Study Guide D232

Hello. Thank you for joining me today for the D005 and D 232 instructional planning for students with mild and moderate disabilities. I am Doctor Mary Krueger and I'm a course instructor here at NYU. Let's get started right off the bat with response to intervention. Uh, there's a visual I provide...

Hello. Thank you for joining me today for the D005 and D 232 instructional planning for students with mild and moderate disabilities. I am Doctor Mary Krueger and I'm a course instructor here at NYU. Let's get started right off the bat with response to intervention. Uh, there's a visual I provided here for you, um, to see, uh, the different tiers of RTI. Um, the first tier is the supplemental instructions, and this tier grouping is for all students. The second tier is a targeted, more engaging intervention of a small group of students. And then, of course, the intensive students are in the top of the pyramid here at tier three. This is where they will have intensive one on one interventions. So just the visual to get started. Now we're going to dig in to specifically what uh, both RTI and MTS are and how they are related. So response to end for intervention or RTI, um aims to identify struggling students early on and give them the support they need to thrive in school. The word intervention is the key to understanding what RTI is all about. The goal is for the school to determine what a student needs and to intervene, or step in and start helping that student before they fall really far behind their peers. And teachers can do this by implementing interventions, and the interventions are intended to help students catch up. A big part of the RTI process involves closely monitoring student progress. That way, the school can tell which students need more academic support. With RTI. The interventions can be part of a class wide instruction. Of course, as you saw, there is the grouping which happens at tier two. So the teacher may decide to break students into group with more specific interventions. These groups are then tailored for different skill levels or learning interests. And then if it is determined through assessment that the student needs more intensive services, tier three is the next option for them. Okay. Another essential component, of course, of RTI is what we said was progress monitoring. We're going to define progress monitoring. I'm going to give you a lot of examples about how it is used. What it means is that teachers are going to frequently assess students skills. And the whole goal is at the RTI process is is determine if the intervention is working for the student. Okay. So let's take a look at MTS and RTI compared. MTS stands for Multi-tiered Systems of Supports. You've got RTI on the left hand side and um MTS, which focuses on the interventions for positive behavior. Um supports um is on the right. So RTI would focus on the academics of Ela math. It is used for students who are struggling in Ela could be reading, writing and math. It follows a three tier system, but it focuses on universal teaching. It is starting with instruction using high quality interventions. Okay, universal teaching means that the the interventions or the instructional strategies are designed for all of the students, regardless of disability and need. But with all of those disabilities and need of the population taking into account. Okay. So they use high quality interventions. MTS, on the other hand, will have some academic components to it, but the focus is on behavioral and social um, aspects. And we see this in special education. It also follows those three tiers just like RTI. So tier one is a universal classroom. Just kind of you know, what academic or behavioral supports or social supports and instruction is needed for the whole group based on assessment. And then tier two is a targeted group instruction. And tier three is more individualized instruction okay. And it's more intensive 1 to 1 typically. So let's look at it another way here. Just breaking it down, um, into what the focus is at each tier, what the instruction needs to be at each tier, and what kind of assessment goes along with each tier. Okay, so we've got the first tier where it is focusing on all students. The instruction will include district curriculum. Okay. Instructional practices. Which are evidence based and it should align with the state and district standards can be differentiated. Instruction. Whole group instruction. Okay. It's for everybody. Um, the assessments that are used to determine what these, um, instructional practices are or what's going to benefit the students is done through a screening process. Screening can happen at the beginning of the school year. Um, for each grade level before, um, you know, they start school, like, you think about a kindergarten screener. They're checking to see if the students have the skills they need to enter kindergarten, or where are they at, where they are at when they do enter kindergarten. You may also find there's a screening that occurs at the end of grade level. Okay. Progress monitoring then occurs. And also um evaluating outcome measures. Okay. How did how did the whole group store how did this students score. Tier two focuses on those students that are identified through screening as being a risk for poor learning outcomes. Okay, we're not identifying a disability or anything. We are looking just that they have some poor learning outcomes. The instruction that we would do with this tier two is targeted. We would use supplemental instruction and it's going to be delivered to small groups. To your level. Students might be something that is conducted within a classroom. They might be pulled out if you're offered title services to a title reading group or something like that. So the screening, the um, diagnostic test that is used for the assessment here is what helps with the placement of those students into the tier two, okay. They don't get placed just because they know somebody. They have to prove through assessment that they need that small group instruction. And then that small group instruction is built around what the students needs are okay. Again, progress monitoring is the ongoing assessment that's happening and diagnostic assessments. Tier three. The focus student would be those who have not responded to any of the tier one or tier two interventions. They present very low achievement, or they could be students with disabilities who do not meet their IEP goals, so it's determined that they need more intensive intervention. Excuse me. It's going to be adapted to address that individual student needs through systematic use of assessment data validated interventions, research based instruction, or behavioral support strategies. Again. These assessments are ongoing with tier three. There will be diagnostic assessments conducted as well as ongoing progress monitoring. Our goal, of course, is to get tier three students down to tier one, tier two students down to tier one. Okay. That would be our goal. So let's talk a little bit about progress monitoring and what it does for us. It allows teachers to determine if students are on track to meet their IEP goals. It collects multiple performance measures over time and analyzes the measures to identify trends or patterns. If progress is not shown, then the teacher must adjust instruction to meet the student needs. We'll be talking about and providing a few visuals here. Um, in our presentation today. Um, that helps you understand when and at what point, um, during intervention and implementation, that a teacher would need to adjust instruction using progress monitoring data. How do you implement progress monitoring? The first thing you have to do is determine the current level of performance. Identify what the students baseline is in the skill, behavior or the deficit that they're currently showing. This is of course done through assessment. Okay. After that you are going to identify goals. Then you're going to identify how you're going to be measuring on a routine basis. Your measurement, um, would be daily, weekly or monthly. How often are you going to be taking the data? Okay, that's what that means. Then compare that expected data with the actual rates of learning. Okay. So that's where the analysis is going to come in. Maybe you expected them to get 50 words per minute when you did the assessment and the progress monitor, and you found they were only at 35 words per minute. So you're therefore comparing where they are at with what you're expected. Rates of learning work. And then number five. Based on that information, you will be adjusting instruction as needed to be able to, um, identify or help help them meet that goal. So in essence, it you're you're backing right back up to your baseline again. And I've got another visual to walk us through that in just a bit with the DBA. All right. So one of the steps after um, doing the assessment