The Executive Educator, EDL 640
Western Illinois University
Spring 2015
Quad Cities, Grayslake, Macomb
Sandra Watkins, Ph.D.
Professor
Department of Educational Leadership
18-H Horrabin Hall
Macomb, Illinois 61455
Meeting Dates:
Class Schedule:
Work (309)298-2297
Home (309) 836-2060
E-mail: SG-Watkins@wiu.edu
Fax: 309-298-2080
Office Hours: Tuesday, Wednesday, Thursday,
8:30-4:30 p.m.
Before and after each class session
January 24 & 25,. 2015, Saturday & Sunday –
February 21 & 22, 2015, Saturday & Sunday –
March 28 & 29, 2015, Saturday & Sunday –
Saturdays 8:00 A.M. to 5:00 P.M.; Sundays 8-1:30
Catalog Description: EDL 640, The Executive Educator – (Three Semester Hours) Theories of
organizational leadership and their relevance for, and application to, schools and school districts; structural,
human resources, political and symbolic approaches to leadership and change; and the development of
interpersonal competence.
Prerequisite: EDL 600, or permission of the instructor.
Purpose: The focus of this course is executive leadership. Executive leadership promotes the success of all
students and staff by facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the entire school system and community. The issues and problems
facing the superintendent and executive staff have made a recent shift in focus to accountability and results for
student achievement. The clarion call today is ensuring that the needs of all students in the school district will
be met! Stakeholders are requiring districts to provide learning experiences that will produce students who will
have the knowledge, skills, and abilities to perform in a global society. Educational reform initiatives now take
front and center stage in the business of education. This course will address current and future challenges of
district leadership. Areas of major focus include developing a vision, mission, core values and SMART goals
for the district. Additional areas include the following: analysis of organizational culture; navigating change;
identification of technical and adaptive challenges and change; analysis of school board research and current
district practices; how to create a sense of urgency; listening to the public via opinion polls; analyzing district
tests scores and current intervention practices; making the leap from good to great; gaining an understanding of
the importance of emotional intelligences in leadership; interpersonal competence and public relations tools and
techniques. It is my intent to make this course practical, interesting, challenging and relevant to your everyday
experiences in the school district. This graduate course is extremely valuable for you to achieve success as a
superintendent or central office administrator in the 21st century.
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Course Objectives:
The graduate students will be able to:
1. Design and communicate the vision, mission, core values and SMART goals for a PreK-12 school district
and understand the leadership processes necessary to implement and obtain support from all stakeholders.
2. Demonstrate the ability to analyze and evaluate data and translate data into research based instructional
strategies aligned with the vision, mission, core value and SMART goals of the district. Evaluate PreK-12
data in a school district and present on a Data Dashboard. Illustrate your interpretation of data as well as the
interventions needed to be employed to catapult student learning and student achievement.
3. Articulate the theory and research related to organizational leadership and effectiveness and apply this
knowledge through the evaluation of their current district. Recommend strategies for improvement.
4. Apply the knowledge of the “Iowa Lighthouse Study” and the “School District Leadership that Works”
research to their current board of education. Analyze and evaluate the effectiveness of your current board of
education. Make recommendations for change to enhance organizational effectiveness.
5. Demonstrate the ability to align, and as necessary, redesign PreK-12 school district administrative practices
to enhance the overall organizational effectiveness of the district. Utilize the concepts in “Creating
Innovators” to speak to the essential skills needed in the future.
6. Articulate the importance of a “Sense of Urgency” in the change process and be able to apply Kotter’s eight
steps in the change process to a local school district. Utilize international and national assessments (PISA,
PIRLS ,TIMSS and NAEP) to establish a sense of urgency.
7. Identify the difference between adaptive and technical changes that challenge school superintendents.
Articulate the barriers that will surface as a result of making adaptive changes. Articulate the key findings of
the latest research in Illinois and Minnesota on the superintendency.
8. Communicate the necessity of establishing core values at the district level in collaboration with school
board members. Describe the importance of adherence to these values along with a process to address noncompliance. Understand conflict resolution techniques and the importance of listening skills as spelled out
in current research.
9. Articulate the areas of emotional intelligence related to social competencies and personal competencies.
Conduct self-assessment of emotional intelligence. Become aware of the reasons for derailment in the
superintendency. Assess your specific vulnerabilities and how they are related to emotional intelligence.
