SUPERINTENDENT EVALUATION /Goal Update - Mr. Douglas Mentzer, ED.S
MASB FORMAT (GOALS 1- 8)
MASB FORMAT (GOALS 1- 8)
- District-Wide Goal (2021-2022): to continue to build systems and processes that will create a practical consistency, ethical baseline, and professional integrity to all functions and operations within the district (20-21, 21-22, 22-23).
- To establish and promote highly effective district governance by building a trusting, productive, collaborative relationship with the Trenton Public Schools Board of Education (Governance & Board Relations).
- To build public trust and confidence through open, honest communication and positive relationships. Collaboration with families and the community to support student learning (Community Relations).
- To increase organizational effectiveness and efficiency and ensure high performance and support to schools (Business & Finance, Staff Relations, Business & Finance)
- To continue to support proactive, long-term and short-term financial practices that foster fiscally responsible decision making (Business & Finance).
- To establish a respectful, positive district culture centered on teaching and learning (this includes curriculum alignment and professional development focused exclusively on best practice and student learning) (Instructional Leadership).
- Social-Emotional: The district will create a supportive school environment and support structure in all grades which focuses on students’ social-emotional well-being and engagement. Effectiveness will be measured by various data sources including but not limited to MTSS data, SST data, and student survey data.
- Student Growth & Achievement Goals 2020-21, 2021-22 and 2022-23
- District-Wide Goal (2021-2022): to continue to build systems and processes that will create a practical consistency, ethical baseline, and professional integrity to all functions and operations within the district (20-21, 21-22, 22-23).
- Director of Curriculum to Assistant Superintendent (also provides a replacement process/candidate for the position of Superintendent/hiring process).
- Moved Facilities Director’s office to Central Office.
- The title of Business Manager was changed to Chief Financial Officer to better reflect duties and responsibilities.
- Hired a Director of Human Resources/Operations.
- On May 10, 2021, the Trenton BOE participated in a workshop regarding district wide hiring related to administrative positions, as well as reviewing our coaching process.
- Two committees worked to narrow down a plethora of administrative hiring processes that ultimately led to an adoption by the TPS BOE in January 2022.
- A hiring process for varsity head coaches was also adopted in January 2022.
- This vital work will serve to protect the district by maintaining and updating current policy and serving our community in a fair and consistent manner.
- Additionally, it will also ensure consistency between practice and policy and our respective buildings.
- As of February, 2022, through my role as facilitator, our administrative team has completed approximately 60% of the work. I anticipate that we complete this process by the fall of 2022.
- This work parallels and supports the NEOLA process that was implemented with the board through 2020-21.
- Created a contract and an addendum to a non-existent agreement with the District Nurse.
- Continued effort to provide daily accountability and updates related to practice, protocols, and corresponding mitigation by working with our school nurse, TPS health paraprofessionals, and the WCHD due to the complexities of COVID-19.
- Conducted safety assessment meetings at each building and have resumed ALICE-centered training to keep our students safe and secured during any crises.
- Established a first ever community wide Safety Council made up of Trenton Police Officers, City Officials, teachers, principals, and parents.
- Reestablished and organized both the Mental Health and Crisis Teams with the aim of gaining practical functionality, as well as efficiency.
- Guided by two clearly established goals:
- Creating an updated manual(s).
- Consistent scenario training.
- School Advance update/rubric adoption. Expanded the rubric to include all the standards. We are in year two of a three year cycle.
- Continued collaboration with administration to improve efficiency and effectiveness.
- Preset meetings were held in October, midyear reviews in March, and end of year meetings in May/June.
- Training/professional development opportunities are/were provided as well.
- These handbooks will outline all expectations and standards related to processes, protocols, and policies.
- We completed our first such handbook for our custodial organization in January 2021.
- The Custodial Handbook was revised throughout the first half of 21.22 year Format was changed (digital notebook).
- Teacher handbook was created in the summer of 2021.
- Administrative handbook is currently in progress.
- Most significantly, the budgetary process and calendar has been overhauled to meet the needs of each respective building.
- Pre-budget meetings were held in November with Central Office personnel. This will be followed by both January due dates, and a late Spring review.
- Superintendent Parent Council (Fall 2021).
- Superintendent Student Leadership Council (Fall 2021).
- Held quarterly - August, December, and March.