is to write measurable goals okay. Your measurable goals needs to be precise be able to be counted. They have to have a clear basis for monitoring student progress. We need to know what we're watching for and what our expected outcome is during the course of the IEP year, or if it was an academic objective not linked to an IEP. Um, during the academic year. The objectives need to provide steps for meeting the larger goals. So you may have an annual goal, and then you may have objectives that are broken down into, um, you know, biweekly, monthly, quarterly, things like that. So there's six components of a goal. The first is the who. Who are you writing the goal for? You would identify the who. What are they going to do? What level or criteria are you expecting from them? Are you expecting an accuracy level such as 80% or a degree of mastery, such as how many times the behaviors being observed, like three out of four trials? Under what condition? So what is the setting or the situation or the material that you're giving them? In what length of time are they expected to accomplish this goal, and how is progress going to be monitored? Here's a visual for you. In the left column here we have the conditions, examples of a condition. Let's just read the first one and the rest will be yours just to have as examples. Okay. The condition might be the time frame by the end of the year. Okay. The additional condition is when given. What are we going to give the student? We're going to give them a third grade level reading passage. It's important that we put third grade in there so we know what we're working with. What are we expecting the student to do? Mark will read aloud. What is our mastery criteria? We're expecting him to read aloud at a rate of 150 words per minute. Okay. Here is what it looks like. All written out. By the end of the IAP year. When given a third grade level reading passage, Mark will read at a rate of 115 words correct per minute. Okay. And you'll see there are some additional examples there in math and in a social goal. So let's talk about that measurability. Maybe you're wondering how would I measure what are different ways that we can measure. You can measure accuracy. Again this refers to the number of times that a behavior is occurring, such as 75% or 14 out of 15 times. The duration refers to the length of time and event, such as the student attending to task for 15 minutes. Rate refers to the number of times within a time period, such as words per minute or times per week. Okay, that is the rate. Your cumulative counts are like a frequency count. It refers to the number of times without a specific time frame, such as a student is waving goodbye on five occasions. Okay. We're not we're not measuring the accuracy of waving or how long the wave happens or how fast the wave is happening. We're just measuring that a wave happened across a certain amount of occasions. Okay. Additionally, we're going to be making some data collection decisions. Our data decisions need to guide the selection of your data collection tool specifically to your goal. So it has to match. We have to know what type of data is needed when we're looking at that goal. Where are we going to take this at? Who is going to take it and how often are they going to take this data? There are some rules for this. Um, some good rules of thumb down here is data must be gathered as frequently as necessary and no more. How often can it be collected? Depending on your goal, it may be collected daily, weekly or monthly. Who will collect the data. Anyone on this list can collect the data. And you notice others. You can have a peer collecting data. Okay. The effectiveness of services and instructional methods is best determined when progress is measured frequently, that is a true statement. You are not going to know if something is working or not unless you take the data, right? You also don't want to be sitting around and having a student using an intervention that is not helping them for a long period of time. So if you are going to be measuring progress daily, then you are likely to be able to determine if your intervention was effective within two weeks. If you only measure progress twice a week, it's probably going to take you a month to determine if the intervention is being successful. If you only measure it weekly, then you'll know within a quarter. Let's drive this home with a personal experience. Weight loss. Hey, you're on a diet. You just started your diet. Okay. You're expected to lose 10 pounds. That's your goal. Would you take data daily? Would you weigh yourself daily? Would you track your food daily? Would you, um. Participate in perhaps an online app or a journal or something that is tracking your data daily. And if you're wanting weight loss, wouldn't you want the daily data collection to really give you the most information you can to know if you're really torturing yourself? If you need to be waiting two weeks, would you really want to wait a whole quarter knowing that you can't have calves for a whole quarter? What right you would want to know. Hey, is this working for me? And the way to know if it's working is to track it, to weigh yourself. Right? That is your data collection. If you did it twice a week, then, you know, within a month they usually say, right. You know, 4 to 6 weeks, you'll know if something's really going to be effective in the long term if you are measuring twice a week. Okay. So again, the effectiveness of a service and instructional method or intervention is best determined when you progress monitor frequently. Okay. And the visual representation of data is where you are providing a picture of your progress. Okay. This helps you then clarify the written word or the list of numbers that you're using to make decisions. Ways to show data visually is through graphs, charts, and checklists. So again, let's take it to the personal level. If you were tracking your weight. Every day you are weighing in because you want to really be intense on how much you are losing each day. Some people do. Some people say, oh, I'm going to check at the beginning and I'm going to check at the end of the week and see how I did. That's okay. If that aligns with your goal. But what you would do is you would take that weight and you would place it on a chart. Okay, you might put it in an Excel across five six days. You're going to put in what your weight was. Click on the little chart and create a graph or um, a chart. And it is going to show you how much and which days of the week you lost to weight. Okay. It gives you a lot more information. And then if you did that over the next week and we're like, wait a minute, it looks like every Tuesday I don't move in my weight and suddenly I drop weight on Friday. So what is happening on Tuesdays or what is happening on Monday nights? Okay. It helps you then be able to make informed decisions about what needs to change in your intervention. Okay, that is the benefit of having that visual. Okay. So the back to the academic example here there's different forms of progress monitoring. Um, tools that you might be using to gather the data that you need, to find out what you need to focus on, what you're actually taking data on, and what your proof is going to be. So you can pull your progress monitoring data from curriculum based assessments or measurements that are teacher created, formative or classroom assessments, portfolios, observations or anecdotal notes, anecdotal notes, or just written down, um, you know, recordings of how a student is doing based on observation, short cycle performance assessments, checklists, running records, even a student's work sample is considered progress monitoring and inventory and rubrics. Inside your course materials. In unit two, module two, you will find there is a link in there for different charts. And it shows you, um, different ways that you can gather progress monitoring data, um, things like edibles, easy CPM and start the things with those assessments, uh, or progress monitoring tools is that you eventually still need to put the that different data into some kind of a spreadsheet. Okay. So the most usable way out in schools for teachers to do progress monitoring and to create the visuals to present to parents and students about their progress is to use Excel spreadsheet. Okay. That is the technology that is the most common. It's easily found and it's very easy to do. Okay, so you would take that data perhaps from Ames web easy CBM and place it into an Excel spreadsheet. Okay. When you're using the Cbas or curriculum based assessment, these are used for monitoring, reading, writing and math and the different components of each of those content areas. When you're doing probes, probes are using a brief reading passages. They're just short little, um, little tests that you might be giving to a student that just has a minimal amount of practice, um, or a review from