Upload
maj
View
70
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Progress Monitoring Pennsylvania’s Seven-Step Process. Summer 2011 Capital Area Intermediate Unit Tanya Morret, Educational Consultant, CAIU. Essential Questions. What are the steps to monitoring student progress ? How do we use the Assessment Tools? Early Literacy Oral Reading Fluency - PowerPoint PPT Presentation
Citation preview
Progress Monitoring Pennsylvania’s
Seven-Step Process
Summer 2011Capital Area Intermediate Unit
Tanya Morret, Educational Consultant, CAIU
Essential Questions
1.What are the steps to monitoring student progress?2.How do we use the Assessment Tools?
Early Literacy Oral Reading Fluency Comprehension Writing Early Numeracy Computation Concepts and Applications
3.How and when do we make instructional changes? Graphing Rate of Improvement
Assessment – It Begins Here
Four Types of Assessments:SummativeBenchmarkDiagnosticFormative
Summative
PSSA/PASA, Terra Nova, CATDetermines the amount of yearly progress the
student is making within their current grade level standards/essential learning in comparison to a normative group
Administered annually Research has shown that, despite learning
discrepancies, students can make as much as a 20+ point difference on these tests if they are provided with effective instruction
Benchmark
4Sight, DIBELS, Math Benchmarks, District or Regional Assessments Is a predictor of how well students are likely to
perform on the annual, state-wide assessment
Provides the school/teacher with information regarding deficit skills/areas to inform instructional planning and decision-making
Administered 3-4 times per year
Diagnostic
Woodcock-Johnson, DRA, Etc.Determines a student’s current functioning
level and where instruction should begin.May identify deficit skill areas for remedial
instructionProvides direction as to what
level/skills/curriculum is most appropriateAdministered 1 time per year, usually
immediately prior to a student’s IEP/ER or at the beginning of the school year
Formative
Progress Monitoring Assessments, Checklists, Curriculum Based Assessments, etc. Quick assessment of current skills
Provides the teacher with the opportunity to make on-the-spot adjustments
Administered on a regularly scheduled basis throughout the school year (daily, weekly, bimonthly)
Essential Questions
1.What are the steps to monitoring student progress?2.How do we use the Assessment Tools?
Early Literacy Oral Reading Fluency Comprehension Writing Early Numeracy Computation Concepts and Applications
3.How and when do we make instructional changes? Graphing Rate of Improvement
The Seven-Step Process
6. Instructional Adjustments
2. Data Collection Decisions
3. Data Collection Tools and Schedule
4. Representing the Data
5. Evaluation of Data
7. Communicating Progress
1. Measurable Annual Goals
Progress Monitoring Cycle
Initial Assessment: • Direct Intervention• Historical Data• Standardized Assessments• Diagnostic Assessment• Curriculum-Based Assessment• Parent Input
Design Instruction:• Develop Goals (& Objectives)• Identify SDI• Alignment to General Curriculum• Instructional Grouping & Scheduling• Identify Progress Monitoring
Deliver Instruction:• Deliver Instruction According to Goals
(& Objectives) Using SDI• Collect Data on Progress• Monitor Student Response & Feedback
Ongoing Evaluation: • Evaluate Effectiveness of Instruction• Use Data to Make Decisions & Assess Progress• Adjust Goals (& Objectives)• Adjust SDI & Instruction As Needed• Report to Parents
Measurable Annual Goals
Components of Measurable Annual Goals:
Condition
Student’s Name
Clearly defined Behavior or Skill
Performance Criteria
Remember, CNBC !
Step 1:
Goals in General Education?
Do we write formal goals in general education? Should we?
What is the goal in general education?How does a Universal Screening/
Benchmark Assessment help us identify students at risk (and therefore in need of closer monitoring)?
Research tells us that…
Monitoring student progress alone
can (and does)
Increase student achievement!
Step 2:
Data Collection Decisions Type of data to be collected
Frequency or rate Percentage or accuracy Fluency Duration
Setting(s) and/or Situation(s) where data will be collected
Person(s) responsible for data collection
• Latency• Quality• Level of assistance
If these decisions are not made at the beginning, the likelihood of data collection is greatly reduced.