- Cleaning protocols/ PPE/ and supplies are maintained and monitored by a newly created hybrid position.
- Employee handbook – consistent practice and protocols.
- Updates and follow through have continued in 2021-22.
- Bond updates/progress/changes weekly meeting
- Led NEOLA process for the adoption of new Board policy. and subsequent administrative workshops in 21-22 to update any and all standing policy and related practice.
- Leading NEOLA administrative guidelines process for 22-23 implementation.
- Emails as necessary covering a number of different topics.
- Weekly updates - insight to current topics/publications, articles, etc.
- Weekly “Notes of the Day”
- Board Docs/Agenda Updates
- Supe Scoop
- Daily Updates (when necessary)
- TPS webpage has been overhauled to accommodate the increased traffic flow from our media campaign. This continues to be a work in progress.
- Utilization of Twitter to promote TPS. This has transcended into several administrators as well (elementary principals, middle school admin, & THS assistant principals).
- Participated in all TEF meetings/ TEF Signature Event
- DCTC Executive Council - expansion of DCTC/CTE programs.
- Utilized district website, social media platforms such as Facebook and Twitter, etc.
- Trenton School Reporter - quarterly publication agreement. First ever agreement with the TrentonTrib led to the delivery of this publication to over 15,000 homes.
- Currently reviewing potential modalities to deliver a similar publication in the Spring due to the closing of the Trenton Trib.
- Continued weekly communication schedule with administration/building principals.
- Established a first ever Superintendent Parent Council and corresponding Student Leadership Council.
- Established a first ever Safety Council made up of Trenton Police Officers, City Officials, teachers, principals, and parents.
- Reestablished and organized both the Mental Health and Crisis Teams. Facilitated/led meetings to gain functionality, as well as efficiency.
- Conducted a community wide survey to gauge perceptions related to school safety (December 2021).
- Began restructuring of Central Office - title amendment: Director of Curriculum to Assistant Superintendent (also provides a replacement process/candidate for the position of Superintendent) moved Facilities Director’s office was relocated to Central Office; this process will continue (Human Resources, Business Operations, etc.), created and hired a new position of Director of Human Resources and Operations.
- Labor resolution/ issues/assignments custodial staff etc.
- Settled TEA Contract. As well as, wage reopener.
- Signed several LOUs throughout the year to accommodate the complexities of the pandemic/Return to Learn Plan.
- Custodial Workshops/cleaning protocols/ PPE/ and supplies
- Updated FMLA and coordinated subsequent administrative training.
- Updated Title IX and coordinated subsequent administrative training
- Met with School Nurse - created a contract and an addendum to a non-existent agreement/contract.
- Created a formalized snow removal plan with the efficient use of our custodial team and grounds crew.
- Responsible for the utilization and partnership of our THS auto shop and the maintenance of our district transportation fleet.
- A significant part of TPS advancement in all areas will be discovered through a conscious and ongoing needs assessment process. This will take patience and persistence, but ultimately will provide the district a way to increase efficiency and effectiveness (in all areas). A significant part of this effort will be embedded in the creation of employee handbooks that are specific to each job/work orientation.
- These handbooks will outline all encompassing expectations and standards related to processes, protocols, and policies. We completed our first such handbook for our custodial organization in January 2021 and revised content throughout the 21.22 year.
- Settled TEA contract and corresponding wage reopener in the Fall of 2021.
- Bond updates/progress/changes weekly meeting
- Initiated and completed a professional contract with WDIV to determine branding/marketing strategy. Multifaceted approach will be created based on District vision. This included meeting with the Omne Group/WDIV and our district administration, as well as, TPS IT and personnel.
- February 2022, leading a review of potential suitors to brand TPS and utilize a different platform for our website.
- Evaluated student enrollment numbers, determined areas of concern, and customized a SOC plan that resulted in the retention of 31 students that would have left the district. Moreover, we increased the enrollment opportunities for families.
- Needs Assessment Implementation/Process - this will allow for coordinated budgetary planning on both an annual basis, as well as, long term (capital outlay projects).
- Revised budgetary process for implementation in 21-22 and beyond.
- Pre-budget meetings were held in November 2021, budget needs were reviewed and suggestions were shared.
- Budgets were completed in January of 2022.
- Follow up meetings were conducted as necessary.
