What is a diary as a rule? A document useful to the person who
 keeps it. Dull to the contemporary who reads it and invaluable to the
 student, centuries afterwards, who treasures it.

                               Walter Scott

                   THIS BOOK IS DEDICATED TO:
                           My loving wife,
               who always believed in me and assisted
                        me in this journey

                            My Son,
      who kept me laughing all the way through this process

Jane Jurgens,Carol Cottrell, Judy Zannotti and the Longfellow teaching staff
                   who took time out of their busy
                    schedules to critique this book

                          My loving parents,
                  Who encouraged me to be resilient

                  My father in-law and mother in-law
                 who have always been there for me

                              My mentors
                  Vivian Keys Brown and Imo Taylor
                       who took a chance on me

                                           PAGE INDEX

TOPIC                                                   PAGE
   Dedication                                            1
   Index                                                 2
   Class Photo                                           3
   Who should use this journal                           4
   How to use this journal                               5
   Glossary of Terms                                     6-11
   Sample of how to log in your journal                  12-13
   Sample of progress monitoring rubric                  14
   September-Beginning of the year facts                 15
   Parent Contact Log                                    16
   Progress monitoring rubric                            17-18
   Journal Entries                                       19-20
   October-The Raider                                    21
   Parent Contact Log                                    22
   Progress monitoring rubric                            23-24
   Journal Entries                                       25-26
   November-The Bouncer                                  27
   Parent Contact Log                                    28
   Progress monitoring rubric                            29-30
   Journal Entries                                       31-32
   December-The Arsonist                                 33
   Parent Contact Log                                    34
   Progress monitoring rubric                            35-36
   Journal Entries                                       37-38
   January-The Coyote                                    39
   Parent Contact Log                                    40
   Progress monitoring rubric                            41-42
   Journal Entries                                       43-44
   February-The Enforcer                                 45-46
   Parent Contact Log                                    47
   Progress monitoring rubric                            48-49
   Journal Entries                                       50-51
   March-The Oracle                                      52
   Parent Contact Log                                    53
   Progress monitoring rubric                            54-55
   Journal Entries                                       56-57
   April-The Xerox God                                   58
   Parent Contact Log                                    59
   Progress monitoring rubric                            60-61
   Journal Entries                                       62-63
   May-End of the year facts                             64
   Parent Contact Log                                    65
   Progress monitoring rubric                            66-67
   Journal Entries                                       68-69
   Academic Tree Map                                     70
   June-Highlight story of the year                      71
   Don’t talk about! Write about it!                     72
   Schedules                                             73-80
   About the Author                                      81

SCHOOL YEAR_______________

                     WHO SHOULD USE THE DIARY

If you can answer “yes” to any of the following questions, then this diary is for you.

   1.   Do you feel drained at the end of the school day and/or school year?
   2.   Are you currently a teacher or just completing a teaching degree?
   3.   Are you looking for a way to make sense out of your daily routine?
   4.   Are you seeking a better way to maximize your time throughout the day to benefit children?
   5.   Do you want to do your part in impacting the culture of your building in a positive way?

This diary will prove invaluable to any newly appointed or seasoned teacher. This diary can be a
daily reflection for those who wish to develop, maintain, or regain control of the hidden secrets to
function in this high stress job of teaching. In addition, and, most importantly, this diary will help
you do your part in promoting a positive culture in your building. The user-friendly format of this
diary allows its user to visualize the events of each day in a simple and straightforward format that
can be the “guide by your side” as you fulfill your responsibilities as a teacher.

Special Quote: The culture of a school system is its’ DNA. Everything build’s from it and without
it, programs, technology, nor money can compensate in its’ absence. Be diligent in your efforts to
preserve it.
             Trent Mosley

                           HOW TO USE THIS DIARY
Implementation: Complete one monthly log and three reflective moments entries a month. While
completing your monthly log, do not strain, exert, or over examine each area. Just write down the
first thing that comes to mind. Your goal is to obtain as many “HOO-RAHHS” as possible for the
year. HOO-RAHH’S are predicated on the premise that you have obtained 80% to 100% rating for
the month. This means that you have handled both daily obstacles and daily priorities satisfactorily.
The antithesis of this is having an “AHH SHUCKS” month. AHH-SHUCKS months are 60%-79%
for the month. This means improvement needs to be made in either the daily obstacles or daily
priorities area. Taking into consideration how difficult it is to consistently have a HOO-RAHH
month, a fall off the wagon month is built in. Each year you are allowed to have one “SHAME
ON YOU” month. A Shame On You Month is a month when you have ample opportunity to have a
satisfactory month but fail to do so. This is sort of like eating a Crispy Kreme Donut after staying
committed to your diet for six months straight. A sample of how to score your monthly log is given
on pages 12-14.

