworksand tools that build that capacity of UCEDD directors for organizationaland systems leadership.You may engage this resource as a learning journey or as a set of stand alone exercises. These concepts and exercises can build on one another.However, you may also want apply a particular tool or framework, apartfrom other concepts and exercises, to a specific issue or challenge in yourwork. The modules contain exercises and questions that can be used forgroup discussion, stakeholder conversations, staff planning sessions, andindividual reflection.AUCDCharting Your Course1
This Toolkit Has 3 Sections1Self-ReflectionSelf-reflection is the practice of assessing one’s thinking, feelingand behavior. It requires a combination of honesty and grace to takestock of one’s strengths and growth areas. For leaders who desire to learnand grow, it is an ongoing discipline that is never finished.Three ModulesThis section includesthree modules that inviteyou to engage in thisimportant practice:2I. Personal Reflection on MotivationII. Mental Models of LeadershipIII. Leadership StrengthsGetting Oriented to My UCEDDUCEDDs are ecosystems that require a director to manage a complexnetwork of relationships and competing priorities. Effective leadership in thisenvironment requires a director to identify and understand the relationshipsbetween the diverse elements of the UCEDD’s ecosystem. This awarenessenables leaders to make decisions with attention to how an intervention inone part impacts other elements and the whole. This section provides a set ofconcepts and tools that help UCEDD directors gain insight into the UCEDD’skey elements, including organizational history, staff functions, stakeholderrelationships and organizational culture.Five ModulesThere are five modulesin this section:2Charting Your CourseI. The Story of My UCEDDII. The Status of My UCEDDIII. Mapping the UCEDD’s Core FunctionsIV. Mapping Stakeholder EngagementV. Understanding the CultureAUCD
3Tips for Visioning and StrategyStrategy is a map of a path toward a desired future based onour best knowledge of a situation at a given moment. Thatdesired future is a vision of change rooted in shared ideals and values.Good strategy envisions and pursues this future with a deep empathicunderstanding of the needs and desires of the constituents you hope toserve. It requires a team to martial its powers of learning and problemsolving to pursue a desired future while responding productively tounforeseen obstacles. It is more like a muscle than a set of documentedplans. To help build this muscle, this section offers a set of tips and toolsto help you envision and enact the change you hope to lead through yourUCEDD.Three ModulesThere are threemodules in thissection:I. Envisioning ChangeII. Practicing Human Centered DesignIII. Tips for Developing a StrategyRESOURCEThe URC Resource Map provides a bank of tools and resources on core functions ofUCEDDs and federal requirements for the UCEDD grant program. Resources in thismenu include webinars, guides, training, and other tools addressing UCEDD corefunctions, administration, operations and other key priorities.Follow this LINK to access the Resource Map.AUCDCharting Your Course3
“A TANGLED WEB”:A STORY OF A NEW UCEDD DIRECTORThis case is a fictional composite sketch adaptedfrom the real stories of new UCEDD directors.Dr. Karen Smith was excited to begin in her role asDirector of the University Center for Excellence inDevelopmental Disabilities at the University of theUnited States.Both her faculty appointment and the UCEDD were locatedin the School of Education. The former director was a belovedfigure in the university, community, and the UCEDD. Karenknew she would be leading a staff that was loyal to the formerdirector. They were grieving his departure and they weresomewhat skeptical about her prospects as the new director.Advised by wise and experienced UCEDD directors in theAUCD network, Dr. Smith started her tenure by askingquestions of the staff, board members, and other stakeholdersto better understand the culture of the center and determinehow she might make a positive impact. After about twomonths of listening through interviews and one on oneconversations, she used software to analyze the interviews andcode the themes. Her data-driven reflection on these themeshelped her set goals for herself and her leadership in this newrole.4Charting Your CourseAUCD
Often times we find ourselves in challenging situationswith obstacles constantly obstructing our paths.The key is to have the tools to navigate this new terrain.In a review of the programs of the UCEDD Karennoticed that there seemed to be no logic holdingall of these initiatives together. It appeared to bea “hodge-podge” of programs loosely fit togetherwithin the UCEDD’s structure.She asked senior staff about how these programswere initiated. She came to realize that they wereeach added to the UCEDD’s portfolio in an ad-hocway. When the former director saw opportunitiesfor funding he pursued them to ensure consistentfunding streams for the UCEDD. Over timethis pattern created mission drift. There was nocohesive sense of vision or mission tying togetherthe program staff or their work. As a result, thestaff tended to work in silos, based on the programarea to which they were assigned. They had alsodeveloped deep affection for these disparate areasof work.AUCDCharting Your Course5