Step 3: Data Collection Tools and Schedule
What tools will best measure the skill? Curriculum based measures Checklists/Rubrics/Rating Scales Teacher-made tests (standardized)
How often will the data be collected? Weekly Every other week/Bimonthly Monthly Two times per week Daily*
Step 3: Data Collection Tools and Schedule
How often will data be evaluated and with what rules? 4 out of 6 points above or below expectation (aimline) 3 consecutive points above or below expectations
“Without the data, you’re just another person with an opinion.”
A. Sunderville, 2003
Step 4:
Representing the Data
Visual representation is ideal Graphs (include aimline, data and trend line)
Bar graphs compare sets of valuesLine graphs reveal trends over time
Tables Charts
The data should stand alone The data should be understandable to all
Graphing is Best
16
11162126313641465156616671768186
BL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 18 19
WC
PM
BL Goal Line WCPM Errors/M Trendline (WCPM)
WC
PM Student Data
AimlineTrendline
Errors (optional)
Step 5: Evaluation of Data
Summarize student performance Level of performance
What changes occur following intervention? Slope of performance (Trend)
What is the rate of change? Variability of performance
Up-and-down movement on the graph
Apply Decision Rules (keep rules constant) Examples: 4 out of 6, 3 consecutive
Step 6: Instructional Adjustments
Look for simple changes first before moving to more complex
Do not abandon a goal before trying to change the components of instruction!
Consider changes in intervention strategies Reinforcement type or schedule Different methods Different instructional groups Frequency, intensity, duration Students graphing their own data
Step 7: Communicating Progress
Communication is a two-way street Home issues affect performance Classroom and instructional issues affect performance
Communication with parents and team members should be ongoing Weekly (regular) phone calls, team meetings Communication books, data logs, email Progress reports (including graphs) Parent-teacher conferences
Summarizer
3-2-1First Three Steps of Progress Monitoring
Two data rules.
One Question you still have
Questions?
Essential Questions
1.What are the steps to monitoring student progress?2.How do we use the Assessment Tools?
Early Literacy Oral Reading Fluency Comprehension Writing Early Numeracy Computation Concepts and Applications
3.How and when do we make instructional changes? Graphing Rate of Improvement
Practice with
the tools
Measuring
Literacy
Early Literacy Tools
Assessments available:Phoneme Segmentation Fluency (PSF)
Phonemic AwarenessNonsense Word Fluency (NWF)
Phonics
Phoneme Segmentation Fluency
Words orally presented to student. Student segments words into parts. Record each different, correct part of the
word. Timed for 1 minute. Established at 35 segments per minute.
Recommended Schedule:
One time per week
Tips for PSF
Pacing is everythingKeep your talk to a minimum
Do not add phrases such as… “Good!” “The next word is…”
Underline each different, correct part Whole words = 0 points
PSF Example
Target word Student Response Scoring
roof /r/ /oo/ /f/ /r/ /oo/ /f/
star /star/ /s/ /t/ /ar/
arm /ar/ /ar/ /m/
cat /ka/ /a/ /at/ /k/ /a/ /t/
3 points
0 points
1 point
3 points
Score Along
Listen to the presenter. Score using the form in your packet
Nonsense Word Fluency
Non-words presented on a page for student. Student may read word as a whole or read each
sound in the word. Underline each correct letter sound. Record errors. Timed for one minute. Established at 50 letter sounds (CLS) per
minute and 15 words read correctly (WRC).
Recommended Schedule:One time per week
Tips for NWF
Model segmentation of sounds and word reading before beginning assessment.
All vowel sounds are short.The goal is word reading. If the student
can decode the entire word, encourage him/her to do that.
Underline each letter the student decodes accurately.