Special Note: Each month has a section called “Reflective Moments.” Reflective Moments are
situations that took place during that week that you wish to remember. This area is perfect for
capturing those quick thoughts. Each reflective moment is broken down by three categories for easy
recall: STUDENT/PARENT, COLLEAGUE, AND PERSONAL. When you complete a Reflective
Moment be sure to check off one of the three areas it represents. Small observations recorded
diligently can open data streams of ideas and insights that might have been lost if you didn’t record
them. The recording of this information may also serve as a conduit in helping you resolve a future

Special Note: Each monthly log has a section called “I PLEDGE TO WORK ON”. This section
is for you to write down those quick thoughts about what you want to accomplish next month as you
reflect on your monthly log.

Special Note: Throughout the diary are stories that are written to provide you with a little humor. In
reading the stories, I think you will find that each contains an ounce of truth as you reflect on the
type of personalities that exist in your school.

Special Note: From pages 6-11 is the descriptions of each priority and obstacle, as they exist in the
school setting. Take the time to read each carefully as they will help you score your monthly log

-Engaging students

Have you ever attended a professional development conference and left with the feeling that all the
life has been sucked out of you through lecturing? Well, students feel the same way when teachers
spend six and half hours lecturing, and giving dittos to complete. Believe it or not this is still
happening in our schools. Maybe not you but someone you know ascribes to this method of
teaching. Research shows this method is ineffective and this practice furthers validates the opinion
of those who conspire against schools that we are failing children. Teachers must strive if not daily
but weekly, to engage students through various means of learning. Examples of such medias for
learning, but not limited to, are: teaming, oral presentations, differentiated instruction, Thinking
Maps, and small work groups. Implement one these methods of instruction at least once a week.

More mobile

The worst thing a teacher can do is get trapped behind his or her desk. Teachers have to move
around the classroom assessing the terrain to gauge the engagement of the students. In addition,
moving around the class causes students to stay alert and attentive. This is the next best thing to
having eyes in the back of your head. Be purposeful daily in conducting walk-a-abouts in your

More encouraging

Like adults, kids are passionate beings, and like adults they crave attention. When attention is not
given, students find a way, good or bad, to elicit some type of response from you. To counteract the
less desirable behaviors, teachers have to make it a daily habit to find some good in every student
and exploit it. The effect, although short lived, sometimes increases your chance of reaching that
student over time as you continue to encourage them on a consistent basis.

Leading Staff meetings

If you really want to feel a sense of ownership as well as help the building principal, present at a
staff meeting over a topic of interest will accomplish both areas with the first being the most
important. Given the opportunity to do this, your colleagues will begin to view you as a leader
among them as well as your school principal. Having this impact will increase your comfort level in
approaching the building principal with new and innovative ideas. The building principal in turn
will be more inclined to listen because of the demonstrated leadership skills, which in their mind
translates into not having to shoulder the new initiative alone. Make sure your presentation is over a
school improvement related topic of interest at least one staff meeting every three months.

-More supportive
The load that teachers bare is incredibly heavy. They bare the responsibility of developing future
leaders in every field of expertise. They work long hours and are constantly engaged in professional
development after the normal school day. In spite of their hard work and diligence toward furthering

their skills, their profession is often under public scrutiny and more often than not the focus of many
political agendas. It is interesting to note that teachers are being asked to do more with less. With so
much being required, wouldn't it be nice to have support from at least one source that source being
the building principal. There's an old saying that goes, "if you want to get a little you have to give a
little." This is true with one major advantage to the teacher. Most principals only request a little
support and in return you will get more support than you could ever expect. Most principals are
accustomed to feeling as if they are on an island alone. Giving a principal mental and physical
support in carrying out the vision of the school will go a long way in them providing you with all the
support you need to feel valued. Make it a point each month to find a way to assist. Remember
Michael Jordan couldn't do it alone. He needed Scotty Pippins and Dennis Rodman. Principals need
a supporting team and your added contributions will create opportunities for the principal to
highlight and celebrate your skills.

