S Sujp> SNC Student Teacher Formative Assessment Observation Rubric Teacher Candidate An eracte LEC, reat teacher. Grade/Subject_ AS VTA €2' District yz AC ___ School Lesson Content ilag Time allotted SSC aga Keo Che vate_ “7 = 2CI— 7G SNC Supervisor. Professionalism Meets ‘Approaches Boss not meet “Content Knowledge — | Demonstrates appropte ‘Demonstrates acceptable content Beesnot demonstrate atahocoy ‘nowledge ofthe content, the nouledge the information conveyed to | content inowledge, conveys incorrect Information conveyodto tudentsis | studentsisaccurate Contentisnat | or biased information to students ‘accurate and unbiased, Contents| alwaysstandards bared or focused on lary Content not based on Standards based and focused on, ertieal input. standards and often not focused on ___| erniat input cetical input Professional “Appearance i buileaz appropriate, | Wot Appicabe ‘Appearance isnot appronrte forthe ‘Appearance modes nd aporopiater te school seting~ immodest, unkempt, eee ‘orinapproprite for the classroom School Sherk setts, ‘Punctuality Fupcluland completes required | Wot Applicable ‘Oca ate to school on completing dutis on te. professional requirements — {atteodance, grades, supervision ates te) “Communication Skis | Use=r ‘akon Uses nfamal anguape hte Makes frequent erorin grammar speaking and ign ‘nuritenconmanicaton and speting in writen ‘Sinmuncatione wih stacents, » does notre» profesional “ommunators, ors onpcoesiont ‘minstrators, colleagues, and L| dispostion Sometimes fotows inwtten and/or verbal patente Foflows appepiate | appropriate errchy with concer. | communiatons. Does not foto Perachy when ne ha cones tppropaeerereny with cont ‘neds Constr demonsttes Tanaiiiardanoraats enfussan Seldom deronaraes ets for hsm irl spect of forabazpetsoftechingnuang | alaspes of teaching nding teaching ining cites, ditis Pcs/meetings parent comacts | dues, Pis/meetngs, parent Pcsfmetings parentconacsycte_ | ate. Accapts suggestions and feedback | contacts ete Does not aecent Seetesugestons irom mestorané | Atendetroningsihen encourages | suggestions or feedback. Dows not accepts eedback Seats ‘Ursa aaa aff wth reapect. Bend ining whan availble 0s {ppornies olen ning always tot af wi epee | ining. Tat al staff with respect Regul eles onsracon, | Rae Soar ainavucion, Doesnt refi, or fects bu does Essessment student achievement | assessment student acNlevemant and | ot make astents to pracce ‘and curriculum and makes Ue ‘curriculum, and does not consistently | tased onthe data durian to practe based of/ | mate ahniments based on election reflection ariandatns Recomm ae aes Mana ane overhead, future Plannn rpg (o re. ee = redlivechon ) P pertrécs, indie Po owory eucna — “Teacher Candidate, Ce Page 1 Date4S SNC Student Teacher Formative Assessment Observation Rubric Preparation and Planning for instruction Meets ‘Approaches. Does not meet ‘Standards-based | Lessons are consisientiy based | Some lessons ave based an NAS, | Few f any lessons are based on Lessons (on the standards for the content | NGSS, or do not consstenty include | the NAS, NGSS and do not include area -Nevada Acedemic (CCSS Standards foriteracy in CCS5 Standards foriteracy in Standards (NAS), Next | content areas or Standards of Math | content areas of Standard for Generation Science Standards | Practices ‘Math Practices (NGSS}, and include Common Core Standards for Iiteracy in content areas and Standards of Acie) | eemmenctisee-|mirmecarsece: [amma srgagerentstrtepes nlading | cosistentiy submited in timely ded | iisettsicoe enaranies | rarer Provided | forsudentmetcegnten sn formative assessment ‘Questions ‘uestionsarg lannedigr both | Questions are planned for oraland | Queiions are not planned fon oraland writen activites and | writenactivtes inthe esson but | the lesson move students to higher 1/| mave to higher cognitive levels ess ogntveevelsmore than half” | than hale ine the tim, | Mteratand Sappies | Materals forthe lesson are | Mata Tor the lesson are Tatras are fen wok ready Tor consistently prepared in sometimes prepared in advance and | the lesson ar nat legible, advance, ready prior tothe | easly acessble. Sometimes appropriate forthe earners or beginning