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f
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e
me
n
t
G
o
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d
m
a
n
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g
e
me
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t
o
f
f
a
c
i
l
i
t
i
e
s
a
n
d
r
e
so
u
r
c
e
s
At
th
e
Un
iv
e
r
s
ity
o
f
th
e
B
asq
u
e
C
o
u
n
tr
y
(
UPV/EH
U)
,
we
h
av
e
b
ee
n
wo
r
k
in
g
in
th
e
f
ield
o
f
E
SI
f
o
r
o
v
er
a
d
ec
ad
e.
Ou
r
cu
r
r
en
t
p
r
o
ject,
en
titl
ed
“
s
ch
o
o
l
im
p
r
o
v
em
en
t
f
r
o
m
th
e
g
e
n
d
er
p
e
r
s
p
ec
tiv
e
in
s
ch
o
o
ls
in
th
e
Au
to
n
o
m
o
u
s
C
o
m
m
u
n
ity
o
f
th
e
B
asq
u
e
C
o
u
n
tr
y
(
AC
B
C
)
,
”
was
p
r
ec
ed
e
d
b
y
an
o
t
h
er
two
p
r
o
jects
en
titl
ed
“
ch
ar
ac
ter
izatio
n
a
n
d
b
est
p
r
a
ctice
s
in
h
ig
h
a
d
d
ed
v
alu
e
s
ch
o
o
ls
”
an
d
“
l
o
n
g
itu
d
in
al,
co
n
t
ex
tu
alize
d
s
tu
d
y
o
f
s
ch
o
o
ls
with
v
e
r
y
h
ig
h
an
d
v
er
y
lo
w
lev
els
o
f
ef
f
ec
tiv
en
e
s
s
.
Desig
n
o
f
s
ch
o
o
l
im
p
r
o
v
e
m
en
t
ac
tio
n
s
”
.
All
wer
e
ca
r
r
ied
o
u
t
t
h
an
k
s
to
th
e
co
llab
o
r
atio
n
o
f
th
e
B
asq
u
e
I
n
s
titu
te
f
o
r
R
esear
ch
an
d
E
v
alu
atio
n
in
E
d
u
ca
tio
n
(
B
asq
u
e
Go
v
er
n
m
e
n
t)
an
d
f
u
n
d
in
g
g
r
an
ted
b
y
th
e
Sp
a
n
is
h
Min
is
tr
y
f
o
r
Scien
ce
an
d
I
n
n
o
v
atio
n
.
I
n
th
e
f
ir
s
t
p
r
o
ject,
we
id
e
n
tifie
d
s
ev
er
al
‘
b
est
p
r
ac
tic
e’
ar
ea
s
in
wh
ich
s
ch
o
o
ls
with
h
ig
h
ef
f
ec
tiv
en
ess
lev
els
in
th
e
AC
B
C
s
to
o
d
o
u
t
[
8
]
,
[
9
]
.
T
h
e
m
ajo
r
ity
o
f
th
e
b
est
p
r
ac
tices
id
en
tifie
d
h
a
v
e
b
ee
n
d
is
s
em
in
ated
th
r
o
u
g
h
p
u
b
lica
tio
n
s
in
n
atio
n
al
a
n
d
in
ter
n
ati
o
n
al
h
i
g
h
-
im
p
ac
t
jo
u
r
n
als,
a
n
d
in
clu
d
e:
tr
ain
i
n
g
an
d
in
n
o
v
atio
n
,
teac
h
er
tr
ain
i
n
g
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
m
eth
o
d
o
lo
g
ies,
d
iv
er
s
ity
,
s
ch
o
o
l
o
r
g
an
izatio
n
an
d
m
a
n
ag
em
en
t,
lead
er
s
h
ip
,
clim
ate,
an
d
f
am
ily
-
s
ch
o
o
l
-
co
m
m
u
n
ity
r
elatio
n
s
.
I
n
th
is
co
n
tex
t,
we
also
an
aly
ze
d
asp
ec
ts
lin
k
e
d
to
a
s
s
es
s
m
en
t,
s
p
ec
if
ically
ass
ess
m
en
t
cu
ltu
r
e
an
d
its
r
elatio
n
s
h
ip
with
co
n
cr
ete
s
tu
d
en
ts
’
o
u
tco
m
es
ass
o
ciate
d
with
ef
f
ec
tiv
e
n
ess
.
On
e
o
f
th
e
o
u
tc
o
m
es
o
f
th
is
is
th
e
ca
talo
g
u
e
o
f
b
est
p
r
ac
tices
,
an
aly
ze
d
b
y
s
p
ec
if
i
c
ar
ea
:
s
tu
d
en
t,
teac
h
er
a
n
d
s
ch
o
o
l.
B
est
p
r
ac
tices
in
th
e
f
ield
o
f
ass
ess
m
en
t
in
th
e
s
tu
d
en
t a
n
d
s
ch
o
o
l a
r
ea
s
ar
e
as
[
8
]
:
“
S
p
ec
ia
l
a
tten
tio
n
to
s
tu
d
en
t
a
s
s
ess
men
t,
th
r
o
u
g
h
fr
eq
u
en
t
fo
r
ma
tive
a
s
s
e
s
s
men
ts
w
ith
a
clea
r
,
p
u
b
lic
a
n
d
co
lleg
i
a
l d
efin
itio
n
o
f m
in
imu
m
co
n
ten
ts
a
n
d
a
s
s
ess
men
t c
r
ite
r
ia
.”
