The document outlines an agenda for a workshop on the Access to Success Initiative. The workshop aims to help participating university systems understand data on access and success, identify elements of successful change efforts, propose strategies to build capacity, and discuss engaging campus leaders. Sessions will cover understanding new data capabilities, essential elements of change, proposed initiative strategies, and supporting systems in their work. The goal of the Access to Success Initiative is to cut gaps in access and success for low-income and underrepresented students in half by 2015 across 24 state university systems.
This document summarizes a presentation given at Austin Community College on developing a culture of transfer. It discusses defining elements of a transfer culture, ACC student profiles and top degree programs, transfer data collection and activities between ACC and UT Austin, and ongoing challenges. The goal is to holistically support transfer students through a sustainable, measurable process that improves communication and breaks down barriers between institutions to enhance student success and meet state transfer goals. Developing a strong transfer culture is a win-win for ACC and UT Austin partnerships.
APIs Are Powering Fintech Innovation. What Is Next?Stephane Dubois
Presented at Xignite API World 2016 - San Jose
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What's Next in Financial Services Infrastructure Plumbing and APIs Stephane Dubois
Xignite is a company that provides market data APIs and infrastructure. They have over 1000 clients in 56 countries and processed over 2 trillion API requests in 2016. The document discusses the history and evolution of APIs from early web APIs to current cloud APIs. It predicts that in the next 5 years, banks and financial institutions will move more of their infrastructure to the public cloud and expose core capabilities as APIs to build next generation applications and dramatically lower costs. The market data landscape is also shifting from expensive in-house infrastructure to a cloud-based model using data, analytics and other APIs.
Moving Market Data to the Cloud - TABB Group and XigniteStephane Dubois
The document discusses how the capital markets industry is facing unsustainable costs in its existing model and must embrace cloud technologies and new delivery platforms. It notes that market data services delivery has not changed significantly in decades and relies on outdated on-premise infrastructure with high costs. The document argues that a transition to cloud-based market data services can help drive down costs, increase flexibility, and enable innovation through new technologies and delivery of integrated front-office applications. It presents the opportunity for both buy- and sell-side firms to realize benefits through a phased approach to cloud adoption.
The document summarizes an agenda for a group planning time and team time meeting for the Northeast Region academies. The focus of the July 11th meeting was to refocus on the four elements of the NAF model and develop action plans to improve collaboration. Goals included becoming familiar with NAF's new service delivery model and identifying opportunities and challenges. The July 12th meeting focused on performance assessment planning and identifying external supports and weaknesses.
Mercy Health deployed an A3 storyteller tool to communicate process improvement initiatives across their eight hospitals. The tool uses a one page format to summarize initiatives and keep updates concise. It was initially piloted with a regional service line team and then expanded to other hospital leaders. Over time, the tool was used to cascade goals across leadership levels and became integrated in key meetings to monitor performance metrics. The standardized A3 storyteller helped create alignment on goals and reduced time spent interpreting multiple updates.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
This document summarizes a presentation given at Austin Community College on developing a culture of transfer. It discusses defining elements of a transfer culture, ACC student profiles and top degree programs, transfer data collection and activities between ACC and UT Austin, and ongoing challenges. The goal is to holistically support transfer students through a sustainable, measurable process that improves communication and breaks down barriers between institutions to enhance student success and meet state transfer goals. Developing a strong transfer culture is a win-win for ACC and UT Austin partnerships.
APIs Are Powering Fintech Innovation. What Is Next?Stephane Dubois
Presented at Xignite API World 2016 - San Jose
Look in to the history and role of APIs in Financial services and the Fintech Revolution, assess the current situation in fintech and finserv markets and discuss what the future of APIs in financial services might look like.
