1. Thought Starter… What are the components of standards-based education?
Discuss the components with a partner.
Jot your thoughts down on post-it notes.
Begin to share ideas with your table by 5:45pm.

2. Linking Standards to Education
Welcome to...
Introductions
The modules of PD for Train the Trainer program
Linking Standards to Education (conceptual)
Literacy context learning
Conceptual
Mathematics
Modules will be offered in collaboration with OASCD this summer and in future summers.
These are tools for you to use with teachers and staff. Some of you know this information, but we wanted to provide you with tools to enhance your work with teams from your buildings.
Linking Standards to Education
Facilitators’ Training

3. Today’s Goals:
To develop an understanding of standards-based education
To provide tools and ideas for sharing standards-based education

4. Overview of Facilitator’s Training
Content
Activities
Tools
Content
Notebook (activities, materials) CD
Activities for you to use when you work with teachers as they implement Ohio’s academic content standards.

5. Group Norms Participate throughout the evening.
Limit sidebar conversations.
Respect everyone’s expertise and opinions.
Take care of yourself and your neighbor.
As we work through the activities in this module we are asking you to follow these norms.
Please be courteous to your neighbors.
Point out where the restrooms etc., are.

6. Standards-Based Education
Assess
Academic
Content
Standards
Teach
This graphic represents the Standards-Based Education model.
Point out that the academic content standards are in the center, they are the focal point for the entire model. The academic content standards tell us what students should know and be able to do.
Moving out of the center you always begin with Assessment. Assess for every phase of instruction. How will you know what students know - how will you assess?
Next, you assess where your students are in relation to the standard and content. You may assess formally or informally. Once your pre-assess, you revise your lessons depending on your students’ knowledge and skills.
Use the data from assessment to revise or inform the phases of instruction.
Then you teach, then you assess, did the students learn?, revise your instruction, ...
And the cycle continues with the central focus being the academic content standards.
Many of the educators who went through SIRI training will have seen this model.
Revise

7. Standards-Based Education
Has a fixed point of reference
Has a system for communicating expectations
Guides instruction at the classroom level
Focuses instruction on student learning
Delineates what matters
The first part of this presentation addresses the what and why of S-B-E.
The next several slides are providing a “definition” for Standards-based education.
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision.
The standards are your point of reference. Students need to know the standard, benchmarks, and indicators. Standards always focus on student learning not what was taught.

8. Standards-Based Education Benefits
Focus and clarity are brought to the curriculum.
Rigorous academic content is taught at all grade levels.
Standards provide a system for communicating expectations.
(Colorado)
Standards not only bring clarity and focus, but forces us to look vertically and horizontally within our district.

9. Standards-Based Education Means That...
Standards guide instructional decisions at the classroom level.
The focus of instruction is on student learning.
Expectations for learning are the same for all students.
(Colorado – modified)
The focus must be on “What did the students learn?” in the past the focus was on “What did I teach?”
Standard based education means high expectations for all learners. The No Child Left Behind Act forces this issue and standards will assist in leaving no child behind.

10. Standards-Based Education Means That…
Assessment and results are used to guide and modify instruction.
The final qualifier of effectiveness of instruction is whether the instruction results in increased student learning.
(Colorado – modified)
Can we document what students have learned?
The biggest change to teaching is in the area of assessment. Assessments must be determined before any lesson is taught. Teachers need to know how to create assessments and how to use this data to inform instruction and planning.

11. Standards-Based Education Components
• Instruction and assessment are adapted to accommodate students with special needs or alternative learning styles.
• Lesson plans focus on what is to be learned rather than what is to be taught.
Many stakeholders share responsibility for standards based education.
Ask for some of the groups to share one of the brainstorms components.
Many of the components listed on the next 2 slides should be incorporated in some of the brainstorms “components” from the opening thought starter. Point out those that match or are included within the components.
We must constantly understand the relationship between the standards and the benchmarks and indicators.

12. Standards-Based Education Components
• Curricular materials need to address standards.
• Instructional strategies must provide opportunities for students to learn expectations outlined in the standards.
• What students know and are able to do is clearly defined before an instructional unit begins.
Whenever we look at materials or adoptions, we must focus on how these materials will assist in implementing standards.
Standards based education forces us to ensure all students know what the standard is, how we will assess, and their individual growth towards the benchmark assessments.
Students must know the standard and understand the big picture.

