Read This: Your TAPS Evaluation Score is up to You--Not Your Evaluator!

It is becoming apparent that my early predictions a year ago of defending your job by collecting, organizing, and updating evidence in notebooks (called paranoid back then) is becoming reality and possibly a necessity.

Your Evaluator may only look for as much evidence as they want to, take time to, or have time to - and then give you a score.  The score may not be a huge concern to them (even if it is a 2 or 1) because the score is not directly related to their certificate.  The teacher's evaluation score is up to the teacher, not the Evaluator.  Let me explain.

At the mid-year evaluation a friend of mine received a 2 on TAPS #6.  The Evaluator looked at two students' grades in the electronic grade book and out of 9 summative grades, those two students had either turned in none or one.  The Evaluator concluded that the teacher was not assessing well and summarily gave the teacher a 2.

The REAL story is that our of 30 or so students in the class, the Evaluator picked the two students who are ill-behaved, in ISS (in school suspension), frequently absent, and/or are two of the most troubled students in the school.  The Evaluator did not look at the entire class' grades, average, or completion status (which s/he was able to do), only the two "problem children."  Now, to me, that is either trying to be a "gotcha," a vendetta of some sort, ill-trained, or incompetence on the part of the Evaluator.  As people say, "That ain't right."  The TKES/TAPS process has been presented as a "totality of the evidence," but the evidence has to be reviewed first.

As a result, the teacher, in his/her defense (and anxiety) had to spend quite some time point out to the Evaluator other students in the same class.  The project turn-in rate and grades were quite high in fact.  Seeing the data, the Evaluator changed the 2 to a 3.

If you have ever been in a position where you had to regularly defend your job, you know the stress it creates, the morale it devastates, and the decrease in your effectiveness.  It creates a terrible work environment - especially mentally.  That teacher looked defeated.

However, in my mid-year conference, my Evaluator indicated that s/he had reviewed some of the evidence I had uploaded into The Platform (I think I have scanned and uploaded about 300 items).  That sounded good to my ears.  To me, that is an indication that s/he is trying to review the totality of the evidence, is doing his/her due diligence, and if there is a question, we can refer to it during the conference in The Platform.

I urge the effective teachers of this state to collect past and present evidence for the TAPS elements, organize it in some fashion that can be easily accessed, and take the evidence to meetings.  If you need suggestions on how to collect evidence, organize it, present it in notebooks, or uploading it into The Platform online, please see earlier blog posts of mine--also review my blog "How to pass all 10 TAPS in one lesson."  If you are going to the GMEA convention in January, stop by the poster presentation session or the Friday evening concert and let's talk.  We'll talk TKES.

Substantial Poverty in Georgia...is there anything teachers can do?

• (Dusen, p. 6)"About 57 percent of the students in Georgia's public schools are considered low-income...."  "With 27.2% of the state's children living in poverty, Georgia now has the 6th highest childhood poverty rate in the nation. U.S. Census Bureau, American Community Survey Profile, September, 2013"
• (p. 7) "...87 percent of the school districts in Georgia serve a majority of low-income students."  "...the 2015 state budget includes a $350 million increase in education funding, but...this will do little to reverse the $8 billion in austerity cuts they've suffered in the past decade."  "'People recognize that poverty has increased, but I don't think they understand the full impact it has on the child,' says Reada Hamm...."
• (p. 8) "Poverty Rates of Georgia's 5 Largest Cities: Augusta: 27.4%, Macon: 27.4%, Savannah: 20.3%, Atlanta: 18.9%, Columbus: 18.5%"  
• (p. 9) "More than 1 in every 4 Georgia children are food insecure--28.8%.  That's more than 700,000 children under the age of 18."
• and again:  (p. 12) "87% of the school districts in Georgia serve a majority of low-income students."

As a teacher in a low-income county and school, the effects of low-income (low-socioeconomic and poverty) are real.  In Georgia, students are tired because they are taking care of siblings when they get home, students do not know when the lights may go out or the water will be turned off, parents are taken to jail, students live in homes where multiple families are sharing inadequate space, mothers have multiple boyfriends, students come home to find their belongings on the front lawn, students may not even live in a home but a storage unit.... (Dusen)

I may not be able to make changes to "the system" so that poverty is eliminated, but I can make a difference for those students in my classroom.  I found this out: A teacher can offset some of the factors of low-income situations (Cason, 2011).  My doctoral research was driven by the fact that the students in my Title 1 school were not achieving as high as the students in the higher-SES schools in the same county.  This should not be the case!  We have the same curriculum, same lesson plan design (which was the problem), and good principals, teachers, and facilities.  Why is there a disparity?

Having learned, through research, the effects of poverty and low-SES environments on students and their families as they relate to getting an education in public schools, I turned my focus on the area(s) where a teacher can specifically work to counter-act some of those effects so that students from low-SES settings can achieve.

To review the entire study, including problems, data, research, findings, and literature review, please refer to this link: Doctoral Study.  To review just the specific doctoral project lesson plan, click, "GC-Doctoral Study Project-Presentation here.  The lesson plan really makes a difference in student achievement (F(1, 863) = 35.398, p < .000).  In simple terms, the students in the classrooms where the teachers who used the lesson plan scored at least a half letter grade higher than the control group.  The lesson plan is adaptable to all grades, all subjects, all levels, and is compatible with TKES.

Comments from the web site:

In this section I have attached my doctoral study entitled "Activating Prior Knowledge With Cues and Questions as an Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools" for your review. 

Using archival data, this ex post facto study found a statistically significant difference using an ANCOVA, F(1, 863) = 35.398, p < .000, for the research question investigating the effect on student achievement when teachers specifically activate students’ prior knowledge before using the LFS model of instruction.

The resulting project from my doctoral study was a lesson plan design that incorporated activating students' prior knowledge before starting the main learning goal(s).  Prior knowledge is a critical component of learning new material, concepts, or skills; unfortunately, it is often overlooked in a rush to 'get on with the lesson.'  

"Curriculum coverage is not synonymous with learning" (p. 3)

Teachers, even though our evaluation system has changed and our stress has (probably) increased, teach.  Use the best instructional strategies (document 1), the best methods (document 2), specific goals, and direct instruction to offset some of the effects of poverty and low-socioeconomic situations.  Teachers can use the lesson plan in non-poverty areas as well.

