Strategic Plan 2011-2012 Users Guide

Anglo-American School of Moscow

Strategic Action A Users Guide

Turning Strategic Planning into Strategic Thinking

Year 1: 2011-2012

Note: This is the first version of an annual document meant to guide annual actions in pursuit of the

mission and vision of the strategic plan.

Anglo-American School of Moscow - Strategic Action 2

Table of Contents Table of Contents ................................................................................................................................................ 2

Introduction ........................................................................................................................................................ 3

Key Elements ...................................................................................................................................................... 5

Core Assumptions ............................................................................................................................................... 8

Learning Strategy Work Plan .......................................................................................................................... 11

Learning Strategy – Operational Goals .......................................................................................................... 12

Systems Strategy – Work Plan ........................................................................................................................ 13

Systems Strategy – Operational Goals ............................................................................................................ 14

Communications & Commitment Strategy – Work Plan ............................................................................... 15

Communications & Commitment –Operational Goals ................................................................................... 16

Board Goals ....................................................................................................................................................... 17

Administrative Team Operational Goals ........................................................................................................ 18

Elementary School Operational Goals ............................................................................................................. 20

Middle School Operational Goal ...................................................................................................................... 21

High School Operational Goals ........................................................................................................................ 21

St. Petersburg Operational Goals .................................................................................................................... 22


Introduction Moving ideas from strategic thinking into operational habits is the most critical aspect of turning plans

into results. There is a long history in leadership sciences of how planning often results in little

sustainable practice. We often reflect on our perceptions of a pendulum of change where we are forced to

try new things only to return to old habits of practice that are fundamentally related to very early

experiences. This is the lament of educational institutions the world over – how do we become more

responsive to change and adjust our practices to serve a world that is fundamentally different from just a

few years earlier.

Lewin (Schein, 1996) was an early researcher in the concept of “change” and postulated the idea of

unfreezing behaviors, changing them, and then refreezing them into habit. Many others have built on

that work to propose change processes that are more effective at making change “stick.” Kotter (1996)

proposed a process that has been shown to be effective in bringing high levels of success to first order

change:

The work of the Strategic Plan Steering Committee and their subordinate Strategy Groups emerged from

the sense of urgency to craft the next generation of decision making at AAS. After successful work on the

previous two strategic plans, it was logical to reconsider both the mission and vision of the school and to

recommit the organization to the core values. This committee completed building a guiding coalition and

a vision and strategy to accomplish this mission. In recent weeks, we have focused on communicating the

vision and helping people to understand the level of change associated with implementing the vision as it

relates to our goals for students.

Additionally, the organization that facilitated our work during the planning stage recommends the

following as we move into work on the first parts of each plan:

Creating Transformation is the most challenging stage of the transformation

process. It is here that implementation begins. The time, effort and creativity

invested to this point in the planning process is lost unless school district

leadership takes deliberate and systematic steps to merge the initiatives

outlined in the strategic plan with the operational activities of the system.


The implementation component of the transformation process focuses on

merging and/or replacing existing operational practices with ideas,

programs and initiatives described in the plans of action.

To this end, the following pages should be considered a summary of the plans and goals that are

consistent with one year of work. It is purposely broad and comprehensive in that it includes the strategic

objectives for the current year alongside the operational goals that are ongoing. This is where the power

of the shift between strategic and operational really happens. We must look at our activities side-by-side

in order to move these plans into operational habits. Similarly, we will look at operational goals that are

no longer in alignment with our strategic thinking and abandon them where appropriate.

Included in this guide is only the things we plan to do THIS year. The entire strategic plan can be viewed

under separate cover and it should be understood that there would be annual adjustments to the plan

each year as required by our reflection on progress over time.

The work of the Strategic Plan Steering Committee and the validation by the School Board should be seen

as a confirmation of confidence in the plan and its potential to instrumentally improve the outcomes of

our efforts. Students are the ultimate benefactors in this process and this document confirms our

commitment, which remains consistent with our core values.


Key Elements

Identity The Anglo-American School of Moscow is an international learning community that is enriched by the

local Russian culture and strengthened by the unique experiences and synergistic engagement of its

students, teachers, and parents.

Mission AAS empowers each student to

• Respect self and others

• Love learning, and

• Contribute as a globally aware citizen

in order to achieve individual academic and holistic excellence.