ofthelesson and | materia arelfeuttoreagor | age appropriate. When prepared easly accessible. Materios are | see, notat the level appropiate for | in svence, materials are not ws legible ferentiste or thelearner or not age appropriate. | easiy accessible adopted as needed and age y// appropriate Pacing The teacher candatefa_/7”| The teacher conde as “Theres no evidence Tat pacing consideted pacing when considered pacing sometimes or has | is considered regularly porto planning lessons nd con adjust. | ofc adjusting during implementation of lesson the lanasneeded during | instructon instuetion L ‘Commendations, Recommendations, Notes and Comments: Teacher Capgjat, ma € at Page 3 bate ea5 Sup SNC Student Teacher Formative Assessment Observation Rubric ‘Assessment of Student Learning graded Ina timely manner, and srades are entered correctly and ina timely manner sometimes graded ina timely manner, grades are entered correctly, but notalwaysin a timely wea er Sarsnat meet ae oe er) Sar Tearoionandisaniteget | oigtnsvuctonandsomedimes | contend or biel beeerteeiatie (eden | eepaurntienr ee sat atornaton meet stucer reds Formate assert sed conslstenty throughout Jf fanruonto motor sue Understanding ard oust ce Sammie Sinnathe maeameTaare | Siar anenneni we bed | Sanne aan assessment edontherandnatond | enttestandardsbuteredeugred | designed esed on stustonor seeet tection man refer onotobsened | fpttwarstason begin | ratherthonabatoateguue | soueernoccomarted othe Lieut (nena rs eerie : vovrction Rube eee Leadt ng | rutnety sed ormace designers andes no [Bammer eee ee a oO clear criteria for students. ee ee | Grading student.wark Student work's provided. Student work is provided. Student work is not faded In timely manner, trades are either not entered correctly or notin a timely ‘Commendations, Recommendations, Notes and Comments: TEBE revbed 12 5B) roreed DF aE ed ‘Teacher Candidate Signature: SNC Supervisor Signature: Lead Teacher Signature: Teacher Candidate Date. — Pi veyped toeSup fina / SNC Student Teacher Formative Assessment Observation Rubric texehercandaate_ A) pel e LEC reas Tee ARAL Grade/Subject_ District. ia School Lesson Content__#77), . Time Allotted _—— sucsupenisor Jo 'CUari vate “7-2 O— 1, Professionalism Weis Aeron eat att Tara ae | EASE ———] tes RT a ——] Bet es TTT Tonaiectstcoun ve | morta fenteratoncomst | tomatoes, nares [Staten ce Sede ete Res | mhuteenanate ie Seotcattg omaten wien oe (ieee ges eon aise CamaneaTon Sus] WspaToaTing wien — | Ua linge TRS | He ea SaT administrators, colleagues, and iisposition. Sometimes foBows | in written and/or verbal Paes toe apwept “| Soporte ota, | commas st ow Aor wen etna Sspowisarnsm rer Scnsomratapacset | pratagecrttaring mtv” | sayecsctsiee nee Seine ccngces | Guang peters Seems pet Nccrugeton formant | stenvtanngonentnorgtt | Sesto Sst Scotecrc Set Solinuessctethrapee’ | Resonance oes Sri ong ieee cathe ‘tog tal af ath se Tatalon aa acca | Sen eso st | ARSC ORIN] as TT ISS Mramtiere/aue"[/| tchan id owetcouety | tron rans a ‘Commendations, Recommendations, Notes and Comments: Page 1Su Fthal SNC Student Teacher Formative Assessment Observation Rubric Preparation and Planning for Instruction Teak ‘Approaches Boaz nat meat Slandorarbased | Lessors are consistent based | Some sont ate based on NAS, | ew fan lessons are Fasedon vessons onthe standard forthe conten | NGSS, or dorat constant iclude | the NAS, NGSS and donot nlude area Neves Aeasemie CSS Standbrdsforiteracyin | CCSS Standards for teracy in Standards (NAS), ext content area Standards of Math content areas of Standara or Generation Science Standards | Pracces Math Practices (NGSS), and include Common Core standards for tera in content areas and Standardyof| Math Practices i Teston Fane Ueston plan are consent] laizon plans ae cnastanty | Teston ant are nak Conaany prepored ndsubmittedin | prepared butacksome ofthe | preparedin advance or ‘advance and include clear ‘components that are required for | frequently lack the required lesningabectives, student) effectvelesors,orare not | componente engagement strategies nclupirg | consistently submitted ina timely student discourse, opportunities | manner forstudentmetacogniton and