Professionalism

Michelle L. Rochel

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 10

EDUW 696 Portfolio Production and Presentation

Advisor, James Sauter

March 15, 2018

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 Selected National Boards Core Standards, Wisconsin Teaching Standards, Danielson Domain,
and Future Professional Development Goals

National Board Core Proposition #5: Teachers are members of learning communities.

 NBCTs collaborate with others to improve student learning.

 They are leaders and actively know how to seek and build partnerships with community groups
and businesses.
 They work with other professionals on instructional policy, curriculum development and staff
development.
 They can evaluate school progress and the allocation of resources in order to meet state and local
education objectives.
 They know how to work collaboratively with parents to engage them productively in the work of
the school.

Wisconsin Teacher Standard #10: Teachers are connected with other teachers and the community

Knowledge: The teacher understands how factors in the students’ environment outside of school (e.g.

family circumstances, community environments, health, and economic conditions) may influence students’ lives

and learning.

Disposition: The teacher is willing to consult with other adults regarding the education and well-being of

his/her students.

Performances: The teacher talks with and listens to the student, is sensitive and responsive to clues of

distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems.

The teacher acts as an advocate for students.

Danielson Domain 4: Professional Responsibilities

Component 4c. Communicating with Families

Component 4d. Participating in a Professional Community

Component 4e. Growing and Developing Professionally

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Professional Development Goals: What do you want to do regarding the Standard? List 4-5 goals.

1. I want to work with outside agencies and district personnel to find resources for my students.

Then, if a parent comes to me asking for additional help, I have resources at my fingertips as well

as contacts that can assist me in locating resources in cognitive, emotional, social, and physical

aspects and outside contracted programs.

2. I want to participate in more community education opportunities sponsored by various school

districts. This will allow me be to have a better awareness and understanding of topics such as

overall well-being. I can then have this knowledge available to share if needed.

3. I want to find a way to bring in more community members into my science classes. This may

include business owners or high school science teachers to be judges during my science fair. It

may be a grandfather who is an expert at rocks and minerals of our area. It may be contacting 3M

TECH team and asking them to present the many options you have in the engineering field. It

may be contacting the high school Robotics team or Skills USA team to talk to my students of

extra-curricular activities available at the high school.

4. I want to continue to consult with other adults regarding the well-being of my students.

5. I want to share outside of school opportunities to my parents such as special parent trainings as

well as workshops that could be beneficial for any person.

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 Introduction Page

I have always loved learning and school has always been my favorite place. Throughout my years as an

educator, I have taken many classes that have been informational, helpful, and beneficial to my teaching and

personal learning. Some of the courses were taken to meet the required credits needed for license renewal. Some of

the course information never made it to my classroom as the focus was not teacher driven and student oriented.

These past two years have been eye opening for me. I have taken the opportunity to seriously look at myself and

see where I could make needed changes to better myself and so I can be better for my students. These changes

have had a huge impact on my teaching and student achievement. I have always and will continue to be a learner.

Through my Master’s program and principal certification classes, I have researched topics that were reflective of

what I wanted to better understand and implement immediately in the classroom. I find myself reading articles and

participating in various webinars to learn more in various areas. I am finding and reading books I would not have

considered even five years ago. I am doing this not because I have to, but because I want to be the best for my

students as I continue to grow. One of my research topics was using formative assessment and how that affects

student achievement. I was already doing this in my class, but I knew I could do better. I immediately changed the

way I was presenting my information, incorporated check points along the way and made adjustments to my

lessons when needed. My students are more confident. They are also taking ownership of their learning by sharing

with me what they fully understand and what is may be confusing.

I tell my students I will always be their biggest cheerleader or advocate. And they laugh, but they know I

will walk every step with them along their journey. I take the time to make them feel important. Everything I

learned from my Master’s program and principal certification was meant to be used in the classroom or in a

leadership role. I am blessed to be in both positions. I treat my families the same as my students. I take the time to

listen. I work diligently for each person that walks through our school doors to feel welcome. I believe in open

communication and working together to create a positive learning environment for all. My school community

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which includes faculty members, parents, students, and younger siblings is very important to me. It is where I find

laughter, joy, and smiles that will melt your heart.