Vision We inspire student learning

• Through a dynamic and caring environment

• With innovative and effective instructional strategies

• In collaborative relationships, and

• By using current, relevant technologies, and the rich resources of our diverse community.

Outcomes By 2016 each student

• Advocates and exhibits a healthy lifestyle and respect for self and others

• Drives his/her own learning and turns it into ACTION, and

• Demonstrates the competencies and attitudes of a 21st Century learner.


Core Values Core values are the essential and enduring tenets of AAS – the small set of guiding principles that have a

profound impact on how everyone at AAS thinks and acts. They are the soul of AAS – the values that

guide all actions.

AAS believes equally in the value of:

• Making decisions based on the students’ best interests

• Developing the whole child

• Supporting student success through community partnerships

• Delivering a challenging and inquiry-based curriculum in an engaging manner

• Reviewing curriculum via a reflective and dynamic process

• Respecting self and others

• Providing an emotionally and physically safe environment where people want to come

each day, and

• Providing students with an international perspective in order to prepare them for future

challenges and contributions.

Strategies

Learning

We will develop our philosophical beliefs, systems, and practices in order to support and empower each

student to achieve individual, academic, and holistic excellence.

Results we want to achieve that emanate from the Learning Strategy:

1. All faculty and support staff understand the concept of personalized learning and their

responsibility to provide personalized learning for each student’s success.

2. Students and parents understand their respective roles and responsibilities for personalized

student learning.

3. Faculty understands and actively uses the current systems and structures in place to support

individual student learning for academic and holistic excellence.

4. A school wide system is developed which proactively supports and empowers each student to

achieve individual, academic, and holistic excellence.

5. Parameters for personalized student learning have been defined and created.

6. Personalized learning profiles, built around robust learning goals and each child’s individual

needs and interests are used by students, teachers, and parents.

Systems

We will develop the means to align AAS processes and systems to each other and to our mission.

List of Results we want to achieve that emanate from the Systems Strategy:

1. AAS systems have been inventoried, defined, and documented.

2. An evaluation cycle has been implemented, that guarantees each system is effective in its scope

and incorporates best practices.

3. Processes have been implemented that ensure systems are sustainable and properly supported.

4. Processes have been implemented that ensure synergistic and/or complementary systems.

5. AAS systems are widely understood and fully utilized by relevant members of the AAS

Community.


Commitment & Communication

We will create the means necessary for the AAS community to understand and support our vision in the

realization of our mission.

List of Results we want to achieve that emanate from the Commitment and Communications Strategy:

1. All AAS faculty and support staff understands the Mission and Vision, and what it means for

student learning.

2. Those in leadership positions support and integrate the Mission and Vision into their practices.

3. The Mission and Vision are guiding principles in our recruitment and admissions practices.

4. On-going processes exist to build an understanding of the Mission and Vision.

5. All AAS students understand and support the Mission and Vision and what it means for their

learning.

6. All parents understand and support the Mission and Vision and what it means for their children’s

learning.

7. All faculty and support staff support and integrate the Mission and Vision into their practices.

8. The AAS Community easily accesses decisions, processes, and products related to its Mission and

Vision.


Core Assumptions

Strategy Teams Strategy work involves moving from strategic to operational. Thus, the three core strategies must have a

guiding coalition to work on means in incremental steps. Since this is now operational activity, these

teams should be led by those closest to implementing and leading change within the existing

organizational structure. These working teams need not have community or broader stakeholder

representation because they are operational, but opportunities exist for gathering data from stakeholders

to determine “next best” incremental step. These Strategy Teams ultimately report to the Strategic Plan

Steering Committee (SPSC). These teams begin their work now and continue in parallel with work to

align and adjust other operational plans and work.

Leadership

Measurement Team Working in parallel with the Strategy Teams, the Measurement Team is tasked with operationalizing the

statements of what we want students to be doing by developing rubrics and identifying assessment tools.

This group draws plans to implement ongoing collection of data and student behavior documentation.

Membership: 10-15 people with representation from each level and should include anyone with formal

responsibility for curriculum and assessment – especially those with operational responsibility. 1-2

parents could be included and possibly a student or two.

Meetings: Initiates after Winter Holiday – 4 days of work, Two days on operational definitions, two days

on methodology. Measurement work piloted in Fall 2012.