References
Cason, M. G. (2011). Activating Prior Knowledge With Cues and Questions As a Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools. (Ed.D. 3469058), Walden University, United States -- Minnesota. Retrieved from https://sites.google.com/site/gcason123/doctoral-study  

Dusen, C. V. (2014, August/September). The Growing Face of Poverty. PAGE ONE, August/September, 32.

Zero TKES/TAPS Stress Now...

I must say, that after realizing how I could document and pass all 10 standards on a day where I was not even teaching has been very liberating.  I am not going to upload any more documents into The Platform.  I am not going to save copies of any more grade reports or data samples.  I am not going to update my notebooks.  I am not going to worry about any more evidence.

If you have not seen the blog post, handbook, or PowerPoint on what I did, I recommend you take a few minutes to view it--it will save you time.

I incorporated the lesson plan from my doctoral study (Doctoral Study Lesson Plan) with the TAPS Standards and Elements and made notations in my lesson for the Evaluator on how I was meeting each Standard that day.  I think it is comprehensive and convincing.  A friend of mine, who hopes to be a principal soon, said that s/he would use it to help prepare his/her teachers for TKES.

The handbook and PowerPoint can both be found on my website on this page: GC-District Walkthrough-PPT.  I prefer the PowerPoint for viewing...

Respectfully,
Glenn

TKES Conversation-January 2015

If you are going to the Georgia Music Educator's Association state convention in Savannah January 29-31, why not stop by have a conversation, share ideas, and discuss TKES?  I'll be at the poster session presenting the results of my doctoral study: "Activating Prior Knowledge with Ques and Questions as a Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools."  The result was a lesson plan introduction that dramatically increased students' achievement compared to the teachers who did not use the lesson plan.

Using archival data, this ex post facto study found a statistically significant difference using an ANCOVA, F(1, 863) = 35.398, p < .000, for the research question investigating the effect on student achievement when teachers specifically activate students’ prior knowledge before using the LFS model of instruction.

The lesson plan from my doctoral study is used in my TKES lesson as well.

I will have copies of my "Saxophone Handbook" for you to review, "How to pass all 10 TAPS in one lesson," and other items that could assist you in a) teaching, b) TKES, c) saxophone instruction, or d) lesson plans.  All of the information is free.

I will be performing at the Friday night concert as well; it should be a good program of music.

Hope to see you there.

How to pass all 10 TAPS in One Lesson

Refer to this link on my website and view the "GC-Demonstrating all 10 TAPS.pdf" handbook.  It is a summary of the ideas written in this blog dated 11-16-14.

The handbook could be titled: How to demonstrate all 10 TAPS in a single lesson without using further evidence.  See what you think....

Effective teachers, effective strategies, and effective assessments may not get noticed through TKES/TAPS evaluation

There are 2 elements to this post: actual effective teaching through effective instructional strategies and assessments, and documenting effective teaching through effective instructional strategies and assessments for TKES/TAPS.

Actual Effective Teaching: The result of my doctoral study was a research based lesson plan design that was flexible for all subjects, all grade levels, and would help the teacher offset some of the effects of low-socioeconomic situations on middle school students’ learning.  It is a very simple design, and it works.  You can view it here: https://sites.google.com/site/gcason123/lesson-plan-design   Briefly:

Relevant Literature:  As the research base increases, there is an emerging picture suggesting that low-SES factors do affect student achievement, students from low-SES environments are likely to have less prior knowledge than their higher-SES peers do, and prior knowledge is a critical variable for learning new content (Barton & Coley, 2009; Planty et al., 2009; Stewart, 2008; Wyner et al., 2008) .  Past researchers have shown that an effective classroom teacher can offset some of the low-SES effects [emphasis added] (American Psychological Association, 2008; Brown, Anfara, & Roney, 2004; Marzano, 2000, 2003; Marzano et al., 2000; Williams, Kirst, & Haertel, 2005). As Marzano (1998) pointed out, there is a relationship between APK and increasing student achievement for low-SES students [emphasis added]. Marzano (2003) also noted that effective teachers increase student achievement approximately 50 percentage points in 1 school year….  Goodwin (2010) noted that the difference in student achievement in a single school year from a highly effective teacher could be a gain as much as a year and a half  [emphasis added] versus a highly ineffective teacher who could increase student achievement a little as one half year—a potential difference in student achievement of an entire school year.

Results:  (Simply put, the students in the classroom whose teacher APK scored 5 points higher than the other classes with a 99.99% certainty.)  The classes where teachers APK had a statistically significant greater increase in achievement, controlling for the pretest and grade-level effect as indicated by their standardized posttest scores, F(1, 863) = 35.398, p < .000, than the students whose teachers did not APK and only used LFS.  The critical region for the F ratio was 3.86, α = 0.05.

Here are the elements that need to be in the lesson (note that every element is the summation of high quality research findings): 

Assumptions: Expectations must be clear to the teacher and clearly and directly communicated to the students.  Learning goals (concepts, skills, and/or relationships) must be specific and directly linked to prior knowledge.  Students’ prior knowledge must be activated before proceeding with the instructional component.  Explicit classroom behavior, participation, and outcome results must be clear to the teacher, and explicitly and directly communicated to the students.  Identifying similarities, differences, and relationships for new content and as they relate to prior knowledge is the strongest instructional strategy.  Practice/homework provides self-pacing and exploring required concepts and skills.

Components: specific curriculum standard, specific learning goal, specific learning activities, general and specific prior standards, specifically activating prior knowledge, essential question, specific explicit directions, specific learning activity structure (beginning, middle, end), specifically identify similarities, differences, and relationships; specific practice opportunities; specific directions for orderly classroom.

Why do I bring that to your attention?  To demonstrate the absurdity of what a teacher might have to do to document effective teaching for Evaluators, Observers, and Teachers in the TKES/TAPS walkthroughs.

Our school had a district walkthrough this past week.  Principals, TKES Evaluators, Assistant Principals, and the like, walked our hallways, went into classrooms with their clip boards, took notes, and had meetings to provide a “snap shot” of the quality and effectiveness of our school.  In the end, they provided a list of areas that were “glow” and areas of “grow.”