10. Identify the strategies of taking a school district from “Good to Great” and be able to cite the characteristics
of a Level 5 Leader.
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Textbooks: All of the textbooks are required reading as designated. These books could be on your
superintendent’s reference shelf, at a local ROE/AEA, or in your local library. You will need these books as a
member of the executive staff in the central office.
Required Textbooks:
Title:
Author:
Publisher:
The Four Obsessions of an Extraordinary Executive
Patrick Lencioni
Jossey-Bass Inc.
Title:
Author:
Publisher:
A Sense of Urgency
John Kotter
Harvard Business Press
ISBN 1-4221-7971-0
ISBN – 0-7879-5403-9
Title:
Author
Publisher
Creating Innovators-The Making of Young People Who Will Change the World
Tony Wagner
Scribner: A Division of Simon & Schuster, Inc.
ISBN 978-1-4516-1149-6
Title:
Author:
Publisher:
Leadership on the Line
Ronald Heifetz and Marty Linsky
Harvard Business School Press
ISBN 1-57851-437-1
Title:
Author:
Website:
The Lighthouse Study
The Iowa School Board Association
www.ia-sb.org/asseets/FADFDF72-BE9D-4807-8CF9-19B823FOCDA1.pdf
Title:
School District Leadership that Works: The Effect of Superintendent Leadership on Student
Achievement – A Working Paper
Tim Waters and Robert Marzano
Authors:
Website
http://www.mcrel.org/pdf/LeadershipOrganizationDevelopment/4005RR_Superintendent_Leadership.pdf
Access:
Eric Database – ED494270 on Western Illinois Library Website
Supplementary Textbooks
Title:
Author
Title:
Author:
Publisher:
Good to Great and the Social Sector
Jim Collins
Great By Choice
Jim Collins and Morten T. Hansen
Harper Collins
ISBN 978-0-06-212099-1
3
Title:
Author
Publisher
Good to Great
Jim Collins
HarperCollins Publishers
ISBN 0-0-06-662099-6
Title:
Author:
Publisher:
Reframing Organizations (Artistry, Choice, and Leadership) 3rd Edition
Lee G. Bolman and Terrence E. Deal
Jossey-Bass ISBN
Title:
Author:
Publisher:
The Key Work of School Boards-Guidebooks
Katheryn Gemberling, Carl Smith and Joseph Villani
National School Boards Association
ISBN 0-88364-242-5
Title:
Author:
Publisher:
The School Superintendency
M. Scott Norton, L. Dean Webb, Larry L. Dlugosh, Ward Sybouts
Allyn and Bacon
ISBN 0-205-15933-8
Title:
Author:
Publisher:
The Superintendent’s Fieldbook – A Guide for Leaders of Learning
McCabe, Cunningham, Harvey and Koff
AASA and Corwin Press
Title:
Author:
Publisher:
Primal Leadership
Daniel Goleman, McKee, and Boyatzis
Harvard Business School Press
ISBN 1-27851-486-X (alk-paper)
Title:
Author:
Publisher:
The Superintendent as CEO
Hoyle, Bjork, Collier, Glass
AASA and Corwin Press
ISBN 0-7619-3168-6
Title:
Author:
Publisher:
Working On the Work: An Action Plan for Teachers, Principals, and Superintendents
Philip C. Schlechty
Jossey-Bass
ISBN 0-78796165-5
Title:
Author:
Publisher:
The Five Temptations of a CEO
Patrick Lencioni
Jossey-Bass
Title:
Author:
Publisher:
Listen Up Leader: Pay Attention, Improve and Guide
David Cottrell
The Walk the Talk Company
Title:
Author:
Publisher:
Managing By Values
Ken Blanchard and Michael O’Connor
Berrett-Koehler Publishers, Inc.
ISBN -13: 978-1-57675-274-6
4
Title:
Author:
Publisher:
How The Mighty Fall and Why Some Companies Never Give In
Jim Collins
HarperCollins Publishers Inc
ISBN 978-0-9773264 1-9
Title:
Author:
Publisher:
The Truth About Leadership
James M.Kouzes and Barry Z. Posner
Jossey-Bass
ISBN 9780-470-63354-0
Title:
Author:
Publisher:
Derailed
Tim Irwin
Thomas Nelson, Inc
ISBN 978-1-59555-274-7
Bookstore: To order books from the WIU bookstore, call the telephone numbers listed below. Books will be
shipped ASAP when charged to credit card. If paid by check, books will be shipped upon receipt of check.