formative azesaent ‘eeaons CGuestions are alanned aban] Gueitans ae Banned ororaTand | Guenvons ae nat panned aria oral and written activities and move students to higher cognitive levels more than haf the time. written activities in the lesson but ‘move to higher cognitive levels less ‘than half the time the lesson ‘Material and Supplies Meteo ore sone Coreen prepared carne, ey porte the Seawater leson nd (7 seater meters a ight ciereniteder apes nected nde ‘Material Yor the lesson are sometimes prepared in advance and easily accessible. Sometimes ‘materials are difficult to read or see, not at the level appropriate for the learner or not age appropriate ‘Materials are often nat ready for the lesson or not legible, appropriate for the learners or age appropriate. When prepared Inadvance, materials are not easly accessible Pacing “The teacher candidate Fat considered pacing when | planing lessons and can adjust the plan asneeded during instruction ‘The teacher candidate hae considered pacing sometimes or has aificalty adjusting duriog Instruction "There ino evidence that pacing Isconsidered regulary porto Implementation ofa lesson “Commendations, Recommendations, Notes and Comments: Teacher Candidate. Date, Page 3Pinel Se ‘Pp ' SNC Student Teacher Formative Assessment Observation Rubric ‘Assessment of Student Learning ‘eas Aonronches Doerr eat Tormative Homan aasammendes | Formative assessments icd | Formative sesame nt ed fosusment Trarudionandisanitegel | autmginsvacton nd sometimes | cnstenty nor effec partofpleng son etvry | resus nadusnets to suction | wed to adut srt oro tna aferentoton meet dent needs Formate anesmet usd conser woughout insteton to montortdent Understanding and aut inset Tommatie Sonate ancamena are | unmalve asmneriare fied | Summatve aesorantre senment Camdonthastonarsond | onttwstandrésutare designed | designed bsed onstruction ot Serna portonsiectn (Yaterirsocton tes ocarred’ | when fom extoot ane ote onotobiened | (Settwardsteson Design nC] ratherthanasatoottogude | sourcerratconnecte ote | SaertogudesNelrmingend | wstcton and phnring Rubs | standards, Aube are not used | | ruton Rule are sed inconteny for aor foutrlyosedformalor | agent antes SSagrment sete, provided ine tineymnmer and provide ear eter for students raatuaetand [Spec eedbcts povided on | Fpedbacis not onabany | Feedback oceania ring Stade work Student worky Hooded. Student wort provided. Student wer ot tradedine timely manner ar] sometimes graded ina timely | graded ina timely manne, fradesareemadconeciyand | anne ocesareerteree | pradesare eter ot entered Ihetinely momer Corcey ut noabaysina timely | eorectyor notin ely Ms sees teaching Practice retects the highest le wd le of the Com pen ests OF Heathing. Her rapport wrth ‘Students js amar dg, TERE LG revved 1220.1 rovsed PCT Fe Le peed aoa ‘Teacher Candidate Signature: ‘SNC Supervisor Signature: teodtencersomtue: ARL Teacher Candidate note Le Page 5 Date Ye x i 16OT Final SNC Student Teacher Formative Assessment Observation Rubric teachercantine_ Arn en ete eo issronsp 98d Grade/subject__A7-S*. ne Ji AL District ‘School, ape tS Lesson Content, Time Allatted. SNC Supervisor pate_ A 2OSG Professionalism Meets Approaches Boesnormest Content Knowledge | Dents prone monaatesoereialcoteat Does demonstrate TOT Inowlegeofthe content tke | krowiedge, the iformatin comeyedto | content mowed, conveys Reo itomaton conveyed tostdents's | udensiraccrte Conticret, | erbared ifrmson tostocets secutenduistes Contents | ahayeandréstseéorfocsedon | regu content tot based on Sandoestaed an frwedon 7 | erestinpt Stands sdeltenrot focused on arial input x | erat input Broestonal TRopevance Fairer apne, | NITE | Aero ia sree Appeoronce moses an appopsta forte | Rot sesinginmodert intent seein the clr arinppropte forthe oom x activities, Ponctoalty Taal and compensa | Not RSORADE en ete wT or cone duties on time prolessional requirements lattondance, grades, supariion utes ete) ‘Communication Ski Toss professional angoage when speaking and wring na 4 Ties informal anguage nthe casscoom ‘orinurttencommunletions which communications with students, | doesnt reflect s professional dminstraters coleagucs, nd | spostion. Sometimes