- Worked extensively to continue the MTSS/SST efforts in each building. Our elementary schools succeeded in efficient operations that led to significant learning. The middle school also implemented similar processes and reached out to struggling students throughout the school year. They gained “priority” entry when we returned to F2F. This effort was replicated by the high school and “at-risk” students are now receiving tier one, as well as tier two support throughout the year.
- Student Centered Learning. TPS will create individualized learning opportunities for students in all grades by following the attributes promoted by Communications by Design (see below).
- Teaching for Tomorrow prepares teachers, and thus their students, for an ever-changing future. Leveraging the power of educational technology, teachers will gain knowledge, skills, and strategies to prepare students for success in the classroom and beyond.
- Connect the right technology tools to improve curriculum, instruction, and assessment.
- Develop your students’ communication, collaboration, creativity, and critical thinking skills.
- Develop actionable goals and compelling activities and lessons with ongoing classroom support.
- Create a common vision and language with the Instructional Transformation Matrix as a pathway for instructional change.
- R&D Teams and Admin Leadership Teams were trained in the summer of 2021. All TPS staff training is scheduled for August 2022.
- Worked collaboratively with DTE, Dean Transportation to incorporate a plan for the sale of our old service building, creating a new one, complete with plans for an electrical hub for the first fleet of electric buses downriver. Discussion/planning for solar power and a corresponding learning lab/classroom are still in progress; DCTC Director John Nasarzewski has not only expressed interest and consideration to utilize this opportunity for students, but will help us with the process as we move forward. A meeting is scheduled for March 2022. This process has continued but has been critically impacted by supply chain and zoning issues. This will continue to be a priority and plans will be modified accordingly.
- Established and organized both the Mental Health and Crisis Teams. Facilitated and led meetings to gain functionality and purpose.
- Crisis Team has worked to create a new and updated Crisis Guide.
- Sent a survey to students in December 2021 that reflected student perspective related to school safety
- For the Classes of 2020 and beyond, the 4-year graduation rate will meet or exceed 95%.
- 2020-21 – Graduation Rate = 99%
- 2021-22 – Graduation Rate =
- 2022-23 – Graduation Rate =
- Student Growth in Reading. TPS will strive to ensure that all students annually achieve their typical growth expectation in reading (K-8). This will be measured by student growth on the NWEA, I-Ready, and other appropriate metrics, to the extent possible given the Covid-19 pandemic.
- In progress (mid year progress meetings are currently underway).
- Final results will reflect an aggregate of teacher/building scores.
The Goals
This 90 Day Entry Plan highlights learning, actions, and goals that will help guide the new superintendent, the members of the school board, and the entire Trenton Public School District. It’s a plan that is focused and flexible. Much like our plan of government, it will be amended as necessary and serve as a foundation for processes, activities, dialogues, and professional inquiries that will ultimately move the Trenton Public School District forward to a new level of k-12 excellence and achievement!
This entry plan sets five goals and addresses activities for each one:
This entry plan sets five goals and addresses activities for each one:
- To establish and promote highly effective district governance by building a trusting, productive, collaborative relationship with the Trenton Public Schools Board of Education.
- To increase organizational effectiveness and efficiency and ensure high performance and support to schools.
- To establish a respectful, positive district culture centered on teaching and learning (this includes curriculum alignment and professional development focused exclusively on best practice and student learning).
- To build public trust and confidence through open, honest communication and positive relationships (collaboration with families and the community to support student learning).
- To continue to support proactive, long-term and short-term financial practices that foster fiscally responsible decision making.
The Plan (Rationale, Objectives, and Actions)
Goals, Rationale, Objectives, and Actions
Goal #1: To establish and promote highly effective district governance by building a trusting, productive, collaborative relationship with the Trenton Public Schools Board of Education.
Rationale: in order to ensure an intense focus on meeting the needs of all children, the Board and superintendent must develop a trusting, positive, collaborative and team-oriented relationship that is embedded in the belief and priority that kids come first!
Objectives: to build a positive, productive, and trusting relationship with individual members of the Trenton School Board so that we may share a common understanding of priorities, shared beliefs, bold initiatives, mission, and district vision.
Actions: schedule individual meetings, discuss and establish regular communication systems and/or processes for continuous communication, maintain transparent communication (no hidden agendas), and outline, plan, develop processes for systemic awareness of where we are and where we want to be as a district. Constant communication and availability is vital to our success.