During her first 60 days, Dr. Smith alsoconducted a review of the faculty andstaff ’s annual performance evaluations andprofessional goals for the coming year.The performance evaluation process appeared to be highlysubjective and inconsistent. During that review it alsobecame apparent that some staff members have not madesignificant contributions to the mission. In fact, she couldsee that some staff members were in roles for which theywere clearly unqualified. The only conclusion Karen couldmake was that the former director retained them becauseof personal loyalty. In some cases, she realized, the formerdirector tended to make personnel decisions based onpersonal relationship rather than performance. Whilethere are many individuals who were demonstratingexcellence in teaching, research and service, there werecorners of mediocrity in the UCEDD that represented apoor use of the organization’s resources and had a negativeimpact on staff morale.Then came the game plan.She knew that personnel issues and mission drift would take a while toaddress. So, she decided to start with small predictable wins. To begin, shedecided to take on what appeared to be the low hanging fruit, the thingseveryone said they wanted to change or improve.One seemingly simple issue was internal staff communication. Almostevery person on her team reported that they felt disconnected from otherteam members. They felt like they had no idea what was happening beyondtheir siloed program area.6Charting Your CourseAUCD
This seemed to be an easy fix. To address this, Karen changed the waymonthly staff meetings were conducted. In the past, the agenda for staffmeetings had been prepared unilaterally by the former director. Thesehour-long meetings were typically a monologue with little contributionfrom the team. Karen decided to share the leadership of staff meetings andinvite the team to help set and lead the agenda. For the first three months,no one provided any content for the agenda nor did they volunteer to helplead the meetings.This was just one of a few changes that were surprisingly difficult. Whenshe began making some of these low-stakes changes she ran into someunexpected resistance, sometimes from the very people that hadsuggested those changes. She couldn’t figure out why she was runninginto overt and passive resistance seemingly at every turn. She came tolearn that some of the staff members interpreted her questions and effortstoward change as criticism of their beloved former director. Sometimesthey would even say aloud to her, “Jim [the former director] would havenever done that.” While they were quick to volunteer ideas for change,a subset of the staff did not trust her to implement that change. A smallgroup of staff often relayed information about prospective changes to theformer director, Jim, with whom they were still in consistent contact. If heexpressed any doubt or disappointment about a change he let them know.They tended to base their response to a proposal for change on whetherthe former director approved. She began to notice the development of afaction that consistently resisted small and large efforts toward change.Dr. Smith began walking on eggshells, unaware of when and where shemight encounter resistance. Something had to be done, but she was at aloss for what to do about it.WHAT ADVICE WOULD YOU OFFERTO KAREN?AUCDCharting Your Course7
ADVICE FROM CURRENT UCEDDDIRECTORSThe job of a UCEDD Director requires one to manage a complex setof relationships and priorities. AUCD recently asked current UCEDDDirectors to offer words of advice to new UCEDD directors enteringthis unique role.Here are some of their responses compiled by category:Engaging the AUCD Team and UCEDD NetworkREAD! Useresources online atAUCD’s UCEDDResource Center.Actively utilize thetremendous networkof experts who existthroughout thenetwork. It is anextremely talentedgroup who are verywilling to share.Phone a friend! Finda UCEDD Directorfriend that you trustand talk to regularlyin the first fewyears. Prioritize aregular conversationmonthly, sacredtime.8Charting Your CourseStudy the UCEDDwebsites. Find threethat have attributesyou would like toknow more about andvisit them in-personusing core funds.Help the Dean/Vice Presidentunderstand whatthe UCEDD does.Consider invitingthem to AUCD’sConference.Build strongrelationships withother UCEDDs andcreate opportunitiesfor internalrelationshipbuilding and projectdevelopment.Take advantageof the wonderfulAUCD networkresources- includingthe staff!Introduce yourselfto other Directorsat the AUCDConference, reviewtheir websites, andtry to make a fewvisits to neighboringUCEDDs. Ask forTA, and utilizeAUCD resources!Use AUCD’sresources/ technicalassistance/ peeradvice to get supportand advice for anyissues/ questionsthat arise—especially withNIRS, reporting, etc.They are helpful andgreat!AUCD