What's Next in Financial Services Infrastructure Plumbing and APIs Stephane Dubois
Xignite is a company that provides market data APIs and infrastructure. They have over 1000 clients in 56 countries and processed over 2 trillion API requests in 2016. The document discusses the history and evolution of APIs from early web APIs to current cloud APIs. It predicts that in the next 5 years, banks and financial institutions will move more of their infrastructure to the public cloud and expose core capabilities as APIs to build next generation applications and dramatically lower costs. The market data landscape is also shifting from expensive in-house infrastructure to a cloud-based model using data, analytics and other APIs.
Moving Market Data to the Cloud - TABB Group and XigniteStephane Dubois
The document discusses how the capital markets industry is facing unsustainable costs in its existing model and must embrace cloud technologies and new delivery platforms. It notes that market data services delivery has not changed significantly in decades and relies on outdated on-premise infrastructure with high costs. The document argues that a transition to cloud-based market data services can help drive down costs, increase flexibility, and enable innovation through new technologies and delivery of integrated front-office applications. It presents the opportunity for both buy- and sell-side firms to realize benefits through a phased approach to cloud adoption.
The document summarizes an agenda for a group planning time and team time meeting for the Northeast Region academies. The focus of the July 11th meeting was to refocus on the four elements of the NAF model and develop action plans to improve collaboration. Goals included becoming familiar with NAF's new service delivery model and identifying opportunities and challenges. The July 12th meeting focused on performance assessment planning and identifying external supports and weaknesses.
Mercy Health deployed an A3 storyteller tool to communicate process improvement initiatives across their eight hospitals. The tool uses a one page format to summarize initiatives and keep updates concise. It was initially piloted with a regional service line team and then expanded to other hospital leaders. Over time, the tool was used to cascade goals across leadership levels and became integrated in key meetings to monitor performance metrics. The standardized A3 storyteller helped create alignment on goals and reduced time spent interpreting multiple updates.
The document outlines the key elements of a successful online faculty development program based on the State University of New York Learning Network's (SLN) experience. The 5 key elements are: 1) Establishing an effective faculty development model, 2) Providing appropriate support, 3) Utilizing strategic approaches, 4) Conducting ongoing evaluation and continuous improvement, and 5) Ensuring quality in online course design. The SLN program trains over 3000 faculty across 64 campuses using peer-led cohorts, instructional design support, resources, and data-driven best practices.
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
The document summarizes the key elements of the SUNY Learning Network's award-winning online faculty development program. The five key elements are: 1) a four-stage faculty development process and seven-step course design process, 2) campus-based support from mentors and administrators, 3) use of a home-grown content management system, 4) systematic evaluation processes, and 5) quality assurance measures like course standards and reviews. The program has helped train over 3,000 faculty across the SUNY system to teach online at scale.
The document summarizes the SUNY Learning Network's (SLN) award-winning online faculty development program. It describes SLN's 5 key elements for successful faculty development: 1) a scalable training model, 2) instructional support roles, 3) appropriate technology and tools, 4) program evaluation methods, and 5) ensuring course quality. SLN has trained over 3,000 faculty through its comprehensive 4-stage training process and 7-step course design model. It has faced challenges in scaling training while maintaining consistency and quality as online offerings grew exponentially.
Bringing it On-line! An Innovative Framework for Building Capacity for Texas ...Visage Collaborative, Inc.
Edvance Research, Inc., a Texas Education Agency partner, will share an online delivery framework for providing technical assistance and professional development to Texas 21st Century Community Learning Center afterschool staff. This framework includes an online community component and strategy that is creating a shift in participant attitudes towards online learning.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
This document summarizes a meeting about using technology at North Shore 9th Grade Center based on the Texas STaR Chart. It discusses the school's performance in four key areas: Teaching and Learning, Educator Preparation and Development, Leadership/Administration/Support, and Infrastructure. While Infrastructure and Support are strong, Teaching/Learning and Educator Preparation need improvement. The school aims to incorporate more real-world technology use into curricula and ensure teachers are prepared to use technology effectively. Next steps include working with departments to add technology to lessons, attending trainings, and utilizing support staff.