Goal #2: To increase organizational effectiveness and efficiency and ensure high performance and support to schools.
Rationale: if we are to inspire students today for their success tomorrow, we must ensure that our resources and system processes are effectively and efficiently aligned to the mission, vision, and strategic plan. This includes budgetary/fiscal practice and policy.
Objectives: to review all critical documents ~ including budgetary and fiscal reports, the organizational flow chart, employee handbooks, policy and procedures manuals, mission and vision statement, the strategic plan, and student achievement data by school. Ensure staff and respective resources are appropriately aligned to the established systemic processes.
Actions: establish regularly scheduled meetings with central office staff and principals, and set clear understanding of roles, responsibilities, expectations and systems for accountability. Determine how communication and decision making will occur with executive team, establishing meeting protocols and systems designed to focus on increased student achievement and continuous improvement. Meet with union leadership to work toward a creating a professional relationship embedded in the belief and priority that all kids come first!
Goal #3: To establish a respectful, positive district culture centered on teaching and learning (this includes curriculum alignment and professional development focused exclusively on best practice and student learning).
Rationale: schools and offices will only reach high levels of performance if all district employees work in collaboration and establish a culture of trust and commitment. This is the very foundation of any professional learning community. The challenging work of teaching and learning will be more successful if we create a self-renewing organization built on valuing each employee’s vital role in helping TPS reach its vision and mission. This must extend K-12.
Objectives: analyze with district and building leaders state and local assessment data (identify patterns, gaps, etc.). Prioritize learning needs based on data analysis. Establish goals in proficiency and growth for state assessment. Review MTSS protocols that address learning needs of all students including intervention and acceleration and determine and/or validate options for advanced learning.
Actions: work with Board, staff, parents, and community to maintain transparency and work towards continuous improvement. Conduct school and classroom visits including 1:1 meetings with building administration. Review scope and sequence of district curriculum and assessment. Ensure there is an accountability system to continuously support data-driven decision making. Plan and encourage all professional and support staff in ongoing, job embedded professional development in the area of data analysis with a focus on the use of aligned formative and summative assessment results. Develop a dashboard for student achievement indicators.
Goal #4: To build public trust and confidence through open, honest communication and positive relationships.
Rationale: community involvement and engagement is essential to build effective schools. To be most effective, our district must consider and reflect a wide range of perspectives and viewpoints.
Objectives: to gain a better understanding of Trenton’s community by connecting to civic organizations such as the Trenton Rotary Club, Trenton Goodfellows, and Kiwanis Club. Forge an alliance with the city by working with the mayor and City Council. Get feedback from both parents and students alike. Be present.
Actions: establish positive working relationships with local civic leaders, members of the business community, and support agencies in the community. Develop relationships with student organizations such as the high school student council and NHS. Establish open and ongoing communication with all stakeholders including union leadership, support staff, community members (through open forums), and media. Facilitate understanding and ownership of the district’s vision, mission, and core purpose (kids first).
Only by knowing where we have been can we determine where we will go
Goal #5: To continue to support proactive, long-term and short-term financial practices that foster fiscally responsible decision making.
Rationale: due to the significance of inadequate public school funding, it is imperative to implement sound fiscal policies so that our students benefit in every way possible.
Objectives: expand and solidify understanding of Trenton’s financial landscape and priorities. Expand and solidify understanding of Federal and State legislation and proposed legislation pertaining to educational finance. To continue to forge a path of fiscal responsibility.
Actions: meet with Business Manager to discuss the most recent audit, the mid-year budget report, strategic planning outcomes, facility needs, student counts, educational grants, and upcoming financial checkpoints. Review district financial projections, resource allocation, and the process for building the annual operating budget. Gain an understanding of the most important things to know about the most recent contract negotiations. Attend MASB and MASA legislative forums in order to expand knowledge of current and proposed legislation impacting the financial landscape in public education. Depending on time frame, 2018 bond program progess, construction, and facilities utilization reports may need to be analyzed accordingly.
Goal #1: To establish and promote highly effective district governance by building a trusting, productive, collaborative relationship with the Trenton Public Schools Board of Education.
Rationale: in order to ensure an intense focus on meeting the needs of all children, the Board and superintendent must develop a trusting, positive, collaborative and team-oriented relationship that is embedded in the belief and priority that kids come first!