NWF Example
Target word Student Response Scoring
lin /l/ /in/ l i n
pok /p/ /ō/ /k/ p o k
mus /mus/ m u s
bav /p/ /ə/ /v/ b a v
3 CLS
ō2 CLS
3 CLS 1WRC
p ə1 CLS
Score Along
Listen to the presenter. Score using the form in your packet
Monitoring Reading and Writing
Assessments available:Oral Reading Fluency (ORF)
Fluency of DecodingMaze
ComprehensionAIMSWeb Comprehension Questions
ComprehensionPassage or Story Retell
ComprehensionWriting Sample Writing Fluency, CWS, Domain Scoring Guide
For most students:
Oral reading and fluency go
hand-in-hand
Progress in comprehension can
be monitored using Oral
Reading Fluency Measures
Fluency Comprehension
Measuring Oral Reading Fluency
Measuring Oral Reading Fluency
Easy to administerQuick although administered individuallyCan be done by different examiners
(if standard procedures followed)
Recommended Schedule:
One time per week
Measuring Oral Reading Fluency
Provides formative miscue analysisAllows teachers to assess qualitative featuresAllows for assessment of accuracy and fluencyIs predictive of future achievement
First grade outcomes are strongly related to third grade outcomes
Timed for one minute
Tips for ORF
Monitor at instructional level (90-94% accuracy) You may read the title of the passage Slash errors - add notes for errors Remember to bracket ( ] ) after the last word
read To establish baseline, the student reads three
passages Record the median score.
Steps to Monitor ORF
1. Select a passage at the student’s instructional level.
2. Deliver a standard set of directions.3. Set countdown timer for 1 minute.4. Begin timing when student begins
reading5. Record errors as the student reads.6. Bracket (]) after the last word read
within the time limit.
ORF Example
My favorite part of family camp is the campfire program at the lake. We
wait until the stars and moon are out. We walk down to the edge of the water
where a big bonfire is going. We all snuggle together watching the flames
because it’s cold after dark.
The camp director leads everyone in songs. He plays the banjo. We
sing “You are My Sunshine,” and “She’ll be Coming Around the Mountain.”
Then he divides the group in two and we sing rounds like “Row, Row, Row
Your Boat” and “Are You Sleeping?”
Then we have stories and skits. The stories are usually tales about
campers at family camp in previous years, and a funny or brave thing that
they did. One story was about my older brother rescuing a cat. The skits
are always silly.
14
30
43
49
61
73
88
94
106
120
134
137
DIBELS 3RD Grade Passage
Going to Family Camp
]
flavor pragram
+ed
leds
ed gee
bancho
divide is
83 words read - 7 errors = 76 wcpm
76 wcpm ÷ 83 total words = 92% accuracy
Characterize the Errors
Multi-syllabic words – favorite, program, waitedEndings – waited, dividesVowels – program, leadsConsonant digraphs/trigraphs – edge, banjo
Qualitative Features
Dysfluent: Student is considered “some risk” for grade level (fall, winter benchmarks)
Word attack: Initial sound correct in all miscued words read (errors), self corrected some words
Pacing: Slowed down to read difficult or unfamiliar words
Prosody: Little expression, inflection; did not pause for end punctuation with consistency
ORF Example
The ancient Egyptians believed that once they died, they would go to a
place called the New World. This New World was thought to be a wonderful
place where people could live forever. Arriving in the New World was so
important to the Egyptian people that they make great plans for this afterlife
journey. One important plan was to build pyramids to be used as tombs.
Another important plan was to preserve the body. The Egyptians believed
that if the dead body decayed, the person’s spirit would die and be unable to
reach the New World. They developed a process called embalming. This
process turned dead bodies into mummies. Usually only the wealthy
Egyptians were able to have their bodies mummified.
The Egyptians believed that travel to the New World was difficult. They
thought that the dead needed to have food and drink to make the journey
13
27
40
53
66
77
92
103
113
121
133
147
Six Minute Solution 7th Grade Passage
Ancient Egyptians Traveled to the New World
]
ainsent (-ed) omit
made
ĭ
sound out
tah mbs
103 words read - 11 errors = 92 wcpm
92 wcpm ÷ 103 total words = 89% accuracy
sound out
pie ra mid
pre serve
sprit
im bal ming
sound out
sound out
Jow er ney SC
sound out
Characterize the Errors
Multi-syllabic words – ancient, believed, wonderful, arriving, important, afterlife, etc.
Endings – believed, arrivingVowels – journey, pyramid, tombsPrefix - embalming
Qualitative Features
Dysfluent: Rate is below basic for grade levelWord attack: Sounded out by syllablesPacing: Slowed down to read difficult or
unfamiliar words Prosody: Little expression, inflection; paused
for end punctuationAutomatically rereads words: Only becomes
automatic after several exposures
Questions about Reading Fluency?