The document summarizes findings from a study that examined indicators of institutional readiness for online and technology-enhanced teaching and learning. A questionnaire was developed based on a literature review and interviews, and was piloted at 24 institutions. Key findings showed strong support for administrative applications but more moderate support for strategic planning, teaching and learning with technology, and pedagogical practices incorporating technology. Barriers identified included issues around definitions, legal concerns, governance, compensation and tenure. Next steps proposed expanding the study and providing comparative reports to help institutions assess their progress over time.
The document summarizes the proceedings of the May 21, 2013 LSU Transition Advisory Team meeting. The meeting included welcome remarks, an agenda review, and reports from various subcommittees tasked with developing recommendations to transform LSU into a more efficient and competitive university system. Subcommittees addressed issues relating to academics, research, student experience, finance/revenue, and operations/technology. The subcommittees reported on their charges and key priorities to better coordinate programs and policies across the LSU system.
Identifying and Tracking Trends in Instructional Design and TechnologyFabrizio Fornara
The document discusses trends in instructional design and technology that are being widely discussed and implemented in the field. It outlines the methods used to identify relevant sources of information on trends, which include starting with familiar sources, consulting an expert librarian, and conducting online searches. A variety of sources from higher education, K-12, and business/industry are identified. The document then describes how the sources are tracked for updates through newsletters, RSS feeds, and social media. It provides details on the types of data collected on trends, such as adoption rates, benefits, and issues. Methods for prioritizing, transforming, and synthesizing the data are also outlined. Major trends currently being tracked are then listed and some are expanded on
Project SUCCESS was a 5-year, $5 million grant awarded to the Missouri Division of Vocational Rehabilitation to improve employment outcomes for people with disabilities or seeking public assistance. The project aimed to strengthen linkages between social service agencies, close service gaps, and measure program effectiveness through a collaborative approach based in Columbia, Missouri. Key strategies included establishing a single point of entry for services, comprehensive benefits planning, sharing consumer information securely online, and implementing individual SUCCESS plans to guide consumers from assistance to employment.
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21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
This document discusses creating a system of on-site technical assistance for instructors to improve program performance. The system is designed to help instructors use student assessment data to improve performance, understand how assessment data links to state performance targets, gain insight from classroom observations, and develop professional development plans. The first step is to review class and program data on performance, then determine changes needed like professional development, program design, populations served, or service delivery methods. An implementation plan would be created based on review findings and priorities. The goal is for instructors to use data and assistance to positively impact student outcomes and meet state performance targets.
This document summarizes Plano Senior High School's STaR Chart data. The STaR Chart, established by the Texas Education Agency, is used to integrate technology across the curriculum. It scores schools in four key areas and ranks their performance. Plano Senior High scored at the Advanced Tech level for three areas and Target Tech for the fourth. Strengths included online access and technology use in curriculum. Weaknesses to address were incorporating online learning and supporting educators in online capabilities. The summary recommends training educators to effectively use online tools and incorporate them into classroom projects.
1) Vestas Wind Systems implemented large-scale impact measurement of their global learning portfolio using Kirkpatrick's four levels of evaluation and the Peopleway High Impact Learning Approach.
2) Impact measurement of SAP training for over 7,600 employees across multiple regions showed an average 68% increase in learning.
3) Continuous analysis and improvement of learning objectives, measurement questions, and program delivery has further increased learning outcomes globally.
The document discusses the Workforce Innovation and Opportunity Act (WIOA) and how it relates to Career and Technical Education (CTE). Some key points:
- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
- A career pathway is defined as a combination of education, training, and support services that aligns with industry needs, prepares students for secondary and postsecondary options, and helps students enter a specific occupation or field.
The document discusses technology planning at Colgate University. It outlines the university's assumptions around technology, including that technology should enhance teaching and learning and build connections. It also discusses the university's strengths in infrastructure, collaboration, and evaluating trends. The core elements of the technology plan are described as access, organization, tools, and assistance. Recent and ongoing projects are mentioned, including online applications, networking upgrades, and exploring priorities for alumni information services.