-Volunteering for other duties

Teachers have the unique ability to multitask and do it well. In most cases they multitask better than
the building principal. Therefore, it stands to reason that the greatest capacity to overcome any
obstacle in education, be it providing training for teachers, running school quality meetings,
selecting educational material or even designing programs for students, is through teachers. The
astute principal who recognizes this and who puts ego aside places him/her at a greater advantage
than the principal who feels he/she has to go at it alone. To eliminate the excuse of a principal
saying they’re in it by himself or herself is for the teacher to volunteer for other assignments. As a
teacher you should make it a habit to do this at least once or twice every two to three months.

-Interacting with colleagues positively

Teaching is a stressful occupation, one that sometimes does not garner the respect it deserves. Never
the less, we must abstain from letting this distract us from making all our students successful. Yet
we must not add to the frustration we feel by being non-supportive of our colleagues. Each and
every day you must purposely reach out to all your colleagues as well as be receptive to your fellow
teachers’ ideas. You must also strive to build up your colleagues, even the ones you have a hard
time with. Remember, the stronger the chain the harder it is to break. This must be a daily practice.

-Calling parents with good news

Teachers are constantly evaluating students, and parents are constantly evaluating teachers.
Sometimes a poor review on the parent's part is a lack of positive communication from the school
regarding their child. Teachers should use the monthly log form contained in this diary to keep track
of the type of communication being held with parents. Keep in mind there should be a correlation of
two to one of positive communication being made vs. communication that has negative under tones.
Examples of positive communication would be, but not limited to, the following: an invitation to an
academic conference, student success item, or a thank you comment about a parent's involvement.
Be sure to make time each month to build, cultivate and maintain these crucial relationships that
impact student achievement.

-Holding parent academic conferences

Teachers and principals routinely complain that if we can get a handle on discipline issues the
students would thrive academically. To a degree this is true but only if this issue is being addressed
through an academic lens. Currently, there exists an imbalance in discipline referrals vs. academic
referrals with the latter being the greater of the two. To reduce behavioral issues educators need
only to shift the balance to holding more academic conferences. Academic conferences allow
educators to focus on the real issue rather than being reactive to the behavior of the child. The poor
behavior might simply be a result of the child being frustrated with something they don't understand
in class. You should strive to hold at least one academic conference a month. During academic
conferences the following should be addressed: areas of difficulty, areas of success, teacher
interventions, recommended activities for parents to use at home. What you will find is that the
more attention paid to the academics the greater the decrease will be in behavioral referrals.
Remember hold at least one academic conference a month for each child.

-Disruptive students
Typically a teacher will have one to three students who disrupt the class on a continuous basis.
These disruptions detract the teacher from providing the quality education that all students deserve.
Most teachers in these situations exhibit an array of motivational methods to get students back on
track before implementing punitive strategies. However, some teachers’ first response in trying to
protect the quality instructional time when faced with disruptive students is to send them to the
office or move the student to a remote location away from the larger part of the class. Regardless of
which category you feel you fit in, take careful note that the more time a student remains in class the
greater the opportunity exists for the student to excel academically. Creating this opportunity will in
turn resolve many of the behavioral issues. Make it a daily mission to exhaust every resource within
your sphere of influence to keep your students in the classroom.

-Students not completing assignments

Among all the daunting tasks a teacher deals with there is one task that is sure to create great
frustration: the persistent abuse of students’ not completing classroom as well as homework
assignments. When students fail to complete assignments teachers are left feeling abused, betrayed
and sometimes are blamed by parents for the non-completion of work. Teachers who realize that
these occurrences are a reality of the educator’s world quickly ascertain that this problem goes
beyond the classroom and is but one element of a larger systemic issue. In collaboration and
consultation with each other, teachers, parents, students, and administrators must do their part to
right side this issue. When teachers are confronted with a problem, they should immediately call the
parent and schedule an appointment. Letters in this situation don't work unless you're going to mail
them. It is important to note that you may get a parent who says they never got the mailed letter. In
these circumstances, which are rare, you may need to send this information certified mail. Get this
approved through you building principal first. A critical point to remember is that every conference
held is documented on a district approved form and placed in the student’s permanent student record.
Consider this measure a security blanket for your professional attention to detail. Make sure this
practice takes place once a month or as needed.