fobows parents. Follows approprite appropriate hierarchy with cancers. erarchy when (he has concerns Males fequent avon in Baar and splng in writen fammuntions, os unprofessonsl Inuriten andor verb ‘omnmuniatons. Does nt flow appropiate hierarchy with once. cory ‘Consistently demonstrates enthsiom o teaching, incising tes, ‘Somatines damondratsenthuslaam i aspects of fora aspects of teaching, including duties, PLcs/meetirgs, parent cantacts Plcmeetings, parent contacts etc. | ete. Accept suggestions and feedback Seeks Seca teasback. Sele ppetunies toler, nadine X traning Tet ll staff with esse lone for mentors and | Attends trainings when encouraged sualy treats taf with respect Seldom demonstrates enthusiasm for silaspects of teaching including ‘toe, PLCe/mactngs, parent, ‘conta, ete Dose not accept ‘suggestions or feedback. Does not tend walniags when avaible Does not lays reat ta with sespect Reflection on Practice Regula refiets onstruction, | Refecsoecainaly on nnrulon, sessment student ochievement | assestment, studet achievement ad tnd ecm and makes turicalum, and does not consiterty sdjustmentsto practice based on Yf | make adjustments based on refecion ‘eleevon. ‘Dees nak raiec orale but dos nat make adjustmentsto practice based on the data ‘Coramendations, Recommendations, Notes and Comment baw. of Page 1ST Final SNC Student Teacher Formative Assessment Observation Rubric Preparation and Planning for Instruction Meets ‘Approaches: Doss nat meet Standards-based | Lessons are consistently based | Some lessons are Based on NAS, | Few IFany lessons are based on Lessons ‘on the standards forthe content | NGSS, or do not consistently include | the NAS, NGS and do not include creas Asem Snares 0, Ne Senrten sere dndads (hos se te Common Core omnes rey conan astra tianorcies X ‘CCSS Standards for Iteracy in content areas or Standards of Math Practices. (CCSS Standards for teracy in content areas of Standards for ‘Math Practices. Teason Plans Lesson plans are consistenty prepared and submited in ‘advance and include clear learing objectives, student ‘engagement strategies including student discourse, opportunities fe sudan metaconiton andy formative assessment Tesson plans are consistently prepared but lack some of the components that are required for effective lessons, or are not consistently submitted ina timely Tesson plans are not consistently prepared in advance or Frequently lack the required components Guestions ‘Questions are planned for both ‘oral and written activities and move students to higher cognitive levels more than half the time ‘Questions are planned for oral and \wetten activities in the lesson but ‘move to higher cognitive lvels tess than half the time “Goestlons ave not planned fora the lesson Material and Supplies | Materials forthe lesson are consistent prepared in ‘advance, ready prior tothe beginning ofthe lesson and easily accessible. Materials are legible, atferentiated or adapted as needed and age Waters Tor the lesson ave sometimes prepared in advance and easily accessible. Sometimes rmaterlas are dificult to read or see, not atthe level appropriate for the learner or not ape appropriate Tiaterlals ae often not ready for the lesson or not legible, appropriate forthe learners or ‘age appropriate. When prepared in advance, materials ace not easly acessibie appropriate Pacing ‘The teacher candidate has ‘The teacher candidate has ‘There sno evidence that pacing ‘considered pacing when considered pacing sometimes or has | is considered regularly prior to planning lessons and can adjust the plan as needed during instruction aifficity adjusting during Instruction Ienplementation ofa lesson Commendations, Recommendations, Nates and Comments! Teac her Ca vane Hyanete L22 one enna Page 337 Fiat SNC Student Teacher Formative Assessment Observation Rubric ‘Assessment of Student Learning Wests ‘Approaches Doss nat meet Formative Formative asessment drves | Formative assessments used Formative assessment isnot used Assessment. instruction and isan integrat | during instruction and sometimes | consistently nor i it effectively fpartof planning, lesson delivery. | results in adjustments to instruction | used to adjust