One of my biggest strengths as an educator and leader is collaboration. My Master’s program and

principal certification classes allowed me to collaborate with colleagues throughout Wisconsin. I am the entire

science department in my school. There are times I have shared ideas to other faculty members and received some

positive feedback. My cohort members immediately connected the first night of class. We were able to share our

frustrations and victories whether big or small without judgment. These people were not just classmates, they have

now become my friends and “go to” people when I am looking at a new science series, strategy, additional

resources, or I need advice on a special education question or student limitation. I believe an effective leader seeks

guidance when they still have unanswered questions. Collaboration is key. No one is expected to take the world on

by themselves. As a leader, I try to lead by example each day. I am at my classroom door greeting students as they

come to class. I use encouraging words and recognize respectful and responsible behavior. I have openly told my

students how much I appreciate them and have told them I love them. I feel this works better than a student

hearing, “I hate you all equally.” (Open sarcasm from another teacher.) As a leader, it is my responsibility to have

an environment based on rapport and respect.

Portfolio Pages

Learner –

My Master’s and principal certification classes have given me the opportunity to find professional

development topics I desire to research that will benefit my students as well as me. I want my students to take

ownership of their learning while becoming independent thinkers, problem-solvers, and life-long learners. This

vision is something I want for my personal learning also. I have included various kinds of formative assessments

throughout my lessons, but realized I could do more. There have been times when I thought my students knew the

information presented until I graded a summative assessment. Then, I would scratch my head and attempt to figure

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out what went wrong. What happened? Where did I go wrong? I wanted to learn more of formative assessment

with a focus on questioning strategies and how that affected student achievement. I found some amazing articles

and was more than excited when I found an online workshop sponsored by Learners Edge. The workshop title

was “Probes and Dipsticks and Tickets – Oh My!” (Artifact A) No one told me I needed to register for this online

workshop, but I was open to seeing what this had to offer. I am so glad I did! How did this impact student

learning? My students have a voice in their learning. Through the various types of formative assessments I have

incorporated in my lessons, my students are able to tell me what they best understand and what is still confusing. I

can then look at their feedback and change my lesson to meet all of my students’ needs. My students have more

confidence. They are able to communicate with me through pre assessments, exit slips, self-reflection, and using

Padlet, just to name a few, without being embarrassed of not fully understanding the information. Padlet is a

“virtual wall” technology tool that resembles a cork board. Padlet can be used as a question site or a formative

assessment piece. I took one of my pre-assessment questions that many of my students responded, “I don’t know.”

and used this as a Padlet question. I wanted to see how many of my students had a full understanding of this

concept. My students were able to post their answers. I was then able to look at the answers and see if my students

were at mastery level and if any needed additional teaching before moving forward. Artifact B is a link to one of

my class responses. My students are empowered knowing they provided me feedback and I listened. Meaningful

learning is taking place and all of my student scores have improved.

My passion of being a life-long learner will allow me to seek out books, articles, online workshops,

webinars, and colleague recommendations that will be most beneficial to my students.

Families and community –

St. Anne’s has a handful of students who exhibit EBD (Emotional Behavior Disorder) and/or ADHD

(Attention Deficit Hyperactivity Disorder). Some have qualified for special services, while some do not meet the

criteria. One of our newest students transferred from the public school with an extensive IEP based on his EBD

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characteristics. The night before we were to meet to change his current IEP to an ISP (Individualized Service Plan),

the parents revoked consent. All accommodations and modifications no longer existed and we were at ground

zero. Past history includes this student throwing chairs, leaving the classroom without asking, sometimes leaving

the building, and being belligerent to others. I have not dealt with this type of student in my 27 years of teaching,

but I was not going to let that stop me. I met this student during our Welcome Back night. I greeted him and his

family and welcomed them to St. Anne’s. I spent some time with mom going through the school supply list and

uniform ordering form. I took time to get a lunch card ready for her son, so that he would have everything he

needed to begin the school year on the right foot. His parents, mom in particular, wanted a fresh start for her son.

She wanted a new environment and was excited to see our small class sizes. I made sure to seek out this student the

first day of school and make small conversation with him. This student enjoys science and it is his favorite subject,

so I have the “cards stacked in my favor”.

One day I was correcting papers after school and my cell phone rang. It was my principal. The bus

company had called saying they were bringing back this student as he was being belligerent and not following

directions and could possibly cause harm to others. As the assistant principal, I met the student when he got off the

bus. You could tell his emotions were extremely escalated and he started walking away from me. I followed him

at a safe distance. Close enough so he could hear me, but far enough to protect myself as needed. It took me over

20 minutes to rationalize with this student just to get him back in the building. I was using a calm and reassuring

voice while trying to explain why we needed to go back in the building. At one point, I did tell this student if he left

the parking lot, I would have to contact the police. Finally, we were back in the building until I called the bus

company. I was on the phone for less than 30 seconds, and the student got up and was going to leave the building.

