Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à Latham 722 Instructional Module
Similaire à Latham 722 Instructional Module (20)
Dernier
Dernier (20)
Latham 722 Instructional Module
- 1. Data Teams Instructional Module Created by Lori Latham EDET 703, J61 This instructional module is targeted for teachers new to the data team process. The data team process is important for collaboration and increased student growth. Fellow data team members can use their collective expertise to ensure all students show growth in learning. This module will help demystify the data teams process.
- 2. ▪ To return to the first slide of this module, click ▪ To advance to the next slide, click ▪ To go back to the previous slide, click ▪ To end the instructional module, click ▪ The navigation bar (as shown below) will take you to the first slide of the specified section. Navigating the Data Team Meeting Instructional Module Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 3. Prerequisites ▪ You are an educator in Lexington-Richland School District #5. ▪ You are a member of a data team. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 4. Welcome ▪ The aim of the data team meeting instructional module: – Educators in a data team meeting will be able to conduct effective data team meetings that focus on developing and revising instructional strategies. ▪ The post-test at the end of the module should be taken after you have successfully completed the instructional module. ▪ This module is designed for all data team members in Lexington- Richland School District #5. – Chapin High School’s landing page and Google Calendar are provided for reference. ▪ For your reference, the following acronyms will be used: – CFA (common formative assessment) – DOK (Depth of Knowledge) – SMART Goal (Specific, Measureable, Attainable, Realistic, Time-based) Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 5. Instructional Goals ▪ At the completion of this module, you will be able to: 1. Identify the components of the pre-assessment data team meeting. 2. Identify the components of the five-step data team meeting. 3. Identify the components of the mid-assessment data team meeting. 4. Identify the components of the monitoring data team meeting. 5. Identify the components of the post-assessment data team meetings. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 6. Goal #1 ▪ Identify the components of the pre-assessment data team meeting. • Objective 1.1 – Given a list of components of a data team meeting, you will be able to correctly identify the components found in a pre-assessment data team meeting. • Objective 1-2 – Given a question on a common formative assessment, you will be able to identify the level within the Depth of Knowledge (DOK) framework. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 7. Goal #2 ▪ Identify the components of the five-step data team meeting. • Objective 2.1 – Given a list of students and their pre-common formative assessment score, you will be able to identify the student’s level of proficiency. • Objective 2-2 – Given a set of pre-common formative assessment data, you will be able to calculate the SMART goal for the unit of study. • Objective 2-3 – Given an instructional strategy, you will be able to identify teacher actions, student actions, and student work that reflect evidence that the instructional strategy was effective. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 8. Goal #3 ▪ Identify the components of the mid-assessment data team meeting. • Objective 3.1 – Given an example of a student response to a quick formative assessment, you will be able to identify if the student mastered the content. • Objective 3-2 – Given an example of an incorrect student response to a quick formative assessment, you will be able to narrow the instructional focus to address the student’s misunderstanding. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 9. Goal #4 ▪ Identify the components of the monitoring data team meeting. • Objective 4.1 – Given a student work sample and description of student work expectations, you will be able to identify if the instructional strategy used to produce the student work was effective. • Objective 4-2 – Given an example of student work that does not show mastery of the content, you will be able to identify an alternate instructional strategy to be implemented by the teacher. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 10. Goal #5 ▪ Identify the components of the post-assessment data team meeting. • Objective 5.1 – Given the original SMART goal and post-common formative assessment data, you will be able to identify whether or not the SMART goal has been met. • Objective 5-2 – Given a scenario of a completed data team meeting, you will be able to identify the Google Calendar to set a meeting time and date for the next data team meeting. • Objective 5-3 – Given a scenario of a data team meeting in progress, you will be able to identify the location where the proper meeting Google Form can be found on the CHS Landing Page. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 11. Questions to consider before starting the instructional module: 1. What are the 5 types of data team meetings? 2. What are the important components of each type of data team meeting? 3. How can collaboration within a data team improve instruction in the classroom? 4. How can analyzing student data improve student learning? Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 12. Flow of an Instructional Unit Pre- Assessment Five Step Mid- Assessment Monitoring Post- Assessment Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 13. Goal #1 - Identify the components of the pre-assessment data team meeting. • Objective 1.1 – Given a list of components of a data team meeting, you will be able to correctly identify the components found in a pre- assessment data team meeting. • Objective 1-2 – Given a question on a common formative assessment, you will be able to identify the level within the Depth of Knowledge (DOK) framework. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 14. Components of the Pre-Assessment Data Team Meeting 1. Select priority standards. 2. Unwrap priority standards. 3. Revise or rewrite the CFA. • Develop rubrics for constructed response questions. • Design meaningful multiple choice questions that include distractors that uncover student misconceptions. • Ensure that questions have a variety of Depth of Knowledge expectations as determined by your priority standards. • Determine proficiency levels. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 15. Which of the following is not a component of a pre-assessment data team meeting? Unwrap Priority Standards Revise or Rewrite the CFA Select SMART Goals Select Priority Standards A B C D