-Sending large amounts of discipline referrals

Administration must support teachers and teachers must support administration when dealing with
discipline referrals. Administration usually sets procedures in place to deal with discipline issues
arising in classrooms. It is important that teachers follow the established guidelines, as they will
protect the teacher from feeling dejected if the principal sends the student back without any
consequences. Look at it this way: if the principal violates a procedure in the teacher compact or
contract will you not hold them responsible for abiding by the rules? However, all procedures have
with in them an element of flexibility. Principals customarily will bend the rules for teachers who
seldom send students to the office. Much like teachers allow for flexibility in the compact or
contract for principals who have demonstrated themselves to be fair and balanced. Concentrate on
resolving issues in the classroom so that when it comes time to send the student to the office the
principal will be less restrictive.

-Talking and not being involved in meetings

Teachers are in a classroom with no other adult interaction for six and a half hours a day. This not
only makes for a long day but for a long year too. Is it in any wonder why when teachers have an
opportunity to engage in adult conversation through staff meetings, professional development
sessions and the like, that sometimes etiquette goes out the door? I am convinced that you can
experience the joy of interacting with your peers during meetings by holding professional dialogue
on the subject that is being discussed. All other conversation topics should be reserved until after the
meeting. Administrators are often shocked when they hear from others or see their team talking
inappropriately during meetings. Shocked because teachers dislike it when students are talking
when they are teaching. Each month that you are involved in a meeting you must strive to maintain
your responsibility to contribute and focus on the task at hand. Finally, be prompt for all staff

-Unfamiliarity with School Quality Plan

The school staff goes to great length to create a plan that will address student needs in the areas of
Math, ELA, Science, and Social Studies. However, after completing this plan it is often shelved and
never referred to again until it has to be re-submitted. The school quality plan as it is called in most
districts should be a living, breathing document that is reviewed monthly to ensure that the team is
maintaining its course of action. Make it a point to review the plan once each month and schedule
time to meet with the principal to share thoughts. In addition, take time during the staff meeting to
bring up topics for professional discussion. Remember, to create a plan is necessary but failure to
enact the plan is as if you never planned at all.

-Lounge Talk

New teachers are often gung ho and bubbling with innovative ideas as they enter their new
profession. That is, until they enter the forbidden zone called the-THE LOUNGE! The lounge is
often a place designated for administration bashing, collegial spats, and discussions about the
perceived worst students, etc. If you want the dirt on who’s the principal's favorite or who is the
least qualified or who’s being accused of sleeping with whom then the lounge is the place to be. The
point I am trying to make is that none of the above issues are related to student achievement and
therefore should be rendered meaningless and mute. However, the lounge could and should be used
as a place where staff members continue and foster discussion over issues that are student centered.
Make it a daily practice that while in the lounge you strive to foster communication that is
meaningful. In addition, when other staff members attempt to bring up issues that are irrelevant do
your best to redirect the conversation regardless of how juicy the topic may be. If you are unable to
redirect the conversation simply get up and leave and go to an area with like-minded people.

-Lack of collaboration

Teachers who work together see improvements in student achievement and behavior. Why is it that
there exist levels of tension in varying degrees between teachers? Common reasons that cause
separation between staff members are gossiping, being territorial, jealousy, laziness, being snide,
being perceived or perceiving others as a know it all. These conflicts have a profound impact on the
overall performance of the school. As a teacher you must constantly monitor your actions and
reactions toward colleagues as you interact. When presented with opportunities or challenges, ask
yourself the following: "Does my verbal and body language convey or suggest an openness and
willingness to listen to others?" "When suggesting ideas and thoughts to others am I underhandedly
trying to attack a person or persons?" Remember, your attention to this matter is required daily and
your actions or reactions on a given day will positively or negatively affect student achievement.

-Contacting parents with bad news about the following
* Academics
* Behavior

There is nothing that will run a family away from a school faster than repeated calls and letters home
about poor academic and behavioral issues. Most parents will agree or accept the fact that children
behave differently at school than at home. However, where parents draw the line and
understandably so, are when nothing but bad news is reported. Teachers have to take time to
celebrate small successes from individual students and acknowledge those successes through written
notes and phones calls home. When teachers do this, parents become more accepting when the news
is not so uplifting. Remember, you must make it a point to be balanced monthly in your
conversations with your parents if you want to achieve their full support.