Foundation skills (LNF, PSF, NWF)Oral Reading Fluency
Determining instructional levelFrequency of monitoringError analysisReporting present levels
Writing measurable goals
MeasuringReading Comprehension
Measuring Reading Comprehension
Comprehension RetellingAllows examiner to consider the
student’s ability to independentlyIdentify key components of a passage
main idea, plot, sequence, etc.Organize information from reading
Having a student retell or summarize what s/he has read allows us to peer into his/her brain and see how
information is being processed.
Measuring Reading Comprehension
Narrative TextSettingsCharactersProblemMajor EventsResolution
Expository TextText-Based FactsKey VocabularyLevel of
Understanding
Measuring Reading Comprehension
Comprehension Retelling
Use standard passages DIBELS, The 6-Minute Solution, etc.
Allow students to read orally or silentlyCould assess both to see if reading orally interferes with or
enhances comprehension
Could provide student with a graphic organizer to assist with retelling
Measuring Reading Comprehension
Comprehension RetellingTakes more time to assess each studentMust be administered individuallyScoring with a rubric is more subjective
Recommended schedule: One time per monthMid and end marking periods
Practice with Retelling
Join another partnership to form a group of four. One person is the “student” reteller.
Read the 6th grade passage provided. Listen to your partner retell the passage. Record the information on the record sheet
provided. Score the retelling. Share/discuss your score with the group.
Practice with Retelling
Secondary Example: Listen to the presenter retell the passage. Score the retelling. Discuss with your group. Share with large group.
Elementary Example: (optional practice)
Measuring Reading Comprehension
Comprehension Maze AssessmentPaper/Pencil technique
Leveled reading passages with every seventh word removed
Three choices; correct response, closely related incorrect response, and distracter
Measuring Reading Comprehension
Maze Comprehension Passages Takes less time to assess each student Can be administered as a group Scoring based on correct responses in allotted
time, can be proratedAfter 2(or 3) consecutive errors, stop
scoringSchedule:
Can be given every week, but incremental growth is much slower
Measuring Reading Comprehension
Comprehension Questions
Use graded passagesNeed to have standardized questions for
all passages (literal and inferential)Question matrix (example: 2 vocab, 2 prediction, 1
main idea, etc.)
Determine if students respond orally or in writing
Measuring Reading Comprehension
Comprehension Questions Easy to administer and score
BUT May be an assessment of recall rather than
comprehension Oral reading is a stronger predictor of
comprehension Not as sensitive to growth
Recommended Schedule:Two times per month. Again harder to see incremental growth.
MeasuringWriting Fluency
Measuring Writing Fluency
Writing SampleGive Students a writing prompt and two
minutes to “pre-write’Allow three minutes to writeMeasure Fluency, CWS, and Spelling, and
performance against PSSA scoring Guide
Tools to Assess Writing
Writing Fluency is the rate of word production and/or correct word sequences per minuteAdvantages:
ObjectiveReliableHighly correlated with norm-referenced
achievement tests and teacher judgment of quality at the elementary level
Sensitive to student growth in written expression across 10 and 16 week periods
Tools to Assess Writing
Written Expression Tools:Fluency
Count the total number of words written in three-minute time (including the title). Divide the total number of words by the time (3 min.) to determine the fluency rate in words per minute.
Misspelled words count if they are separated from other words in the printed material
Numerals not spelled out are not counted If the student copies the story starter or prompt,
include these words in the count.
Sample
On Christmas vacation I played with my German
Shepard Brandy. I sprade water at her. I
wrestled her and I played soccer with her. We
set down together, we telled jokes to each other,
we played and played intell I had to go into the
house and eat lunch. Fluency - 49 words/3 min.
16.3 wpm
Tools to Assess Writing
Written Expression Tools: Spelling
Count the total number of words in the sampleCount the number of incorrectly spelled wordsSubtract the incorrectly spelled words from the total
wordsDivide the number of correctly spelled words by the
total words to yield an accuracy rate
Sample
On Christmas vacation I played with my German
Shepard Brandy. I sprade water at her. I
wrestled her and I played soccer with her. We
set down together, we telled jokes to each other,
we played and played intell I had to go into the
house and eat lunch.
Spelling: 44/49 = 90% accuracy
Tools to Assess Writing
Written Expression Tools – Correct Word Sequences
Considers units of writing and their relation to one another
Sequences must be correctly spelled and grammatically correct including punctuation
Sample Writing
On Christmas vacation I played with my
German Shepard Brandy. I sprade water at
her. I wrestled her and I played soccer with
her. We set down together, we telled jokes
to each other, we played and played intell I
had to go into the house and eat lunch.