instruction or ta and difecentiation. meet student needs, Formative assessment used consistently throughout instruction to monitor student understanding and adjust instruction, ‘Saramative ‘Summative vestments are | Summative assessments are based | Summative assessments are Assessment tased onthe standards and | onthe standards but are designed | designed based on instruction or designed prior toinstruction | afterinstruction has occurred taken from textbooks and other Not observed {Backwards Lesson Design) in| eather than asa tool to guide sources not connected to the ‘order to guide the planning and] instruction and planning. Rubrics | standards. Rubrics are not used. Instruction. Rubries are are used inconsistently for major ‘outiney used for major assignments and tests. assignments and tess, provided Inatimely manner and provide clear criteria for students Feedback and ‘Specific feedback's provided on] Feedback is nat consistently Feedback i occasionally Grading student work, Student wor provided Student workis provided. Student works not graded in a timely manner, and | sometimes graded ina timely faded in a timely manner, gradesare entered correctly and | manner, grades are entered grades are either not entered Inatimely manner correctly, Butnot aways in timely | correcty or not ina timely Teacher Candidate Signature: sncsupenisor signature: LL La Laite ite cae A oe ec ‘Teacher Candidate LQ LOC Page 5 bate, PSOSNC Student Teacher Summative Assessment Document ‘Teacher Candidate ah Ze. Midterm offfaat2 SN Supervisor. 5; Date ae) Lf Meets expectation: ‘Approaches expectations =1 Does not meet expectation: Professionalism ot ol oo ‘Content Knowledge a od BO Professional Appearance 2 ot Bo Punctuality 2 oa po ‘Communication Skill wv ot 0 Attitude: 6 a1 oo Reflection on Practice of at bo Classroom Management/ vA cer oo Effective Learning Environment ea Physical Space a cr 30 Behavior Expectations o aa a0 Establishing Rapport 2 oa 20 Begining Class A ba 20 Ending Class ee ot 0 ‘Transtions we a1 20 {Materials and Supplies 2 at bo lenplementation of Routines BR aa Bo mn and Planning for wz on a0 Standards-baved Lessons wv ot a0 Lesson Plans o et ao Questions a” at 20 ‘Materials and Supplies wv at 20 Pacing a a1 0 Instruction A i pe rececaaa nae reECEC “Objectives wz oF ao Connections to Prior Lenming = Ge at a0 Student Engagement e ot a0 Opportunites for Metacogntion 2 ot a0 Formative Assessment we al a0 Pacing eB ot ao Learner Centered Classroom ra et oo ‘Assessment of Student Learning uz ot Bo Formative Asveismant we ot _) Summative Assessment wa 4 oo Feedback and Grading v oO bo SNC Superior signature Lhe VASe P area SNC Student Teacher Formative Assessment Observation Rubric Tent Candn, i La, 22 estes A ee Grade/Subject, - =A, a District C fot, School. Berke as menignes EZ; Lesson Content. Time Allotted, snesupenisor” 1 Re CU) bate Y= DO Professionalism ‘eas Aoprathes Boarnat meat {Content Knowledge | Demonstrotes appropriate ‘Demonstrates acceptable content ‘Does not demonstrate satisfactory | Cements | tnoneagenettematoncomeyedto | cont nrc comer eset Wavetrcmveclosiceusts | souwuacante Coneticoa | erbused nme estdens Secmeanduioa! coments | hops buadertaseon | Wega. Cant ot ston | ancwdsbeedtecedon 7 | elle ‘Snrs an often aoe on iH critical input v critical input [Prater parc Daan pope | ROTATE ‘atone oppo Meee nad seep eine Matsesegs nmeten oenys | "ius oe cacieom Siraproptie rece Sehoal heed e wot Fon aca REET NORE en OTST TRE tannin srt i : Trent es seson ipaded Papers x Eee eet esta ‘Communication Skilis_| Uses professionel language when ‘Uses informal language in the classroom | Makes frequent errors in grammar speaking ama wrtting rat ‘or in written communications which and spelling in written Shmuntavon etisutens, | Geese peter {Sneunsion uproot Saucon cohguns nd [Spe Sretnesttons | inant (aC c Drus Lar | Kerry tentshe ncnceny/| ene Marywncenens | at rch cnc ae Se camammean Ste | cinpenoreiceead == Querheadkn Dol Student Calch up Premed reditectian - Students on Task — racheal apphcations, Paring) manderts Whudent work! oe 40 Shihan V Cphay), chart an board. Parent S— Y. Nene s, journal +) ‘Teacher Candidate He hee” Page 1 Date wend ar