The bookstore telephone numbers are: (800)339-6369 or (800)298-1931.
Course Outcomes/Standards/Assessments
Elements
ELCC 1.1a Candidates develop and demonstrate the
skills needed to work with the board of education to
facilitate the development of a vision, mission and
core values for a school district that promotes the
success of all students
ELCC 1.1b Candidates base development of the
vision on relevant knowledge and theories applicable
to school-level leaders applied to a school district
context
ELCC 1.1c Candidates used data-based research
strategies to create a vision that takes into account the
diversity of learners in the district.
ELCC 1.1d Candidates demonstrate knowledge of
ways to use a district’s vision to mobilize additional
resources to support the vision
ELCC 1.2a Candidates demonstrate the ability to
articulate the components of this vision for a district
and the leadership processes necessary to implement
and support the vision.
ELCC 1.2b Candidates demonstrate the ability to use
data-based research strategies and strategic planning
process that focus on student learning to develop a
vision, drawing on relevant information sources such
Assessments
Papers on The Four Obsessions of an
Extraordinary Executive, Creative Innovators,
Leadership on the Line, Iowa Lighthouse Study –
School Board Assessment, and Simulation
Presentation of Visionary Dashboard to School
Board and Members of the Community
Reflection paper on The Four Obsessions of an
Extraordinary Executive, Creative Innovators,
Leadership on the Line, Evaluation of school board
based on the Iowa Lighthouse study and
Evaluation of district office leadership on The Four
Obsessions Instrument
Visionary Dashboard/PowerPoint presentation
Visionary Dashboard/PowerPoint presentation
Reflection paper on The Obsessions of an
Extraordinary Executive, presentation of visionary
dashboard.
Visionary Dashboard/PowerPoint presentation
Textbook: Creative Innovators
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as student assessment results, student and family
demographic data, and an analysis of community
needs.
ELCC 1.2c Candidates demonstrate the ability to
communicate the vision to school boards, staff,
parents, and community members through the use of
symbols, ceremonies, stories and other activities.
ELCC 1.3b Candidates design research-based
processes to effectively implement a district vision
throughout an entire school district and community.
ELCC 1.4a Candidates demonstrate the ability to
align and, as necessary, redesign administrative
policies and practices required for full implementation
of a district vision.
ELCC 1.4b Candidates understand the theory and
research related to organizational and educational
leadership and engage in the collection, organization,
and analysis of a variety of information including
student performance, data required to assess programs
toward a district’s vision, mission and goals.
ELCC 1.5a Candidates demonstrate the ability to
bring together and communicate effectively with
stakeholders within the districts and the larger
community concerning implementation and realization
of the vision.
ELCC 4.1b Candidates demonstrate ability to use
public information and research-based knowledge of
issues and trends to collaborate with families and
community needs.
ELCC 4.2c Candidates demonstrate the ability to
interact effectively with individuals and groups that reflect
conflicting perspectives.
ELCC 5.1 Candidates demonstrate a respect of the
rights of others with regard to confidentiality and
dignity and engage in honest interactions.
Presentation of visionary dashboard/PowerPoint,
papers on The Obsessions of an Extraordinary
Executive and Leadership on the Line
Visionary Dashboard/PowerPoint presentation
with district data, current strategies and future
strategies for improvement.
Papers on The Obsessions of an Extraordinary
Executive¸ A Sense of Urgency¸ evaluation of
school board-moving/stuck, evaluation of district
office based on Lencioni Instrument.
Assessment: Visionary Dashboard, Papers on
Creative Innovators, Leadership on the Line, The
Obsessions of an Extraordinary Executive, A Sense
of Urgency, Evaluation of School BoardMoving/Stuck, Evaluation of District OfficeLencioni
Reflection papers on Vision, Mission, Core Values
as well as presentations. Read paper on Listening
Skills and participate in group activities.