Another teacher just happened to be in the office and we both followed this student. She stayed with the student so

I could contact mom. I had to put mom on speaker phone to persuade her son to come back in the building.

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 That night, I was emotionally exhausted. I knew I did everything I could, but I kept thinking to myself I

needed more tools or resources to work with this student. I did not have all of the answers and needed help. My

EDUW 693 cohort group includes a few special education teachers who work specifically with EBD students.

They highly recommended the title, The Explosive Child: A New Approach for Understanding and Parenting

Easily Frustrated, Chronically Inflexible Children by Ross W. Greene, Ph.D. This book instantly changed my

way of thinking and how to work with various students. The book states, “Kids do well if they can.” Most of our

students do not come in our classes purposely trying to make our lives miserable. And, they are not horrible all of

the time. This book discussed how so many times we focus on the behavior, rather than the triggers that prompt the

behavior. I read this book cover to cover and then read another book by the same author titled, Lost at School:

Why Our Kids With Behavioral Challenges are Falling Through the Cracks and How Can We Help Them.

Wow! These books made sense and the implementations were doable if you were committed to put the time into

the student. One of the biggest pieces educators forget to do is include the student in the decision making process.

What ideas do you have? Seems like a small question, but if a student has never had the chance to share their

thoughts, why would they think their ideas matter?

How does this impact student learning? My student and I have had many conversations where he is

included in sharing his thoughts and ideas. His mom told me via email and in front of our middle school team I am

the only person he trusts at our school. I take this as a huge compliment as I really try to find the good in this

student every day. He visits me in the morning while I am the front desk and talks to me about his new four-

wheeler he is going to purchase, shows me pictures, and shares his interests with me. Sometimes he is sent

specifically to collect lunch cards as prior arranged with his homeroom teacher. It gives him a chance to see

someone who believes in him and allows him to begin his day on a positive note. Another way this has impacted

student learning is I had another mom call me crying and wanting any advice I could provide. She says her son is

uncontrollable at home and she is fearful he will end up in juvenile hall by the age of 12. Although I do not have

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her son in any of my classes, I see this student on a regular basis and he never exhibits this behavior in front of me

or the teacher. I did share my observations and followed by suggesting she read the “Explosive Child” and see if

that made sense via email communication (Artifact C). Then, she could complete the ALSUP checklist and see

where to go from there. My parents are comfortable knowing I will listen to their concerns and I will put them as

my top priority as we work together so work through a concern or triumph. A couple weeks later, I saw the mom

in the hallway during parent teacher conferences. She came up to me and expressed her gratitude of

recommending the book to her. It made sense to her and she was going to begin implementing some of the

strategies at home.

Each of my school families has a special place in my heart. I want my parents to know they are valued

and appreciated. I work diligently to work with all of my parents without judgment. I greet them with a smile when

they enter the building and the office. I generate emails that include empathy and compassion when parents are

struggling with sick kids or personal situations. I seek out resources or strategies when a parent is requesting

additional information. Artifact D shows a handwritten note I sent to each of my families when they registered for

the 2018-19 school year. I felt this was a simple, but genuine gesture. Artifact E is a note I received from one of my

families expressing gratitude for what I do for our school and families. How does this impact student learning? I

whole-heartedly believe when trusted relationships are created, it brings a desire to do well. Everyone is on the

same team, working for the same end result. Students and parents know I believe in them and will go the extra

mile to ensure a positive, caring, trusted, and safe environment for all.

My school community is also something very important to me. I want the faculty and staff to know how

much I appreciate them as their colleague and assistant principal. Last year during Teacher Appreciation Week, I

had something special for the faculty and staff each day. One day I made bags of mints with a tag saying, “Thank

you for commit – mint, encourage – mint, and involve – mint at St. Anne’s.” and put them into their mailboxes.