Documenting Effective Teaching: The following sample is what I wrote on the board for the day’s lesson.  I literally read every Standard and Element and typed out how/if it applied to the lesson that day.  Simply put, the students had their weekly Thursday playing test.  Because the students know how the procedure works, I normally would write on the board, “TEST: #49.”  But for those who are not familiar with my procedures, subject matter, and instructional techniques, I wrote it all out so that I would get “credit” for meeting the Standards, Elements, and being a good teacher for our school (obviously, there is more to being a good teacher than just this….)

Go straight to your instrument, straight to you chair, and prepare for your playing test.  You may warm up on your own.

1.      Today you will be demonstrating your prior knowledge of Standards 2 and 7 through individual playing in a formal summative test.  Sixth grade will play the first four measures of #49 (you want to demonstrate mastery of notes), and the seventh and eighth graders will play #82 without the repeat (you want to demonstrate mastery of rhythm).
2.      You all need to have a pencil and paper.  You will grade each other, make a brief note as to what needs improvement, and compare your grade with what I give them.  You may not talk during the test.
3.      Grade yourself as well; if you do not like your grade, practice at home some more, and you play it again for a higher score.
4.      To give the best, accurate grade, identify similarities and differences in what you see on the page and what you hear.  Ask, “How does what I hear compare with what I see?”

Prior knowledge to be graded:
Posture, embouchure, tonguing, fingerings, rhythmic understanding, articulation, tone, air speed, rhythmic accuracy, key signatures, steady beat, counting, time signature, evaluating musical performances, listing strength and weakness of performances, and effectiveness of performances

These exercises will be used to develop your skill for the concert December 18 in the gym at 7pm.  We’ve prepared for this test through a series of similar exercises in the book, so I expect you all to make at least an A—probably a 100.  If you want to take a risk, you can play the exercise (correctly) from memory, I can give you 5 points extra credit.  If we have time, we will work on concert music.

If you are familiar with the TAPS standards, you probably see the Standards and Elements in the lesson; you may have seen how I incorporated findings from my doctoral study.  However, to itemize, here is what each statement addresses—in my estimation:

Go straight to your instrument, straight to you chair, and prepare for your playing test [2.6, 7.2, 8.1, 10.4, 10.5, explicit behavior expectations and orderly classroom].  You may warm up on your own [10.5, specific opening of class, activating prior knowledge; differentiation of process, specific practice opportunities].

1.      Today you will be demonstrating your prior knowledge [specific learning goal] of Standards 2 and 7 [1.1, 2.5, explicit curriculum standard] through individual playing [3.4, 5.6, specific learning activity] in a formal summative test [5.1, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 7.2, 9.1, 10.5, learning goal is clear to the teacher; explicit directions communicated to students].  Sixth grade will play the first four measures of #49 [5.1, 5.3, 10.5] (you want to demonstrate mastery of notes) [explicit outcome], and the seventh and eighth graders will play #82 without the repeat [5.1, 5.3, 10.5] (you want to demonstrate mastery of rhythm) [1.4, 1.5, explicit outcome].

2.      You all need to have a pencil and paper [7.2, 10.5].  You will grade each other [explicit participation], make a brief note as to what needs improvement [8.2, 10.1, explicit participation], and compare your grade with what I give them [1.7, 3.1, 6.5, 6.6, 7.2, 7.4, 8.3, 10.1, 10.5, explicit participation, specific learning activity].  You may not talk during the test [7.2, 10.5, explicit participation and orderly classroom].

3.      Grade yourself as well [5.2, 6.7, 7.2, 10.5, explicit participation]; if you do not like your grade, practice at home some more [practice/homework], and you play it again for a higher score [6.7, 8.2, 10.5].

4.      To give the best, accurate grade [6.7], identify similarities and differences in what you see on the page and what you hear [10.5, 6.7].  Ask, “How does what I hear compare with what I see?”  [1.2, 4.5, 6.5, 6.7, identify similarities and differences, specific learning activity]

Prior knowledge to be graded: [2.2, 2.3, 3.2, 6.7, 8.6, learning goal specifically and directly linked to prior knowledge]

Posture, embouchure, tonguing, fingerings, rhythmic understanding, articulation, tone, air speed, rhythmic accuracy, key signatures, steady beat, counting, time signature, evaluating musical performances, listing strength and weakness of performances, and effectiveness of performances

These exercises will be used to develop your skill [1.4, 2.3] for the concert December 18 in the gym at 7pm [1.3, 3.8, 6.4].  We’ve prepared for this test through a series of similar exercises in the book [2.2, 2.3, 3.2, learning goal specifically and directly linked to prior knowledge, general prior standards], so I expect you all to make at least an A—probably a 100 [1.6, 4.6, 5.5, 8.5].  If you want to take a risk, you can play the exercise (correctly) from memory [10.5], I can give you 5 points extra credit [1.6, 2.1, 4.1, 4.2, 4.6, 5.2, 5.6, 7.2, 8.5, 8.6, 8.7].  If we have time, we will work on concert music [2.3].

The point?  I make an effort to be a highly effective teacher through research based instructional strategies, techniques, lesson plan design, assessments, paying close attention to the engagement and understanding of my students (formative assessments) etc. on a daily basis,  But, if I were to put “TEST: #49” on the board and proceeded with the test in the manner I did, I would probably have failed the observation walkthrough for that day (and received a “grow”) because the Evaluator/Observers did not understand the depth of what was actually going on.  My attention to detail is driven by the number of 2s given out to teachers, and the vast differences in Observer's and Evaluator’s recording of minutia (to the teacher’s detriment) or omission of details (also to the teacher’s detriment).  It appears that if the teacher does not make everything explicit, it may get overlooked.

I am planning on creating a detailed description (such as the first example above) to go on the board for each walkthrough and observation—especially when the Evaluator is looking for all 10 Standards in a single lesson.  I probably will label the statements with each Standard and Element (such as the second example) and give a copy to the Evaluator when they enter the room.

2s, 2s, 2s....

Please pardon the informality, but in my neck of the woods, they are passing out 2s like candy at Halloween.  I am under the impression that I am to be observed again soon, this time with the emphasis on Section 10: Communication.  I looked through my book to see what I had, when it was used, and the current relevance of my material.  I decided to keep what I had, but  update several areas.  I now have 51 pieces of evidence for Standard 10.  The type of evidence varies based on the Element.