The document discusses Knowledge Exchange at Management Sciences for Health (MSH). It describes MSH's approaches to learning including performance support, self-guided courses, and facilitated courses/seminars. It also discusses knowledge management approaches including formal technical discussions and informal exchanges. Specific platforms used for collaboration and informal exchange are also mentioned. Examples of tools and resources for leadership development are provided.
Technology is revolutionizing human resources management like we have never seen before. But with an abundance of choices in the market, how can an HR leaders choose what’s best for their organization and its employee? During this Spotlight webinar, Sierra-Cedar's Stacey Harris, vice president of research and analytics, and Erin Spencer, research consultant, will share findings and trends from the Sierra-Cedar HR Systems Survey, the longest running industry research that tracks the adoption, deployment approaches and value achieved from enterprise HR technologies.
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Tony O Brien MIT Information Quality Industry Symposium 2010 V1Tony_O_Brien
This document summarizes lessons learned from a data quality improvement project at Remploy, a UK organization that employs disabled individuals. The key lessons are: (1) sustaining data quality requires an organizational culture where it is continuously improved, not a single destination; (2) measurement, communication, and agreement across all levels are needed to embed changes; and (3) factors like visible measures, accountability, resolution of root causes, and buy-in at all levels helped Remploy achieve a 70% improvement in key data quality metrics over 3.5 years.
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The document discusses trends in instructional design and technology that are being widely discussed and implemented in the field. It outlines the methods used to identify relevant sources of information on trends, which include starting with familiar sources, consulting an expert librarian, and conducting online searches. A variety of sources from higher education, K-12, and business/industry are identified. The document then describes how the sources are tracked for updates through newsletters, RSS feeds, and social media. It provides details on the types of data collected on trends, such as adoption rates, benefits, and issues. Methods for prioritizing, transforming, and synthesizing the data are also outlined. Major trends currently being tracked are then listed and some are expanded on
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3) Continuous analysis and improvement of learning objectives, measurement questions, and program delivery has further increased learning outcomes globally.
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- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
- A career pathway is defined as a combination of education, training, and support services that aligns with industry needs, prepares students for secondary and postsecondary options, and helps students enter a specific occupation or field.
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Similar to A2 s liaison meeting sept 2010 10 09 07 (20)
4. Ready to structure xxxOur goal is that you will leavethis workshop. . . Do you want this slide? If so, needs to be updated 2
5. Workshop Agenda Time 3 1:00 – 1:15 Welcome and Initiative Updates 8:30 – 9:00 Understanding the New Access and Success Data: Capabilities and Trends 9:00 – 9:30 What Are the Essential Elements of a Successful Change Effort? 9:30 – 11:00 Vehicles for Success: Proposed Initiative Strategies to Build Capacity 11:00 – 11:45 The Road Ahead: Supporting Systems in Engaging & Pressing Campus Leaders Into Action 11:45 – 12:30 Meeting adjourns; Lunch is available 12:30
6. 4 Workshop Agenda 1:00 – 1:15 Session 8:30 – 9:00 Time Welcome and Initiative Updates Understanding the New Access and Success Data: Capabilities and Trends 9:00 – 9:30 What Are the Essential Elements of a Successful Change Effort? 9:30 – 11:00 Vehicles for Success: Proposed Initiative Strategies to Build Capacity 11:00 – 11:45 The Road Ahead: Supporting Systems in Engaging & Pressing Campus Leaders Into Action 11:45 – 12:30 Meeting adjourns; Lunch is available 12:30
7. Understanding the New Access to Success Data: Capabilities and Trends Jennifer Engle September 2010
8. Goal: 24 State University Systems committed to cutting access and success gaps for low-income and underrepresented minority students in ½ by 2015 Access to Success (A2S) Initiative
88. Conservatively, A2S systems would graduate approximately 250,000 more low-income and minority students by 201533 Source: A2S Baseline Dataset
89. Contact Us 1250 H Street N.W. Suite 700 Washington, D.C. 20005 202/293-1217
90. Workshop Agenda 35 1:00 – 1:15 8:30 – 9:00 Session Time Welcome and Initiative Updates Understanding the New Access and Success Data: Capabilities and Trends 9:00 – 9:30 What Are the Essential Elements of a Successful Change Effort? 9:30 – 11:00 Vehicles for Success: Proposed Initiative Strategies to Build Capacity 11:00 – 11:45 The Road Ahead: Supporting Systems in Engaging & Pressing Campus Leaders Into Action 11:45 – 12:30 Meeting adjourns; Lunch is available 12:30