Assessment: Participation in Class Discussion on
Future Trends and Opinion Polls. Read Creative
Innovators and understand implications for
students and families.
Assessment: Reflection paper on Leadership on the
Line.
Assessment: Emotional Intelligence, Group
Discussion on School Board research.
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Tentative Class Schedule, Expectations, and Assignments
January 24 & 25, 2015
Learner Focus:
 Vision, Mission, Core Values and SMART Goals – the Upper Loop of Performance
 Gallery Walk on Vision, Mission, Core Values and SMART goals
 Vision Assessment
 Importance of Vision in an Organization
 Video and PowerPoint on Vision
 International Assessments and the National Assessment: TIMSS, PISA, PIRLS, NAEP
 The Superintendent: Are you an Extraordinary Executive?
 The Four Obsessions of an Extraordinary Executive – What are they?
 The State of the American School Superintendency – A Mid-Decade Study and Decade Study
 Illinois (2011) Study and Minnesota Study (2010) on the Superintendentency
 Assessment of District Office Leadership – Are they Extraordinary Executives?
 “McREL Study on School District Leadership That Works” Review
 Creating a Sense of Urgency: Why is this important and where do you start?
 Video: John Kotter--Change
 Change and the Change Process
Student Expectations: Required
 Read: “School District Leadership That Works: The Effect of Superintendent Leadership on
Student Achievement – A Working Paper” – Read full text and download either from Western
Illinois Library – Eric Database or at
http://www.mcrel.org/pdf/LeadershipOrganizationDevelopment/40005RR_Superintendent_Leaders
hip.pdf. Come to class prepared to discuss the status of your district as it relates to this article
 Read: The Four Obsessions of an Extraordinary Executive Write a speech on how you, as the
superintendent of schools, will utilize the major concepts in this book in your school district. The
speech will be given to your administrative staff and the school board your first week on the job.
Several students will be picked to present in class. Remember: The major concepts will serve as
your “Standard Operating Procedures with your Administrative Staff.”
 Read: A Sense of Urgency Create a colorful “Book Talk” based on the major concepts in this
book. Your goal is to sell it to the board and to your administrative staff with an attractive handout
outlining the key points in the book. Use at least 4 of the following: white spaces, visuals, bullets,
and numbers. Bold sentences or statements and break-up long text. Limit the document to no more
than two pages back to back. The district has been in a ‘status quo” mentality for over a decade and
it is your job to establish a sense of urgency. You will want to generate enough excitement about
the book so board members and the administrative staff cannot wait to read it. Think about what
tools, techniques and strategies you will want to accomplish in the coming school year.
 Write a scenario that you have witnessed that caused an extreme challenge for a superintendent,
deputy superintendent, associate or assistant superintendent in a school district. The SCENARIO
will be Page 1. On Page 2, write (a) how it was handled and (b) how you would handle it. Please
follow the exact directions!
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February 21 & 22, 2015
Learner Focus









Creating a Sense of Urgency for Creative Innovation.
Moving a School District from “Good to Great”: What is your plan?
Video: James Collins—Moving from Good to Great
Review of Good to Great in the Social Sector, Good to Great, Great By Choice- How does this happen?
Future Trends and Global Leadership
The Iowa Lighthouse Study
School Board Governance- Dr. Dean Langdon, Deputy Director, Illinois Association of School Boards
Effective Governance
Targeting Student Achievement: Role of School Board


Student Expectations: Required
Read: Creating Innovators. School board members returned to your school district in November, 2014
excited about the speech Tony Wagner gave on creating innovation at the Triple I school board
conference in Chicago. They want you, Mr/Mrs. Superintendent, to facilitate a “book study” on his
most recent book: Creating Innovators. The board retreat will occur on the second week of February
and will be with your administrative staff and all of the school board members. Selected community
business leaders will also be invited to attend. You will be graded on how effectively you APPLY the
concepts to the vision, mission, and core values of the school district as well as your process in
facilitating the book study.
