Raising the Bar for School Improvement

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Relationships in Research

• Raising the Bar for School Improvement
• Candie Watts
• Professional Development Specialist for School
  Improvement
• AAFC Conference
• Fall 2008

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To create real change in this world, you have to
have a vision, and you have to have enormous
perseverance. Its the same principle that
applies in any entrepreneurial adventure Youve
got to be too stupid to quit.
-Marguerite Sallee, CEO, Frontline Group
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evidence from several studies of school change
indicate that unless school improvement efforts
truly touch the minds and hearts of teachers and
become manifest in their behavior and attitudes,
the ultimate aims of school reform will go
unmet. -Willis D. Hawley, ed., 2007. The
Keys to Effective Schools
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Four-Phase Cycle of Continuous Improvement
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Four-Phase Cycle of Continuous Improvement
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The Power of Teamwork

• VIDEO CLIP

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The mission statement is reflected in the goals
and actions of the plan. ACSIP Approval Rubric 1

• Beliefs conditions of willingness to act
• Vision preferred future which comes about if
  beliefs are realized
• Mission defines why the school exists
• What do we expect students to learn?
• How will we know what students have learned?
• How will we respond to students who arent
  learning?

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Man can fly (Belief)Humankind as
interplanetary space traveler (Vision)To go to
the moon (Mission)To build a lunar module
(Goal)Subcontract with Grumman (Action)
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Scholastic Audit Correlation

• 9.1a There is evidence that a collaborative
  process was used to develop the vision, beliefs,
  mission and goals that engage the school
  community as a community of learners.
• Mission/belief statements
• School improvement planning teams meeting agenda
  and minutes
• Staff member, parent/family member and SIP team
  member interviews
• ACSIP
• Perception surveys

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Four-Phase Cycle of Continuous Improvement
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Academic Supporting Data ACSIP Approval Rubric 3

• Includes the most current 3 year history of data
• Includes all state mandated assessments
  appropriate to the building
• Includes at least 3 sources of data
• Scholastic Audit data, if applicable

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Analysis of Tests ACSIP Approval Rubric 4 5

• CRT
• Includes percent of combined population scoring
  proficient above
• Includes percent of subpopulations scoring
  proficient above
• Includes weaknesses by strand, passage type, or
  writing domain by type of response for combined
  population each applicable subpopulation
• NRT
• Includes percent of students scoring above the
  50th percentile in reading math
• Includes content subskill skill cluster
  weakness(es) in reading math

Analysis shows disaggregation of the data and
thoughtful reflection of what the data identifies
as the needs of the students in individual
schools through the inclusion of a comprehensive
trend analysis of weaknesses
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POTENTIAL SUB-GROUPS OF STUDENTS

• At-risk is not a characteristic of a child, it is
  a characteristic of a situation.

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Non-academic data is reported from most recent
year in the most recent School Report Card.
ACSIP Approval Rubric 6

• Avg. daily attendance for K-8, OR
• Graduation Rate for 9-12
• Scholastic Audit data if applicable
• Perceptual Survey data

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Scholastic Audit Correlation

• 9.2a There is evidence the school/district
  planning process involves collecting, managing
  and analyzing data.
• 9.2b The school/district uses data for school
  improvement planning.
• 9.3b The school/district analyzes their
  students unique learning needs (perceptual
  data)
• 9.4a Perceived strengths and limitations of the
  school/district instructional and organizational
  effectiveness are identified using the collected
  data.

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What does the data tell us?

• Data Analysis Activity

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Goal Statement ACSIP Approval Rubric 7

• Conclusion of a needs assessment which should
  narrow the focus of the priority by addressing
  specific weaknesses based on
• Data disaggregation/analysis
• Trend data

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SMART Goals

• Strategic and Specific
• Measurable
• Attainable
• Results-based
• Time-bound

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Sample Goal Statement

• All third and fourth grade students will
  exhibit proficiency on 2008-2009 common
  assessments and the 2008-2009 Augmented Benchmark
  in responding to open-ended questions,
  particularly in literary reading responses for
  the Combined and Caucasian populations and in
  practical reading responses for the IEP
  population.
• Goal statements inclusive of ALL students are
  worthy goals. However, if needs vary by
  subgroup, address their weaknesses in appropriate
  goal statements linked to data.

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Scholastic Audit Correlation

• 9.3c The desired results for student learning
  are defined.