- 16. Incorrect Recall that the three basic components of the pre-assessment data team meeting require the data team to: 1. Select priority standards. 2. Unwrap priority standards. 3. Revise or rewrite the CFA. Pre- Assessment Meeting
- 18. Selecting and Unwrapping Priority Standards Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 19. Common Formative Assessment ▪ Depth of Knowledge (DOK) – Level 1 – Recall, Label – Level 2 – Apply, Describe, Identify Patterns, Organize – Level 3 – Support, Apply a Concept, Develop Models – Level 4 – Design and Conduct an Experiment, Analyze and Synthesize Information from Multiple Sources Peartreeedu. (2016, August 16). Norman Webb’s Depth of Knowledge [Digital Image]. Retrieved November 3, 2016 from https://commons.wikimedia.org/wiki/ File:Depth_of_Knowledge.png Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 20. Common Formative Assessment ▪ Depth of Knowledge (DOK) – Level 1 – Question 1 – Level 2 – Question 3 – Level 3 – Question 2 – Level 4 – Not applicable on this pre- assessment Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 21. Using the following prompt, identify the DOK level: Identify the verb the sentence: Harry ran home. 1 2 4 3
- 22. Incorrect In this particular example, the prompt simply requires the student to identify the verb. There is no skill or strategic thinking to complete this task. Pre- Assessment Meeting
- 24. Common Formative Assessment Rubrics and Proficiency Levels Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 25. Goal #2 - Identify the components of the five-step data team meeting. • Objective 2.1 – Given a list of students and their pre-common formative assessment score, you will be able to identify the student’s level of proficiency. • Objective 2-2 – Given a set of pre-common formative assessment data, you will be able to calculate the SMART goal for the unit of study. • Objective 2-3 – Given an instructional strategy, you will be able to identify teacher actions, student actions, and student work that reflect evidence that the instructional strategy was effective. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 26. Components of the Five-Step Data Team Meeting 1. Chart pre-CFA data. 2. Analyze pre-CFA data. 3. Set SMART goal. 4. Select instructional strategies for each level of student proficiency. 5. Determine results indicators if instructional strategy is implemented effectively. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 27. Determining Pre-CFA Scores 1. Based on your grading rubric, determine the proficiency level for each student. 2. Examples: – Student #1 – Student #2 – Student #3 3. There will be times that students are proficient. However, students will typically fall into the other proficiency levels. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 28. Student #1 ▪ Earned 2 points – Question 2 – sunlight input – Question 3 -ATP ▪ Needs Practice Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 29. Student #2 ▪ Earned 6 points total – Question 2 -Water input, energy input, sugar output, oxygen output – Question 3 – cytoplasm, ATP ▪ Progressing Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 30. Student #3 Use the rubric to the right and Student #3 sample above to identify Student 3’s proficiency level. Needs practice Progressing Close to proficient Proficient A B C D
- 31. Incorrect As indicated by the check marks, the student only earned four points. Five-Step Meeting
- 33. Components of the Five-Step Data Team Meeting ▪ Chart pre-CFA data 0 0 1 20 20 40 29 58100Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge 50
- 34. Sample Five-Step Data Team Meeting Form Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 35. Components of the Five-Step Data Team Meeting ▪ Analyze pre-CFA data – Look for student misconceptions – For example: ▪ Students did not know where energy was released during the breakdown on ATP. ▪ Overall, students knew that sunlight was involved in photosynthesis, but did not realize that plants contained mitochondria and chloroplasts. ▪ Students did not know that anaerobic respiration occurred without oxygen. ▪ Cellular energetics is not covered in earlier grades in the same context as it is in high school biology. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 36. Components of the Five-Step Data Team Meeting ▪ Set SMART goal ▪ Calculation – [(Proficient +Close to Proficient +Progressing)/Total Students] x 100 – 0+1+20=21 – 21/50=0.42 – The percentage of Biology students scoring proficient in the Cellular Energetics Unit will increase from 0% to 42% as measured by the post-CFA administered by 11/16/16. ▪ Use professional judgement when finalizing your SMART goal. Adjusting it based on your knowledge of your students is advisable. 100 Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 37. Calculating the SMART Goal ▪ At another school in the district, 100 students were given the same pre-CFA forCellular Energetics. ▪ Of those students, 20 were “close to proficient”, 60 were “progressing”, and 20 were “needing practice”. Using the SMART goal equation, Calculate the SMART goal for the percent of students that will be proficient at the completion of the cellular energetics unit. 20 60 40 80 A B D C
- 38. Incorrect Five-Step Meeting Calculation [(Proficient +Close to Proficient +Progressing)/ Total Students] x 100
