Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 19

 Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .............................. 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal ............................ 5
STEP Standard 3 - Assessment and Data Literacy ........................................................................... 7
STEP Standard 4 - Unit and Lesson Planning ................................................................................ 10
STEP Standard 5 - Implementation of Instructional Unit ............................................................. 14
STEP Standard 6 - Analysis of Student Learning ........................................................................... 16
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ................................. 19

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 19

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

A. Geographic Location
The location of my student teaching is Sunnyslope School, 245 E Mountain View Rd, Phoenix,
AZ 85020. It is in the Sunnyslope neighborhood which is East of the I-17, so it is fairly close to
campus.

B. District Demographics
Sunnyslope School is a part of the Washington Elementary School District (WESD). WESD
serves the north central Phoenix area and parts of east Glendale. The district has 32 schools and
is the largest elementary school district in Arizona.

C. School Demographics
Sunnyslope School is a K-8 school that serves a diverse community of north central Phoenix.
Sunnyslope is a Title I school that serves over 800 students pre-kindergarten through eighth
grade students in the neighborhood.

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 19

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
Approximately, 658 out of 800 or more students identify as Hispanic. That is about 79% of the
student population at Sunnyslope Elementary School, thus classifying as the largest portion of
the student body.

B. Environmental Factors
Some environmental factors that I will face when planning to teach is parent involvement and
that there are no consequences for homework. The reason I mention parent involvement is that
when I plan for fun activities that need parent permission, or parent/teacher conferences, or have
no communication with parents about concerning behavior or academic performance, it worries
me. It worries me because I see my cooperating teacher deal with no parent contact for the
students who need the most help in and outside of school. As for the homework policy, I think by
not having students be accountable worries me because there is no way to hold a child
accountable to do their homework.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Sectio Gifted Other or
n 504 Services Cognitive
(Explai Needs
n) Receiving
No
Services
Boys 0 0 0 0 0 0
Girls 0 1 0 1 0 0
Instructional None needed, Get None Every Specific None
Accommodations and expect extra services Wednes reading
Modifications reading help for day groups
(Describe any instructional for those who reading student and
accommodations and were and is is math
modifications regularly used withdrawn being pulled interven
to meet the needs of from being pulled out out for tion
students in each subgroup.) considered as for this by services groups

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 19

 ELL by parent a every based on
request specialist. week. data.

The possible affect these characteristics could have on the planning, delivery, and
assessment of my unit is that I will make sure to get feedback from the specialist that pulls out
the student that has an IEP and better see what we can do for that students once we have an
another IEP meeting to make any other accommodations for that student in reading. However,
that student performs on level on every other subject area. As for the student that is considered
gifted, I can modify my instructional unit plan by making the rigor be there and asking more
D.O.K. based questions such as the why’s. As for the rest of the class the third-grade team does
as much as they can in collecting data from exit tickets to make specific groupings for math
intervention time to better help them/review before moving onto the next lesson.

STEP Standard 2 - Writing Standards-Based Objectives and the

Learning Goal

Unit Topic: Informative Writing

Unit Title: Writing Using Evidence

National or State Academic Content Standards

WESD Arizona Academic English Language Arts Standards

Text Types and Purposes

3W.2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases
(e.g., also, another, and, more, but) to connect ideas within categories of information.

Production and Distribution of Writing

3W.5. With guidance and support from peers and adults, develop and strengthen writing as need
by planning, revising, and editing.

Learning Goal
The overall learning goal for this unit is to strengthen students writing skills and having the
freedom to write independently about a topic. By this time of the year students have already
worked on writing paragraphs on their own and go through the writing process. The students will
respond to a prompt and go through the writing process with the guidance of the teacher.

will respond to a prompt after listening to a read aloud of a book called All the Places to Love.
They will be able to write to describe the place they love. The

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 19

 Measurable Objectives
Pre-Test:
I will brainstorm favorite places on a thinking map after listening to a read aloud of a story.
I will complete a graphic organizer to plan my writing about a place I love.
I will write a draft by responding of to a prompt about the place I love.
I will use the CUPS checklist to peer edit my completed draft.
I will write my final copy and draw and draw my illustration.
I will share my writing by reading aloud to my classmates and complete a rubric to critique my peers.
Unit Objectives:
I will brainstorm ideas for writing by using a thinking map.
I will plan to write an outline by reading a prompt.
I will write my paragraphs and peer edit by using the CUPS checklist.
I will write my final draft by editing my own work.
I will present my final draft orally by having my peers use a rubric.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 19

 STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
The pre-assessment of student’s writing is their knowledge of how to complete the writing
process for writing about their special place. The students are completing a final draft on an
expository writing task after listening to a read aloud of All the Places to Love. The students
were assessed on how they completed a graphic organizer, a writing plan, and their draft,
revised/edited using CUPS, and their written final drafts. The students were graded on their
portions of completion of all
these tasks.
Picture #1: Below pictured is a graphic organizer I modeled with the class using a class stuffed
monkey named Johnny Bananas as an example for the students.

Picture #2: Below is an outline for students. They know how to fill out this plan as this is what
they usually do for any writing task.

Picture #3: This is the final draft students will write on for this pre-assessment.

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 19

 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 5

Meets 15

Approaches 7

Falls Far Below 0

Pre-Assessment Analysis: Whole Class

Based on the data above, I saw that for every student their production of writing may take longer for
some students. I know that for every student the writing process maybe quicker for some than others. I
think the objective for this unit are measurable as they are simple straight to the point. However, I have
learned that in reality for my students that going through the writing process can take a while for some.
So, I have learned to be flexible and allow students who need extra time that chance.

Based on the data above, there was about seven students who approached the learning goal, which was to
finish a complete final draft of a writing on an expository writing task after listening to a read aloud of
All the Places to Love. While there were about 20 students who did complete this task in the week plan,
there was 7 students who did not complete the task. The one thing I learned after doing writing for a unit
plan was that writing for some students will take longer for some than others. With that being said that
allowing yourself to be flexible as a teacher allows me to find ways throughout the day to give student
extra time for writing when they finish tasks during other lessons.

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 19

 Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
The post assessment is the teacher using a rubric to grade students final draft writing. This would allow
me to see if students have a topic sentence, use supporting details, have correct punctuation/capitalization,
and a conclusion sentence.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 19

 STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Brainstorm Planning Day Writing/Peer Edit Final Draft Presentations
Activity Day
Standards and 3.W.4 & 3.W.5 3.W.5 3.W.6 3.SL.4 3.SL.4
Objectives I will brainstorm I will plan to write an I will write my I will write my final I will present my
What do students ideas for writing by outline by reading a paragraphs and peer copy by revising my final draft orally by
need to know and using a thinking map. prompt. edit by using the own work. having my peers use
be able to do for CUPS checklist. a rubric to give
constructive
each day of the feedback.
unit?
Academic brainstorm/ideas topic sentence (CUPS) edit presentation
Language and bats key details Capitalization revise feedback
Vocabulary flying fox bat elaborate Understanding final rubric
What academic mammals transitions Punctuation
language will you pollen conclusion Spelling
emphasize and
teach each day
during this unit?
Summary of The student will The students will The teacher will go The teacher will The teacher will
Instruction and complete a thinking start planning after over the instruct the instruct and explain
Activities for the map on the carpet reading the writing expectations for students that today the presentation
Lesson with the teacher prompt to complete their planning and is final writing day. day expectations.
How will the that is teacher their paragraphs plan writing. Then the The teacher will For student
instruction and guided with whole outline. The teacher students will remind the students behavior during the
activities flow? group. They will will read the prompt continue to plan who have not presentations and
Consider how the include facts that to the students first. their outline reached to this for “student critic”
students will they learned about Then the students ensuring they have point that they will roles. The teacher