concepts you've already taught. So perhaps instead of just, you know, if you remember, um, maybe a spelling list as you were in elementary school and you would be given a little spelling test every day just to see how you did, to know what words to continue to study. But the final test was on Friday. Okay. I don't know about you, but that's the way it always was when I was in elementary school. So during the week on Monday, they give you the first spelling test. That's where you went. Oh, man. You know, I missed nine out of ten. Man. I got a lot to do. The rest of the week, the teacher builds in activities to work on those spelling, um, words to practice them many different ways. You may take probes partly through the week, which would just be, um, just a quiz on the words that you did miss. Okay. And then the like I said, the final test might be on Friday, the final assessment. So these can be, um, teacher created assessments as well or formative assessments. So data collection provides information that is used to drive instruction. It has to be reviewed regularly on and on a predetermined basis. You want to be using the data to make to determine if the student is making progress toward the goals and objectives, and also to determine how well that they're actually responding to that intervention that you implemented. So so there's thing called TBI. You will find it in the multi tiers. Okay. So in the MTS it's years used in tier one and tier two. Where you're going to be using a valid and reliable progress monitoring steps, and these are essential to determine the effectiveness of the intervention. The whole goal of DBE is to help target and find the supports for students. Okay. And that would include students at the intensive level as well. Um, so here are some tips before we look into some of the visuals I provided here. If the data shows progress is above target. Then the rule would be to convene and set new target or goals. Okay, you're not changing instruction. You're not stopping instruction. You're just changing the goal, maybe changing the way it's written. Okay. So just that's if they're showing above target. If a student's data is showing on target then the program is working right. It should be continued. If it's showing an inconsistency with student response, this means that student can do some of the tasks, but not all of it. So what the teacher would need to do is provide direct, intensive instruction just on those difficult steps. You're not stopping the instruction. You're not rewriting or changing the goal. And then if it is the data is showing below the target line, then the task is usually too difficult. This means that you need to teach the prerequisite skills. You don't stop teaching instruction and you don't change the goal. You just are going to be teaching those difficult steps, or perhaps the holes that you are noticing the student has with their learning. And then of course, if it shows master, then it's going to be, you know, up above the target or goal line. And at this point you would move on to a new goal. We kind of redid the progress monitoring. So the whole importance of progress monitoring is enabling teachers to make timely and appropriate instructional decisions. It provides us a documentation of how the students are making progress, and it provides us with accountability as well as, um, growth for instructional planning. Where do we go next based on how the students are performing? It promotes efficient communication with families who are able to track and show on a chart on a visual how their student is doing. With that, it'll encourage higher expectations of not only you as a teacher to step up your game, but also the students. Um, they'll be able to visually see how they're doing over time. And you can change their goal or get them excited about it. So that leads to an acceleration of learning and practices for students. This is all directly from your course materials. Um, looking at what the key characteristics of the progress monitoring tools need to be? Okay. They should be brief assessments. They should be reliable and evidence based assessments. They should be repeated measures that are maybe presented in different forms to students. So it kind of captures their true ability. Perhaps it'll be, um, measuring the age and appropriate outcomes, but it should also be providing continuous feedback to both you and the student. Okay, so have your progress monitoring data be useful. Be able to walk away and do something with it. When you are setting up your progress monitoring. These are the steps that you'll use, and I'll give you a little cheat sheet that has a little more detail, um, kind of later on in the PowerPoint. Um, so the first thing you would do is select what measurement tool you're going to use. Of course, this will be based on what your goal is and what your criteria is. You're going to determine what the expected rate of progress is going to be. This is where you're kind of setting that target line of, you know, where you were expecting them to be after a certain amount of weeks of intervention, you're going to plan for your data collection review. How are you taking that data? Then you're going to collect and share it. Once you share it and have those visuals and have all the numbers laid out, then you're going to analyze those results and make instructional decisions. And then from that you're going to continue to progress, monitor and analyze. So let's take a look at the visual here. What should the team do? Looks like we've got a second intervention that has been implemented. And they've adapted a few things in here. We've got the goal line. Our expected time frame was by January 25th. The student should be able. Two. It looks like hit about what? 75? Okay. So we're going to look at the last four. Why did I say the last four. Because we are going to use the four point rule. Okay, the four point rule means that you're going to take the last four data points. The most recent four data points. And that is where you're making your instructional decisions. Even though the student might have done really well up here, maybe this was a fun goal. Okay. But the last four shows that they dipped down below you would be making your instructional decision on those last four data points. So after making changes in the intervention, what we would do is we would collect and analyze the progress monitoring data to obtain reliable estimate data. It's going to be needed to be collected for six weeks. Okay. So not ten days, not three days, six weeks or more. Okay. You cannot make an instructional decision if you only have two weeks of data. Now, the only time that you might not use the four point rule is if you had a serious self-injurious behavior or a behavior where someone was being harmed, you would not spread that out. Of course, over six weeks you would still keep at least six data points, but your data points might be ten minutes apart. Right. So it's still you still need to have data points that are laid out and not just 1 or 2. Then the teacher is going to graph the data using Excel spreadsheet. And you're going to use this four point rule to examine the relationship between the most recent data points and the goal line. So let's look at this and see what kind of decisions might be made in this visual. Okay. The goal line is read. The data line is that blue? That's how the student is performing. You can see that currently we are above the goal line. So if the four most recent data points are on or above the goal line, then the student is demonstrating improved outcomes. Your instructional decision here would be to continue what you are doing. You do not want to change. Okay. You're going to continue with the instructional program because they're on the uphill trend, but you're not yet at your goal. If the four most recent data points are below the goal line, and the data then indicates that the child or student will not meet the benchmark. So what I always look at here is what's that distance between the goal line? If we're approaching the end of our time frame for when the intervention was supposed to be, if it was 12 weeks, 16 weeks, whatever it was, and we're seeing that there's quite a gap here, then we are to assume that looking at the rest of this, that gap has only widened. So it is not likely that they're going to meet the benchmark on the trajectory that they're on. So what you would do in this case is you need to make an instructional change. Okay. So maybe it's an intervention change. Maybe it's a complete separate way that you're teaching. You could be changing the grouping. You could be changing it from small group to one on one. If you had this kind of data based on the scenario that you are provided, that's when you make the decision of what that instructional change would be. We're going to use. Um, and I did take this from an Irish module, by the way. So I put the link