13. Modified from Northern Colorado BOCEES SBE Design Team
When the SBE model is working well, this visual depicts what success looks like:
everyone pushing in the same direction, and it takes many people to make S-B-E a success.
the Academic Content Standards provide the foundation on which instruction and assessment are built,
student learning is the pinnacle of success and is at the top of all effort.
Modified from Northern Colorado BOCEES SBE Design Team

14. Standards-Based Education Self-Inventory
Think 1. Read the Self – Inventory handout.
2. Compare the standards description.
Pair 3. Partner with a neighbor.
Share Share some of the key differences between the non-standards-based and standards-based columns.
This is a modified Think, Pair, Share Activity
The materials for this activity can be found behind tab 2.
An Activity Scripts describing this activity step by step is found behind tab 7.

15. Reflection 1
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Provide directions for completing the Reflection, use the Activity Script behind tab 7 for assistance.

16. Standards-Based Education Legislation
State
Federal
Transition slide
We have addressed some information about what is SBE, now lets address why SBE in Ohio at this time.

17. Governor’s Commission For Student Success (2000)
Made recommendations for improving Ohio’s educational system
“ Ohio should create clear, rigorous academic standards in key subjects and grades…”
Supported by State Board of Education and the General Assembly
The Governor’s commission laid the foundation for Senate Bill 1.

18. Senate Bill 1 Senate Bill 1 signed June 12, 2001:
Reflects the Commission’s recommendations.
Mandates that the State Board of Education adopt academic content standards that:
“specify the academic content and skills that students are expected to know and be able to do at each grade level.”
These are key components of SB1.
Ohio is the only state at this time to define both grade-level indicators, and benchmarks very specific expectations for what students should know and be able to do.
Most states stop at the benchmark level.

19. No Child Left Behind Act
Reauthorized Elementary and Secondary Education Act (ESEA) purpose:
... to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
Summary of the Federal Legislation, also known as No Child Left Behind.

20. Legislative Comparison
This is a comparison between the State and the Federal legislation.
For each of the requirements of ESEA, Ohio shows some alignment.
ESEA lays out required assessment grades which Ohio’s achievement tests will need to meet.
Ohio’s local report card provides a mechanism for communicating how districts perform.
Teacher preparation and professional development will be critical as we move to a standards-based education system.
Ohio’s curriculum models will provide example lessons and other materials to help highlight quality instruction.
So that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.
49 of 50 states have some form of academic standards, Iowa is the only state that does not.

21. No Child Left Behind Act State Achievement Assessment Requirements
Annual assessment in one grade within three levels 3-5, 6-9 and for reading and mathematics
School Year Beginning in 2005
Annual assessment in grades 3-8 in reading and mathematics
Ohio is very well positioned to meet the Federal legislation requirements.
School Year Beginning in 2007
Annual assessment in one grade within three levels 3-5, 6-9 and in science

22. Academic Content Standards
Transition slide

23. View of Standards
A minimum level; e.g., least amount necessary to survive
What students deserve; e.g., needed for full, successful daily and work life and options open
When developing standards, some states will decide to set student expectations at the minimum level.
Ohioans that participated in the standards development process and the Ohio State Board of Education decided that Ohio’s standards should be set at a level that would enable Ohio student’s to have options. That is, Ohio High School graduates will be positioned for college, work, technical education, etc.

24. Collaborative System
Educators K-16: teachers, administrators, nonpublic schools, colleges and universities, Regional Service Providers, teacher unions/associations
Learned societies
Business and industry
Parents and community leaders
Standards development was done by Ohioans across the state and all key stakeholder groups were represented. Standards were not developed by a single group or entity.

25. Process for Developing Academic Content Standards
Identify advisory committee
Select writing team
Seek focused input & engage the public
Revise draft standards document
Adopt academic content standards … State Board of Education
As mentioned earlier, educators are leading the work in the creation of academic content standards, grade-by grade indicators, and cumulative benchmarks that will form the basis for an assessment system.

26. Senate Bill 1 Timelines for Development
December 31, 2001: English Language Arts and Mathematics
December 31, 2002: Science and Social Studies
After December 31, 2002: Technology, the Arts, and Foreign Language
ELA and Mathematics were designated to lead the standards development effort and adopted by the State Board of Education in 2001.
Science and Social Studies standards development follow on 1 year later for adoption in 2002.
Technology, the Arts and Foreign Language follow and can be adopted anytime after 2002.

27. What do Academic Content Standards look like?

28. Overarching goals & themes
Standards Framework
Overarching goals & themes
What all students
should know &
be able to do
at each grade level
What all students
should know and
be able to do
This slide shows the Ohio standards framework.
It has 3 levels starting with the broadest (standards) and going down to the most specific (indicators).
This is the same framework structure for all of Ohio’s content areas, the only difference between the content areas are the grade levels specified by the benchmarks.