^ ^ ^ ^ ^ ^
^ ^^° ° ° °
^
^
^ ^^^ ^ ^ ^^ ^ ^
^ ^^ ^ ^° ° ° °^ ^ ^ ^ ^ ^ ^ ° °
^ ^ ^ ^ ^ ^ ^ ^ ^ ^
CWS = 43
WRITING RUBRIC FOR STUDENTS
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
The single controlling point made with an awareness of task (mode) about a specific topic
The presence of ideas developed through facts, examples, anecdotes, details, opinions, statistics, reasons, and/or explanations
The order developed and sustained within and across paragraphing using transitional devices and including introduction and conclusion
The choice, use and arrangement of words and sentence structures that create tone and voice
Grammar, mechanics, spelling, usage and sentence formation
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS 4
Sharp, distinct controlling point made about a single topic with evident awareness of task (mode)
Substantial, specific, and/or illustrative content demonstrating strong development and sophisticated ideas
Sophisticated arrangement of content with evident and/or subtle transitions
Precise, illustrative use of a variety of words and sentence structures to create consistent writer’s voice and tone appropriate to audience
Evident control of grammar, mechanics, spelling, usage and sentence formation
3
Apparent point made about a single topic with suffi cient awareness of task (mode)
Suffi ciently developed content with adequate elaboration or explanation
Functional arrangement of content that sustains a logical order with some evidence of transitions
Generic use of a variety of words and sentence structures that may or may not create writer’s voice and tone appropriate to audience
Suffi cient control of grammar, mechanics, spelling, usage and sentence structure
2
No apparent point but evidence of a specific topic
Limited content with inadequate elaboration or explanation
Confused or inconsistent arrangement of content with or without attempts at transition
Limited word choice and control of sentence structures that inhibit voice and tone
Limited control of grammar, mechanics, spelling, usage and sentence formation
1
Minimal evidence of a topic
Superficial and/or minimal content
Minimal control of content arrangement
Minimal variety in word choice and minimal control of sentence structures
Minimal control of grammar, mechanics, spelling, usage and sentence formation
NON- SCOREABLE OFF- PROMPT I s illegible; i.e., includes so many indecipherable words that no sense can be made of the response
I s incoherent; i.e., words are legible but syntax is so garbled that response makes no sense
I s insuffi cient; i.e., does not include enough [detail] to access domains adequately
I s a blank paper
I s readable but did not respond to prompt
Essential Questions
1.What are the steps to monitoring student progress?2.How do we use the Assessment Tools?
Early Literacy Oral Reading Fluency Comprehension Writing Early Numeracy Computation Concepts and Applications
3.How and when do we make instructional changes? Graphing Rate of Improvement
Remember…The Seven-Step Process
6. Instructional Adjustments
2. Data Collection Decisions
3. Data Collection Tools and Schedule4. Representing the Data
5. Evaluation of Data
7. Communicating Progress
1. Measurable Annual Goals
Annie is a 6th grader. Her current instructional level is 3rd grade. She reads at a rate of 65 words correct per minute with 4 errors (94 % accuracy).
Her goal is to read at a 4th grade level at a rate of 115 words correct per minute and 90% accuracy.
(interim goal 91wcpm at 3rd grade level)
Consider Annie, a Struggling Reader
Data from Annie’s weekly assessments:
Is Annie making progress?
Is her progress enough?
Will she achieve her goal?
Date WCPM Errors
9/8 65 4
9/15 60 2
9/22 64 3
10/6 70 1
10/13 76 2
10/20 75 4
10/27 72 2
11/3 77 3
11/10 69 6
11/17 73 3
11/24 82 3
11/29 78 2
Consider Annie, a Struggling Reader
Annie's Oral Reading Fluency
50525456586062646668707274767880828486889092949698
100
Date
Wo
rds
Co
rrec
t p
er M
inu
te Does the graph help?
Is Annie making progress?
Is her progress enough?
Will Annie achieve her goal?
Annie's Oral Reading Fluency
50525456586062646668707274767880828486889092949698
100
Date
Wo
rds
Co
rrec
t p
er M
inu
te
Does the aimline help?
Is Annie making progress?