                                                           MONTHLY CHECKUP

           Score on scale 1 to 5
                                      STEP 1: CALCULATE THE PRIORITIES AND OBSTACLES
Engaging More   More                                     Disruptive Students not
students mobile encouraging                              students   completing assignments
Scores 4   3        3       total= 10=ES 66%             Scores 5        4                 total= 9=ES 90%
                                   15                                                            10

Leading staff More       Volunteering                               Sending large amounts Talking and not being Unfamiliarity with
Meeting       supportive for other duties                           of discipline referrals involved in meetings with School Quality
Scores 2        5              2            total= 7 =ES 46%                                                      Plan
                                                  15                Scores 4                         2                   3            total=9 =ES 60%
Interact with colleagues positively                                 Lounge Talk Lack of Collaboration
Scores         4                    total= 4 =ES 80%                Scores 5 +             4               total=9=ES 90%
                                           5                                                                     10
DAILY PARENT PRIORITIES                                             DAILY PARENT OBSTACLES
Calling parents Holding Parent                                      Contacting parents with bad news about the following
with good news Academic conferences                                 Academics          * Behavior
Scores 3                   5             total= 8=ES 80%            Scores 5                                               total= 5=ES 100%
                                               10                                                                                5

                                     STEP 2 ADD THE TOTALS AND DIVIDE BY THE MAXIMUM SCORE
                                        29=ES 64%                                32 =ES 80%
                                       45                                       40
                                       STEP 3 ADD BOTH EFFECTIVE SCORES AND DIVIDE BY 200%

                                   Total D.P. % Effective scores ( 64% ) + Total D.O. % Effective scores ( 80% )

                                                        Effective % for the month 72%
HOO-RAHH MONTH____(80%-100%)                     AHH SHUCKS MONTH X (60%-79%)                    SHAME ON YOU MONTH_____(0%-59%)

I PLEDGE TO WORK ON: Next month I am going to be more encouraging toward my students. I am also

going to work on being positive in the staff lounge.

                                                         WEEK 1

Today I was on the verge of losing my mind! Nothing seemed to be going right. The activities I had planned for
students were put on hold because the principal called a “POP” assembly. Later on I lost my keys and I
eventually found them in the most likely place, which was my coat pocket. The only thing I want to do now is
go home and talk my spouses ear off about my day. Hey, some one has to feel my pain.

                                                         WEEK 2

WOW! Today was one of those days that reminded me of why I love teaching. A parent who I have been trying
to win over all year finally paid off. She came into my class today and said, “Mrs. Krane I know I have been
giving you a hard time but I just wanted to come tell you how much I appreciate your patience with me. You
have shown me through words and deeds that you truly want the best for my kids!”

                                                         WEEK 3

We have the best secretary in the world. Ms. C made sure that each and each one of us
had all our supplies in a timely manner even though we did not adhere to her time line. I need to make sure
that I thank her for the tremendous job she does even if no one else will. Ms. C is fantastic!

The progress monitoring forms for Math and ELA are to be used to move students to the benchmark
group who fall in the intensive and strategic group. The students who are in the intensive group are
students who are performing poorly on state standards or benchmarks that have been covered in
class in any given month. The students who in the strategic group are students who have not
mastered the taught concepts consistently and need further instruction in that area. Students who are
in the benchmark group are student who have consistently shown that they know the information and
are now ready to engage in other bench mark areas.

Note 1: Each month should show a steady and consistent migration from the Intensive to the
Benchmark group.
Note 2: Remember that each group of students may change due to the type of benchmarks being
covered from month to month. The important thing is that over the course of the year you decrease
the number of student in the Intensive and Strategic group in those areas.

                             PROGRESS MONITORING RUBRIC


 Geometry: Shapes                  Geometry: Shapes                   Geometry: Shapes

 Benchmark group                   Strategic group                    Intensive group

1.__________________         1.______________________              1.____________________

2.__________________         2.______________________              2.____________________

3.__________________         3.______________________              3.____________________

4.__________________         4.______________________              4.____________________

5.__________________         5.______________________              5.____________________

6.__________________         6.______________________              6.____________________

7.__________________         7.______________________              7.____________________

8.__________________         8.______________________              8.____________________