91. Exercise: Please rate your system from 1 to 10 on the following elements Range of likert scale?
92.
93. Where do you need the most help? Needs to be updated per Richard
94. 38 Workshop Agenda 1:00 – 1:15 Session 8:30 – 9:00 Time Welcome and Initiative Updates Understanding the New Access and Success Data: Capabilities and Trends 9:00 – 9:30 What Are the Essential Elements of a Successful Change Effort? 9:30 – 11:00 Vehicles for Success: Proposed Initiative Strategies to Build Capacity 11:00 – 11:45 The Road Ahead: Supporting Systems in Engaging & Pressing Campus Leaders Into Action 11:45 – 12:30 Meeting adjourns; Lunch is available 12:30
98. Discussion Questions How are you engaging —or could you better engage—your campus leaders in pursuing access and success goals? And how can we better support your efforts? … … … 41
99. 42 Workshop Agenda 1:00 – 1:15 Session 8:30 – 9:00 Time Welcome and Initiative Updates Understanding the New Access and Success Data: Capabilities and Trends 9:00 – 9:30 What Are the Essential Elements of a Successful Change Effort? 9:30 – 11:00 Vehicles for Success: Proposed Initiative Strategies to Build Capacity 11:00 – 11:45 The Road Ahead: Supporting Systems in Engaging & Pressing Campus Leaders Into Action 11:45 – 12:30 Meeting adjourns; Lunch is available 12:30
Questions to ask of your access metrics:Has your entering class gotten more or less diverse over time?Has your state gotten more or less diverse?Has your system improved on your access gap and ratio?In this case, the system has increased the economic diversity of its incoming freshmen class (% Pell) while the percentage of low-income young adults in the state has remained the same. As a result, the system has both narrowed the absolute gap as well as the ratio gap. The ratio gap is the % Pell among Freshmen/ % LI among HS grads in the state. This system has nearly met its goal to cut the gap in half. They have a ratio goal target of .91.The ratio goal is the difference between the baseline ratio (.82) and 1, which would indicate equity, divided by 2 to cut it in half, and added to the baseline ratio. Baseline shows they were serving about 82% of the low-income students they could be while the goal is to serve 91%.
Questions to ask of your Success metrics: Have success rates increased or decreased for your Pell and URM students? Have success rates increased or decreased for your non-Pell and non-URM students? Did your system improve on your success gap and ratio?In this case, the system has increased six-year graduation rates for both Pell and non-Pell students by 4-5%. Despite improvements for both groups, the system has not narrowed the gap between them. Absolute gap is still around 12%. Ratio gap is at .8. Ratio goal is .9.
Questions to ask of your Access+Success metrics: Have your graduates become more diverse over time?Did your system improve on your access+success gap and ratio?This metric captures the impact of both access and success gaps in your system. Since the access gaps are historical for these cohorts, your system can improve these numbers in the near term by decreasing success gaps, which hasn’t happened yet in this system and which is why they’ve not yet seen improvement here.Over time, as more recent cohorts are included in this metric, your efforts to improve access as well as success will be reflected here.