29. Academic Content Standards
The standard statement:
Provides an overarching goal, theme or statement about the content area.
Describes in broad terms what students should know and be able to do as a result of the K-12 program.
The standards are broad descriptions of the “what”.
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision

30. Benchmarks Measure student progress toward meeting standards
Serve as checkpoints of cumulative knowledge and skills over a grade band
Vary depending on content area
Are assessed on achievement tests
Are the basis for Achievement tests which test knowledge developed over specific grade bands.
Set at grade bands and they are different for each content area.

31. Indicators
Are specific statements of knowledge and skills at each grade level
Serve as checkpoints that monitor progress toward benchmarks
Are assessed through diagnostic tests*
* May be used as the basis for achievement tests to comply with ESEA
Diagnostic tests will be developed for grades K-8 in select content areas.
They are based on the indicators found in one grade level only.

32. Benchmark & Indicator Alignment Card Match
Materials: Benchmark grid, Indicator cards
Work in small groups.
Align the indicator cards beneath the appropriate benchmark.
Compare your group’s card match with a neighboring group.
Discuss differences and attempt to reach consensus.
Materials for this activity are located behind tab 3.

33. Reflection 2
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

34. Modified from Northern Colorado BOCEES SBE Design Team
You’ve seen this model earlier.
Let’s focus on all the little people.
When the SBE model is working well, everyone has a role.
Modified from Northern Colorado BOCEES SBE Design Team

35. Roles and Responsibilities
Business/Community
Teachers
Parents
Follow activity script from behind tab 7.
This activity will look more closely at the roles people play in SBE.
There are just 4 “roles” listed on the slide. What other stakeholders can you think of that are missing from the slide, but also play a role in the success of SBE?
Group the participant into groups of 4 (e.g., Count off by 4’s at each table, etc.)
Assign roles to groups by number 1-parent, 2-teacher, 3-business, 4-administrator.
Hint: assign roles and numbers prior to instructing participants where to turn to find materials.
Materials are behind tab 4.
Administration

36. Standards-Based Education Roles and Responsibilities
Materials: SBE Role descriptions, a specific role assignment.
Read the role description for your assigned role.
Summarize your role and discuss how your role impacts others.
Describe the next steps for your role in the implementation process.
Follow activity script from behind tab 7.
Hints to keep activity on task:
keep the groups moving,
time conversations for role summaries,
remind groups that they are providing a summary and next steps during each time slice.

37. Reflection 3
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.
Remind participants where the reflection sheets can be found (tab 1).

38. I think I can beat him to the dessert line if I hurry!
Let’s take a BREAK!
I think I can beat him to the dessert line if I hurry!

39. State Alignment System
Professional Development
High standards
Alignment of standards to:
- curriculum and instruction
- assessment
- accountability system
The work of the department is focused on the development of an aligned educational system. This work began with the development and adoption of academic content standards in ELA and Mathematics (December 2001).
The next phase of work is focused on the design of curricular resources and tools and the development of a new assessment system, both of which are aligned to the academic content standards.

40. District Alignment Different points of entry:
Alignment to proficiency learning outcomes
District courses of study
Curriculum mapping
Districts may be approaching alignment to the ACS from three different points of entry:

41. Alignment Tools
Comparison between academic content standards and proficiency learning outcomes
Comparison between academic content standards and High School Graduation Qualifying Exam
District alignment tools
Curriculum mapping process
An alignment tool kit has been produced and was disseminated to superintendent’s, building principals, RPDC’s and ESC’s in July. This toolkit is also available on the ODE web site (

42. Available on ODE Website (http://www.ode.state.oh.us)
Alignment Tools
Comparison between academic content standards and proficiency learning outcomes:
Grade 4 mathematics and English language arts
Grade 6 mathematics and English language arts
Comparison between academic content standards and High School Graduation Qualifying Exam (old OGT)
Two of the tools in the toolkit that you will find are the comparison of 4th & 6th grade proficiency learning outcomes in reading, writing and mathematics compared to the ACS. These documents are particularly relevant to your 3rd and 4th grade and 5th and 6th grade teachers.
Available on ODE Website (

43. An Example for Grade 4 from Patterns, Functions and Algebra
Sample of alignment tool.
Available on ODE Website

44. An Example for Grade 6 from Patterns, Functions and Algebra
Sample of alignment tool.
Available on ODE Website

45. An Example for Grade 10 from Patterns, Functions and Algebra
Sample of comparison of HSGQE competencies compared to ACS.
Available on ODE Website

46. Alignment Tools Coming soon to the ODE Web site.
5. Predict what will happen next, using pictures and content as a guide.
4. Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.
3. Know the differences between illustrations and print.
2. Hold books right side up, know that people read pages from front to back and read words from left to right.
Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story.
Kindergarten
District Resources
Aligned To
Academic Content
Standards
No Alignment to
Academic Content Standards
Partial Alignment
Align. To ACS
Standard:
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
A district alignment tool has been developed and is on the ODE web site. This tool can be used to assist districts align their courses of study to the Academic Content Standards.
To find on ODE Web site:
Go to Topic tab, click on first topic: Academic Standards, click on last item in the column on the left of the page: District Alignment Tool
Coming soon to the ODE Web site.