- 40. Components of the Five-Step Data Team Meeting ▪ Select instructional strategies for each level of student proficiency Tyson, K. (2014, February 7). The Roberto Marzano’s 9 effective instructional strategies infographic [Digital Image]. Retrieved November 3, 2016, from http://elearninginfographics.com/the-roberto-marzanos-9-effective- instructional-strategies-infographic/ Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 41. Determine Results Indicators ▪ Example #1 – Suppose you selected summarizing and note-taking as the instructional strategy for your “progressing” students. – Adult behaviors – provide lecture materials with graphics; ask students to summarize what they have learned in their notes – Student behaviors – students would engage in the lecture by writing notes and asking questions – Student work – correctly written notes with an acceptable summary of information Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 42. Determine Results Indicators ▪ Example #2 – Suppose you selected questions, cues, and advance organizers for your “needs practice” students. – Adult behaviors – provide guidance and important terms for students to organize what they already know – Student behaviors – students would use important terms to show relationships and organization – Student work – correctly organize important terms Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 43. Determine Results Indicators Suppose you selected identifying similarities and differences for the instructional strategy for “close to proficient” students. ▪ Which of the following is a student action for the instructional strategy mentioned above? Break a concept into its similar and dissimilar characteristics. Teacher provides aVenn diagram. The student-produced Venn diagram has no errors. A B C
- 44. Incorrect Five-Step Meeting You should determine what the “close to proficient” students will do in order to identify similarities and differences.
- 46. Goal #3 - Identify the components of the mid-assessment data team meeting. • Objective 3.1 – Given an example of a student response to a quick formative assessment, you will be able to identify if the student mastered the content. • Objective 3-2 – Given an example of an incorrect student response to a quick formative assessment, you will be able to narrow the instructional focus to address the student’s misunderstanding. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 47. Components of the Mid-Assessment Data Team Meeting 1. Use a formative assessment to gauge student learning after instruction. 2. Determine if instructional strategies are effective. 3. Narrow the instructional focus. 4. Adjust instructional strategies for the instructional focus. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 48. Examples of Quick Formative Assessments ▪ Quiz ▪ Exit Slip ▪ Lab Write-up ▪ Flow Chart Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 49. Flow Chart Example ▪ You have asked the students to create a flow chart to explain the possible methods of making ATP with and without oxygen. Glycolysis Fermentation Kreb’s & ETC Alcoholic Lactic Acid Correct Student Response Incorrect Student Response Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 50. Exit Slip You asked your 3rd grade ELA students to write three verbs on a sticky note upon completing a lesson on verbs. Below is a sample of what was written on one sticky note. Identify if the work sample from the student indicates that the strategy was effective. Yes No
- 51. Incorrect Mid- Assessment Meeting The student is correctly identifying verbs!
- 53. Exit Slip You asked your 3rd grade ELA students to write three verbs on a sticky note upon completing a lesson on verbs. Below is a sample of what was written on one sticky note. The student has difficulty distinguishing between verbs and nouns. Identify a method to narrow the instructional focus to address the students’ misunderstanding. The teacher should provide notes or a reading sample for the student with descriptions of verbs and nouns. The teacher should utilize nonlinguistic representations to have the student show that many verbs are action words. The teacher should utilize cooperative learning to allow for group accountability for learning about verbs. The teacher should set objectives for the student to remember that verbs are typically action words. A B C D
- 54. Incorrect Mid- Assessment Meeting Nouns and verbs are typically addressed in younger years. The particular instructional strategy that you selected is not age-appropriate.
- 56. Goal #4 - Identify the components of the monitoring data team meeting. • Objective 4.1 – Given a student work sample and description of student work expectations, you will be able to identify if the instructional strategy used to produce the student work was effective. • Objective 4-2 – Given an example of student work that does not show mastery of the content, you will be able to identify an alternate instructional strategy to be implemented by the teacher. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 57. Components of a Monitoring Data Team Meeting 1. Analyze student work samples produced for each instructional strategy that was agreed up on by the data team. 2. Reflect on the effectiveness of the instructional strategies. 3. Revise ineffective instructional strategies. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 58. Effective Instructional Strategy Example ▪ Generating andTesting Hypotheses ▪ Students were tasked with developing an argument for a predicted outcome for a lab experiment. Lab coincides with concept taught in class. – Class develops a procedure to follow – Students collect data to present to class – Lab groups explained data using the concept taught in class – Other classmates were able to ask questions for clarification Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 59. Ineffective Instructional Strategy Example ▪ Generating andTesting Hypotheses ▪ Students were tasked with developing an argument for a predicted outcome for a lab experiment. Lab coincides with concept taught in class. – Class develops a procedure to follow – Students collect data to present to class – Lab groups do not understand how the lab relates to concept in class – Other classmates do not ask questions because they do not understand concept Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 60. Instructional Strategy – Homework and Practice The teacher utilized homework and practice to help students with their multiplication facts. The image below shows a student example of the practice problems. Identify if the instructional strategy used to produce the work sample was effective. Yes No
- 61. Incorrect Monitoring Meeting The student answered all questions correctly.