Schedule: 2 days in January before mid-winter break, 2 days after mid-winter break, reporting to SPT in

May.

Team Leaders: Paul Sexton, Ron Gleason, Judith Curtis, Vania Brumley, Carolina Gianetto

Strategic Plan

Strategy Teams

Learning Director of Curriculum

Systems Director

Deputy Director

Commitment & Communication

Director of Communications

Measurement Team


Strategic Plan Steering Committee The original committee with replacements as required will be maintained throughout the term of this

strategic plan. This committee will be gathered at least annually to discuss the following points in

relation to the strategic plan and in order to further inform the Board of Directors on proposed actions:

• Progress on Strategies: what we said, what we did, what we need next

• Measurement Team Progress – initial results from any benchmarking

• Reporting to Board

Meets in May, 2012.

Administrative Role Based on administrative dialog and reflection on strengths, Administrative Team members identify a

strategy of focus or the Measurement Group as their primary responsibility for 2011-2012 and ongoing as

appropriate. Their role is to continue facilitating strategy work and to assure that decision making aligns

with the adopted strategies.

Faculty Leaders Role As applicable, faculty leaders will be recruited and assigned to the Strategy Teams and/or the

Measurement Team as appropriate to their skills and abilities and according to their potential to help

operationalize new practices in divisions, departments, or other ad hoc groups that exist or are formed

within the organization.

Staff Member Roles As appropriate, additional staff will be recruited and assigned to the Strategy Teams and/or the

Measurement Team as appropriate to their skills/interests and according to their potential to help

operationalize new practices in classrooms and student settings.

Culmination Board report in June 2012 –recommitment and budget for 2012-2013. Revision of this document by May,

2012 for the 2012-2013 school year.

To this end, the following pages should be considered a summary of the plans and goals that are

consistent with one year of work. It is purposely broad and comprehensive in that it includes the strategic

objectives for the current year alongside the operational goals that are ongoing. This is where the power

of the shift between strategic and operational really happens. We must look at our activities side-by-side

in order to move these plans into operational habits. Similarly, we will look at operational goals that are

no longer in alignment with our strategic thinking and abandon them where appropriate.


Woven Plans of Action

The following pages should be considered a summary of

the plans and goals that are consistent with one year of

work. It is both comprehensive and simple in that it includes the strategic plans for the current year (one out of

five) alongside the operational goals that are ongoing, in

most cases carried over from prior years and logical extensions of that work. This is where the power of the

shift between strategic and operational really happens.

We look at our activities side-by-side in order to move new strategies into operational habits. Similarly, we will look

at the operational goals that are no longer in alignment

with our strategic thinking and abandon them where

appropriate. Each year, the process of preparing the next year of work emerges from these pages. The next plan will

be largely finalized before we close school in June, 2012.


Learning Strategy – Work Plan

2011-2012 Result 1 - All faculty and support staff understand the concept of personalized learning and

their responsibility to provide personalized learning for each student’s success.

Steps When

Define best practices of personalized student learning using a “Leading Team”. Be cognizant that different cultures interpret personalizing learning in different ways. The Leading Team should be created by the end of September; it should include some members of the learning action team and teacher leaders from each division. This team will contact schools who have implemented personalized learning and read literature about excellent standards based approaches to individualize student learning. Research should draw from international and founding embassy schools. (Authors we drew research from: Dufour, Stiggins, Fullan, Elmore, Reeves and Schools to reference: The Big Picture Schools: http://www.bigpicture.org/schools/).

By May, 2012

Research about personalized student learning is disseminated through department and grade level teams. Using the Leading Team established in means #1, create a common protocol for disseminating information across divisions. Facilitate discussions among teaching teams (departments and grades levels) about how shared research will impact instruction and student learning. Initial information should be brought to faculty before the first break in November. At all times connect to our mission and vision.

By May, 2012

Benefits • Getting faculty support, everybody understands responsibility, formulating discussion and

opinions. • Developing expertise in personal learning. • Broadening community supporting work and profile.