47. Alignment Tools Curriculum Mapping Process
Phase I: Collecting the Data
Phase II: First Read-Through
Phase III: Small Mixed Group Review
Phase IV: Large Group Comparisons
Phase V: Determine Immediate Revision Points
Phase VI: Determine Points Requiring R&D
Phase VII: Plan for Next Cycle
(Heidi Hayes Jacob)
These are the phases of Heidi Hayes Jacobs curriculum mapping.

48. Alignment Tools Mapping Categories: Content Skills Assessments
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
(Heidi Hayes Jacob)

49. Alignment Tools Mapping Categories:
Concepts taught within the standards
Content
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
(Heidi Hayes Jacob)

50. Alignment Tools Mapping Categories: Grade-level indicators Skills
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
What are the grade-level indicators that are going to lead to the benchmarks
The focus is no longer on “have I taught it?” but rather “have the kids learned it?”
(Heidi Hayes Jacob)

51. Alignment Tools Mapping Categories:
Diagnostics based upon grade-level indicators
Achievement tests based upon grade-band
benchmarks
Assessments
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
We have to find where the kids need help and the diagnostic assessments are going to help us to identify those areas.
(Heidi Hayes Jacob)

52. Alignment Tools Additional Considerations for Mapping:
Essential questions (directly related to standards)
Vocabulary
Split skills - grade-level indicators and “other” skills
Benchmark testing
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
(Heidi Hayes Jacob)

53. Mapping Template September October November Essential Questions:
Content (concepts):
Standards/Benchmarks:
Skills and Knowledge:
Grade Level Indicators:
Additional Skills:
Vocabulary:
Classroom Assessments:
District Assessments:
(periodic or cumulative)
Resources:
The “ how”: the instructional resources and teaching methodologies will still be a district, building, classroom decision
The essential Q is built off of the benchmarks and keeping the kids in mind.
It’s not so important that you list every standard, but you focus on what you really teach.
See tab 5 for step by step help for mapping

54. Reflection 4
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

55. Overarching goals & themes
Standards Framework
Overarching goals & themes
What all students
should know &
be able to do
at each grade level
What all students
should know and
be able to do

56. Show relationships among benchmarks
Benchmark Maps
Show relationships among benchmarks
Facilitate understanding of the benchmarks
May be used to plan instruction
Can quickly see what is taught before and after grade bands
Coming soon with the release of the Curriculum Models.

57. Available on ODE Website
Correlation of Benchmarks and Grade-Level Indicators
This is a page from the correlation between Ohio’s K-12 benchmarks and indicators and is available on the ODE Web site.
Available on ODE Website

58. Available on ODE Website
Correlation of Ohio’s K-12 Benchmarks and Grade-Level Indicators
Expectations related to independent reading are delineated at all grades K-12 within the grade-level indicators. The last two indicators (i.e., “Use criteria to choose independent reading materials...” and “Independently read books for various purposes...”) are demonstrated by students on a daily basis as they select reading materials for varied purposes. Classroom teachers have many opportunities to observe students engaged in activities related to these skills.
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Grades K-3
Ohio Benchmarks
Grade-Level Indicators
Kindergarten
Grade 1
Grade 2
Grade-Level
Indicators
Grade 3
Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
Visualize the information in texts, and demonstrate this by drawing pictures, discussing images in texts or dictating simple descriptions.
Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).
Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions.
Create and use graphic organizers, such as Venn diagrams or webs, to demonstrate comprehension.
Available on ODE Website

59. Developing Knowledge
Constructivist Mapping Activity:

60. Planning For Instruction
What are the important questions that you
consider when planning instruction?
Activity Directions:
Brainstorm individually (2 minutes).
Discuss as whole group.
Record ideas on chart paper.
Identify most critical questions.
Share out from tables (2 minutes).
See directions above.

61. Planning Card Sort Activity:
Materials: Cards with instructional planning statements
Work with a partner or in groups of three.
Consider the important components when planning for instruction.
Sequence the steps involved in instructional planning.
See directions above.