in a little bit later, um, in the PowerPoint here, so you could go back and see how they use it. So this is just a visual, but all credit to, um, Iris. Uh, Natalia is, um, the student of focus here. I want you, as we talk through to think about this is the DBA process. Hey, it's data based individualization. This is all about Natalia. So the intervention team at her school decided to make quantitative changes to the validated program. Used during targeted instruction and to implement it for four weeks. The adapted intervention is going to look like this. So the quantitative means if they were changing the numbers okay. So they went from a small group of um, from a small group to a specific group of only three students. That group was homogeneous. So it was going to be based on the skills, similar skills, um, four times per week and 30 minutes per session. Okay. This is what they decided to implement. So this would be their step one while they're in step one. Natalia is going to be progress monitored. They're going to be taking data after four weeks of the intervention. They're going to come back and they're going to evaluate her performance. So if she is non-responsive to this new intervention that they came up with. Then they are going to do a diagnostic assessment again. They're going to try to determine why she was being non-responsive. Why was this not working for her? If she was responsive then they're going to just keep progress monitoring. Nothing is going to change. Okay, so then on to step three. Move through that really quick. Um. So on to step three. If they will be um, then doing the assessment. So let's take a look here. Natalia is making progress. If you look at this graph, is she not making adequate progress. Or maybe is there not enough data to make that informed decision? Here's where you put into practice the four point rule. We'll be using the quantitative changes. That was just implemented. We're going to use those last four data points. What kind of decision would you make? Remember, red is the goal line. She making progress? Not making progress. Or maybe we don't have enough information. Here's your answer. The four data points are below the goal line. This indicates that she is not making progress. Okay. So that means that they need to make a change here. Something needs to change. Okay. So they're going to have to identify some additional interventions that they could put into place or make some changes in the current interventions to support her learning needs. How are they going to know what to do? Okay. They did a diagnostic step to find out what the holes are. Okay. So again they're going to go back to assessment to determine what specific skills she's actually struggling with. And let's say from that they determined that they were going to work on decoding multi syllable words and fluency. And they believe that she might improve through the skill. And what they're going to do is they're going to increase the instruction from 30 to 45 minutes per session. They're going to do more explicit instruction with modeling and guided practice and independent practice. Lots and lots of practice. That's their new plan. Okay. So now they're going to progress monitor for six weeks with this new plan. And the data is going to indicate that she's making some progress, but not enough to meet her goal. Here we are. She is on the uphill. But you can see there's quite a gap with only one more week to go. It is very, very likely. If they continued with the intervention they have, that her trajectory will continue to increase but not meet the goal. So what do they do? You guessed it, she's not improving, so they're going to have to reveal the progress monitoring data. They're going to look for the patterns. They're going to again give a diagnostic assessment to determine what the skill deficit is. And they're going to go through the steps all over again. Okay. So that is the cycle of DBE. So this is, um, where her goal line was. And they put in this was the last graph we had looked at with the for now, with the new intervention that they put into place, which I'll go back to that slide. And they had determined, um, that their new instructional adaptation, she would benefit from some self-regulation strategies that if she learned how to better apply her decoding skills consistently, they were going to add these new, um. Intervention strategies for self-regulation into, um, her already working on skills. So they focus that she was making fewer decoding errors. Um, and she was reading more accurately, but she was failing to use the strategies consistently. So she has to really be taught how to use those strategies and be able to, um, self-monitor and self- regulate. Okay, so then they put that into place and they did progress monitoring. And this is what happened to the, uh, her words. Correct per minute. Suddenly, if we look at the last four data points that did the trick, it bumped her up over the goal line. Okay. All right. So let's look at the different data patterns that you might see as you are progress monitoring what they mean and maybe how it happened. Okay. So let's look at the first one. There's the goal line. The student answers the same number of questions correctly even after the intervention was implemented. So the dotted line is your intervention. And you can see from the baseline that they basically didn't go up. Not a whole lot happened there, right? So what this basically tells him is the student or the teacher rather did not maybe implement the intervention with fidelity. Um, maybe they didn't have enough practice time built in within the day. They didn't implement it like they should have. I used to see that all the time with behavior interventions. Um, it's not working. Uh, well, did you implement it every single day? What's the data? Uh, well, we did it once a week. Yeah, that doesn't work, right. So that would be why you would see the data like this. It's not moving. Um, so it also might mean that the intervention was not effective for the student. If you see a zig zag. Remember our four point roll kind of up and down, up and down here. This means that the student answers questions correctly on one day, but not on others. He appears to have the knowledge or skills being assessed. This data pattern would suggest that they're either not engaged or motivated. Or that the progress monitoring measures were not being scored or taken accurately. Okay. Uh, the data pattern here would be maybe that the student was answering very few questions, if any, correctly. This assessment might be too difficult for the student or the intervention was not, um, effective. Okay. So those are the three different patterns that you might see. Let's take a look at coal here. Okay, so cool is working on numbers of correct. Where has goal looks like it's surpassing 19 weeks here. Let's look at the last four. And how is he doing? What I always look for, like I said, is the gap. Is he moving along the goal line? And if we were to keep that goal line right there and he had a whole nother week, what could you say about goal call? Basically, the data would indicate that he is making adequate progress and he is likely going to meet his end of your goals because he's on that trajectory, right? So then what the team would decide to do is just keep doing what they're doing. You would not change anything that's going on. You can continue to keep it all in action. Okay. Cause doing well. Okay, again, here's the cheat sheet that I told you for each of these steps. This has everything kind of written out. So you can have examples all put together with the different steps of progress monitoring. The first thing of course, is selecting your measurement tool, um, and then identifying how you're going to do your measurement for progress monitoring. If it's curriculum based measurement, um, here are some different school wide screening measures that you might take data from. Again, the CVM is on there. Um, the devil's woodcock reading, woodcock math, um, pre, which is the primary reading inventory. These are all pretty easy to implement and score. It gives you a general picture of achievement in the particular area that you're scoring. It's usually pretty brief to administer. You can give it to all grade levels. Um it gives you really good information and that can go into your data collection. Uh, step two you would determine the rate of progress. Step three, you're going to plan for how you're going to collect that data. What's it going to look like, what your tools are going to be and how often you're going to collect it. Once you get it all collected and tracked, then you're going to share it. This is where Excel spreadsheet comes in. Are you going to create it? Put it into the sheet. Create a visual. From that visual, you're going to analyze the results and make instructional decisions. This is where I threw in the four point rule. Remembering