Objectives: to build a positive, productive, and trusting relationship with individual members of the Trenton School Board so that we may share a common understanding of priorities, shared beliefs, bold initiatives, mission, and district vision.
Actions: schedule individual meetings, discuss and establish regular communication systems and/or processes for continuous communication, maintain transparent communication (no hidden agendas), and outline, plan, develop processes for systemic awareness of where we are and where we want to be as a district. Constant communication and availability is vital to our success.
Goal #2: To increase organizational effectiveness and efficiency and ensure high performance and support to schools.
Rationale: if we are to inspire students today for their success tomorrow, we must ensure that our resources and system processes are effectively and efficiently aligned to the mission, vision, and strategic plan. This includes budgetary/fiscal practice and policy.
Objectives: to review all critical documents ~ including budgetary and fiscal reports, the organizational flow chart, employee handbooks, policy and procedures manuals, mission and vision statement, the strategic plan, and student achievement data by school. Ensure staff and respective resources are appropriately aligned to the established systemic processes.
Actions: establish regularly scheduled meetings with central office staff and principals, and set clear understanding of roles, responsibilities, expectations and systems for accountability. Determine how communication and decision making will occur with executive team, establishing meeting protocols and systems designed to focus on increased student achievement and continuous improvement. Meet with union leadership to work toward a creating a professional relationship embedded in the belief and priority that all kids come first!
Goal #3: To establish a respectful, positive district culture centered on teaching and learning (this includes curriculum alignment and professional development focused exclusively on best practice and student learning).
Rationale: schools and offices will only reach high levels of performance if all district employees work in collaboration and establish a culture of trust and commitment. This is the very foundation of any professional learning community. The challenging work of teaching and learning will be more successful if we create a self-renewing organization built on valuing each employee’s vital role in helping TPS reach its vision and mission. This must extend K-12.
Objectives: analyze with district and building leaders state and local assessment data (identify patterns, gaps, etc.). Prioritize learning needs based on data analysis. Establish goals in proficiency and growth for state assessment. Review MTSS protocols that address learning needs of all students including intervention and acceleration and determine and/or validate options for advanced learning.
Actions: work with Board, staff, parents, and community to maintain transparency and work towards continuous improvement. Conduct school and classroom visits including 1:1 meetings with building administration. Review scope and sequence of district curriculum and assessment. Ensure there is an accountability system to continuously support data-driven decision making. Plan and encourage all professional and support staff in ongoing, job embedded professional development in the area of data analysis with a focus on the use of aligned formative and summative assessment results. Develop a dashboard for student achievement indicators.
Goal #4: To build public trust and confidence through open, honest communication and positive relationships.
Rationale: community involvement and engagement is essential to build effective schools. To be most effective, our district must consider and reflect a wide range of perspectives and viewpoints.
Objectives: to gain a better understanding of Trenton’s community by connecting to civic organizations such as the Trenton Rotary Club, Trenton Goodfellows, and Kiwanis Club. Forge an alliance with the city by working with the mayor and City Council. Get feedback from both parents and students alike. Be present.
Actions: establish positive working relationships with local civic leaders, members of the business community, and support agencies in the community. Develop relationships with student organizations such as the high school student council and NHS. Establish open and ongoing communication with all stakeholders including union leadership, support staff, community members (through open forums), and media. Facilitate understanding and ownership of the district’s vision, mission, and core purpose (kids first).
Only by knowing where we have been can we determine where we will go
Goal #5: To continue to support proactive, long-term and short-term financial practices that foster fiscally responsible decision making.
Rationale: due to the significance of inadequate public school funding, it is imperative to implement sound fiscal policies so that our students benefit in every way possible.
Objectives: expand and solidify understanding of Trenton’s financial landscape and priorities. Expand and solidify understanding of Federal and State legislation and proposed legislation pertaining to educational finance. To continue to forge a path of fiscal responsibility.
Actions: meet with Business Manager to discuss the most recent audit, the mid-year budget report, strategic planning outcomes, facility needs, student counts, educational grants, and upcoming financial checkpoints. Review district financial projections, resource allocation, and the process for building the annual operating budget. Gain an understanding of the most important things to know about the most recent contract negotiations. Attend MASB and MASA legislative forums in order to expand knowledge of current and proposed legislation impacting the financial landscape in public education. Depending on time frame, 2018 bond program progess, construction, and facilities utilization reports may need to be analyzed accordingly.