Review: Good to Great in the Social Sector/Good to Great/. ( A presentation will be conducted on
this material as well as a review of the latest book, Great by Choice, author, James Collins)
Read and summarize, (no more than one page) the major findings of “The Lighthouse Study: School
Board/Superintendent Behaviors in School Districts with Extreme Differences in Student Achievement”
by the ISBA to be handed in. Access on the Web:
www.iasb.org/studentachievment/LighthouseProjectOverview.pdf
Write an evaluation of your local school board in relationship to the seven topics that are addressed in
the Lighthouse study. Be sure to indicate if your school board is MOVING or STUCK on these issues
along with your rationale for your position. Then write recommendations for each of the seven areas as
to how you will assist school board members and staff to move to exemplary status. Staple your
summary of the study to this evaluation document!



SEVEN TOPIC AREAS
Moving or Stuck
1. Shared leadership
2. Continuous improvement
3. Ability to create and sustain initiatives
4. Supportive workplace for staff
5. Staff levels present
6. Support for school sites through data and information
7. Community involvement
Rationale
Recommendations
8
March 28 & 29, 2015
Learner Focus:
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

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

Identification of Adaptive and Technical Change Challenges
Six Secrets of Change
Emotional Intelligence and Executive Decision Making
Self Assessment of Emotional Intelligence
The Five Dysfunctions of a Team
Visionary PowerPoint/Dash Board Presentations with District Level DataDerailed—The Red Flags
Searching for a Superintendent Position- Mr. Tom Leahy, Search Consultant, Illinois Association of
School Boards
First 100 Days
Resiliency
Data Dashboard
Conflict Management and Conflict Resolution
Communication Skills: Superintendents focus on Listening Skills-
Student Expectations: Required


Read: Leadership on the Line. Write a reflection paper ( no more than 3-5 pages) on the key concepts
of this book. Your staff has experienced a great deal of conflict in the past two years because of the
many changes that have come down from the state and federal governments. The executive staff and
administrative staff have been targets for some of this displaced aggression. This organizational
leadership book was recommend to you by a highly respected superintendent in the state. Think about
how you will share the major concepts of this book with your executive staff. Be sure to explain to them
with examples of technical and adaptive changes/challenges.
Final: Visionary Data Dashboard Presentations. Class members will act as school board members and
community members as you present your Visionary Dashboard in class. Class members will evaluate
your presentation on the visionary Data/Dashboard and your overall performance during this activity.
Your instructor will also evaluate your presentation on the visionary data dashboard and your overall
performance on this activity. A template is provided in Appendix A for initial guidance. Please be as
creative as you like with this assignment!
Vision and Mission Statements for the Department and College
Department of Educational Leadership Vision Statement: The department will be one of the
premiere educational leadership programs in the nation.
Teacher and Professional Education Program Vision Statement: Our graduates will be empowered
educational professionals deeply committed to continuous learning and the empowerment of all learners.
9
Department of Educational Leadership Mission Statement: The mission of the Department of
Educational Leadership is to prepare transformational leaders who cultivate exemplary learning
organizations.
Teacher and Professional Education Program Mission Statement: The WIU Teacher and
Professional Educational Program empowers candidates to become educational practitioners who
engage in informed action that is grounded in knowledge and reflection; who are deeply committed to
the highest standards of professional practice; who are able to adapt to emerging social, economic, and
cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning;
and who are committed to empowering all learners.
Policies and Expectations
APA FORMAT: All papers prepared by students in the Department of Educational Leadership must follow the
guidelines of the Sixth Edition-Publication Manual of the American Psychological Association. Students will
follow this manual unless the instructor makes explicit written exceptions in the course syllabus.
ATTENDANCE POLICY: In 600-level classes if a student is absent for more than 50% of a scheduled day of
a weekend academy, the instructor may assign an Incomplete (INC) and require that the student make up the
appropriate day the next time the course is offered. Under rare circumstances, the instructor may elect to assign
the student additional activities to demonstrate that the student has accomplished the course outcomes missed in
class. If this option is chosen, then in advance of completion, the instructor will report to the Chair the name of
the student, time missed, and a summary of the work assigned as make up.
AMERICAN WITH DISABILITIES ACT: In accordance with University policy and the Americans with
Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of
the need for an accommodation. It is imperative that you take the initiative to bring such needs to the
instructor’s attention, as he/she is not legally permitted to inquire about such particular needs of students.
Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact
the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support
Services at 298-2512 for additional services.