aeY Sup SNC Student Teacher Formative Assessment Observation Rubric Preparation and Planning for Instruction ees Srowapectnce INGSS}, and include Common re Standards foriteracy in | presen FER coer san ant Sancercct ‘Math Practices (CSS Standards for literacy in content areas or Standards of Math Practices Wests | Approaches Dost nat meet “tandards-based | Lessons are consstently based | Some lessons are based on NAS, | Few if any lessons are based on Lessons onthe standards for the content | NGSS, or do not consistently Include | the NAS, NGSS and do not include (CSS Standards for iteracy in content areas of Standards for Math Practices. esson Plans Lesson plans are consistentiy prepared and submitted in advance and include clear | Reda'h Lf | etc tn 2, ouagerert sires incluing g at He student discourse, opportunities | formative assessment isratonnacgtion ps] Tesion plans-are consistently prepared but lack some ofthe components that are required for effective lessons, or are not consistently submited i a timely Teston plans are not consstentiy prepared in advance or frequentiy lack the required components can ecteto Man | retort nr nha Po ‘Questions are planned for oratand ‘written activities inthe lesson but | ie to higher cogntve levels ess “han half the time ‘Questions are not planned forin the lesson Tian Sap | Waar Toa eson we Constr prepared in savance,reppritanhe beeing Ge sson ae ee ig, dfereniated or saoptedas needed ond oe sopra ‘ateras forthe lesson are sometimes prepared in advance and easily accessible. Sometimes materials ae difficult to read or ‘596, not at the level appropriate for fe learner or not age appropriate ‘Waters are often not ready for the lesson or not legible, appropriate for the learners oF ‘age appropriate. When prenared In advance, materials are pot easily accessible Pane “The teacher candiate hes The teacher candidate Fas “There iene evidence that pacing | considered pacing when onsdered pacing sometimes or ha | \s conldered regulrty prior 0 eohg ag Baring eon aang | ily adusing ing Implementation of lesson stHe Jppeglanasnended sure instruction tape to ole Heesiraction ‘Colnmendations, Recommendations, Notes and Comments: Teacher Candidate, Ce Page 3 Date,YSupP SNC Student Teacher Formative Assessment Observation Rubric ‘Assessment of Student Learning — ‘Approaches Does not meet Formative Assessment instruction an isan integral part planning, lesson delivery and oferenation Formative assessment used consistentiy throughout W~ instruction to monftor student understanding and alos instruction Formative assessments used during instruction and sometimes results in adjustments to instruction Formative assessment nat used consistently noris it affectvely sed to adjust instruction orto meet student needs. Summative Assassment ‘eadin te 7 | clear ertera for students Summative assessments are based on the standards and designed prior to instruction (Backwards Lasson Design} in arder to guide the planning and Instruction. Rubrics are routinely used for major assignments and tests, provided ina timely manner and provide ‘ummnative svessments are based fon the standards but are designed after instruction has occurted rather than asa tool to guide instruction and planning. Rubrics reused inconsistently for msjor assignments and tests, “Summative aseestmants are designed based on instruction or taken from textbooks and other sources not connected to the standards, Rubries are not used | Feedback and Grading re fue Tne Ceied- e Werke. Specific feeaback|s provided on stident work. Student work is fraded In a timely manner, and trades are entered correctly and inatimelymanner Feedback & not consistently provided. Student work s sometimes graded ina timely ‘manner, grades are entered correctly, but not always ina timely Feedbackis occasionally provided. Student workis not tgaded in atimely manner, trades are either not entered correctly or notin a timely ‘Commendations, Recommendat hesson heel Students Fuclhy engaged. ns, Notes and Comments: FEES raed 1D DO TH raved 21 TH re ‘Teacher Candidate Signature: sncsuperisor signature: 20k Litiart Treva sai D Lead Teacher Signature: ARAL Teacher Candidate. ae ance Lee Date, = = Page S