Timeline 24/7/365
Phase 1: TRANSITION PERIOD (LISTENING AND LEARNING) (July/August)
This phase will consist of meetings with district staff, school staff and community members to discuss our district goals and initiatives in order to learn about the strengths, challenges, and areas of improvement. This is an important phase to listen and learn from students, teachers, principals, staff, parents, and community members. Through the different perspectives, we will learn how our district staff and community members perceive the efforts of our schools in order to meet our vision and mission.
Meetings
One-on-one meetings with:
School Board Members, Elected Officials, District Directors, Committee Chairs, and Building Principals
Meetings with each central office team including:
Equity, Special Education, English Language Learners, Gifted, Curriculum & Instruction, Assessment, Interventions, Tutoring, Professional Learning, Leadership Development, Performance Management, Talent Management, Instructional Technology, Strategic Planning, Budgeting
Meetings with key stakeholders including:
Principals, Assistant Principals, Teachers, Focus Groups, Parents, Parent Organizations, Students, Student Leadership Groups, Community Organizations.
Phase 2: ENTRY PERIOD (ANALYZING, PLANNING, AND REPORTING)
(Sept/October)
During the Entry Period, data and outcomes from the transitional period will begin to form cohesion and take on the form of measurable outcomes. The entry phase is a time of brainstorming and collaboration that relies on data analysis and sharing of ideas. This phase provides opportunities to reflect on the vision, mission, and beliefs in that sets priorities and provides focus. The entry phase will help district leaders highlight challenges and opportunities that lie ahead, and will begin the collaboration process to identify learning and actions that will follow.
Summarize
The information gathered will be used to create a summary report and findings. This resource will help guide the school board, district staff, and school staff in strategic thinking and planning to better support school leaders and teachers.
Phase 3: PLANNING PERIOD (ORGANIZING & SYSTEMS PLANNING) (October/November)
During the Planning Period, leaders focus on goal refinement, strategy formulation, and planning for future systems. This process considers objectives and strategies for addressing challenges and capitalizing on opportunities. Leaders will spend time developing systems that will address these issues while making consideration for how systems will be measured and evaluated. Work within this phase attempts to set future benchmarks and goals while planning for the future.
This phase will consist of meetings with district staff, school staff and community members to discuss our district goals and initiatives in order to learn about the strengths, challenges, and areas of improvement. This is an important phase to listen and learn from students, teachers, principals, staff, parents, and community members. Through the different perspectives, we will learn how our district staff and community members perceive the efforts of our schools in order to meet our vision and mission.
Meetings
One-on-one meetings with:
School Board Members, Elected Officials, District Directors, Committee Chairs, and Building Principals
Meetings with each central office team including:
Equity, Special Education, English Language Learners, Gifted, Curriculum & Instruction, Assessment, Interventions, Tutoring, Professional Learning, Leadership Development, Performance Management, Talent Management, Instructional Technology, Strategic Planning, Budgeting
Meetings with key stakeholders including:
Principals, Assistant Principals, Teachers, Focus Groups, Parents, Parent Organizations, Students, Student Leadership Groups, Community Organizations.
Phase 2: ENTRY PERIOD (ANALYZING, PLANNING, AND REPORTING)
(Sept/October)
During the Entry Period, data and outcomes from the transitional period will begin to form cohesion and take on the form of measurable outcomes. The entry phase is a time of brainstorming and collaboration that relies on data analysis and sharing of ideas. This phase provides opportunities to reflect on the vision, mission, and beliefs in that sets priorities and provides focus. The entry phase will help district leaders highlight challenges and opportunities that lie ahead, and will begin the collaboration process to identify learning and actions that will follow.
Summarize
The information gathered will be used to create a summary report and findings. This resource will help guide the school board, district staff, and school staff in strategic thinking and planning to better support school leaders and teachers.
Phase 3: PLANNING PERIOD (ORGANIZING & SYSTEMS PLANNING) (October/November)
During the Planning Period, leaders focus on goal refinement, strategy formulation, and planning for future systems. This process considers objectives and strategies for addressing challenges and capitalizing on opportunities. Leaders will spend time developing systems that will address these issues while making consideration for how systems will be measured and evaluated. Work within this phase attempts to set future benchmarks and goals while planning for the future.