Costs • Leadership team across division is formed of approximately 10 people for 5 hours per

person per month. This covers presentation, research. This could take the place of an afterschool activity. COST: 50 hours/month

• Copying books, materials. COST: $ 1000 Person Accountable: Peggy Smith, Director of Curriculum and Instruction Team member(s): Harry Houlis Robert Doyle George Dolesch


Learning Strategy – Operational Goals

2011-2012 Curriculum Leadership Team supports the school in the alignment of professional learning to student learning. (process evidence) Action Steps:

1. Faculty effectively design, implement, and review quality units that are aligned to standards

a. All teachers participate in the foundational UbD workshop (Sep 29/30, 2011) b. Curriculum Council has peer-‐review process in place for newly developed units

by February, 2012 c. Subject-‐area teams and grade-‐level teams refine or develop peer-‐assessed units

using Rubicon d. AAS Rubicon public site (unit map overviews) available by March 1, 2012 and

individual units by March 1, 2013 e. Division principals and CC leaders use Rubicon to analyze curriculum and

assessment progress on a quarterly basis (first in spring 2012)

2. Curriculum Leadership Team (subject-‐area leaders) begins professional learning and

planning to create a Pk-‐12 assessment system that allows accurate reporting of learning and use of student data to improve learning.

a. Curriculum Team meets Pk-‐12 monthly with curriculum director and administrators

b. Curriculum leaders meet monthly with their subject areas (in or across divisions according to the Pk-‐12 subject area needs)

c. Curriculum Teams support and develop assessment knowledge, use of data, and development of benchmark assessments within their subject areas.

d. Curriculum Council creates language and framework for assessment system and expectations of data use

3. Curriculum Team and administrators develop division, subject-‐area and personal goals related to student learning and aligned to one another

a. Goals are focused on student learning b. Administration creates a menu of PD support and follow-‐through for goals c. Goals are reviewed and assessed on a quarterly basis for evidence of progress


Systems Strategy – Work Plan

2011-2012 Result 1 - AAS Systems have been inventoried, defined and documented.

Steps When

Define what constitutes a “System”. January, 2012

Develop a template including the elements which constitute a system, possible categories of systems, determine specific information to collect. For example : http://www.montgomeryschoolsmd.org/info/baldrige/about/categories/.

March, 2012

Establish method, time and process for conducting inventory. March, 2012

Conduct inventory April-May, 2012

Analyze inventory results. May, 2012

Identify systems that may fall outside of the systems mentioned in the inventory.

May, 2012

Establish process for periodic review/update of the inventory. June, 2012

Integrate new systems into a system relationship diagram, justifying or removing redundancies, before implementing new systems.

2012-2013

Publish (document) inventory. June, 2012

Benefits

• Clear, searchable database of systems in place and descriptions of their scope and function. • More effective use of time because people will know who to go to for what. • Reduced frustration as greater transparency of procedures is established. • Reduction of redundancies. • A working map of the systems in place which can constantly be revised.

Costs:

• Create team of stakeholders (8-‐10 members) to agree on: a) a school-‐wide definition of systems (1 hour); b) determine process for conducting inventory and criteria to be used (3 hours); c) conduct inventory (5 hours); d) analyze results and identify redundancies (3 hours); e) generate diagram of systems within AAS justifying or removing redundancies (5

hours); f) establish process of review (1 hour); and g) generate a document with systems inventory (2 hours).

COST: 200 hours • Purchase/set-‐up/design of a database to keep the systems inventory. Could take training of

existing staff or extra support (20 hours for creation and input). • Training for stakeholders on how to access and use database (1 hour for staff, 1 hour for

parents/community, 1 hour for students (within advisory/classtime). • Communications staff to publish access to database online (1 hour).

Person Accountable: Jon Zurfluh, Director & Ian Forster, Deputy Director Team Member(s): Nicolette Kirk


Systems Strategy – Operational Goals

2011-2012

1. Align communication systems and finish work on Student Information System and Online

Campus Community in order to support communication with parents and provide important

anchor for technology based instructional tools that may be employed by teachers.

2. Optimize and align the AAS Organization Chart and work to develop and formalize cross-

divisional support structures including Curriculum and Instruction, Pupil Support Services, and

Technology Integration.

3. Support the ongoing work on the St. Petersburg renovation project and bring the project to

closure.


Communications & Commitment Strategy – Work Plan

2011-2012 Result 1 - All faculty and support staff understand the concept of personalized learning and

their responsibility to provide personalized learning for each student’s success.

Steps When

Mission and Vision will be printed and visible in all classrooms and offices of the school.