Another day I had lunch brought in by some of our parents. I had a basket in the faculty room of Reese’s Peanut

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Butter cups with a sign that said, “Have I “reese” cently told you how much I appreciate you?” I sent each faculty

and staff handwritten notes sharing something I appreciated of them. I also took the time to make a framed quote

for each teacher. This year during Catholic Schools Week, I fully coordinated a pallet painting session for all of our

teachers and staff (Artifact F). I sought out two different sponsors who were willing to donate towards this gift. We

have two different lunch breaks, so it is seldom all teachers are together throughout the day. This appreciation time

allowed the teachers to visit while painting their pallets. We were able to talk of topics outside of our classroom and

spend needed time together. This piece is significant as it shows I care and appreciate those around me. There may

be a day when I become St. Anne’s principal. I want my faculty and staff to understand my heart will always be in

the classroom. I know I can use this strength to assist teachers when they are requesting resources, professional

development opportunities, or inquiring of how to begin a referral process. I want to be part of a school community

where there is mutual respect and positive school climate is evident as you walk in our building.

Collaborator and leader

I feel one of my biggest strengths is my collaborating skills. Merriam-Webster’s definition of collaborate

is to work jointly with others or together especially in an intellectual endeavor. Before my Master’s program, I

collaborated mainly with parents, students, teachers, and colleagues. I now have the opportunity to collaborate on

so many different levels. I collaborate with other teachers from around the state, former instructors from my

Master’s program and principal certification classes, district and out of district principals, potential families, and

former students. My collaboration skills have been used within my leadership role of assistant principal. My

philosophy of what is best for the child will be my top priority as I continue being an effective collaborator and

leader. One piece I feel that is designed to impact student learning is the Home and School Scholarship (Artifact

G). Our scholarship eligibility is for students who graduated eighth grade from St. Anne’s. I send out the

scholarship applications to my former students’ parents as well as send this information to the high school

counselors. I find a committee to score the applications, tally the scores, and present the recipient the scholarship.

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This is not part of my responsibilities as the administrative assistant or assistant principal. This is something that

would have gone to the wayside had I not collaborated with the necessary people to have this scholarship continue.

How has this impacted student learning? This scholarship allows former students to reflect on their high school

years and identify how they used what they learned while at St. Anne’s. Although I do not score the applications

(as I have a conflict of interest of being their teacher for four years and can easily put a name to each application), I

do read each of them. Some applications will reference how they were academically prepared and had a solid

work ethic instilled in them because of attending St. Anne’s. Some will reference the values and morals that were

part of their St. Anne’s day have continued well past their eighth grade year. Many will reference how they have

relied on their faith in various circumstances throughout their high school career. When I present the award, my

heart almost jumps out of my chest. Watching the recipient come to accept the scholarship is feeling you cannot

describe, only to experience. In fact, I have been told by former parents, this is the most coveted award to receive as

a St. Anne’s graduate. This is the award that shows the basis and foundation of whom they are and who they have

become. I worked with these students for four years along with the middle school staff. I certainly cannot take all

the credit for my students’ achievements, but my students know I truly care about them and have high expectations

for them as they begin their next journey. The fruits of our labor may not happen overnight, but watching my

students continue their growth after they leave St. Anne’s brings happiness and joy to my heart.

I have also had the chance to attend and participate in diocesan principal meetings and video conference

calls. I asked my principal if I could attend August 2017 principal’s meeting as part of my practicum and learning

experience. He eagerly agreed to have me attend. I was able to participate in a new principal’s training where I was

able to collaborate with other diocesan principals. This gave me a chance to hear what was happening in other

diocesan schools, welcome new hired principals, share our school happenings, listen to new guidelines that would

be implemented per our insurance agency, and be introduced as the assistant principal. I want to be part of

conversations and exchange ideas with other principals now so I can speak to them in the future if needed. Now,

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when my principal has a video conference or other scheduled meetings, I ask to attend if he feels it would be

beneficial for my learning. I was able to attend a recent video conference with my principal (Artifact H). I think my

principal knows I want to learn as much as I can before he retires, so I try to find as many opportunities to learn

more of daily and long term responsibilities. I can then go in an interview for the St. Anne principal position (if

needed) and have the confidence of knowing various operations, what we have done, and where we are headed in

strategic planning, I have a positive, working relationship with my superintendent and know I can contact her if I

have any questions that need clarification. An effective leader takes the time to collaborate, have students’ best

interest in mind, and is involved in best practices for student learning and achievement. One of the principals and I

discussed the idea of exchanging professional development opportunities for our staff. She would come to St.

Anne’s and facilitate trainings to our staff and I would present a different training for her staff. We also

brainstormed ideas to possibly combine our staff for joint professional development opportunities. The fact that I

am having conversations of future opportunities as a principal is a rewarding and positive feeling. I am grateful

other diocesan principals see my gifts and strengths and in a sense have already welcomed me as a future leader at

an administrative level.