I believe that there are administrators who are judging the teachers without ever asking for, or searching for, evidence; it appears some administrators are going to only judge what they see in the classroom.  I decided to update the material for Section 10 this week, update my table of contents, print out the new TOC, add it to the notebook, and upload it into the TLE Platform.  In addition, I e-mailed my evaluator to let him/her know that I had new evidence located in my notebook and s/he could review the summarized TOC when they came in.  I received a reply of, "Thank you."

It is my understanding that some evaluators will never ask for evidence and never look into the Documentation section of the TLE Platform.  This willful omission and oversight could cause a problem for teachers.

I believe that many of the teachers who received 2s probably did not have evidence/documentation ready or nearby or did not notify their administrator, but I do not know that for a fact.  Perhaps teachers are taking this lightly and thinking that they are "highly qualified" and will do just fine.  It is my recommendation that you keep your evidence current, applicable, and uploaded into The Platform.  If nothing else, it will serve as dated and timed evidence if you ever have to rebut a low score.

In my current estimation (and the way I feel), it is not about highly qualified or even highly effective anymore; it's about highly documented.

Effectively Organizing the TLE Platform

I am very good at doing things twice: first the cumbersome way and then a better way; I've discovered that long-term "learning style" again through uploading documents into The Platform.  My initial uploads seemed precise to me, and then after reviewing them, they were overly complicated and unclear (and probably would irritate the Evaluator).  I offer this procedure:

1.  When you upload a document, you have to specify which Performance Standard with which it will be associated before you are allowed to upload the document.  In the description section on the left, I put the section and element number and the descriptor, "Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions."  Under that, I put the exact titles from my table of contents from my notebook (copy and paste).  It looks like this:

Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions.

Lesson Plans (dated 8/30/13) showing sequential process for section assessment

Lesson Plans (dated 9/9/13) showing integration of curriculum to long-term goals

Example of all Essential Questions for the year for each lesson with mastery items underlined

Essay: §3.4.2 Understanding the Content and Mastering the Skills Through Research-Based Instructional Strategies

Then, click the check box for Standard 2 from the right side of the window, and then click, "Done."  This will create a section on the right that has a tab, "Attach File."  Like other "attach" tabs, it will open a "choose file" where you can select the document, then click, "OK" and it uploads.  You can upload electronic documents from your computer or scanned files.  Use electronic documents if you have them.  I had many samples of handouts I created for class as well as TKES essays - that had identifying titles - and loaded those into The Platform.  The titles of the documents load into The Platform.  

This is where it gets a little odd: I have scanned many documents (300+) into my computer to upload into The Platform.  Each scan automatically gave it a scan number (Scan0235).  I did not rename each file - that would take too long.  To help organize The Platform, I attached the scanned documents in scanned order with the associated Element descriptor in order of the scanned documents.  Meaning: if the Evaluator wanted to see the, "Example of all Essential Questions for the year for each lesson with mastery items underlined," s/he would look at the third scanned document under Section 2.3.

I have documents in my computer in folders such as, "Teaching Techniques," "Handouts," "GC-Publications," and "GC-TKES."

2.  What do you do with all of those scanned documents?  I occurred to me that I file them somewhere for safe keeping.  So, I created a folder, "GC-TKES/TLE Upload Documents/TO DO."  These files were scanned in order from my notebook, so as I use my table of contents from my Word document, I can put them in the right section of The Platform.  I did not scan all of my documents; only the clear, precise ones that showed excellent evidence.

3.  What do you do with the scanned files after you upload them?  They are still located in your, "TO DO" subfolder.  I decided to create a subfolder entitled: "GC-TKES/TLE Upload Documents/Section 1" then one labeled, "Section 2," etc.  That way, if I need to go back and double check a scan/file, I can find it easily.  I know now which scans have been uploaded into what section and what scans I still have to upload.  It looks like this:

GC-TKES

TLE Upload Documents

Section 1

Section 2

etc...

TO DO

Table of Contents

You may recall that I decided to enter my entire table of contents (TOC) into each Standard to show the totality of my evidence.  (You would be correct in inferring that I have a, "preponderance of the evidence" philosophy with this new system.)  I will reload the TOC as my evidence notebook changes.

Uploading to the TLE Platform-updated

There is quite a bit of discussion in our area about recent evaluation scores on the Teacher Assessment on Performance Standards (TAPS).  Some teachers are thrilled, some are enraged.  The TKES/TAPS system is as good, and as flawed, as the other "evaluation instruments."

1. There is one evaluator who has the reputation of only giving 3s to the teachers (unless they are very bad), with no hope of ever getting a 4 in any area irrespective of a teacher's performance.
2. One of the teachers in our area received straight 3s in all areas very quickly with no documentation required; yet there are questions regarding their teaching ability.
3. One teacher received straight 4s in two areas after a single observation, with not documentation.
4. Some really good, consistent, effective teachers are receiving only 3s.

Here is what I have noticed and think:

• It does not matter have much evidence you have to document your excellent performance if the Evaluator does not look at your evidence (i.e., Evidence Notebook) while at the observation.
• It does not matter how much evidence you have if the Evaluator does not ask for it after the observation.
• An Evidence Notebook is irrelevant if no one looks at it.  That is fine if 3s are OK.

I decided to proactively upload most of my notebook into the TLE Platform.  In this way, the documents are dated and timed indicating that I uploaded them well ahead of time.  While I was scanning documents (for Section 1) on my printer into a USB drive and uploading them, I realized that it may beneficial to upload the table of contents (TOC) that I have created for each Section of the TAPS.  So, after I loaded about 25 documents into the Platform, I uploaded each of my TOC for each section of the TAPS.  In my mind, in this way, there is notification of multiple pieces of evidence for every section of the TAPS proactively entered.  If I make changes to the TOC for a section, I can change it and upload it at a later.  In the end, all of this documentation will be associated with my evaluation, for a long time.

10/31/14
I learned at a meeting recently that as the current semester comes to an end, we will be meeting with our Evaluator for the Formative #1 session.  The Formative assessment will be an overview of all 10 Standards.  I asked if the documents loaded into The Platform would be reviewed and used as part of that formative assessment, and I was told, "Yes, they would."  I intend to have several (if not multiple) pieces of evidence for all 10 Standards in The Platform well before that time.

Notes and Thoughts About Observation #2

My second observation focused on Teacher Assessment on Performance Standards (TAPS) number 5 and 8.