62. Planning Five Essential Questions: What content needs to be taught?
What is the best way(s) to assess student’s knowledge of content?
How should data be analyzed?
How should teaching and learning be designed?
How should materials and resources be evaluated/selected?
In standards-based education there are different considerations that teachers need to think about when they are planning.
Review steps above and elaborate.

63. Planning
What are the important components that you consider when planning for instruction?
Activity Directions:
Reorder your cards based on the information just shared about how planning should occur in a standards-based system.
Look at the card sort activity you completed.
Now re-order the questions to reflect planning in a SBE system.
What implications does this have for what we need to do to support teachers?

64. Reflection 5
Use the “Where am I?” Reflection Journal to rate your understanding of the topic.
1. Place an arrow on the line to represent your level of understanding along the continuum between “Unaware” and “Expert”.
2. Record any thoughts you may have as to “Why?” you placed your arrow.
3. Use a Post-It Note to record additional questions and attach those to the right side of the page.

65. Benchmark and Indicator Analysis
Four Square Activity:
Materials:
Standard, Benchmark & Indicator Analysis Sheets
(Forms A, B and C)
Correlation of Ohio’s Benchmarks and Grade-Level Indicators documents (ELA and mathematics)
Mathematical Processes Benchmarks
Objective:
Analyze a benchmark and the associated grade-level indicators for a deeper understanding of what students should know and be able to do.
Use this activity to put it all together:
understanding of the Standards
understanding of SBE
understanding implications for planning within an SBE environment
critically thinking about student achievement through analysis
Facilitator Notes:
Participants should work in small groups.
It is best if the group focuses on one grade to narrow down the number of indicators required for the Benchmark section.
For Mathematics Only – Be sure that participants include mathematical processes benchmarks for this analysis. Widely accepted research stipulates that, “Mathematical content is taught through mathematical processes.”

66. Benchmark and Indicator Analysis
Four Square Analysis Sheet
Use this activity to put it all together:
understanding of the Standards
understanding of SBE
understanding implications for planning within an SBE environment
critically thinking about student achievement through analysis
Facilitator Notes:
Participants should work in small groups.
It is best if the group focuses on one grade to narrow down the number of indicators required for the Benchmark section.
For Mathematics Only – Be sure that participants include mathematical processes benchmarks for this analysis. Widely accepted research stipulates that, “Mathematical content is taught through mathematical processes.”

67. Benchmark and Indicator Analysis
Four Square Analysis Sheet
Use this activity to put it all together:
understanding of the Standards
understanding of SBE
understanding implications for planning within an SBE environment
critically thinking about student achievement through analysis
Facilitator Notes:
Participants should work in small groups.
It is best if the group focuses on one grade to narrow down the number of indicators required for the Benchmark section.
For Mathematics Only – Be sure that participants include mathematical processes benchmarks for this analysis. Widely accepted research stipulates that, “Mathematical content is taught through mathematical processes.”

68. Benchmark and Indicator Analysis
In Standards-Based Education, the standards:
Delineate the content students should know.
Specify the performance expectations (what students should be able to do).

69. Benchmark and Indicator Analysis
English Language Arts
Research, Grade 6
Compare and contrast important findings and select sources to support central ideas, concepts and themes.
Mathematics
Patterns, Functions and Algebra , Grade 4
Use Models and words to describe, extend, and make generalizations of patterns and relationships occurring in computation, numerical patterns, geometry, graphs and other applications.

70. Benchmark and Indicator Analysis
Four Square Analysis Sheet
Use this activity to put it all together:
understanding of the Standards
understanding of SBE
understanding implications for planning within an SBE environment
critically thinking about student achievement through analysis
Facilitator Notes:
Participants should work in small groups.
It is best if the group focuses on one grade to narrow down the number of indicators required for the Benchmark section.
For Mathematics Only – Be sure that participants include mathematical processes benchmarks for this analysis. Widely accepted research stipulates that, “Mathematical content is taught through mathematical processes.”

71. Benchmark and Indicator Analysis
What are the best way(s) to assess student’s knowledge of content?

72. Benchmark and Indicator Analysis
Four Square Analysis Sheet
Use this activity to put it all together:
understanding of the Standards
understanding of SBE
understanding implications for planning within an SBE environment
critically thinking about student achievement through analysis
Facilitator Notes:
Participants should work in small groups.
It is best if the group focuses on one grade to narrow down the number of indicators required for the Benchmark section.
For Mathematics Only – Be sure that participants include mathematical processes benchmarks for this analysis. Widely accepted research stipulates that, “Mathematical content is taught through mathematical processes.”

73. Closing Next steps Questions and answers Program evaluation
Remind Facilitators to plan additional Professional Development based on their Where am I? sheet..