what it is and how to use it. And then if you need to accelerate progress first student. Here are some strategies for doing that. A lot of it has to do with increasing the fidelity, um, that you are implementing. Then intervention the opportunity and practice you're giving for a student to work on that area and then adjusting things right away if it's needed. And then you continue progress monitoring and analyzing as you adjust things, you go right back to progress monitoring. And then analyzing to see if they're making progress. Okay. The next thing I want to talk about here is the taxonomy of intervention. So taxonomy has to do with the make up of your intervention. Okay. How do you know what intervention is going to work for a student. Okay. You have to determine a few things. And these few things that you might use to determine what kind of intervention to use would be the seven dimensions of intensity. Okay. You don't want to use a super intensive intervention if it's not needed for a student. So taxonomy can be used to, um, systematize the process by which you and related personnel can set up interventions and the process how you monitor their responses. Your overall GRI uh goal is to increase the quality of intensive intervention and to improve student outcome, and to help schools design an intensive program that can be used for those less intensive programs. The tier one, tier one or tier one and tier two, tier two. But I can't talk here. All right. So you've got the seven dimensions. On the next page. I lay them out as a cheat sheet for you with their definition and kind of how it'd be put into place. So if you're looking at intervention for a student, you want to first determine what the strength needs to be. The dosage refers to the number of opportunities that the students are going to have to respond within that intervention. The alignment it should align with the skills that you're working on, right? Needs to be meaningful. It should also be able to be generalized or transferred to other skill areas. They need to be able to use prior knowledge and demonstrate a connection between those that are mastered skills, and what is related to the intervention you put into place. It does need to be comprehensive. Okay. So it should have all of the skills kind of together and strategies that you might use, whether it's explicit teaching, fading, prompting, um, reinforcement. All of it should be included in one intervention. Um, as far as behavioral support goes, it should be um, including self-regulation and executive functioning components. Okay. Executive functioning, we will discuss and in just a bit I'll define those for you. Um, and then individualization, of course, it needs to match the student that you are working with and whatever their complex needs are. Okay. So this is the makeup of the intervention. And how are you going to determine the intensity of the intervention you're going to put into play for a student? All right. When we move into instruction here, um, you will find in your course materials. There are two big sections. One is systematic instruction and one is explicit instruction or explicit teaching. They are categorized as both being evidence based instruction okay. Systematic instruction is the most substantive, substantiated, evidence based instruction that there is. It is effective when you're teaching various skills to students, um, particularly math skills. There's lots of studies about teaching math, and I do use this as an example here. Systematic instruction has been used to teach like frequency telling and graphing, addition, use of a calculator, and graphing use of a number line. Basically, it's used to teach um, skills that required steps within each of those in order to conquer or to master that skill. So here's an example. If I was to be teaching how to count money using systematic instruction, I would break down how I was teaching money and the component skills that are required that build upon one another to make up the skill. So I wouldn't teach just one of these areas in isolation. Okay, that's actually called explicit teaching. If you pull it out and teach it in isolation, systematic instruction has to do with teaching each one of the steps. As a whole picture for the skill that you are teaching. And the skill in this case is I'm teaching money, counting money and the steps that are involved in counting money that I would be tracking to make sure they can do each of these steps. When they can do all four of these steps, um, then I would be I would be able to say that they are able to effectively count money because they are accomplishing accomplishing each of the steps that I have laid out here. It is the way that I am teaching laid out systematic step by step. It's a well-planned sequence for instruction. Each step or each activity within the systematic instruction has to be built on top of the other in order to make one complete skill. Okay. It's designed before activities and lessons are even developed. Before I start talking about how I'm going to, um, lay out, um. Stating the price as a cashier before I even decide I'm going to do that, I already have a visual in place of what my beginning. My goal is at the beginning and my goal at the end. For students, as far as attaining the skill, it involves lots of different instructional methods. It includes scaffolding, it includes system of prompts, and it includes reinforcement. And scaffolding is basically a systematic sequencing of prompted. Um, content. So where you're breaking things down, um, based on what students need to understand it better. They you're, you're helping to support them so that they can apply the skills independently. So you're using that scaffolding and approach to break it down. Now explicit teaching is out there on its own. Okay. So let's just for a moment, moment for a visual sake, say that systematic instruction is an umbrella. Okay. Umbrellas cover things, right? It's the overarching, um, cover or protection that goes, uh, above the smaller components that are underneath. Can whoever's holding it is being protected. There's, there's other elements to what the use of an umbrella is for. So with explicit teaching, I want you to consider if systematic instruction is the overall big umbrella in explicit instruction, direct instruction, peer instruction, cooperative learning, those are all components that are underneath the umbrella of systematic instruction. Okay. So overall you're going to be teaching a large skill or a broad skill here. And with explicit teaching you would be pulling out from that broad skill one specific area or skill that needs to be taught more in depth. Let's use an example of addition. With Kerry. All right. So we want to teach a student addition with caring. We would first start off with assessment. Okay. Let's find out what the student knows. So you've given the assessment. And you find the student does not even know how to do addition with caring. They're missing all the component skills from the beginning, like lining up the numbers so, you know, all into their decimal places or whatever. So they're not even aligning the numbers organizationally. They're showing that even if they did align them, they're not knowing to they need to start from the right and add towards the left. They're also not knowing that they need to carry and where that number goes to carry and how that all works. Okay. So systematic instruction is going to come in where the teacher is now going to design how they are going to teach the skill of addition with carrying double digit additions. Okay. So they're going to lay out those steps in. Those steps are going to include all the scaffolding that they're going to do, the reinforcement they're going to do and the modeling that they're going to do everything laid out. All right. And so then they're going to implement that. That will be systematic construction. Let's say um after and using a systematic instruction laying out teaching the skill through assessment, they determine that the student is doing all the steps correct except for the carrying. They're failing to carry. So now, using explicit instruction, the teacher will be focusing just on teaching the student how to carry. They're no longer looking at the big huge skill because through assessment they already prove they have that. So they're going to explicitly teach just carrying. They might do that by modeling. Having visual models. They might do that by some prompting. Perhaps they're going to put a little box above the the digits on the left, um, so that the student sees that this is a problem that involves carrying and they know where to carry. Okay. Maybe they're going to have graph paper that they're going to implement to keep those numbers organized. And maybe they'll have some other highlighting or prompting going on. This is all helping with modeling prompting organization. And they're going