5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

5.1 Aligns student assessment with the established curriculum and benchmarks.  

5.2 Involves students in setting learning goals and monitoring their own progress.  

5.3 Varies and modifies assessments to determine individual student needs and progress.  

5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.  

5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.  

5.6 Uses assessment techniques that are appropriate for the developmental level of students.  

5.7 Collaborates with others to develop common assessments, when appropriate.  

8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

8.1 Maximizes instructional time.  

8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.  

8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.  

8.4 Provides transitions that minimize loss of instructional time.  

8.5 Communicates high, but reasonable, expectations for student learning.  

8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.  

8.7 Encourages students to explore new ideas and take academic risks.

On this particular day, I was giving a test to the 6th grade class.  My performance tests have variety: students can demonstrate in at least three different ways that they have mastered the material, there is differentiation in content and product (differentiation in process has already occurred).  Even though I know that my classroom has been set up to ensure completion of Standards 5 and 8, I wanted to make sure that the Evaluator would make the link.  To that end, I gave the class instructions for the day and underlined the items that would match elements in the Standards.  The process for giving the test was not "a dog and pony show" for the Evaluator, this is what I routinely do; however, I normally would not underline the instructions....  Here are some of the items listed for the class that day (I did not include the highlighted Elements for the class, those were added for this blog):

Finish TEST TODAY on #13 [Element 8.3]. This is a summative test [Element 5.4] and will go on your report card. You can warm up on your own [Element 8.1] in the way that will help you prepare. 

Remember [Element 5.2, 5.3, 8.7]:
5 extra points for playing it from memory (correctly)
5 extra points for playing it "fast" (correctly)
10 extra points for playing it fast from memory (correctly)

This is to assess your skill in the standards about reading notes and performing alone [Element 5.1]!  Set a goal of making a 100 [Element 5.2, 8.5], but if you don't, figure out what you did wrong [Element 8.6], and you can try again for a higher grade in a couple of days [Element 5.5, 8.2, 8.6, 8.7].  I'd like all of you to make a 110 [Element 8.5]!  After you play, give yourself a grade of 1-5 and make a note of what you need to improve in your book [Element 5.2]. I'll use the grades to help you get better [Element 5.3]! Everybody will grade everybody silently and we'll compare scores.... We'll talk to each other - kindly -to tell them how to get better [Element 8.2].

100-110       Fantastic! Keep up the great work, it's paying off!

95-100         Great! You're right on track!

90-94           Very good! Practice some and try again for a higher grade.

85-90           Doing OK, but there are some things you need to review.

80-84           Need to review a couple of things and may need to have some additional help

70-80           You may have missed some important concepts - let's get together to clear those up.

<70              Let's talk....

In the end, my evaluation was successful and the comments appropriate (the class went very well).  It would seem to me that this level of detail is not necessary if you and your school evaluator have a good working relationship and you are comfortable with making 3s in all areas of the Standards.  In many ways, this Observation Instrument is just like all the ones before: you will pass unless you are doing something horribly wrong.  TKES just has more definition than the previous GTOI, et al.  I feel it is important for me to make 4s on at least several of the Standards; so, I am putting forth effort to make as many of the Elements observable as possible.

Links for Teachers

Please refer to the "Links for teachers" document for hundreds of quality links.  Topics include:

Academic Skills

Arts & Crafts in the Classroom

Assessment

Autism

Behavior & Behavioral Problems

Brain-Compatible Instruction

Bulletin Boards

Character Education

Classroom Management

Classroom Resources 

Common Core & Standards-Based Curriculum

Differentiated Instruction

Digital Citizenship & Online Safety

Diversity

Early Childhood Education

Economics

English as a New Language

Foreign Languages

Government Educational Sites

History

International Education

Language Arts

Lesson Planning

Literature

Literacy

Mathematics

Middle School

Music

Physical Education

Primary Source 

Reading

Response to Intervention

Science

Social Studies

Special Education & Learning Disabilities

Standards-Based Curriculum

Student Teaching

Substitute Teaching

Technology in the Classroom

Testing

Metacognition; TAPS 6.7

Metacognition is important in life.  It is important for you as an adult learning new concepts or skills, important for you as you evaluate your effectiveness as a teacher, and important to teach your students so that they become independent learners.  In addition, it is Element 6.7 in the TAPS portion of TKES: Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.

It has taken me quite a while to figure out a way for me to incorporate and specifically teach metacognitive strategies to my students.  For me, metacognition is relatively new (I became aware of it, in an intense way, while working on my doctorate) and has two aspects.  One: metacognition is your own personal awareness of your comprehension, understanding, and ability to ascertain your progress in learning.  Two: there are "stacks of research" showing how important it is for students to use metacognition to increase their achievement.  I use metacognition all the time, but either I was not teaching it before or I was ineffective.  Now that metacognition has become more pronounced in education, I do not think that my students truly could gauge their own progress without my telling them.  I do not want to be ineffective; how do I change that?

I read an excellent article last year about promoting meta-cognition in the classroom, and even though it was a bit cumbersome and had too much information, I created a way that would be simple, quick, and effective for my students; you can do the same.  Not only will it easily demonstrate element 6.7, but, more importantly, it will help you and your students.  It shows them where they are in their understanding (concept) and demonstrating (skill) of each learning goal and you where they are.

I teach middle school, so after each new concept is presented or skill is described, the students give themselves a score from 1 to 5 and note what is the area of weakness.  Each time the concept or skill is reviewed, the students re-rate themselves and note any changes in weakness.  Not only has it been very helpful for the students to gauge for themselves (and compared to others) how they are doing, I can quickly ask, "Show me with your fingers how you rated yourself" or "Raise your hand if you gave yourself a 5."  This week one class in particular had too many 3s and 2s.  I asked, "Why did you give yourself a 3 on that?"  Student answered.  "What do I need to do so that your score goes up next time?"  Student answered.  Result?  They understood the content, but could not perform the skill (to a level of 5) because I was going too fast.  Excellent: metacognition, formative assessments, student/teacher input for future planning &/or content....

My scoring system

1. I really don't understand this at all; I'm mostly lost.
2. I've got some of it, but I'm not quite sure I understand how all of this works together.
3. I've got most of it, but I get confused on a couple of parts.
4. I can do this very well; a few mistakes; I'll give myself a 5 by the end of the week.
5. I'm great; I could teach this to someone else; I could perform this on stage in the cafeteria during lunch time and get it right.