Reflective summary

What patterns do I see emerging from my examples?

I have noticed all of my learning examples were done voluntarily. I found resources that would assist me

in my personal growth as well as strategies I could implement in my classroom immediately. No one told me I had

to do any of these. The research for all of my papers was focused on the student as top priority in my learning. I

wanted to find out more to be the best I could be for my students. As I continue to learn and grow, I know I have

parents, community members, teachers from all over the state, and district personnel I can contact to assist me in

my drive to find resources that will best meet my students’ needs in and out of the classroom. I have become a

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more confident teacher through my desire to learn more as well as demonstrated leadership skills through my daily

interactions with all those I encounter.

What was the most effective in improving student learning?

I believe the most effective piece in improving student learning is sharing this journey with my students

and my son. I am open to sharing what I am learning and the explanation of why I am making the needed changes

or improvements in the classroom. When I first started doing brain breaks, my students looked at me like I had

come from another planet. I explained to them the importance of giving our brain a break and the importance of

getting up and moving. Once they heard the reasoning, my students were in agreement of needing this movement.

They now expect these and will remind me if I do not do these every day! This was meant to help one student, but

in the end, it has been beneficial to all of my students. I share with my students what I have been learning while at

my classes. I want to lead by example so my students see learning as a way to grow and have fun. Learning in

general is not meant to only happen in the confines of the classroom. It is meant to be experienced through so

many different experiences. I have shared with my parents the new changes I have implemented in my science

classes. I let them know I was putting formative assessments or check points back in the forefront of my teaching. I

feel being honest with them shows I am committed to making changes that will make the biggest impact on their

child.

I am amazed to see the changes in my students’ summative assessment scores just by incorporating

meaningful formative assessment pieces. The feedback allows me to see what is understood and what still needs

more teaching or examples to clear up any misunderstanding. I teach with a great amount of passion every day. In

my enthusiasm of teaching, I was not allowing my students to fully absorb the material. My students were able to

provide feedback they needed more time to complete their notes and drawings. All of my students were able to

earn a 90% or better on their summative assessment on their last chapter based on the formative assessment pieces

along the way. My lowest learner was able to fully explain how the small pox vaccination was invented verbally to

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his mom. Mom was stunned. I showed a diagram. I explained it to the class, and I had students either write in their

own words or make pictures with descriptions of the small pox vaccination of how they would best remember the

information. The retention and comprehension of material has been surprising to my parents, students, and me.

What future contributions would I like to make if I had the opportunity?

My heart will always be in the classroom. I would like to someday use that passion at an administrative

level. I want to take what I have learned and share it with my colleagues, parents, and students. I not only want my

heart to love just the middle school students I currently teach, I want my heart to love all of my students in our

building. I enjoy helping others by trade, and will continue to help my students as well as my colleagues in any

way I can. I would like to present meaningful professional development opportunities that have our students as top

priority and most important for our learning. Well educated students need a well-educated and supportive staff.

Too often have I been asked why we are not having scheduled professional development opportunities. I am not

able to answer that question as that is the principal’s area of responsibility. I want to be a leader that effectively

listens, strongly supports, and actively participates in the betterment of each teacher and student.

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 Artifact A

This was the Letter of Completion for successfully completing the Probes and Dipsticks and Tickets – Oh My!

Learners Edge workshop.

Artifact B

This is a Padlet link to one of my class responses. The students were able to post their understanding. I could then

look at the responses and make any needed changes in my teaching strategies to increase student achievement.

https://padlet.com/mlroch16/tjs94udng8g5

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 Artifact C

This is an email I sent to a parent after she had contacted me via phone. She was concerned of her child’s behavior

at home and requesting guidance and resources.

From: Administrative Assistant

Sent: Wednesday, January 24, 2018 8:47 AM
To: 'Amy Studnicka'
Subject: possible resources

Amy,
Thanks so much for reaching out to me and asking the questions you had pertaining to what you are
seeing at home. Both of these books are excellent resources and I had my eyes opened to how we can
approach behaviors in a different way. The theme of this book is, “Kids do well if they can.” I am a true
believer that cutie pie may not have developed some of the skills (yet) we discussed. We all want best
for our kiddos; you are taking the right steps to get what he needs.
Sending hugs to you.
Stay in touch and take care!
Michelle Rochel
Assistant Principal/Administrative Assistant
St. Anne Catholic School
140 Church Hill Road
Somerset, WI 54025
715-247-3762
715-247-4335 (fax)
adminassist@stanne-somerset.org

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 Artifact D

This is a handwritten note I sent to each of our school families once they registered for the 2018-19 school

year.