                      BEGINNING OF THE YEAR FACTS

Assistant Principal(s)__________________, _________________

Total number of students enrolled in the school ______

List the total number of student in your class in September_____

Class numbers by gender: Girls____ Boys____

Number of resource students _____

                       PROGRESS MONITORING RUBRIC


 Benchmark group           Strategic group          Intensive group

1.__________________   1.______________________   1.____________________

2.__________________   2.______________________   2.____________________

3.__________________   3.______________________   3.____________________

4.__________________   4.______________________   4.____________________

5.__________________   5.______________________   5.____________________

6.__________________   6.______________________   6.____________________

7.__________________   7.______________________   7.____________________

8.__________________   8.______________________   8.____________________

                                        WEEK 1

Reflective Moment: STUDENT/PARENT_____ COLLEAGUE_____ PERSONAL_____

                                        WEEK 2

Reflective Moment: STUDENT/PARENT_____ COLLEAGUE_____ PERSONAL_____

                                        WEEK 3

Reflective Moment: STUDENT/PARENT_____ COLLEAGUE_____ PERSONAL_____

                                                  THE RAIDER

Teacher Definition: One that borrows, but does not ask and who never returns.

 Hello, my name is Mrs. Wenchel a dedicated 1st grade teacher who has a whopper of a tale. What
 follows is one of the most shocking stories ever told in a teachers lounge.
  While sipping a bottle of Gatorade in the teacher's lounge, I noticed that the refrigerator door was
 slightly open. Given the fact that I had just slammed it shut because of the frustrating day I was having
 in class I was left puzzled and perplexed. For the normal person this may seem like no big deal, but you
 see the entire teaching staff has been on high alert because someone has been raiding the refrigerator of
 items not belonging to them. Teachers were going to great lengths to protect their items. For instance,
 marking the bottle to measure the level of liquid, putting their name on food containers, letting everyone
 see them drink out of their personal jug, licking both sides of the bread. You would think that these
 measures would garner a measure of security. Not here, the RAIDER did not discriminate nor was
 he/she deterred. Teachers who originally thought that another teacher was responsible were now
 convinced that this was impossible and collectively they decided that it had to be one of the custodians
 and charged the building principal to reprimand them. The building principal was reluctant in accusing
 a custodian for something that had not been proven and suggested that we set a trap. The principal
 created a sign up sheet for food to be prepared by staff members for Friday for a special treat. Every
 staff member signed up for a dish to bring except the custodian. The teachers were in an uproar and
 they were becoming sure that the custodian had done it. Well Friday came and out on the table laid a
 spread of delectable delights that would please even the most finicky eater. There were seven layered
 cakes, roast beef smothered in gravy, and multiple side dishes. Everyone was convinced that the
 leftovers they placed in the refrigerator were going to be gone on Monday. However, everyone was
 equally convinced that the spy camera that was secretly placed in the lounge by a colleague would verify
 their own suspicions. Monday came and true enough everything was gone. Unannounced to the
 building principal the entire staff had gathered in the media center to review the content of the
 videotape. Wondering where the staff was the building principal moved hurriedly throughout the
 building to find them because students were arriving. Passing the media center, the principal peered
 through the window and what looked like an image of him on the television, was verified by the stern,
 drop-jawed look he saw on his staff faces. The RAIDER had been caught! So let’s back track to the
 beginning of the story where the door had been left ajar. Reminding myself of this story, I quickly went
 to the refrigerator to see if the second Gatorade bottle I left had been touched. To my surprise it had not,
 perhaps it was the little message scribbled on the label that said, “I don’t care if it’s’ been in the fridge
 for two weeks. If it’s mine and you touch it, you die! Principals included.”

                       ”PROGRESS MONITORING RUBRIC


 Benchmark group             Strategic group          Intensive group

1.__________________     1.______________________   1.____________________

2.__________________     2.______________________   2.____________________

3.__________________     3.______________________   3.____________________

4.__________________     4.______________________   4.____________________

5.__________________     5.______________________   5.____________________

6.__________________     6.______________________   6.____________________

7.__________________     7.______________________   7.____________________

8.__________________     8.______________________   8.____________________

                       PROGRESS MONITORING RUBRIC


 Benchmark group           Strategic group          Intensive group

1.__________________   1.______________________   1.____________________

2.__________________   2.______________________   2.____________________

3.__________________   3.______________________   3.____________________

4.__________________   4.______________________   4.____________________

5.__________________   5.______________________   5.____________________

6.__________________   6.______________________   6.____________________

7.__________________   7.______________________   7.____________________

8.__________________   8.______________________   8.____________________


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