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Benchmarks ACSIP Approval Rubric 8

• Benchmark statements for any school that has NOT
  met AYP with either combined population or any
  subgroup(s) should reflect
• Current AYP status of significant group(s)
• Percentage proficiency performance as benchmarked
  on AYP chart for 2008-2009 school year
• Benchmark statements for schools having met AYP
  for all significant group(s) should reflect
• (Current AYP status)
• Growth goal

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Starting Point K-5 Math K-5 Literacy 6-8 Math 6-8 Literacy 9-12 Math 9-12 Literacy
2005-2006 40.00 42.40 29.10 35.20 29.20 35.50
2006-2007 47.50 49.60 37.96 43.30 38.05 43.56
2007-2008 55.00 56.80 46.83 51.40 46.90 51.63
2008-2009 62.50 64.00 55.69 59.50 55.75 59.69
2009-2010 70.00 71.20 64.55 67.60 64.60 67.75
2010-2011 77.50 78.40 73.41 75.70 73.45 75.81
2011-2012 85.00 85.60 82.28 83.80 82.30 83.88
2012-2013 92.50 92.80 91.14 91.90 91.15 91.94
2013-2014 100.00 100.00 100.00 100.00 100.00 100.00
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Sample Benchmark Statement written from AYP
report based on grade configuration, not
individual grade levels (School who has NOT met
AYP)

• On the 2007-2008 Literacy Augmented
  Benchmark, 40 of the combined population, 37 of
  the African American population, 38 of the
  Caucasian population, 19 of the Hispanic
  population, 44 of the low socio-economic
  population, 44 of the ELL population, and 0 of
  the special education population scored
  proficient or above. In 2008-2009, 64.0 of all
  students must exhibit proficiency.
• You are only required to have a Benchmark
  statement for the Combined Population and for the
  subgroups meeting the significant number (40) by
  grade configuration.

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Sample Benchmark Statement written from AYP
report based on grade configuration, not
individual grade levels (School who HAS met AYP)

• On the 2007-2008 Literacy Augmented Benchmark,
  68 of the combined population, 65 of the
  African American population, 78 of the Caucasian
  population, 65 of the Hispanic population, 67
  of the low socio-economic population, 65 of the
  ELL population, and 65 of the special education
  population scored proficient or above. In
  2008-2009, 64.0 of all students must exhibit
  proficiency. Across all applicable groups, we
  will show an increase of 3 in AYP performance.
• OR
• School Name Elementary has exceeded the
  2008-2009 AYP benchmark across all applicable
  groups. Therefore, we will show an increase of
  3 in AYP performance in 2008-2009.
• You are only required to have a Benchmark
  statement for the Combined Population and for the
  subgroups meeting the significant number (40) by
  grade configuration.

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Scholastic Audit Correlation

• 9.3c The desired results for student learning
  are defined.

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Four-Phase Cycle of Continuous Improvement
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Problem Framing

• Alignment of Instructional Guidance
• Coherence Focus
• Collaborative Culture
• Cognitive Demand
• Resource Adequacy Mobilization
• Social Capital

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USE OF ALL RESOURCES

• Do what you can, with what you have, where you
  are.
• -Teddy Roosevelt

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Identifying Promising Practices and Programs

• Evidence Fit
• Cultural Context
• Available Resources

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Interventions ACSIP Approval Rubric 9

• All interventions include scientifically based
  research citations
• Source, title, author, date
• Most current available research related to
  targeted areas
• Each intervention includes at least the
  following
• Appropriate implementation and/or instructional
  strategies, appropriate professional development,
  and evaluation of the intervention
• All interventions have multiple, sequential steps
  of sufficient detail required to implement and
  maintain the intervention
• ADE, Laws, Rules Regulations are not considered
  as appropriate scientifically based research

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Actions ACSIP Approval Rubric 10 11A-M

• All interventions
• Have multiple, sequential steps of sufficient
  detail required to implement and maintain the
  intervention
• Are stated detailed enough so that any attached
  action types are clearly explained
• Match any funding designations
• Contain a professional development and plan
  evaluation component

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Scholastic Audit Correlation

• 9.5a The action steps for school improvement
  are aligned with the school improvement goals and
  objectives.
• 9.5b The plan identifies the resources,
  timelines, and persons responsible for carrying
  out each activity.
• 9.5c The means for evaluating the effectiveness
  of the ACSIP is established.
• 9.5d The ACSIP is aligned with the schools
  profile, beliefs, mission, desired results for
  student learning and analysis of instructional
  and organizational effectiveness.
• 9.6 The ACSIP is implemented as developed.
• 9.6b The school evaluates the degree to which
  it achieves the goals and objectives for student
  learning set by the plan.
• 9.6c The school evaluates the degree to which
  it achieves the expected impact on classroom
  practice and student performance specified in the
  plan.