to be teaching that student that skill specifically and explicitly teaching lots of modeling, lots of practice. Okay, so that is how the two are different. Um, explicit teaching is a step by step modeling that's going to be provided before guiding students to apply the new skills they're going to be showing them, and then gradually releasing that responsibility to them. Um, an example I pulled from teaching smart words is the gradual release of responsibility is explicit instruction follows. Along with that I do we do you do model. Okay. That's what it is. You are first modeling, then you're doing it together, and then you're expecting them to do it on their own. And you'll see, just with this example from early childhood, how much more explicit instruction teachers do when kids are younger, and how that gradual release a responsibility for them to be able to do it independently through lots of practice, reinforcement and modeling over the years, they're finally able to, in the upper grade, be able to have just a little instruction, just enough to teach them any advance rules, and then they're should be able to do that skill on their own. Okay. And really, um, really reflect and experiment and be in charge of their own learning. All right. Right out of your course materials there. Um, was a visual, um, knowledge check. That's what this is. It gives you lots of information directly from the course study here on explicit teaching. You'll want to review this because examples that they provide in here are definitely going to be something you'll see on your pre-assessment, um, which aligns well with the okay. So you'll definitely want to, uh, take a look at these, um, and study with the different elements are of explicit teaching okay. Explicit teaching. You use clear language, you're going to demonstrate you're going to break skills down into complex parts. And you're going to do a lot of guided practice. Okay, the next part in your manual are in your course materials rather is a self-regulated strategy development. Okay. Or known as SSD. SSD is a method for instruction. This would be underneath that umbrella that I'm talking about. The systematic instruction umbrella. It's it's going to be a friendly neighbor with explicit instruction. Okay. Self-regulated instruction helps students to learn strategies where they can improve their own self-control and performance. And that way they can manage their own learning. Okay, it's taught in tandem with academic strategies to improve their outcome. So let's say they're working on an essay. A strategy might be for self-regulation is to use a graphic organizer okay. Or to use a checklist for their writing. Um. Other evidence based strategies and strategies that are implemented really help to reduce disruptive problems in the classroom. It helps empower students. It's very simple to use. It gives um teachers uh guideline for the six stages on how to implement these. Okay, so it's a scientifically validated framework for explicitly teaching students who need support reinforcement in practice. So SSD is essentially explicit teaching hold together with the focus of self-regulation okay. To really help those students that need that connection, that have high anxiety, maybe in high frustration and learning. As we talk through these, you will just see how a student that has that high level of need with SRS, with all of that teacher support, would really feel more comfortable learning the material. Okay, so the first stage involves developing background knowledge. This is where are you going to identify what skills the students do not have. This can be done through assessment okay observation. And then you will be maybe um, you know, giving them a little pretest. Let's say it's a spelling word or something like that that you're trying to determine how you're going to increase their, their spelling words. Um. And then learning them. You first need to find out what spelling words we're talking about, how many spelling words we're talking about. So developing background knowledge you would do an assessment to find that out. So from there, let's say your goal is to increase spelling words and um, their knowledge of them. So maybe you're in intervention. You're going to put into place. You're going to teach them how to use flashcards to learn their spelling words and to get very fluent with them. So developing background knowledge, you would also attempt to find out have they ever used flash cards for this purpose? Okay. So then you're going to discuss it with the students. You're going to discuss the use of flash cards to increase their word reading and their fluency. Okay. Um, and how it's all going to work. So then you're going to model for them how to use flash cards. Okay. Because they're not going to know. You're just telling them, hey, we're gonna use flash cards. Doesn't mean anything. You have to model it for them. And then the students will be memorizing how they are going to set up those flash cards, whether they're expected to write down the spelling word each week or whatever. And then they're going to memorize those steps of what's involved in studying whatever you taught them in the model section. Then after they've kind of memories with the steps, are you will still be there to guide them as they work through and practice in, um, the support it. So you'll be right there providing reinforcement, correction and feedback. And then the last stage is establishing independence. So this is where you should be able to get the student five flashcards. And they should know exactly what to do and how to practice those flashcards to build their skill. Okay. And some of these stages might be needing to be repeated as the student goes through them. They may need extra modeling. All right. And I also have provided here for you a breakdown. Iris module does a wonderful job of breaking each of those steps into a module, where you can go in and watch the videos and read the examples of how you would implement each one of these steps altogether. Six stages. Six steps, um, is called stressed. All right, just another reminder. If you are wanting to go back on the DBA process inside your course materials in unit two, there's an essential reading. Here's the link for it. This talks about how to walk through that progress monitoring assessment and adjustment, um, of instruction and how to make those determinations. So it's a great article on that. All right. We're going to move into just some other terms that you'll find on your pre-assessment in a. Um, I have provided here a co-teaching model. I'm not really sure where I got it from, so, um, I can't really say that I've had it for quite a while, but I've had feedback from students about how wonderful it was, um, as a model for them, and they could visualize it when they sat to take the away, and they were working through questions. Okay. So co-teaching is defined as two teachers working together with a group of students. And they're sharing planning, organization delivery and assessment of instruction in a physical space. So using these visuals you will see that there are six co-teaching models. Okay we're going to go to the next page where the visuals will be present. But I'm going to walk through the definition of each one to each one. Observe. This is where one teacher is directly instructing students while the other teacher observes students for evidence of learning. So you'll notice the dark ovals in the diagram one. Those are the teachers you've got once one teacher behind the desk. And then the little circles are the students and the rectangles are their desks, so they are all facing the main teacher. And then you've got a teacher observing. All right. The next one is station teaching. Station teaching is this where either the teacher is teaching a specific part of the content to the different groups, and they're going to be rotating between the teachers. So with station teaching, you will have one teacher teaching maybe a concept or a part of it. Then they move a bell rotates or sounds, and then they rotate to the next table. And then you'll see the third table has no teacher at it. This would likely be where the peers would work together and do practice. Okay, maybe some hands on activities, maybe iPad work, something like that. Again, a timer would sound and they would do a rotation. Um, that's a traditional station teaching that happens in elementary schools. Parallel teaching is when the class is divided into two different groups, and each teacher is teaching the same information at the same time. So again, visualize it. Two teachers are both actively teaching the same teacher or the same, um, concepts or the same content. Okay. That is, um, parallel teaching. Alternative teaching is when one teacher teaches the bulk of the students and the other teachers, just in a small group, gather at the back table. They could be working on, um, building skill