Explain benefits and rationale of Mission and Vision to faculty during orientation and on-‐going throughout the year.

Illustrate the Mission and Vision using visual tools such as multimedia and video that underline practices that support the Mission and Vision already existing in the school (e.g. IB mission video).

Use thinking routines/concept mapping (project zero) to explore components of Mission and Vision with faculty in order to build understanding.

Translate the Mission and Vision into Russian for accessibility to all staff.

Make language of the Mission and Vision comprehensible to all. Consider vocabulary when creating visual communication tools.

Use the Mission and Vision to frame meetings. It should become an integrated part of meetings.

Give practical and visual examples in classroom or teaching approaches

Facilitate discussion groups in order to give faculty and staff time to raise concerns as understanding of the Mission and Vision is being built.

Give teachers PD around the idea of “individualized learning” so that they might better understand the Mission and Vision.

Benefits

• Being trained in leading change will lead to better buy in, less time wasting on vision and action of “how,” more focus, better equipped to deal with negativity of change. This is a time saving benefit of “doing it right the first time” and giving the leaders a professional edge in presenting and promoting the strategy.

• An employee dedicated to this strategy will give greater relevance and focus to the strategy, tie in the big picture to small, moving parts, take off the burden from admin and teacher leaders concentrating on curriculum.

• Videos will give not only better understanding to the Mission and Vision but also promote emotional connections.

• Translating the Mission and Vision will give a sense of inclusion and promote better understanding.

• Widely publicizing the Mission and Vision will make the Mission and Vision relevant and signify the importance of the words/idea and the strategy.

Costs

• An organizational change consultant will be hired to train admin, teacher leaders and community leaders to order to better facilitate meetings, discussion groups, questions from the community, reorganization of meetings and documents, media/publications noted in this


plan of action. COST: included in the next bullet • A two-‐day training (by consultant above) in leading change/Mission and Vision will be given

at the start of the year to 14 admin and xx teacher leaders and xx community leaders (PTO). COST: $ 10,000

• An employee will be dedicated part-‐time to this Communication Strategy in order to facilitate change, plan strategy integration in school and community meetings, plan year’s meetings/publications/videos, and integrate Mission and Vision in all aspects of community. COST: $ 6000

• Videos will be produced to train, educate school community about Mission and Vision. COST: $ 2000 COST: 100 hours

• Mission and Vision will be translated in Russian (by in house staff). COST: 5 hours Person Accountable: Rita Ehrman, Director of Communications and Development Team Member(s): Erica Fursova Jon Zurfluh

Communications & Commitment – Operational Goals

2011-2012

Mission and Vision key terms and/or message will be used as a framework for communication in order to

personalize the Mission and bring community understanding and support to it.

Existing methods of communication will be reviewed and a plan of streamlining and refining

communication will be developed.


Board Goals

2011-2012

1. Management by Matrix (Review and assess quality assurance systems to evaluate strategic plan implementation)

• Collect and evaluate performance data • High School graduates • Departed families • Student performance in next setting • Alumni Data • Correlation of results in next setting to AAS Performance and standardized test results • Transitional support for all -‐ beyond graduates • Goals for results

2. Align admissions with the mission • Review admission policies to insure AAS education serves the needs of the desired student population in

alignment with the mission of the school • Review categories • Seat Fee • Percentages – ESOL, SEN, Deadlines • Waiting List/Register, Transparency • Policies and Procedures

3. Provide a secure, comprehensive, and flexible financial foundation for all • Long-‐term master capital facilities plan • Long-‐term budgeting plan • Competitive compensation • Appropriate (reasonable) tuition • Review Investment Plan • Anticipate the impact of implementation of the strategic plan on facilities and finances.

4. Learn about implications of the strategic plan and be able to communicate the strategies and methodology to constituents

• Student learning and achievement

5. Align Extra-‐curricular and Co-‐curricular options with the objectives of the strategic plan

• Define Extra-‐curricular program as extension of holistic learning goals and individual student needs • Broader recruiting program including local options for staffing

6. Become better aware of the long term implications of our location and linkage to the Russian environment

• Trend analysis • Logistics and traffic issues • Politics as it relates to threats/opportunities • Ongoing assessment of security and update of disaster planning


Administrative Team – Operational Goals

2011-2012

Data Goal

The A-Team will learn to access, analyze, and discuss the implementation of various data sets during each monthly meeting (or another monthly venue) in order to use data to improve student learning. Action Items Status Responsible

Identify the relevant data sets that will be used to inform the process of improving student learning.