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AlignmentACSIP Approval Rubric 11A

• Actions provide evidence that local curriculum,
  assessments, instruction, and professional
  development are in line horizontally and
  vertically with Arkansas Frameworks and state
  assessments, and actions are included to show
  evidence of continual review and updating of
  alignment.

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Sample Alignment Actions

• Back-to-school professional development will
  provide time for data disaggregation so that
  trends/patterns can be identified in relation to
  curriculum, instruction, and assessment
  alignment.
• Results of the data disaggregation professional
  development will be used to guide curriculum work
  in the following
• a. Identification of power standards
• b. Pacing
• c. Unwrapping/deconstructing standards into
  learning
• objectives
• CWT data will be collected in order to analyze
  current instructional strategies utilized by the
  staff. Professional development training will
  follow according to the results.
• Common assessments will be written to align with
  the curriculum. Assessment results will guide
  instructional decisions.

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Scholastic Audit CorrelationAlignment

• 1.1a There is evidence that the curriculum is
  aligned with the Arkansas Academic Content
  Standards and Student Learning Expectations.
• 1.1b The district/school initiates and
  facilitates discussions among schools regarding
  curriculum standards to ensure they are clearly
  articulated across all levels (k-12).
• 1.1c The district initiates and facilitates
  discussions between schools in the district in
  order to eliminate unnecessary overlaps and close
  gaps.
• 1.1d There is evidence of vertical
  communication with an intentional focus on key
  curriculum transition points within grade
  configurations (e.g., from primary to middle and
  middle to high).

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Scholastic Audit CorrelationAlignment

• 1.1e The school curriculum provides specific
  links to continuing education, life and career
  options.
• 1.1f In place is a systematic process for
  monitoring, evaluating and reviewing the
  curriculum.
• 1.1g The curriculum provides access to an
  academic core for all students.
• 2.1b teachers collaborate in the design of
  authentic assessment tasks aligned with core
  content subject matter.
• 2.1h Samples of student work are analyzed to
  inform instruction, revise curriculum and
  pedagogy, and obtain information on student
  progress.

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Scholastic Audit CorrelationAlignment

• 3.1b Instructional strategies and learning
  activities are aligned with the district, school
  and state learning goals, and assessment
  expectations for student learning.
• 3.1c Instructional strategies and activities
  are consistently monitored and aligned with the
  changing needs of a diverse student population to
  ensure various learning approaches and learning
  styles are addressed.

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Academic Improvement Plan (AIP/IRI)ACSIP
Approval Rubric 11B

• Actions detail the development process as well as
  the remedial instruction for all students who are
  not performing at achievement levels required by
  state guidelines (ACT 35). Grade level specific
  required AIP/IRI process is included in each
  appropriate building plan with the tern IRI
  used where applicable in the action statement.
  IRI actions should be tagged AIP. No federal
  funds should be attached to these actions.

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Sample Academic Improvement Plan Actions

• Students who do not perform at the proficient
  level on the Augmented Benchmark Exam will have
  an Academic Improvement Plan written in
  collaboration with teacher(s), parent(s)/guardian(
  s).
• Identified students will participate in
  remediation according to specific weaknesses as
  supported by relevant data. Remediation
  strategies include
• a. Computer assisted programs
• b. Tutorials
• c. Double blocking in math/literacy
• d. Learning lab
• Formative assessment data shall be gathered and
  instructional strategies shall be revised
  periodically based on results from the formative
  assessments

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Nothing is so unequal as the equal treatment of
unequals.
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Sample Equity Actions

• Funds will be used to purchase levelized books
  which represent various cultures to enhance
  instruction.
• Professional development in differentiation
  strategies will be attended by all staff in order
  to meet the varied needs and learning styles of
  all students.