for certain students that need additional practice. That could be where the special needs or tier three students are. Um, and they're getting that additional support from the teacher teaming has to do with or team teaching, as both teachers are directly instructing students at the same time. So they're kind of round robin as they're having a discussion. Um, that's kind of a fun thing to watch is, you know, true team teaching. If the both the teachers know the content and they can just kind of go back and forth. Um, students really enjoyed that increases engagement, for sure. And then, uh, co-teaching model number six is the one teacher, one assist. This one is where one teacher is directly instructing the students while the other one is floating around helping as needed. Okay, so there's no desk keeping them, keeping them behind. They're just going to be wandering around, floating around and helping students as they need it. Okay. So really study that model and those definitions. You have a clear picture of what co-teaching means. In the last few modules, people tend to really dig deep into the first few, and they forget these last few modules that have to do with metacognition and attention strategies. Please do not overlook these. There are many, many test questions on this section and it will cause you to miss out on passing that away. All right. You will want to know what metacognition is. It refers to the way you are thinking about your own thinking. So how do we apply that to students in the classroom? This is where the student will be asked to explain their thinking like, how did you come up with that answer? Or please explain how you got to that answer. Okay. We want them to be thinking about it and problem solving and not just going with whatever the response is, actually questioning it and reflecting on it. Executive functioning. I did mention that I would, um, talk about that. It refers to a set of important mental skills that affect all areas of of learning. Um, I put in some examples down below. It has to do with working memory, cognition and inhibitory control. Executive functioning is responsible for organizing and planning and prioritizing. Um, staying attentive, regulating your emotions, understanding different points of view, getting started on tasks and actually finishing them. Um, and then self monitoring, keeping track of what you are doing. Okay, so that's how you, um, would see executive functioning in like IEP goals or and plans. All right. Attention, strategy. Some of the most successful attention strategies, they kind of focus on students with ADHD in that mild moderate category. But one way a teacher can help a student who is having a hard time completing work or paying attention is by using proximity control. Proximity control is just about where the teacher is standing or how close they are sitting. To a student who is having issues in the classroom, that proximity alone may change the students behavior. Lot of research behind how it does. Um, if you have a student who has a disability or a difficulty in reading, some strategies you might use is to do what I don't do and that is speak slowly. That's why these cohorts are so great is you can rewind me, pause me, and fast forward me. I love it and I am talking the same speed no matter what. Okay, so this will help keep your attention if you know that you can can do that okay? Also, provide instructions in a meaningful way will help engage students. If you have students who are unable to follow multi-step directions, then you can provide checklists. Okay. This is helps with self-regulation. Um, having visuals and checklists and a visual board of their daily plan that will all be areas of, um, strategies that you can use to improve their attention and engagement. Um, in your knowledge, checks for, um, attention and memory. They have the different types of memory. So this is an activity that you will do. And there you'll do your own. I want you just to kind of use this then for the definitions of what semantic episodic, um, working memory, short term memory and long term memory are. These are really important that, you know the difference between all of those. All right. I will be sending this PowerPoint out with the recording. And in that is about ten slides of sample questions. I did not provide the answers to these questions. You're expected to use your own pre-assessment results in your coaching report to find the answers to these questions, as well as using the magnifying magnifying glass search option in your course materials. All right. Uh, just a little bit of a test taking strategy. Um, to help you with this. I've got two different strategies to share with you that have been very successful for students who have passed this. Oh, actually there's three. Um, what it comes down to is slow down. So I have a slow down strategy that I have taught students to use. Like I said, it's been very, very effective with this particular area because that tends to have questions where right away you think because you see the word that it automatically is the answer and it's not always the case. They don't always use the answer in the question. Okay. So um, one thing first to mention is you have 120 minutes for this exam. And students that are that are taking between 52 and 72 minutes are the ones passing this exam. So no matter how well you think you know your stuff, if you take less than that. My data has showed me that you do not pass, okay. You end up missing a few questions that when we go back and we think about them and talk through them, we find that you just didn't read the question properly. You were racing through it. All right. So here's my slow down strategy. Use your whiteboard. Okay. When you get your whiteboard and you get the clearance from the proctor, they will have you show both sides to be sure there's nothing on it. As soon as they give you the okay, this is not when you start reading test question one. What you should be doing is taking your whiteboard and doing a brain dump. What I mean by that is, you know, those questions where you memorize them and memorize them, but they give you anxiety because you're like, I know I'm going to miss it when I see this question on the exam, I just know it. So the whole time your body is increasing in anxiety because you're anticipating that question that you know is going to be on there, you know, you're going to have to show your stuff about those vocabulary words and terms, yet you don't do anything about it except for keep forgetting. So my strategy that has worked is using that whiteboard. You flip it over and you do your brain dump of all those terms that you have memorized, and you've memorized them because you're so worried about them, worried about forgetting them, or mixing them up with each other. You write them down. As if you were just creating a flashcard and you were studying. Write it all down. All of those terms, maybe with bulleted items rather than full definitions. Take your time to start and just do that. What you're doing is you're creating your own cheat sheet on the back of your whiteboard. Okay, so it's a brain dump. Everything that you're worried that you're going to forget. Why wait till it comes to the question? 30 questions in so that you could be anxious for the first 29 questions. Instead, write it all down in one place and use your whiteboard as your brain. Okay, flip it over, and then you're going to start with the first question. Okay. My slow down strategy is to start with letter D on all of our multiple choice questions. There are four options ABCd D. I want you to read the question. So in this case, which procedure will provide enough data to initiate any instructional changes if needed when calculating student progress? In our head we're going to say what are key words that this question is about. This question is about calculating student progress because we need to make some instructional changes. What procedure would we use? Basically, I just reworded the question right. I'm going to start at letter D, I'm going to use my whiteboard and I'm going to go down and I'm going to say calculating student assessed data points after ten days. Do I have anything on my cheat sheet? About ten days. What do I remember from the course material? How many data points should we have? We're going to flip it over. And if we wrote that in our brain dump, we know that we need at least six data points, right? Or six weeks. Therefore calculating self-assess data points. We're not talking about self assessment at all. Okay. After ten days would not be one of our options. So we already know that D is not an option. Letter C calculating the result of commercially available assessments. That does not apply to instructional changes or to calculating student progress right away. They're talking about a commercially available assessment has nothing to do with your question. Get rid of it. Option