Relationship BuildingEmbrace yourrelationship withothers.Make connectionsand establishrelationships outsidethe UCEDD andtypical “comfortzone.”Build solidrelationships insideand outside your hostuniversity.Seek to find a balancebetween getting toknow your staff andconnecting with yourexternal constituents.ManagementTry to spend sometime with really goodsupport to understandthe finances of yourcenter.Be transparent withas many processes aspossible.Don’t have yourplate be so full youcan’t take time to bea good manager.Work closely withbusiness office/sponsored programsunit on budgetallocation andjustification.Meet with theexiting Director tounderstand ALL thechallenges that existin the organizationthreats/ potentialthreats/ allies andindividuals that cansupport and mentorsuccess.Attempt to createa “horizontal”organization structureto build capacity acrossyour organization andencourage creativityand joint ownershipof challenges andsuccesses.AUCDCharting Your Course9
Team and StaffingInterview eachkey staff person tounderstand strengthsand build teamsaccordingly.Trust and encourageyour personnel andpartners to shareleadership with you.You do not (cannot)accomplish it all alone.Set high expectationsand support and growyour personnel soyou have a strong andengaged team.10Charting Your CourseMeet with allstaff and build anunderstanding ofwho they are- theirstrengths, interests andideas.Be willing to listen toideas from staff whilealso being preparedfor resistance tochange. Make sureyour staff team hasyour back.Have a sit-downmeeting with everysingle staff person andask: What do you do? What do you needfrom me? What do you thinkI need to knowabout your job?AUCD
Navigating the University and Larger EcosystemAddress navigationissues associatedwith locationwithin universityand medical schoolstructures.Meet with stateand universitypartners to buildan understandingof who they arestrengths, interests,and ideas.Get support fromyour institution;Funding for theDirector;Decent share ofindirect costs;Anything else isgood!AUCDBe clear on concreteways the university willsupport the efforts ofthe UCEDD: financing,salary coverage, F&Asupport, universityappointments,integration intouniversity/ college/departmentalstructures.Use this opportunity(your arrival) toincrease visibility ofyour center at theuniversity.Find out the “landmines” to avoid inyour center and state.Make friends withthe director of HRon your campusbefore your needhim/her (and youwill).Work closely withbusiness office/sponsored programsunit on budgetallocation andjustification.Make sure you knowwhere you sit inthe university andhow your center’swork aligns with theuniversity strategicplan.Charting Your Course11
Leading ChangePush the limitsmake a change fromthe status quo!!!Give yourself timeand look at progress1-5 years out.Organizational andcultural change takestime.What resources willyou need? Shouldyou consider?How do you lay thatout?12Charting Your CourseEnsure you have thespace to lead withoutundue influenceof the past leader’svision and “ways.”Question thestatus quo.Take the time toconsider your shapeof the center. ManyUCEDDs have stronghistorical presencewithin a certainstructure, processes, etc.That doesn’t mean it hasto stay that way.Focus efforts ontransformationalleadership tasksdespite the neverending and loudercall to respond totransactional tasks.Once you have takenthat time and have thetype of center in mind,think about: Will itrequire change? Howmuch?Think about usingsome UCEDD funds tosupport new initiatives(e.g. seed funding).Also, think carefullyabout goals andobjectives and ensurethey are measurableand attainable.AUCD
Leadership Practices and ValuesThe whole is moreimportant than theparts- be rooted incivil rights and corevalues of the DD Actand make sure everyproject is based onthose values.Focus on makingchange for people withdisabilities.Set very clearboundaries withoutgoing directors.Know where you wantto go but be flexible inhow you will get there.AUCDHave a focus orpriority area soit’s not entirelyoverwhelming!It’s not necessaryalways to followrules! Find balancein your personal andprofessional life. Lookfor strengths, leveragestrengths, and begrateful.Define your nicheand work within yourstrength and capacityareas. The scope is toobroad and you will bepulled in a hundreddirections.There are a lot ofsurprises! Don’t beshocked by all of thethings you should haveknown but didn’t.Don’t give up!Appreciate and valueyour strengths andwhat you bring tothe role. Try not tobe intimidated by thenetwork!Your health comesfirst. Have a plan toreduce stress. It willmake everything elseokay.Charting Your Course13
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Self-ReflectionAUCDCharting Your Course15
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Framing GoalsSelf-reflection is a necessarypractice for effective leaders.This discipline provides leaders with an opportunity to pause amid theflurry of activity and incoming messages to gain perspective, recalibratepriorities, and tend to their emotional well-being. Self-reflection can bedone in a variety forms and methods including meditation, journaling,and storytelling. The ultimate benefit of self-reflection is increased selfawareness, which builds the capacity of leaders to align their valuesand actions. This congruence between who you are internally and whatyou do externally facilitates a greater sense of fulfillment in personaland professional life. It also fosters resilience in the face of challengingcircumstances.This section offers three modules to support UCEDD directors in thepractice of self-reflection. If you choose to work through the entiretyof this section, you will have explored concepts and exercises that helpyou:Examine the mental models that informyour values and practice of leadership,Identify the motivations that drive yourwork as UCEDD Director, andReflect on the strengths and gifts youbring to your leadership role.18Charting Your CourseAUCD