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Scholastic Audit CorrelationEquity

• 1.1g The curriculum provides access to an
  academic core for all students.
• 3.1a There is evidence that effective and
  varied instructional strategies are used in all
  classrooms.
• 3.1c Instructional strategies and activities
  are consistently monitored and aligned with the
  changing needs of a diverse student population to
  ensure various learning approaches and learning
  styles are addressed.
• 3.1e There is evidence that teachers
  incorporate the use of technology in their
  classrooms.
• 3.1f Instructional resources (textbooks,
  supplemental reading, technology) are sufficient
  to effectively deliver the curriculum.

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Scholastic Audit CorrelationEquity

• 4.1a There is leadership for a safe, orderly,
  and equitable learning environment.
• 4.1b Leadership creates experiences that foster
  the belief that all children can learn at high
  levels in order to motivate staff to produce
  continuous improvement in student learning.
• 4.1c Teachers hold high expectations for all
  students academically and behaviorally, and this
  is evidenced in their practice.
• 4.1d The school intentionally assigns staff to
  maximize opportunities for all students to have
  access to the staffs instructional strengths.
• 4.1h There is evidence that the teachers and
  staff care about students and inspire their best
  efforts.
• 4.1j There is evidence that student achievement
  is highly valued and publicly celebrated (e.g.,
  displays of student work, assemblies).

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Scholastic Audit CorrelationEquity

• 4.1k The district/school provides support for
  the physical, cultural, socio-economic, and
  intellectual needs of all students, which
  reflects a commitment to equity and an
  appreciation of diversity.
• 5.1b Structures are in place to ensure that all
  students have access to all the curriculum (e.g.,
  school guidance, supplemental or remedial
  instruction).
• 5.1c The school/district provides
  organizational structures and supports
  instructional practices to reduce barriers to
  learning.
• 5.1d Students are provided with a variety of
  opportunities to receive additional assistance to
  support their learning beyond the initial
  classroom instruction.
• 6.2b Leadership provides the fiscal resources
  for the appropriate professional growth and
  development of licensed staff based on identified
  needs.

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Scholastic Audit CorrelationEquity

• 7.1d There is evidence that the school/district
  leadership team disaggregates data for use in
  meeting the needs of a diverse population,
  communicates the information to school staff and
  incorporates the data systematically into the
  schools plan.
• 8.1c The instructional and non-instructional
  staff are allocated and organized based upon the
  learning needs of all students.
• 8.2a The school/district provides a clearly
  defined process to provide equitable and
  consistent use of fiscal resources.

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Program EvaluationACSIP Approval Rubric 11E

• Plan evaluation is present for EACH intervention
  that will
• E-1
• (1.1) Ensure that the program/process is
  implemented as designed (as per Rule 4.01 of ACT
  807 of 2007)
• (1.2) Identify protocol for evaluating and
  adjusting program/process (as per Rule 5.02.1 of
  ACT 807 of 2007) and
• (1.3) At the end of each school year, provide
  evidence of the impact on student achievement (as
  per Rule 5.07 of ACT 807 of 2007).

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Sample Program Evaluation Actions

• After staff has been trained in Marzanos High
  Yield Instructional Strategies (HYIS), Classroom
  Walkthrough (CWT) data will be gathered to
  measure implementation of those strategies in
  each classroom. Baseline data indicates prior to
  training, 16 of the staff utilized the HYIS.
  Comparative data will be collected on a quarterly
  basis (11E1.1).

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Sample Program Evaluation Actions

• Quarterly CWT data indicates 25 of the staff
  are implementing HYIS as suggested by the
  research. In order to increase implementation,
  additional professional development using the
  coaching model will be implemented immediately
  (11E1.2).

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Sample Program Evaluation Actions

• Classroom teachers will administer/score locally
  developed pre and post tests to evaluate
  students ability to utilize HYIS in math.
  2008/2009 data revealed kindergarten students
  scored an average of 47 on the pretest and 80
  on the posttest. Based on the math pretest for
  first grade, students scored an average of 18,
  while students scored an average of 86 on the
  post test. In second grade, students scored an
  average of 59 on the pretest and 74 on the post
  test. In third grade, students scored an average
  of 49 on the pretest and 73 on the post test
  (11E1.3).

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Scholastic Audit CorrelationProgram Evaluation

• 1.1f In place is a systematic process for
  monitoring, evaluating and reviewing the
  curriculum.
• 2.1h Samples of student work are analyzed to
  inform instruction, revise curriculum and
  pedagogy, and obtain information on student
  progress.
• 3.1c Instructional strategies and activities
  are consistently monitored and aligned with the
  changing needs of a diverse student population to
  ensure various learning approaches and learning
  styles are addressed.