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 Artifact E

This is a note I received from one of our parents. It is in response to the note I sent their family.

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 Artifact F

This is the invitation I created and sent out to all faculty and staff members. It is one way I shared my appreciation

for those around me.

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 Artifact G

This is the Home and School Scholarship I created. I am responsible for finding a scoring committee, sending out

applications, tallying scores, and presenting the scholarship to the recipient. (size is condensed)

St. Anne Home and School Scholarship

Application Form

Name of Applicant _______________________________

The St. Anne Home and School Scholarship is a $500.00 scholarship given to a student
who has completed the eighth grade from St. Anne Catholic School.
Please take a moment to complete the following application. Respond in complete
sentences. Proper grammar and spelling will be considered. Application should be typed.
Recipient will receive award letter during Senior Awards night. Scholarship money will be
awarded in January, 2019 after transcripts from first quarter/semester are presented to St. Anne
Home and School Organization. Application forms are due to St. Anne Catholic School
office no later than March 23, 2018.

1. How has the following mission statement, St. Anne Catholic School, as part of the
St. Anne Parish community, works together to nurture growth in the
Catholic faith, seek knowledge and wisdom, and to serve others. guided and
nurtured you through your high school years.

2. How has your faith and Catholic education helped in your academic achievements
during high school?

3. How has your faith and your Catholic education at St. Anne's impacted your decisions
about your future education and the goals you hope to accomplish?

4. What plans have you made to finance your education beyond high school?

5. Describe ways in which you have served others--individuals, groups, school, parish,
community and beyond.

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 Artifact H
This is the video conference agenda I attended with my principal, our diocese
superintendent, and other diocesan principals.

Modified SMDP: Year 3, Videoconference 2 Agenda

Friday, March 2, 2018
For any materials that you would like to share or review, please have them submitted to the Google
Drive Folders (just insert it into the folder that Peggy originally shared and it will automatically be shared
with Maria) for easy access. I look forward to speaking with you soon! Maria

TOPIC SCHOOL SHARING SCHOOL SHARING SCHOOL SHARING

9:30-11:30 12:00-2:00 2:30-4:30
 STRATEGIC PLANNING School Name: School Name: School Name:
o Reminder: Quarterly Provide a sample of a Provide a sample of a Provide a sample of a
status updates status update/report on status update/report on status update/report on
o Preparation of 2018- progress of strategic plan progress of strategic plan progress of strategic plan
implementation implementation implementation
2019 objectives and
action plans
o Questions?

 ENROLLMENT & School Name: School Name: School Name:

MARKETING
o Using spreadsheet: We will review a school’s We will review a school’s We will review a school’s
 Tracking transfers spreadsheet, all tabs spreadsheet, all tabs spreadsheet, all tabs
in & out
 Capturing re-
registration data
o Parent Satisfaction School Name: School Name: School Name:
Survey – Reporting of
results
o Enrollment School Name: School Name: School Name:
Management Plan
 Progress on
preparation of plan
o Early Childhood
Recruitment Events:
 Marketing
materials
o Social Media School Name: School Name: School Name:
Strategies
 Intentional
Marketing
Campaign –
Review Samples
o Questions?

 COMMUNICATION School Name: School Name: School Name:

o Communication Plan: Who will share a Who will share a Who will share a
Conduct an Communication Plan that Communication Plan that Communication Plan that
audit/autopsy – what is shows updates for 2017- shows updates for 2017- shows updates for 2017-
2018? 2018? 2018?
working & what is not?
o Database Growth
 Grandparents,
Alumni, Alumni
Parents?
o Quarterly Newsletters School Name: School Name: School Name:
 End of Year issues Share a sample of latest Share a sample of latest Share a sample of latest
vs. Annual newsletter! newsletter! newsletter!

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 Reports
o Questions?

 ANNUAL FUND School Name: School Name: School Name:

o Spring strategies Share plans, progress, Share plans, progress, Share plans, progress,
approach, and/or samples approach, and/or samples approach, and/or samples
for Annual Giving program for Annual Giving program for Annual Giving program
o Data reporting
o Questions?
Year 3 Conclusion and Year 4 Kickoff Seminar: May 14 and 15, 2018
Any specific topics for the agenda?

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