How to Use This SectionThe three modules in this section mayeach be used as a stand-alone process.You may also choose to allocate a half-day or more to work throughthe entire section at once. Here are a few suggestions for how youmay engage this section:Slow down and allow yourself time to reflect.Set aside 30 focused minutes at the beginning or end ofyour work day to work through one module.Use the questions in each section as prompts for journalingor conversations with a professional coach.Schedule a periodic (biannual, quarterly) personal retreatin which you iteratively return to these modules. This mayhelp you keep track of changes in your thinking over time.Invite a small trusted group of peers to go throughthis process with you. Reflect together on what you’rediscovering through the exploration of your mentalmodels, motivations, gifts and strengths.Have fun and feel free to get creative.Just know that you will have to allocate time to this too often-neglected practice of self-reflection.AUCDCharting Your Course19
MODULE 1: PERSONAL REFLECTION ONMOTIVATIONReflection Question #1: What is at stake for you ifthe UCEDD succeeds or fails in the fulfillment of itsmission?[section for written reflection]Reflection Question #2: How does the UCEDD’s missionalign with your personal sense of passion and purpose?Why does this matter to you?[section for written reflection]20Charting Your CourseAUCD
MODULE 2: MENTAL MODELS OFLEADERSHIP“Mental models are deeply held internal images of how the world works,images that limit us to familiar ways of thinking and acting. Very often,we are not consciously aware of our mental models or the effects theyhave on our behavior”- Peter Senge (The Fifth Discipline, 1990)Mental models are the unseen forces that shape our thinking and action.Reflective leaders constantly seek to lift their unseen assumptions and ideasto conscious awareness. This practice enables us to examine our “internalimages of how the world works” and determine whether they are helpful.Often our mental models are based on past experiences that no longerrepresent the current reality. Consistent reflection on our mental models ofleadership can help us learn how well our leadership style and processes fitthe current context in which we are leading. For a UCEDD undergoing aleadership transition, this practice may help a staff begin to identify and putaside outdated models that no longer serve the UCEDD.AUCDCharting Your Course21
Exercise: Mental Models of LeadershipMany of our mental models of leadership are derived from experienceswith leaders who have made an impression on our lives, either positivelyor negatively. This exercise invites you to reflect on the leaders that haveimpacted you. Note: For this exercise, use examples of leaders withwhom you have had a personal or professional relationship.Name two leaders who exemplify your ideals of leadership.Name two leaders whose leadership you DO NOT wantto emulate.Think back to a time when you saw them face a leadershipchallenge. How did they handle it? What qualities did youadmire in their leadership? What qualities did you notadmire?22Charting Your CourseAUCD
How do their examples (both positive and negative) inform yourideals of leadership?What do your responses to the above questions suggest aboutthe kind of leadership you want to embody in your role asUCEDD director?AUCDCharting Your Course23
MODULE 3: LEADERSHIP STRENGTHSPersonality profiles are a useful tool to enhance selfawareness. They offer frameworks that help us understandour unique perspectives and behavioral patterns.The VIA Character Strengths Survey is a psychometricallyvalidated personality test that measures an individual’scharacter strengths. The survey assesses the uniqueway that twenty-four character strengths show up ineach person. They provide a clue as to what kind ofenvironments, dynamics and tasks support our well-being.Character strengths are viewed as our positive personalityin that they are our core capacities for thinking, feeling,and behaving in ways that can bring benefit to us andothers1.While the VIA survey enhances self-awareness, itmay also help you understand the perspectives andbehavioral patterns of your staff and colleagues.Consider inviting your staff to complete the survey andreflect together on what they learn about themselves andeach other. When colleagues understand one another’sstrengths (and how they show up) they may developnewfound empathy and patience. As a manager, it mayalso help you create conditions for your team to do theirbest work.24Charting Your CourseAUCD