Instruction during an Observation--preview

From talking with other teachers in different schools, there is a vast difference in the amount of "intensity" for the TKES/TAPS process--for the evaluator and the teacher; this is true of any teacher evaluation system--past, present, and future.  If your schools has promoted a "be calm" atmosphere, that is fantastic; mine has not.  I know of one teacher where the school has put him/her on very close scrutiny and another school where a teacher passed all 10 TAPS Standards with a Level III and did not have to provide any additional documentation.  If you have been observed, or the climate in your school is of particular interest to others, please let me know (e-mail), and I will share your experience anonymously.

Up to now, I had been concentrating on each element in the standards to ensure the Evaluator would observe and document that I had completed the particular performance standard.  While I do not think that is a bad approach, it may not be all inclusive and there may be an easier and better way.  Instead of focusing on the details, it may be more beneficial to focus on the big picture.

The rubric for Performance Standard 3: Instructional Strategies, Level IV indicates that

In addition to meeting the requirements for Level III; The teacher continually facilitates students' engagement of metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.  (Teachers rated as Level IV continually seek ways to serve as role models or teacher leaders.)

 and the rubric for Level III indicates

The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students' acquisition of key skills.

Now, this is my 22nd year teaching.  I had in my teaching area the elements of Standards 3 & 7 typed up so that I could address each one (as seen in post dated September 9); that was stressing me out.  I think I found a better way.

Ignore the elements.  Teach.  Check for student learning.  Specifically:

• promote student learning by using research-based instructional strategies (I do that)
• engage students in active learning (I do that)
• facilitate the students' acquisition of key skills (I do that)
• students' engagement of metacognitive learning (I found a great way to do that this year)
• higher-order thinking skills (I use my DOK questions for that)
• application of learning (I do that)

I think that this approach will keep me focused on the main thing, student learning, and less on trying to pass off the checklist of elements--hoping the students learn while I perform my teaching.  Now, if they will just stop by and observe me!

Observation Preparation--upon further review

I do not like uncontrolled variables that affect me (or my certificate).  I do not want documents uploaded into The Platform if at all possible.  It was my assumption that I would have my first 20 minute observation this past week, potentially Thursday, then Friday; I was not observed.  However, during that time, I decided that one variable that could slip past was my Evaluator not looking into the cabinets were my lesson plans and evidence were located even though I had informed him/her where the materials were.  To remedy that, I put both on the table where s/he would observe me (I did not have the lesson plans standing up like that; I did that for the picture.)

I also learned something about the teaching process, student interaction process, and the communication process in anticipation for my observation - as I had 12 class periods to anticipate being observed.  I will post that information soon.

Observation Preparation

A colleague of mine was observed the other day.  The Evaluator did not see the lesson plans for the day, which were printed and in a notebook a few feet away.  When the observation was over, the Evaluator requested a copy of the lesson plans (i.e., "evidence," "proof") so that s/he could load them in to The Platform online.

Because we have not gone through this process before, I am still very skeptical and leery of The System.  It has been made clear to us (through meetings & document from the Ga DOE) that if the Evaluator does not see something, then we can submit evidence within 24 hours and it will be uploaded into The Platform.  To me, that automatically implies (a year from now when someone is reviewing your file) that you didn't do something in real time, were told to submit proof so that you could received a good score, you prepared some sort of document, sent it to the Evaluator, and s/he uploaded it to The Platform so that they could backward-document your performance on that element.  I don't think that will look good....

Now, thinking ahead a couple of years...  If I were an Administrator and were to look at a file in The Platform and saw that someone had multiple documents loaded into The Platform for many of the elements, that would be "a red flag" to me that many of the elements were not being demonstrated in real time--the teacher had to keep providing proof that they were doing their job!  Even if the evidence was appropriate, it would be a red flag.  I have been in the legal field as an Administrator, and after reading a bazillion resumes (pardon the slang), I have noticed that some patterns tend to reveal how people really are--not how they say they are.

I suggest to you that all the evidence you have collected and your lesson plans be located in close proximity to the Evaluator's location, AND that the materials be labeled clearly.  We have been told that the Evaluator has the opportunity to review evidence while they are still in the classroom and if they see the documentation, then they do not have to ask for it later, and it will not have to be loaded into The Platform.  Translation: if they observe the behavior in real time &/or see it in your notebook while they are in the room, then they don't have to upload it into The Platform.  This should keep The Platform clean and simple (i.e., you are a good teacher in real time.)

To that end, here is what I sent to my Evaluator today:

Information for my observation/evaluation: all paperwork/evidence for your review is located in the tall wood cabinet to the left of the main door near the "panic buttons."  On the shelf are: daily lesson plans, TAPS evidence for standards 1-10, and extremely detailed lesson plans for 6th grade as they relate/correlate with the Georgia Performance Standards and the Nation Standards.  Notebooks with evidence have table of contents with brief definitions so that you can discern the purpose of that evidence.

I intend that when he enters my room, I will either formally (verbally) or informally (through gestures) ensure that he has located the lesson plans, the TAPS notebooks (Volume 1 & 2), and my National Standards correlation.

TKES/TAPS Teacher information for evaluation

I decided that I would have copies of the TAPS (Teacher Assessment on Performance Standards) information at my area in preparation for the first observation.  I copied the standards and each element for Standard 3 & 7 and then underlined the parts I wanted to ensure I mentioned during the observation.  While I would normally say or have the students demonstrate 90% of this anyway, I want to hit 100%.

To that end, I had a copy of the Depth of Knowledge section from my lesson plans with questions for levels 1, 2, 3, & 4 highlighted (so that I could see the easily), then overlaid a copy of Standards 3 & 7 with the specific elements underlined.  It looks like this:

This is the lesson plan format I created last year to prepare for TKES.  Each line/element is a drop down field where I can create a TKES/TAPS complete and compatible lesson plan for a class in <1 minute.  You can see it here, but you can also see it at my online portfolio (here) or in my Keys to Successful Teacher Assessment (here),

Pre-Evaluation...lunch

Today at lunch, my Evaluator stopped by and gave a colleague and me ideas as to the TAPS areas he would be observing sometime next week for his first observation.  He mentioned that he would be looking for certain elements for instructional strategies and positive learning environments (Standard 3 and 7).  My colleague quickly asked if each of the elements of each standard had to be observed for us to pass.  He calmly, and confidently, reiterated that the elements were not a checklist.  He added two points that calm my nerves somewhat:
1) he was quite familiar with the rubric, what to look for, and how everything worked because he had used the full blown TKES evaluation system last year, and a trial run the year before, and
2) he said that if you're a good teacher, instructional strategies and classroom environment should be a given; if not, you're probably not a very good teacher.  Internally, I agreed.