INCOMPLETE POLICY:
An incomplete (I) is given under extreme extenuating circumstances. Although students are expected to
complete the course requirements before the end of the term, in some instances, it is recognized that students
may not be able to do so because of factors beyond their control. In such instances, and upon written permission
of the instructor, a temporary grade of “Incomplete” may be given to permit the student more time to complete
the course requirements. In the event that the faculty member initiates a grade of “I”, a letter will be sent to the
student from the faculty member explaining the reason for the “I” and outlining what must be done to remove
this grade. A copy of this letter will be placed in the Graduate Student’s file. A student must satisfy the course
requirements during the next semester that the course is taught or they will be awarded a grade based on the
work that was completed.
ACADEMIC INTEGRITY POLICY
Western Illinois University is dedicated to the discovery and communication of knowledge. The University can
best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For this
reason, and to insure that the academic work of all students will be fairly evaluated, the University strongly
condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating and plagiarism.
Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal
10
possession of examinations shall be considered cheating, but also avoid making it possible for others to cheat.
Any student who knowingly helps another student cheat is as guilty of cheating as the student he or she assists.
The submission of the work of someone else as one’s own constitutes plagiarism. Academic honesty requires
that ideas or materials taken from another course for use as a course paper or project be fully acknowledged.
Plagiarism is a very serious offense in whatever form it may appear, be it submission of an entire falsely
represented as the student’s own, the inclusion within a piece of student’s writing of an idea for which the
student does not provide sufficient documentation, or the inclusion of a documented idea not sufficiently
assimilated into the student’s language and style. See: http://www.wiu.edu/policies/acintegrity/php.
STUDENT RIGHTS AND RESPONSIBLITIES POLICY- See: http://www.wiu.edu/provost/students
HOT WEB SITES
www.mcrel.org
www.ascd.org
www.naep.org
www.nassp.org
www.aasa.org
www.nsdc.org
McRel Organization
American Association for Curriculum Development
National Association for Elementary Principals
National Association for Secondary School Principals
American Association for School Administrators
National Staff Development Council
CLASS REQUIREMENTS/ASSIGNMENT AND ASSIGNED POINTS

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
Visionary Data Dashboard/Final: vision, mission, core values and SMART goals for your district. (100
points)
Devise a written scenario of an extreme challenge for a superintendent, deputy, associate or assistant
superintendent in a school district. (25 points)
Written Paper: Leadership on the Line to facilitate discussion with executive staff. (35 points)
Written Speech to Executive Staff and School Board: The Four Obsessions of an Extraordinary
Executive. (35 points)
Written Paper: Creating Innovators – Application of Principles to School Districts. (35 points)
Book Talk: A Sense of Urgency – Tools, Techniques and Projected Strategies. (35 points)
Summary of Key Concepts and Evaluation of local school board status on the Lighthouse Study criteria.
(35 points)
Extra Credit for reading bestselling business books such as The Five Dysfunctions of a Team,,
Freakonomics, Breakout Nations, The Reinventors, House of Cards, Blink, Why Organizational
Health Trumps Everything (See instructor for specifics)
Grading Points Format
A=280-300
B= 259-279
C= 238-258
D= 217-237
F= 216 and below
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Appendix A
Directions to Future Superintendents
On the last day of class you will present a “Visionary Dashboard” to demonstrate your understanding of how
to design, steward and implement the vision, mission, core values and district SMART goals. The Visionary
Dashboard will include the vision, mission, core values and district SMART goals and achievement scores for a
K-12 school district. On the back of the board you will list the Vision, Mission, Core Values and district
SMART goals along with your detailed explanation of the process and procedures (how you involved staff and
community) in the process. You will also address how you will communicate the vision, mission, core values
and SMART goals of the district. On the center panel of the dashboard will be the district’s performance data
for the past three years. A written analysis/explanation of the scores will follow the assessments. On the left
side of the panel will be the current strategies (2014-2015) being used to garner student achievement to achieve
the District’s SMART goals. On the right side of the panel will be the research based instructional strategies for
2015-2016that will catapult students’ cognitive and affective achievement.
Students must use a PreK-Grade 12 school district for this assignment. A model will also be presented the first
day of class as to how this will look when it is completed.
2013-2014- Current Strategies
Performance Data- 2006-2013
Future Strategies -2014-2015
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