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 19

 efficiently transition bats in this map. will read the prompt their topic be working with will explain the
from one to the The teacher will aloud as a class. The sentence, key her in a separate scoring from 1,2,3,
next. help guide and teacher will guide details, and text group while the or 4 that the critics
facilitate the the students to evidence with rest of the class will give. The
discussion towards analyze the prompt paragraph numbers, that is on this step teacher however,
the topic for the and look for key and conclusion will work will give the
writing. Helping words and really sentence. After that independently on students about 5-10
them with understand what they they will continue “red light”. This minutes to
activating prior are going to be onto writing their day the students complete any
knowledge and writing about. After rough draft. If the can continue to finishing touches to
referring to the analyzing the students have finish peer editing final drafts. Then
article and texts prompt, the students completed their their rough drafts. the teacher will
that they have will write their plan rough draft the Then they will have the students
previously learned. in the space teacher will pair up write their final join her on the rug
provided. Afterwards students to drafts. The goal is to start the
the students can start proofread each that they will presentations with
writing their rough other’s work using continue to finish student critiques.
draft if ready. the CUPS editing and write This is great to
checklist. If there is their final copy. So give students the
no one the teacher that tomorrow the role of giving
will tell the student kids can present positive criticism
to do it themselves their writing. to their classmates.
and then I will check
it.
Differentiation Using a graphic Students will then Teacher will Teacher monitoring If student cannot
What are the aids/graphic organize their ideas monitor and walk for individual present in front of
adaptations or organizer, to help into a plan. Using the around to help student help. To class, based on
modifications to the students organize visualization of students help if they need IEP, ELL, or other
instruction/activities ideas and creating a plan. individually who revisions, etc. reason. They have
as determined by brainstorm. Teacher guided. need help. Students Students who need option to read to
the student factors Teacher guided. 50/50 will peer edit each extra help will be teacher solo or to
or individual Class discussion. other’s paragraph. pulled off into a two other students
learning needs? (CUPS) and color group if they are with teacher
coding to make

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 19

 sure have all way behind or need present to receive a
sentences they extra help. presentation grade.
need.
Required Scholastic News- Smartboard/overhead -Writing -Writing -Rough draft/final
Materials, Bat Rescue article. Projector plan/graphic plan/graphic draft
Handouts, Text, Facts about flying Graphic Organizer- organizer organizer “Student critics”
Slides, and fox bats. made with kids -Rough draft -Rough draft rubric.
Technology Easel/Butcher Bat Rescue article handout paragraph -Overhead
paper Facts from class -referring to article if -Final draft projector
Overhead projector discussion (previous needed handout -Smartboard
day).
Highlighters
Instructional and I will pull sticks to I will engage Chorally repeating Their final copy Students get to
Engagement call on students to students by guiding about how to draft is exciting to present writing to
Strategies share out and them and discussing ensure sentence them because they class.
What strategies are complete a thinking as a class the parts of transitions make get to Engaging students
you going to use map. This will be a paragraph for our sense. Also writing decorate/color the to participate and
with your students engaging as they writing. I will using evidence border. be judges of their
to keep them love to share out constantly check directly from a text. peers to give
engaged throughout and participate in a students’ knowledge positive criticism.
the unit of study? class discussion. of how to write and
layout the paragraph.

Formative Thinking map as Completed graphic Completed rough Completed final Presentation of
Assessments whole-class with organizer/paragraph draft. draft. students work and
How are you going some of student map. class discussion
to measure the examples. after presentation.
learning of your Annotated article
students throughout with ideas on
the lesson? margins.
Summative, Post- Childhoods Afloat writing independently. This writing will be used as the post-assessment to monitor how students
Assessment refer to text and how do you cite text evidence from plan to rough draft. This is where we will focus on how
What post- they structure the sentences for this writing prompt. Me and my mentor thought this would be a great practice
assessment will right before AZ Merit as they showed they struggled on citing text-evidence in their writing. We think that by

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 19

 measure the this time I have modeled enough on how to go through the writing process and it will be great to measure if
learning progress? by this time they are able to progress and succeed at it.
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 19

 STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link:

YouTube Link below:
https://youtu.be/KZzP9LEusvA
Summary of Unit Implementation:
After completing my unit, I overall felt that it went really well. The unit in its entirety was a writing
unit. This unit was created to practice and ensure the students thoroughly can complete a writing task and
go through the writing process. The first day of the unit the students will brainstorm ideas for writing by
using a thinking map that is guided by the teacher. I think this lesson was good to implement with the kids
together to help them read a prompt of what they are writing about and brainstorm ideas of what they
want to write about. The students got to pick one from the thinking map or can come up with their own.
As for engagement the students were all pretty engaged when they had to brainstorm facts about bats and
the students were excited to share out what they have learned.
For the second day, the students will plan and write an outline by reading a prompt. The students had
to read and analyze the prompt to ensure they come up with a plan to write to what the prompt says. The
engagement for this lesson was pretty much good, I made sure to ask students lots of questions
throughout the process of what is needed for their writing, they were on the floor, so their attention was
totally on the task and they had time for whole class discussion.
The third day of my unit I went over the class expectations for their planning and writing. The
students had to continue to plan their outline making sure they have their topic sentence, key details, and
text evidence with paragraph numbers, and conclusion sentence. Afterwards the students continued onto
writing their rough draft and editing their writing by a peer or themselves using CUPS. The engagement
strategies that I used was that when the students finished their job on writing their plan the students got to
sign the “I Did It!” list, meaning they finished their work and afterwards the teacher will post the list by
the superhero board. They get so excited to finish their work and be on the board.
For the fourth day the students were to continue finishing editing their rough drafts by themselves or a
peer. Afterwards they will write their final drafts. The engagement strategies used for this day was
allowing students to draw a picture in the space provided on their final draft about bats. This really
worked in engaging the students to stay on task and finish their work. I enjoyed this very much because
the kids who did finish got to start presenting their work and reading it aloud to the class.
The last day of my unit was a presentation day, so this is when I included students to be “critics” to
give their peers positive criticism. They used sentence starters when speaking like, “I really liked ____ or
I enjoyed this, but I think you could have____”. This was great because the students were really engaged
because they had opportunities to feel like the teacher and chances to speak and give their peers feedback.

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 19

Summary of Student Learning:
Overall, I think student learning in this writing unit turned out great because of the output in their
writing. The students really did well in making sure they answered the writing prompt and did well in
their writing by using CUPS to edit their work. I also could tell the students had fun in this writing unit
because it was interesting to them to write about bats which we have read a few stories in ELA about it
and they got a scholastic news article in science to use for their writing to cite textual evidence from it in
their writing. However, one student in the class has behavior problems; such as his language and behavior
towards other students that we sometimes have to send the student out of the room for vulgar language.
Which was sad because the student missed out on having my help with their writing and it showed. For
the students that I missed class in general were behind, so I think that instead of just having them work
with me in a small group, I could have students who finished already to help other students like the ones
that have missed class.

Reflection of Video Recording:

When I look back at my teaching performance in my video, I think I did very good at making sure all
my students were guided through the lesson. I asked a lot of questions to ensure the students guided me as
well through writing the plan. This was a one-day lesson including the components of my unit. I had
technology difficulties with uploading my video from me implementing my unit, it was saying my video
was corrupted. So, what my mentor and I thought would be beneficial for my students on the Friday; the
week before district testing that I would give my students a writing prompt. The students were guided
with the teacher on analyzing the writing prompt and creating a writing plan including a topic sentence
answering what they need to from the prompt, key details, and text evidence with paragraph numbers
showing they are referring to the text (Safe Listening and Heads Up) and their conclusion sentence. The
one thing that I could have improved on was going over how to refer to the text in their writing. So, after
implementing and looking back at the video I did a mini lesson on referring to the text in writing. I
created an anchor chart called, “Where’s Your Proof” that had text evidence sentence starters for students
to use which is shown below and is hung up where student can see from all around the room to use to
refer to during class time.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 19

 STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Exceeds 5 11

Meets 15 7

Approaches 7 4

Falls Far Below 0 0

Post-Test Analysis: Whole Class

(class size has changed; few have moved) new total 22 students, 5 are in an intervention group

Based on the post assessment as a class my students did a great job, most of my students were
able to meet and exceed in their writing. This was due to them being able to peer review one
another’s work and ensure they had all the criteria for their writing; their topic sentence, key
details, with text evidence, and their conclusion. I feel that allowing that day the students were
editing and finishing up the day before presentations, really made it reality to them that they need
to get their writing wrapped up that day asking for help from me and students that already had
finished.