The point: I have a bit more confidence in the process and that my Evaluator is indeed not looking for a "gotcha."  However, I'll be more sure when it is actually over....

In any case, I still am adding to my TKES/TAPS notebook (pictured in an earlier post, and suggestions on how to implement on on a separate page [Handbook for Successful TKES Evaluation]).  Near the Evaluator/observation area, I have a 2-inch notebook with my lesson plans, 2, 4-inch notebooks with my evidence cataloged by section and identified by individual table of contents, and a 2-inch binder with my detailed lesson plans as they relate to each and every section of material in my textbook and national standards; all integrated and cross referenced.  The Evaluator indicated that we would need to show him where our lesson plans were; I put a sign by his observation area.

At one time, I was planning on replacing documents in my notebook with newer versions, but after reading more of the TAPS rubric, I decided that would be a bad idea.  The reason?  The wording for Level IV begins with, "The teacher continually demonstrates...," "The teacher continually seeks and uses....," "The teacher continually facilitates....," etc.  To me that means not only on a daily/weekly basis, but also on a yearly basis.  I decided not to replace evidence in my notebook, but rather add to so that I could demonstrate "continually."

(an aside: the state of education)

This is an abbreviation of a fine article, worth noting.
http://www.edweek.org/ew/articles/2014/08/27/02finn.h34.html

Published Online: August 26, 2014

Published in Print: August 27, 2014, as American Education in 2014: Where We've Come, What's Ahead

COMMENTARY

Finn: Eight of the Toughest Challenges Schools Still Face

By Chester E. Finn Jr.

Two years before A Nation at Risk, we—and a handful of fellow travelers—had concluded that American education needed a kick in the pants, a kick toward greater quality, primarily in the form of stronger student learning.... 

What has been accomplished in three decades-plus? A lot, actually, beginning with two epochal changes: First, we now judge schools by their achievement results, not their inputs or intentions....  And, second, choice among schools has become almost ubiquitous. Though too many choices are unsatisfactory, and too many kids don't yet have access to enough good ones, we're miles from the education system of 1981, which took for granted that children would attend the standard-issue, district-operated public school in their neighborhoods unless, perhaps, they were Catholic (or very wealthy).

Let me note eight of the toughest and most consequential challenges ahead. 

Governance. The basic structural and governance arrangements of American public education are obsolete. We have too many layers, too many veto points, too much institutional inertia. Local control needs to be reinvented—to me, it should look more like a charter school governed by parents and community leaders than a vast Houston- or Chicago-style citywide agency.... 

Finance. I dare you to track, count, and compare the dollars flowing into a given school or a given child's education. I defy you to compare school budgets across districts or states. I challenge you to equalize and rationalize the financing of a district or state education system—and the accounting system that tracks it—in ways that target resources on places and people that need them and that enable those resources—all those resources—to follow kids to the schools they actually attend. What an unfiltered mess! 

Leaders. We're beginning to draw principals, superintendents, chancellors, and state chiefs from nontraditional backgrounds, but we haven't turned the corner on education leadership. We still view principals, for example, as chief teachers—and middle managers—rather than the CEOs they need to become if school-level authority is ever to keep up with school-level responsibility. We already hold them accountable as executives, but nothing else about their role has yet caught up. 

Curriculum and instruction. "Structural" reformers—I plead guilty to having been one—don't pay nearly enough attention to what's happening in the classroom, in particular to what's being taught (curriculum) and how it's being taught (pedagogy). The fact is that content matters enormously [emphasis added]—E.D. Hirsch Jr. of the Core Knowledge Foundation is exactly right about this—and that some instructional methods work better in particular circumstances than others [emphasis added]. Both standards-based and choice-based reform have remained largely indifferent to these matters, but that ought not continue. 

High-ability students. Smart kids deserve education tailored to their needs and capabilities every bit as much as youngsters with disabilities. And the nation's long-term competitiveness—not to mention the vitality of its culture, the strength of its civic life, and much more—hinges in no small part on educating to the max those girls and boys with exceptional ability. Yet gifted education in America is patchy at best; at worst, it's downright antagonistic to the needs of these kids [emphasis added]. 

Preparation of educators. How many times [emphasis added] do people like former Teachers College President Arthur Levine and organizations like the National Council on Teacher Quality have to document the failings of hundreds upon hundreds of teacher- and principal-preparation programs before this gets tackled as a top-priority reform? [emphasis added].... 

Complacency. Two forms of complacency alarm me. The familiar one is the millions of parents who deplore the condition of American schools in general but are convinced that their own child's school is just fine ("... and that nice Ms. Randolph is so helpful to young Mortimer"). The new one, equally worrying, is reformers who think they've done their job when they get a law passed, an evaluation system created, or a new program launched, and then sit back on their haunches, give short shrift to implementation, and defy anyone who suggests that their proud accomplishment isn't actually working. 

Further information to assist you....

Apart from this ongoing blog presentation of descriptions and ideas, I wanted to point to you a series of handouts that may be helpful.  They're located on this blog, in part, and on my online portfolio (https://sites.google.com/site/gcason123/).  Brief descriptions:

Advice and Teaching Methods:
Sight Reading at Concert Festival (a.k.a. LGPE: Large Group Performance Evaluation)
Saxophone Handbook (comprehensive manual for teaching/playing saxophone)

Some ideas for new teachers....
Some teaching ideas....
Some procedural ideas....
Some ideas for question....
Some "behavior modification" (i.e., discipline) ideas....
Some physical management ideas....

Surviving a Doctorate: Year 1.  Practical advice on ideas and methods to make sure you finish your degree!