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Professional DevelopmentACSIP Approval Rubric
11F

• Actions are data driven, standards based training
  for staff and administrators that support
  specific interventions/actions, which may include
  implementation and follow up when applicable.

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Sample Professional Development Actions

• All teachers will receive initial training in
  the High Yield Instructional Strategies
  identifying similarities/differences summarizing
  note-taking nonlinguistic representations and
  setting objectives providing feedback during
  back-to-school professional development.
• Once per month, Arch Ford Co-op staff will
  support on-going professional development in
  these areas during time set aside for
  professional learning communities.
• Teachers will be aloud to observe model
  classrooms who utilize these strategies.
• During our monthly staff meetings, one grade
  level/course will be highlighted to share how
  they have implemented one of the strategies in
  their classrooms.

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Scholastic Audit CorrelationProfessional
Development

• 6.1a There is evidence of support for the
  long-term professional growth needs of the
  individual staff members. This includes both
  instructional and leadership growth.
• 6.1b The school has an intentional plan for
  building instructional capacity through on-going
  professional development.
• 6.1c Staff development priorities are set in
  alignment with goals for student performance and
  the individual professional growth plans of
  staff.
• 6.1d Plans for school improvement directly
  connect goals for student learning and the
  priorities set for the school and district staff
  development activities.

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Scholastic Audit CorrelationProfessional
Development

• 6.1e Professional development is on-going and
  job-embedded.
• 6.1f Professional development planning shows a
  direct connection to an analysis of student
  achievement data.
• 6.2b Leadership provides the fiscal resources
  for the appropriate professional growth and
  development of licensed staff based on identified
  needs.
• 7.1e Leadership ensures all instructional staff
  has access to curriculum related materials and
  the training necessary to use curricular and data
  resources relating to the student learning
  expectations for Arkansas public schools.

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Special EducationACSIP Approval Rubric 11G

• Actions meet the needs of all students. If a
  district triggers, this portion will be approved
  by the Special Education Unit. Contact the
  Special Education LEA Supervisor for assistance
  with the Special Education Priority.

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Sample Special Education Actions

• Professional development training for inclusion
  strategies will be provided to all teachers.
• Differentiation strategies in content, process,
  product, and learning environment will be
  utilized by all teachers.

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Scholastic Audit CorrelationSpecial Education

• 1.1g The curriculum provides access to an
  academic core for all students.
• 3.1c Instructional strategies and activities
  are consistently monitored and aligned with the
  changing needs of a divers student population to
  ensure various learning approaches and learning
  styles are addressed.
• 4.1b Leadership creates experiences that foster
  the belief that all children can learn at high
  levels in order to motivate staff to produce
  continuous improvement in student learning.
• 5.1b Structures are in place to ensure that all
  students have access to all the curriculum (e.g.,
  school guidance, supplemental or remedial
  instruction).
• 5.1c The school/district provides
  organizational structures and supports
  instructional practices to reduce barriers to
  learning.

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Scholastic Audit CorrelationSpecial Education

• 5.1d Students are provided with a variety of
  opportunities to receive additional assistance to
  support their learning beyond the initial
  classroom instruction.
• 5.1e The school maintains an accurate student
  record system that provides timely information
  pertinent to the students academic and
  educational development.
• 8.1c The instructional and non-instructional
  staff are allocated and organized based upon the
  learning needs of all students.

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Parental EngagementACSIP Approval Rubric 11H

• The following parental engagement actions are
  present in the plan and reflect all requirements
  of ACT 307 of 2007 (amended ACT 603 of 2003) and
  any supplementally funded activities
• Informational Packets (formerly Family Kits)
• Parent Involvement Meetings (formerly Parents
  Make a Difference evenings)
• Volunteer Resource Book
• Schools process for resolving parental concerns
  in handbook
• Seminars to inform the parents of high school
  students about how to be involved in decisions
• Enable formation of PTA/PTO
• Parent Facilitator (certified teacher) and
• Two Parent/Teacher conferences are still
  required.