Ongoing

A-Team

Provide team members with the necessary background and understanding of the various data sets so that they are able to utilize the information collected.

In progress

A-Team

Analyze and present the emerging trends and patterns in the data as a basis for subsequent discussion and action.

In progress A-Team

Professional Growth Plan Goal

Implement and reflect on our system-wide individualized framework for professional growth plans. Action Items Status Responsible

PD Growth Plan Framework for faculty Complete C&I

All faculty will have completed PD Growth Plans for 2011-2012 In Progress Due: November

Principals

All faculty have a collaborative PD conversation with administrators by Nov. 15th and in May

In Progress A-Team

Develop PD Growth Plan Framework for support staff In Progress Due: June

A-Team

Develop bank of professional development opportunities and identify required pre-requisites

New Progress by May

A-Team


Performance Appraisal Goal

The A-Team will revise the performance appraisal process with an aim to improve individual performance and inform recruitment and retention. Action Items Status Responsible

Review process and timeline across divisions by December.

In progress A-Team

Evaluate & assess current, relevant, effective appraisal tools available from other sources including:

• schools • other organizations • commercial market (for purchase)

March A-Team

Reflect on selected tools and align with performance standards. Adjust standards where appropriate.

2012-2013 A-Team

Create/adopt an assessment tool and revised standards based on our core competencies.

2012-2013 A-Team


Elementary School – Operational Goals

2011-2012 Ensure that literacy practices of all teachers are consistent, based in research, and result in

improved student learning.

Outcomes:

• Collaboratively define what guided reading looks like at each grade level at AAS.

• A common understanding and consistent implementation of guided reading.

• All students reading below grade level are receiving appropriate support at instructional levels.

• A framework for authentic writing assessment is in place by the end of the year, with one common

writing assessment completed in the spring.

• The optimal learning model (OLM) is evident in our planning and lessons.

How:

• Incorporate professional development opportunities such as Regie Routman PD: Reading and

Writing Connections

• Focus Language Arts committee work

• Effectively using coaches and coordinators

To ensure all ES faculty and staff have a common understanding of the PYP’s philosophy and

practices.

Outcomes:

• To reflect and have a better understanding about our teaching & learning, the written curriculum,

collaborative planning, and assessment practices.

• Create a five year Action Plan which will include sustained professional development

How:

• Participate in the self-study process

• Attend and actively participate in related school initiated meetings and workshops

• Using the standards and practices as part of our yearly reflections

• Collaboratively create an Action Plan

• Effectively using coaches and coordinators


Middle School – Operational Goal

2011-2012

To use student generated data to improve student learning by

• providing guidance and training for teachers in data gathering and analysis

• establishing ways teachers can access, analyze and use data in their regular meetings

• providing time for teachers to access, analyze and use data.

High School – Operational Goals

2011-2012

To create a comprehensive AAS HS policy statement reflecting our philosophy towards assessment and to

document our practices in order to provide clarity, coherence and correspondence across the HS division.

In line with the AAS mission of empowering students with a love for learning in order to achieve academic

excellence, the HS will investigate the factors that affect our climate for learning and explore how we can

use those factors to improve student achievement.


St. Petersburg Operational Goals

2011-2012

Each child is provided daily academic and personal interactions with staff members. All staff members

share in the responsibility to assist students at any time during the school day and at all school sponsored

events.

The learning environment is adjusted to reflect the individual strengths and needs of each student. This

is evident in the different assignments students receive and the additional assistance provided to students

outside normal classroom hours.

Staff will provide multiple opportunities for students to make independent decisions based on the

student's ability, commitment, and willingness to accept responsibility. Interactions between students and

staff are based on mutual respect, trust, a sense of belonging, and individual worth.

In September, we agreed to add a goal addressing our effort to integrate Habits of Mind into all aspects of

our program. Here is what we defined as our goal for HOM:

• Students and teachers will be able to demonstrate how habits of mind are explicitly taught,

learned, and reported in each classroom. (systematic)

• Students and teachers will use a common language to discuss habits of mind as they relate to the

growth of each child. (systemic)

Documents

Strategic Plan 2011-2012 Users Guide