- 63. Instructional Strategy – Cooperative Groups The teacher utilized cooperative groups for a research project on an important historical figure in the United States. When the teacher asked the students to write down 1 significant act that made an impact on the United States, a group that researched GeorgeWashington wrote the following: “George Washington cut down cherry tree is significant in United States history.” Identify if the instructional strategy used to produce the student work sample was effective. Yes No
- 66. Reflect on instructional strategies and revise ineffective strategies. The teacher utilized cooperative groups for a research project on an important historical figure in the United States. When the teacher asked the students to write down 1 significant act that made an impact on the United States, a group that researched GeorgeWashington wrote the following: “GeorgeWashington cut down cherry tree is significant in United States history.” Identify an instructional strategy that could be utilized in the next lesson to reinforce impactful acts of important historical figures. Summarizing and note taking Generating and testing hypotheses Setting objectives and providing feedback Non-linguistic representations A B C D
- 67. Incorrect Monitoring Meeting The instructional strategy that would be most beneficial would allow the student to obtain knowledge about historical events and evaluate which events are most significant.
- 69. Goal #5 - Identify the components of the post-assessment data team meeting. • Objective 5.1 – Given the original SMART goal and post-common formative assessment data, you will be able to identify whether or not the SMART goal has been met. • Objective 5-2 – Given a scenario of a completed data team meeting, the student will be able to identify the Google Calendar to set a meeting time and date for the next data team meeting. • Objective 5-3 – Given a scenario of a data team meeting in progress, you will be able to identify the location where the proper meeting Google Form can be found on the CHS Landing Page. Pre- Assessment Five Step Mid- Assessment Monitoring Post- Assessment Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 70. Components of a Post-Assessment Data Team Meeting ▪ Chart post-CFA data. ▪ Analyze post-CFA data. ▪ Review SMART goal. ▪ Determine if instructional strategies were effective. ▪ Review results indicators for instructional strategies. ▪ Set the date for the next data team meeting in a shared Google Calendar. ▪ Complete all forms associated with data team meetings. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 71. Reviewing SMART Goals The original SMART goal set during the pre-assessment meeting was: “The percentage of Biology students scoring proficient in the Cellular Energetics Unit will increase from 0% to 42% as measured by the post- CFA administered by 11/16/16.” The following is data collected from the post-assessment on cellular energetics: – 100 students were evaluated – 75 students were proficient – 20 were close to proficient – 5 were progressing ▪ Identify whether or not the SMART goal has been met. Yes No
- 72. Incorrect Post- Assessment Meeting The SMART goal has been met if the percentage of students that are proficient is equal to or greater than the SMART goal percentage.
- 74. Setting Data Team Meetings in Google Calendar ▪ Your data team leader will have a data team calendar. It will be named according to the subject that you teach. ▪ The figure on the right shows an example of the Google Calendars that will appear on your calendar. ▪ This Google Calendar includes the “16-17 bio data teams” for the Biology DataTeam. Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 75. Finding the correct Google Calendar You are on the US History DataTeam. Identify the correctGoogle Calendar to set a meeting time and date for your next data team meeting. US History DataTeam 2016 Secondary Science Chapin High School Holidays in United States A B C D
- 76. Incorrect Post- Assessment Meeting You are on the US History DataTeam.
- 78. Complete appropriate forms for each data team meeting! Welcome Pre- Assessment Meeting Mid- Assessment Meeting Monitoring Meeting Post- Assessment Meeting Five-Step Meeting Post-Test to Check for Knowledge
- 79. Locating the Data Team Meeting form You have gone to the CHS Faculty Resources Google Site (Landing Page). Identify the correct link under the Instruction tab that you would select to find the data team meeting summary form. APTesting DataTeams Instruction Docs and Forms SLOs and GBEs A B C D
- 82. Thank You for Completing the Data Team Instructional Module! Please click on this LINK to complete the Post- Assessment for the Data Teams InstructionalUnit. We can accomplish great things for our students when we work together! Press ESC to exit this module.