The reason I think most of all of my students were able to meet and exceed the goal of their
writing was due to the fact of me having students that have finished their writing and be “teacher
helpers”. These helpers went around the classroom to help and of their classmates that needed
help really was smart idea. I also think that by going over how to cite text evidence to include in
your writing really benefited the students with the overall flow of their writing. This was the
“Where’s my Proof?” anchor chart I created and did a mini-lesson where students did 50/50 to
ensure they understood these sentence starters.

Post-Assessment Analysis: Subgroup Selection

I selected these students specifically for a subgroup population or my unit because two students
were ELL’s last year, and this is their first-year monitoring not being ELL’s anymore due upon
parent request. However, I have noticed these two students continuously struggle in reading and
writing. These two students were a part of this subgroup due to them scoring far below basic on
interim district testing. All these students made up a great intervention group for me to work with
because I noticed they need and extra help because most of them struggled with moving along

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 19

 through the witting process. This group also consisted of students who were absent the beginning
part of the writing unit.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 0

Meets 2 3

Approaches 3 1

Falls Far Below 0 1

Post-Assessment Analysis: Subgroup

Based on the post-test analysis I could see that almost all of my intervention group students were able to
make sure they included all of the main criteria needed in their writing. This was fairly easy because
pulling these students aside and working one on one with them really helped them make sure they were on
the right way to having a complete writing piece. However, I did not review their work completely
thoroughly using CUPS, I wanted them to have the experience to do that part with their peers. Which is
why some were marked down. For example, the student that was considered falling far below was due to
the fact that he went directly to his final draft without having anyone check his work because he was
behind from being absent most of the week. Overall, working with my intervention students in a small
group really benefited my students work and appreciation of the writing process.

Based on the post-assessment data, I wanted to see how the kids really did on their writing by grading their
final drafts. The post-test data showed me that most of almost all of my students in my small intervention
groups meet what they need in their writing. However, some showed a lack in their spelling and
punctuation. I noticed my students really needed help from their peers, dictionaries and myself when it
came to this portion. However, I did not offer the help to students I referred them to using their classroom
resources. I was glad most of my students performed well in their writing. In the future I will continue to
do mini-lessons in between to help the students refresh their memories on how to refer to a text, citing text
evidence and using classroom resources for spelling to help them learn to help themselves in their writing
and for them to take charge in their learning.

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 19

 Post-Assessment Data: Remainder of Class
(class number changed due to students being dropped from class)

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 3 2

Meets 13 14

Approaches 5 1

Falls Far Below 0 0

Post-Assessment Analysis: Subgroup and Remainder of Class

Taking the subgroup to work with them one-on-one really benefited them. But also having students who
exceeded in their writing to be helpers around the classroom benefited all the students. I think that when I
was working with my small group the remainder of the class was able to stay focused on their writing and
meanwhile get support from their peers. I also think that by pulling my students as a whole and do a small
mini-lesson really benefited the entire class to stay focused and include in their writing exactly what they
need when citing text evidence. Overall, I think it was effective to work with the class as a whole but also
break off to allow students to work independently which allowed me to pull aside my small group to work
with them on their writing.

Based on their writing so far, I think that I can progress this and make their sentence starters a bit more
detailed to help them be more precise for students writing, I have learned the importance of keeping it
structured for students when it comes to learning that way they understand their expected goals. How each
day in my unit built on top of one another really helped students understand the writing process and
appreciate all the time given to them.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 19

 STEP Standard 7 – Reflecting on Instruction to Improve Student
Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Timing My plan to work on timing is to observe my
mentor teacher and learning tips on timing,
that way my part of instruction for students is
straight forward. That way my students can
have plenty of time to plan and write.
2. Include small Mini-Lessons if I will plan to learn when to pull my students
necessary for whole class instruction if I notice my
students are struggling or need a reminder
when it comes to any components or
strategies for them when it comes to writing.
For instance, I noticed my students needing
reminders on quotation marks and what they
mean and when to included them when
writing.
3. Questioning/Teacher class monitoring I feel like as the teacher I should have spent
more time going around the classroom
monitoring students work on their writing.
That way I could have seen that some of my
students needed extra guidance when it came
to punctuation. I have practiced this since
then and I have seen great improvement of
me to help my students.

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 19