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Sample Parental Engagement Actions

• Parent Involvement Meetings will be held in
  September and February for sixth grade students
  and their families. During the meetings, parents
  will receive information regarding assessment
  practices. They will participate in similar
  experiences relative to their childs
  assessments.
• Two parent/teacher conferences will be held.
  One will occur in October after first quarter
  reporting. The second will occur in March after
  the third quarter reporting.

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Scholastic Audit CorrelationParental Engagement

• 3.1h There is evidence that homework is
  frequent and monitored and tied to instructional
  practice.
• 4.1g Teachers communicate regularly with
  families about individual students progress
  (e.g., engage through conversation).
• 4.1i Multiple communication strategies and
  contexts are used for the dissemination of
  information to all stakeholders.5.1a Families
  and community members are active partners in the
  educational process and work together with the
  school/district staff to promote programs and
  services for all students.
• 7.1a Leadership has developed and sustained a
  shared vision.

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Technology InclusionACSIP Approval Rubric 11I

• Actions reflect how technology is utilized to
  support instructional activities within the
  identified interventions and are a part of the
  districts technology plan.

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Sample Technology Actions

• Teachers will be trained to use automated
  classroom response systems as a means to gather
  and disseminate specific feedback to students.
• Students will be taught to utilize the track
  changes feature in Microsoft Word to demonstrate
  rule-based summarizing.
• Students will be trained to use digital
  microscopes during science investigations and
  afterward to create diagrams and graphics for
  students analyses and presentations.

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Scholastic Audit CorrelationTechnology Inclusion

• 3.1e There is evidence that teachers
  incorporate the use of technology in their
  classrooms.

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Four-Phase Cycle of Continuous Improvement
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Implement Promising Practices

• Teacher Learning Continuous School Improvement
• The Importance of Strategic Flexible Leadership
• Continuing Evaluation

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The National Partnership for Excellence and
Accountability in Teaching (NPEAT)

• NPEAT, 1999

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The Professional Development Leader

• Self-assess
• Look at data
• Plan together
• Make decisions
• Set measurable goals
• Celebrate success

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Mans mind once stretched by a new idea never
regains its original dimension.

• -Oliver Wendell Holmes

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Creating the Professional Development Plan During
Action Planning

• Implementing the Vision to Close the Gaps

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What skills and knowledge are needed to close the
gap between where we want to be and where we are
right now?

• Needs assessment
• Self-assessment using a vision rubric
• Self-assessment using a five-point scale
• Questionnaires
• School meetings
• Teacher observations
• Shadowing students
• Supervision and evaluation

76
How will the knowledge and skills be obtained to
implement the vision?

• Workshops and/or training
• Staff sharing
• Immersion
• Partnerships
• Study groups
• Networks
• Specialty area leaders
• Train the trainers

77
How will staff work together to ensure the
implementation of the vision and the elimination
of gaps?

• Grade level meetings
• Cross grade level meetings
• School meetings with team development
• Planning groups, action teams, and cadres
• Tuning protocols
• Coaching
• Mentoring

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What would it look like to implement the vision
in all classrooms?

• Workshop facilitator helping with the translation
  of what it would look like in grade levels
• Self assessment tools
• Scheduling What a day would look like
• Example lessons
• Demonstration lessons
• Observations
• Storyboarding

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Are curriculum, instruction, and assessment
aligned to the student learning standards and the
vision?

• Curriculum mapping/webbing
• Process mapping
• Examining student work
• Examining student data
• Journaling
• Observations
• Reflective logs
• Supervision/evaluation
• Curriculum development/implementation

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How will you know if what you are doing is making
a difference?

• Program evaluations
• Action research
• Teacher portfolios
• Case studies
• Listening to students
• Data analyses
• School portfolio
• Examining student work
• Examining student data
• Self-assessment

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TEAM-BUILDING CAN BE COMPARED TO BASEBALL

• A skilled manager has responsibility to help
  select the players, coordinate the teams effort,
  and oversee the playing of the game.
• Players must know their jobs, have the skill to
  do them well, and be committed to making a
  contribution to the team.
• Beating the competition requires a game plan.
• Players and the manager must communicate with one
  another, trust and support one another, and
  resolve their differences in a constructive
  manner.
• Self-control must be exercised by each player, or
  in its absence, imposed by the manager.
• There must be a reward system that meets both the
  needs of the team and the personal needs of
  individual players.

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SUCCESS

• There are moments when everything goes well
  dont be frightened, it wont last long.
• -Jules Renard