Is her progress enough?
Will Annie achieve her goal?
Annie's Oral Reading Fluency
50525456586062646668707274767880828486889092949698
100
8/29/05
9/5/05
9/12/05
9/19/05
9/26/05
10/3/05
10/10/0
5
10/17/0
5
10/24/0
5
10/31/0
5
11/7/05
11/14/0
5
11/21/0
5
11/28/0
5
12/5/05
12/12/0
5
12/19/0
5
12/26/0
51/2
/061/9
/06
1/16/06
1/23/06
1/30/06
2/6/06
2/13/06
Date
Wo
rds
Co
rrec
t p
er M
inu
te
Does a trendline help?
Is Annie making progress?
Is her progress enough?
Will Annie achieve her goal?
Step 5: Evaluation of Data
Summarize student performance Level of performance
What changes occur following intervention? Slope of performance (Trend)
What is the rate of change? Variability of performance
Up-and-down movement on the graph
Apply Decision Rules (keep rules constant) Examples: 4 out of 6, 3 consecutive
Rate of Improvement
Important calculationAids goal settingAids decision makingClarifies progress reporting
Method of calculationSubtract baseline from end scoreDivide difference by the number of weeks This is the student’s actual rate of improvement
Annie: Baseline = 65 End score = 78 Weeks = 11
Calculate: 78 – 65 = 13 13 ÷ 11 = 1.2
Annie’s ROI is 1.2 words per week
Rate of Improvement
Date WCPM Errors
9/8 65 4
9/15 60 2
9/22 64 3
10/6 70 1
10/13 76 2
10/20 75 4
10/27 72 2
11/3 77 3
11/10 69 6
11/17 73 3
11/24 82 3
11/29 78 2
Your turn:Ryan is a 3rd
grader reading at a 1st grade level
His goal is to reach middle 3rd grade at 92 wcpm
Calculate Ryan’s ROI
Rate of Improvement
Date WCPM Errors
9/8 32 2
9/15 36 3
9/22 38 1
10/6 43 4
10/13 40 2
10/20 44 2
10/27 47 3
11/3 45 4
11/10 41 3
11/17 43 1
11/24 46 2
11/29 48 2
Ryan’s data: Baseline = 32 Last score = 48 Weeks = 11
Calculate: 48 – 32 = 16 16 ÷ 11 = 1.45 wcpm
Rate of Improvement
Ryan’s target: Baseline = 32 Goal = 92 Weeks = 32
Calculate: 92 – 32 = 60 60 ÷ 32 = 1.8 wcpm
Is this enough?
Step 6: Instructional Adjustments
Look for simple changes first before moving to more complex
Do not abandon a goal before trying to change the components of instruction!
Consider changes in intervention strategies Reinforcement type or schedule Different methods Different instructional groups Frequency, intensity, duration Students graphing their own data
Step 7: Communicating Progress
Communication is a two-way street Home issues affect performance Classroom and instructional issues affect performance
Communication with parents and team members should be ongoing Weekly (regular) phone calls, team meetings Communication books, data logs, email Progress reports (including graphs) Parent-teacher conferences
Imagine the Possibilities!
707274767880828486889092949698
100102104106108110112114116118120122124126128130132134136
8/29
/05
9/12
/05
9/26
/05
10/1
0/05
10/2
4/05
11/7
/05
11/2
1/05
12/5
/05
12/1
9/05
1/2/
06
1/16
/06
1/30
/06
2/13
/06
2/27
/06
3/13
/06
3/27
/06
4/10
/06
4/24
/06
5/8/
06
5/22
/06
6/5/
06
Week of
Wo
rds
Co
rrec
t p
er M
inu
te
Positive trend - continue program
am bus incident
Begin Graphing ow n data
Daily repeated reading 3x in school and 3x at home w /graphing
Begin direct vocabulary instruction
continue w ith vocab program
M & M Activity
Share Your Thoughts… Red – The most important thing you
learned.
Yellow – Something important you found in your manual.
Green – Share your first next step as a
result of this training.
Blue – Something you agree with.
Orange – Something you disagree with.
Brown – Something you will try.
Red – The most important thing you
learned.
Yellow – Something important you found in your manual.
Green – Share your first next step as a
result of this training.
Blue – Something you agree with.
Orange – Something you disagree with.
Brown – Something you will try.