Take the free surveyat this LINK.When you have received yourresults, return to this module toreflect on your strengths profile.Tip: Character strengths reflect whoyou are at your core.They are not an assessment of strengths and weaknesses.So, resist the urge to think of your lesser strengths asweaknesses. They are still a part of your strength profile. Yoursignature strengths are a clue to help you identify the types ofenvironments and conditions that enable you to thrive.1.2.3.4.5.6.7.1from the description of the VIA Character Strengths Survey at the VIA Institute onCharacter. Accessed May 19, 2019. http://www.viacharacter.org/AUCDCharting Your Course25
How do your signature strengths show up in your leadership?List the 5-7 members of your staff with whom you work most closely.What character strengths do you notice in them?1.2.3.4.5.6.7.26Charting Your CourseAUCD
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TIP: This strengths assessment can behelpful for team building. Your lesserstrengths may be signature strengths foranother member of your team.Reflection Question #1: Review the 24 character strengths.What are the top 10 character strengths that your team needs todemonstrate to make the kind of impact you envision? Which of these areyour signature strengths?[section for written reflection]Reflection Question #2: What are the strengths among your team thatought to be recognized and fostered to create conditions for success?[section for written reflection]28Charting Your CourseAUCD
Reflection Question #3: What other personality profiles have you taken?(StrengthsFinder, Enneagram, Myers-Briggs, etc.) What have they reflectedback to you about your leadership style? How do those profiles relate towhat you have learned about your strengths through the VIA characterstrengths survey?[section for written reflection]AUCDCharting Your Course29
Getting Oriented30Charting Your CourseAUCD
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GETTING ORIENTED32“A UCEDD Leader influences, promotes and moves individuals,practices and policies toward the achievement of the ADA and DD Actvision of full participation, integration of all people with disabilities intothe social and economic fabric of our society.”-George Jesien, PhDCharting Your CourseAUCD
TO YOUR UCEDDAUCDCharting Your Course33
Framing GoalsGetting oriented to the role of director requiresyou to develop an awareness of the structural,cultural and relational aspects of your UCEDD.Both new directors who are also new to their UCEDDs and newdirectors who have some history with their UCEDD or university havepeculiar advantages and encounter unique challenges when enteringtheir roles. For directors who rise to leadership from the ranks ofthe staff or university, there may be some aspects of the context thatyou know well. However, you may also find it difficult to adjust yourrelationship to colleagues who have known you as a peer.For new directors who are also new to the UCEDD, your learningcurve may be steep. Building new relationships while learning thelandscape of a complex organizational environment can be daunting.However, newness also has its advantages. You may be able to askprobing questions that would otherwise be seen as threatening from alongstanding colleague. With a fresh perspective you may also be ableto see aspects of the organizational culture that a veteran colleaguewould no longer notice. In either case, orientation to this role requiresa new director to “learn the system”, both in its visible and less apparentdimensions.34Charting Your CourseAUCD
This section offers a series of modules thatcan help a new director learn about theirUCEDD. These concepts and exercisesprovide tools that will help you:Learn and articulate the history ofyour UCEDDAssess the usefulness of your UCEDD’sprogrammatic activitiesMap the internal (staff) landscape inyour UCEDDReview the relationship of your UCEDDto your stakeholders, andGain insight into the culture ofyour UCEDDAUCDCharting Your Course35
How to Use This SectionThere are five modules in this section. As a new director you mayfind it helpful to use these modules for personal reflection onyour work in the UCEDD. However, these exercises will yield thebest results when used in a group setting with your staff and/orconstituents.Here are a few ways you might use the modules in this section:Use one module to stimulate group reflection during a staffmeetingWork through all five modules in a staff retreatUse the team-derived results of these modules to orientnew staffInvite community and/or university partners toparticipate in an assessment process informed byone or more of these modules.36Charting Your CourseAUCD
MODULE #1: THE STORY OF MY UCEDDEntering the role of UCEDD director is like becoming a co-author of astory that is already being written. In order to begin envisioning whereand how you may lead your UCEDD, it is important to understand andnarrate the story of the center prior to your leadership.Every UCEDD has a unique story. These stories consist of a series ofevents, patterns and unexpected turns that produce a trajectory overtime. This module invites you to plot the story of your UCEDD on atimeline. This will enable you and your team to gain a “long view” of yourcenter. In a group setting, it may also help build a shared understandingof certain programs or patterns in the UCEDD.AUCDCharting Your Course37