Handbooks and Other Resources:
Classroom Instruction That Works, 2nd ed. Results (very good)
Instructional Strategies That Work (very good)
Saxophone Handbook
Surviving a Doctorate: Year 1

TKES-Specific Ideas and Essays:
TKES: Lesson Plan Design
TKES: Checks for Understanding
TKES: Differentiation
TKES: Mastering Concepts and Skills
TKES: Remediation and Enrichment
TKES: Keys to Your Successful Evaluation
TKES: Lesson Plan Design for Band

School Law:
Thoughts & Quotes Regarding "A Teacher's Pocket Guide to School Law" (very good refresher)

Instructional Strategies:
Instructional Strategies That Work
The 9 Most Effective Instructional Strategies That Work--Updated

SLO SONG by Linda Kinnison Roth

TKES/TAPS Observation: DOK, What to say

There is a fair amount of discussion about depth of knowledge (DOK) right now.  Some teachers think their curriculum is a mile wide and an inch deep, and they are still expected to ensure their students have a true depth of knowledge that is substantial and verifiable.  As part of my new TKES/TAPS lesson plan design (see: Lesson Plan), I included a Depth of Knowledge section that includes 4 areas of DOK.  My earlier iterations of the lesson plan had words only, but then it was suggested that we have actual sentences we might use during class.  To that end, I changed my DOK section and recommend that you include elements such as these in your lesson plan as well as statements to include when the observer is in your room.  I have a list that I keep at my podium where I can cite these, in some form or another, as needed.  As has been mentioned in other posts, my evaluator has indicated on more than one occasion that, "if it isn't in the lesson plan or isn't seen, it doesn't exist."  I intend to make sure it is in the lesson plan and it is observed.

Level 1: 

How do you define this?

Can you identify which one is the ___?

Tell me know you know ___.  (One of my favorites.)

Name all of the ___.

Recite all of the ___.

Level 2:

Identify patterns in the ___.

Compare between these elements.

How do you interpret that?

What observations can you make about that?

Show me that you know it.  (One of my favorites.)

Summarize those ideas for me.

How do you relate that to what we did before?  (One of my favorites.)

What cause and effect do you see?

Estimate that for yourself.

Level 3:

Compare between these elements.

What conclusions can you draw from that?

Critique this for me.  (One of my favorites.)

Cite evidence for your decision on that.

Construct and support your answer.

How would you differentiate between these?

Hypothesize: what would happen if ___?  (I like this one too.)

Formulate ___.

Level 4:

Analyze and synthesize information from multiple sources.  

Critique that for me.  (One of my favorites.)

Apply concepts to illuminate a problem or situation.

Connect that to something you learned the other day.  (One of my favorites.)

Create ___.

Prove ___.

Reasons: Teacher will ask students to use multiple levels of DOK during instruction, work session, and summary.

Respectfully,

Glenn

Classroom Management

We received a handout recently (yet another one) that is to serve as a "reflective instrument" to help teachers gauge their overall classroom management practice.  The list has 10 items, each answered with a Yes or No, then totaled, and compared to an Overall Classroom Management score.  This is a paraphrase from a revision of Sugai & Colvin.  I hope it serves to help you reflect on your classroom environment, your interaction, and your overall classroom management.

1. Classroom arrangement minimizes crowding and distraction.
2. My classroom has maximized structure and predictability (explicit routines, procedures, directions, etc.)
3. I have taught, reviewed, and posted at least 3 positively stated expectations/rules.
4. I provide more frequent feedback for appropriate behavior than for inappropriate behavior.
5. Each student has multiple opportunities to respond and participate during instruction.
6. My instruction actively engages students in observable ways (writing, telling, etc.)
7. I actively monitor and supervise my classroom during instruction (moving, observing, etc.)
8. For students with inappropriate behavior, I ignore or provide quick, specific redirections or corrections.
9. I acknowledge appropriate behaviors through multiple strategies or systems (point system, praise, etc.)
10. I provide specific feedback and correct social/behavior errors.

Score: 10-8=Super; 7-5=So, So; <5=Needs Improvement

I scored 9 out of 10; I would imagine most teachers rate 8 or higher.  In my mind, I missed #3, although I have taught and reviewed that the students are to go directly to their materials, directly to their chair, read the lesson goals/instruction on the SmartBoard, and immediately prepare for class.  I should post them however....  

Respectfully,

Glenn

Pre-Evaluation: Polite yet official

As I am working through this TKES/TAPS process to reach my TEM score through the SLO assessments and SUI (surveys of instructional practice), it is somewhat comforting to know that my score impacts the LKES evaluation.  Translated: my annual evaluation impacts my administrators and schools evaluation; the better my score, the better their score.  It is in their best interest that I do well.

During my pre-evaluation conference, I got the sense that the administrators in charge seemed genuinely concerned that they want me to pass; that was a comforting thought.  For the first time, I felt like someone was working with & for me as opposed against me.  My coordinator said that she would e-mail my evaluator and upload the information into the GaDOE TLE website - aka, The Platform.  After she uploaded her account of my pre-evaluation, e-mailed my evaluator, and he replied, I received a notice that I needed to sign off on the pre-evaluation conference.

I went into The Platform and reviewed the section.  In the conference, I expressed things like, "I'm not sure how you would interpret this, but in my setting, this is what I do....," "The interpretation of the word 'orderly' in my room looks like....." She said things like, "You could put a copy in your lesson plan binder" and "You differentiate all the time by the very nature of your performance tasks."

However, in The Platform, I noticed that there were words like, "Dr. Cason had some concerns about data....," "I advised that this data....," and "I advised him to keep a copy in his lesson plan binder....," "We discussed that 'orderly' does not mean 'quiet'," and "We discussed students as self-directed learners and what that looks like...." [emphasis added].  I've been around long enough to know that the warm, fuzzy-discussion-turned-cold-worded advisement is a clue.  They're watching their back; I better watch mine.  I hope to help you too....

The point: while the pre-evaluation conference was informative and polite, the documentation loaded into The Platform was very official language.

I noticed that at the end, you are supposed to sign off and agree with what was posted.  Below the button was something to the effect that once you agreed to it, you would not be allowed to edit it any more.  I didn't sign off on it.  I was concerned about the wording, so I created a reply in a document.  It was a long, 4-paragraph reply addressing each area noted in The Platform.  I copy and pasted the reply into the form, then clicked accept or agree or submit.....