This table in the data collection report shows baseline, progress, and goal ratios for each student group (e.g. Pell FTF, Pell TT, URM FTF, URM TT).Ultimately, progress is determined on whether systems make progress on their ratios, but systems need to use the data underneath it to understand where and how they are making progress (or not). For instance, your access ratio can go down even if you enroll more LI or URM students if the state is getting more diverse at a faster rate than your system. Or, like the example before, your system may be increasing grad rates for all students, but not closing gaps, so your ratio stays the same.
A new development this year is the collection of in-progress cohorts in order to help systems facilitate goal-setting and to track progress while there is still time to intervene.This table shows six-year graduation rates for Pell students in this system. The top row is the baseline. The bottom row is the most recent cohort for which we have data available; this row will extend to the Fall 2010 cohort – this year’s freshmen – as data become available. (Mention Pell lag time if needed).Can look across the rows to see trend for a particular cohort; can look down the columns to see trends across cohorts over time.In this case, the system boosted six-year rates for both the 2002 and 2003 cohorts, which were in their sixth and fifth year respectively when the initiative started in 2007. This system also boosted five year rates for the 2003 and 2004 cohorts, which were in their fifth and fourth year; and four year rates for the 2004 and 2005 cohorts, which were in their fourth and third years.Can set goals to fill in the rest of the table for progress cohorts in order to reach both your overall goals and gap-closing goals.
Example of type of table you can produce with this data in order to view your success rate trends over time for different cohorts.
Like success rates, this table shows yearly retention rates for baseline, progress, and in-progress cohorts in order to help systems facilitate goal-setting and to track progress while there is still time to intervene.This table shows the percentage of students from the cohort who persist (remain enrolled) to year two, year three, year four, etc. These numbers decrease over time as students graduate or drop out. Need to combine with graduation rates for a better understanding of this data, but can also be instructive on its own. As with success rates, you can look across the rows to see trend for a particular cohort; can look down the columns to see trends across cohorts over time. In this example, you can see that first- to second year retention rates have been relatively flat since the 1999 cohort entered, but the system has made progress with its two most recent cohorts since the initiative started in 2007 and 2008. You can use this table to set goals for increasing yearly retention for each cohort, especially in the first several years.
Visual representation of retention rates
This chart combines the data from the retention and graduation tables to show trends over time. The first chart shows the retention and graduation – or persistence rates – for the baseline cohort. In this example, the baseline data show that this system, with a graduation rate of 42%, loses 58% of its students over the six year period. This system loses 31% of these students – which equate to over half of students lost – in the first year alone. That is signficant since many systems plan to focus their efforts on the first year, but it is also noteworthy that this systems loses the other half along the way, suggesting other intervention points too, especially since many of your cohorts are already underway.Also noteworthy in this system’s baseline data, is that 10% of their students are still retained after the fifth year, which means they are enrolled in the fall of their sixth year. However, they only boost their graduation rate from the fifth year to the sixth year by 4%, which means that there were an additional 6% of students enrolled at the start of the sixth year who they did not convert into graduates. Some of these students may remain enrolled beyond the sixth year – we don’t collect that data – but others leave. What can systems do to retain those students?The progress cohort was in its fifth year when the initiative began. In this example, the system boosted its five-year graduation rate by 3% over the baseline and boosted its six-year graduation rate by 4% over the baseline.
This table shows the number/percentof degrees conferred overall and by student characteristics (e.g. Pell/Non-Pell, URM/Non-URM).
This chart provides a visual representation of trends in the number of degrees conferred to all, Pell, and non-Pell students. In this example, the number of degrees conferred to each group has increased over time, but the number conferred to Non-Pell students has increased at a faster rate (11%) than the number conferred to Pell students (5%).Not sure whether/how to discuss that, based on baseline data, this system would increase the number of degrees conferred to Pell students by 15% if they closed both access and success gaps (not taking into account other projected increases in enrollment or degree production), so they are not making progress despite having increased the number of degrees conferred to Pell students.
Key question: What can you learn from your success whether system-wide, in some institutions, or with some groups of students? What can you learn that you can replicate?Related, has our success been intentional? If not, what can we learn from what we are doing well so we don’t accidentally change course?