Group ExerciseSTEP 1STEP 2On a chalkboard, whiteboard or flipchart, draw a straightline from one end of the surface to the other. On the leftend write the year your UCEDD was established. On theright end write the current year. Mark a series of tick marksalong the line to indicate the passing of time(Example: 1 mark 5 or 10 years).Invite the group to brainstorm and list the significantevents, people, pivotal decisions, and historical landmarksthat have shaped the UCEDD since its inception.STEP 3Use markers and/or post it notes to place the significantevents, people, pivotal decisions, and historical landmarkson the timeline. Use one post-it note per item.STEP 4When all of the items have been placed invite the group totake a moment to review the timelineSTEP 5Engage the group in discussion about what they notice.Here are a few questions that may stimulate conversation: Where are the clusters on the timeline? Where are the gaps in our memory? What patterns do we notice? Have we left anything out?38Charting Your CourseAUCD
Storytelling: An Optional AddendumSTEP 6(Optional): In small groups prepare to tell the story of yourUCEDD, from its inception until now. Remember, everystory is an interpretation of the meaning of facts, events, andsituations. Here are a few tips to help you craft your story.Be sure to tell a story. Think back to the great stories you’veheard – they have a beginning, middle and an end. They alsousually have a challenge at the core of them with the keyelement of overcoming or grappling with the challenge. Welltold stories have a plot, characters, conflict, history, emotionand descriptive language.Think of your story topic and make some notes that mayinclude: who is involved, the challenge we/they faced, whathappened, where and when, and where we are now.If you need to fill out facts or specific details to add richnessto the story, call, text or email people who may help you tell afull, nuanced story.Resist the impulse to use the story to make yourself or yourUCEDD look good. Complex challenges sometimes result inlearning from temporary failure. A good story can leave uswith unresolved questions.STEP 7AUCD(Optional): Each group take turns telling your story to theother group. Notice the differences in how the stories arecrafted and
our best knowledge of a situation at a given moment. hat desired future is a vision of change rooted in shared ideals and values. Good strategy envisions and pursues this future with a deep empathic . AUCD Charting Your Course . AUCD Charting Your Course .
14. Discuss how charting course design as presented can improve the learning experience for your student. Examine how WITC meets the QM Essential Standards using WIDS Software as the tool for charting the course design process. Assessment Activities 1. Use the Charting a Course to Quality Student Learning Assessment Task and Scoring Guide in your
Charting a new course. 2 Charting our future together This newsletter includes the formal announcement of the first annual meeting of the newly consolidated state- wide Local 5000. We have called this meeting, "Charting a New Course," because that is exactly what we will be doing.
The current phase of Ottawa 20/20 is Charting a Course. It began in December 2001 with the publication of the Charting a Coursestrategy, which laid out a prelimi-nary set of twelve principles and a number of change management tools for the people of Ottawa to discuss. Public Consultation The public consultation process for Charting a Course
Complete a course online to learn about the many options available within a researchor trading tool. Watch videos To learn "how to" use the charting functionality Example: Charting in ATP, or Using advanced charting inATP Attend seminars/webinars Register for a seminar at your local investor center, or view one of our
4 Charting Your Course 2009-10 Numerous thinking skills are addressed throughout Charting Your Course to inspire and encourage learning: Analyzing: Separating complex material into smaller parts Applying: Putting to use Building: Making or assembling something Categorizing: Separating into like groups Comparing and Contrasting: Finding similarities and differences
Page 6 Charting Your Course to Home Ownership Unit 1 What Are Your Life Style Needs? To determine your life style, think about the amount of time you or your family members allocate to various activities at home. Rank these activities in order of importance for your family with one being the most important.
what we see in MACROCAST . We hope you enjoy these, and will publish our next traditional Macro Musings at the end of September. Charting the course: MACROCAST MACROCAST remains firm. The latest reading was strong at 13. According to the model, there is a low probability of recession and/or a major bear market. Charting the course: the .
Combined ASTM and ASME for 304L 2 Corrected Acerinox code for HRA Show difference between 523 and 543 Removed 509 3.1.1 Fixed tolerance specification ISO 9444-2 3.1.1.1 Changed lengths for 8-10mm and 10-16mm thickness and added a footnote 3.1.3.1 Removed 3CR12Ti, 3CR12LT and 304H Added 40975, 439 Combined ASTM and ASME for 304L Added gauges for 40920 Added footnote references for 4 and 5 3.1.3 .