B calculating performance level after a minimum of three weeks. Wait a minute. Are we talking about performance level or are we talking about student progress? Let's go back up. What is performance mean? That means how well a student is performing. Her question wants to know how well a student is progressing. Okay. So. And if they're making progress. Progress and performance. Here are two different things. At a minimum of three weeks. Mhm. I remember something about six weeks or six data points. So boom letter B is gone. That leaves you with a let's read it then. Instructional changes need to be determined. We're going to be calculating student progress by calculating the rate of progress after a minimum of eight weeks. Yes we're talking about student progress. We've got the right amount of weeks there. Right. Six weeks or more, six data points or more. And from there, can we use that procedure to initiate any instructional changes? Yes we can. Okay. So you've been able to work through slowly and weed out your answers okay. Using the main terms in your question. The other thing you can do is if you need to, uh, define those terms in your question. So I might have written on my whiteboard what are instructional changes. What are those mean? Maybe I put three bullet points down for what it means. What is calculating student progress? What are ways to do that? What do I know about it? I know that it has to have six weeks or more. I know it has to have at least six data points. Okay? It has to be based on assessment. Okay, I know all that stuff. I want to be seeing how the student is progressing. That's what it's all about. That will help you answer that question. Okay. That is the slowdown. Using, um, again, I give you lots of visuals here. Um, these are all your sample questions you could go off of. Um, and that is that for preparing for the. All right. So the next part we want to talk about here, we still have some time is the lesson plan. Lesson plan is task two. Please go to your unit five module nine for all the instructions and task directions you can click on your task directions um under the Performance Assessment tab. But they do a stellar job of providing all the information you need in your course materials. I highly recommend you go to your course materials and you view the video about how to do the lesson plan. They have everything right there, right there for you. I'm going to share some of the things that they do have briefly here. All right. Sorry for the delay here. Taking a moment to load. There we go. Inside. Um, the lesson plan, a segment. That or the lesson plan that they provide for you. Um, they have an exemplar in there for. So you'll find the lesson plan guide once you click on it. It's got many videos that lay out each part of this task for you. They couldn't have made it any easier. You know, if you're not sure what what the expressive communication stuff is all about, go to the communication section. They tell you how to come up with the answer. Okay. There's many videos for all of that in that lesson plan guide. Um, they provide you with the template that is blank. It'll look like this. This is the exemplar. So they provide you with an exemplar for Mark and exemplar for Julie. Um, they give you the profile for Mark and the profile for Julie. Mark is elementary and Julie is secondary level high school. And this is what it would look like. Okay. So this is the exemplar completed. Please be sure that you do not use the information in here about Mark. It just so happens that it is the same name. Um, and some of the same IEP goal areas. But please do not use the information from the exemplar, or you're only to use the profile information when creating your lesson plan. You want to be sure that in the state standard, the standards and objectives that you use the blue link to find your Common Core state standard in there. Um, and then you copy and paste it along with the alphanumeric code. Okay. That code needs to be in there. You will create a learning objective based on where you're going with your lesson plan. Um, you will take take from the profile. Copy and paste Mark or Julie's IEP goal that you're going to focus your lesson on. You're not coming up with your own IEP goal. You're copying and pasting it. Creating your benchmarks. You then are going to identify materials you're going to use within your lesson plan. Be very specific. You can if you need to. If there's a PDF of the passage or whatever, include that PDF link. Talk about the technology you're using. Your base baseline data information needs to be what assessments Mark has taken. Please include the assessment name and scores would be very important. If you were getting a new student, you would want to know. Not that just they took the Woodcock Johnson right? You want to know how they did on it and how they did in relation to your IEP goal area? Okay. So include the scores please. Talk about the requisite this is where you have. You'll be identifying within your lesson plan whether the student is building expressive or receptive communication skills or both. Okay. And you'll mention how they're doing that in your lesson plan. And then down below, specifically, what communication skills are you going to use from your lesson plan for them to work on that expressive or receptive communication skill you identified up above? Okay, so this part should all come from your lesson plan. You're developed really backing up, um, how you used it, what strategies you would use to support the use of the communication skill during instruction, and then how they will demonstrate the skills such as using tools like story webs, graphic organizers, or the story starters. Okay. All right. And then you'll work through the parts of the lesson plan, your design, your own. On the left, you'll have what the teacher is doing. On the right, you'll have what the student is doing. You will identify your formative assessment and your summative assessment. The notes in the video identify the summative assessment needs to match your objective. However, you will not just be simply copying and pasting your objective. You would not want a substitute teacher to find that the summative assessment directions you left for them was just a copy and paste over of your objective. What's that telling them to do? They don't know what to give the students. They don't know what you're expecting. So you would want to be specific and identify. The student will be given, um, a graphic organizer and the passage from The Three Little Pigs. The students will fill out the graphic organizer with the information they gathered to find, you know, key details or whatever. Um, your goal was with what percent of a criteria, what accuracy are you expecting? What level of performance are you expecting to come out of your summative? Your summative should basically be your final exam for this lesson plan, right? So make sure you write it as such. Needs to have that detail in it. Rationale. Theoretical principles. In this section, you will be taking the strategies that you used in your lesson plan and highlighting them. This is your your opportunity to, um, to really reflect on what you used and the theory behind using it. Okay. So you're going to explain what strategy you used, how they were beneficial for the student. And then you're going to find a scholarly source that backs up the use of that strategy that you used. So you'll be using an in-text AP citation. To paraphrase what it is the author said about the benefits of using that specific tool or strategy that you used, and then you'll create a references page at the bottom to include that. You'll see that this is plural as well as in the text directions. Therefore, you need at least two strategies in this section that you used in your lesson plan, and at least two, um APA citations scholarly sources to back up the use of those strategies you identified. Okay. Um, for those people that are in the masters program, I'll just keep you around for just a second here. There's a little bit different of an activity you will find at the end of yours. There is a reflection that needs to happen. You just have one extra little section, um, to complete. So please, if you are, um, a master's level student, please go into your test directions and be sure that you have answered everything you need to answer. Um, you know, for your test directions and rubric. Okay, just a few more components that the undergrads do not have. All right. That's everything I have to share with you today. Please, again, go into your module. Um, at the end of the course to find the information that you need. Um, to do this task. Okay. Everything is in there. Please use what's at your fingertips. Of course, you can reach out to me at any time if you need any assistance. Um, it's Doctor Krueger, and it's Mary Krueger at WGU dot. Edu. Thanks so much for joining me today. Have an awesome day.