“
A
s
s
es
s
men
t
o
f
a
ll p
r
o
jects,
p
r
o
g
r
a
mme
r
s
a
n
d
a
ctivities
en
g
a
g
ed
in
b
y
th
e
s
ch
o
o
l,
w
ith
a
p
o
s
itiv
e
ev
a
lu
a
tio
n
a
n
d
fo
r
ma
tive
u
s
e
o
f th
e
d
ia
g
n
o
s
tic
a
s
s
ess
men
t
.
”
As
th
ese
ex
ce
r
p
ts
in
d
icate
,
as
s
ess
m
en
t
i
s
u
n
d
er
s
to
o
d
as
a
f
o
r
m
ativ
e
p
r
o
ce
s
s
th
at
f
o
s
ter
s
s
tu
d
en
t
lear
n
in
g
at
b
o
th
a
c
l
a
s
s
r
o
o
m
a
n
d
s
c
h
o
o
l
-
wi
d
e
l
e
v
e
l
.
S
c
h
o
o
l
e
f
f
e
c
ti
v
e
n
e
s
s
is
lin
k
ed
to
a
m
o
r
e
d
e
v
e
l
o
p
e
d
a
s
s
e
s
s
m
e
n
t
cu
ltu
r
e.
A
t
t
h
e
e
n
d
o
f
t
h
e
2
0
t
h
ce
n
t
u
r
y
,
a
d
e
e
p
-
r
o
o
t
e
d
c
h
a
n
g
e
t
o
o
k
p
l
ac
e
w
i
t
h
i
n
t
h
e
f
i
el
d
o
f
e
d
u
c
a
t
i
o
n
.
T
h
e
f
i
r
s
t
s
t
e
p
s
w
e
r
e
t
a
k
e
n
t
o
w
a
r
d
s
s
h
i
f
ti
n
g
f
r
o
m
a
t
r
a
d
i
t
i
o
n
a
l
f
r
a
m
e
wo
r
k
f
o
c
u
s
e
d
o
n
t
e
a
c
h
i
n
g
a
n
d
b
a
s
e
d
o
n
b
e
h
a
v
i
o
r
a
l
l
e
a
r
n
i
n
g
t
h
e
o
r
y
,
t
o
a
c
o
n
t
e
m
p
o
r
a
r
y
o
n
e
f
o
c
u
s
e
d
o
n
l
e
a
r
n
i
n
g
a
n
d
b
a
s
e
d
o
n
s
o
c
i
a
l
c
o
n
s
t
r
u
ct
i
v
i
s
m
a
n
d
s
i
t
u
at
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d
l
e
a
r
n
i
n
g
.
A
c
h
a
n
g
e
a
ls
o
o
c
c
u
r
r
e
d
i
n
t
h
e
c
o
n
s
t
r
u
c
t
i
o
n
o
f
c
o
n
ce
p
t
s
s
u
c
h
as
t
e
ac
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
;
w
h
e
r
e
a
s
i
n
t
h
e
t
r
a
d
i
t
i
o
n
a
l
f
r
a
m
e
w
o
r
k
,
h
i
g
h
-
q
u
a
l
i
t
y
t
e
a
c
h
i
n
g
i
s
u
n
d
e
r
s
t
o
o
d
a
s
t
h
e
t
r
a
n
s
m
is
s
i
o
n
o
f
s
p
e
c
i
f
ic
k
n
o
w
l
e
d
g
e
,
i
n
t
h
e
c
o
n
t
e
m
p
o
r
a
r
y
f
r
a
m
e
w
o
r
k
,
i
t
i
s
c
o
n
c
e
i
v
e
d
a
s
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
s
t
u
d
e
n
t
s
w
h
o
t
h
i
n
k
.
F
o
r
i
ts
p
a
r
t
,
h
i
g
h
-
q
u
a
l
i
t
y
l
e
a
r
n
i
n
g
i
s
u
n
d
e
r
s
t
o
o
d
i
n
t
h
e
t
r
a
d
i
t
i
o
n
a
l
f
r
a
m
e
w
o
r
k
i
n
t
e
r
m
s
o
f
t
h
e
a
c
q
u
i
s
i
t
i
o
n
o
f
s
p
e
c
i
f
i
c
k
n
o
w
l
e
d
g
e
,
w
h
e
r
e
a
s
i
n
t
h
e
c
o
n
t
e
m
p
o
r
a
r
y
f
r
a
m
e
w
o
r
k
i
t
i
s
s
e
e
n
a
s
t
h
e
a
c
q
u
is
i
ti
o
n
o
f
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
a
b
i
li
t
i
es
[1
0
]
,
[
1
1
]
.
I
n
th
is
co
n
tex
t,
th
e
te
r
m
ass
ess
m
en
t
cu
ltu
r
e
r
ef
er
s
to
a
n
ap
p
r
o
ac
h
to
ass
ess
m
en
t
th
at
is
clo
s
ely
lin
k
ed
to
th
e
ty
p
e
o
f
teac
h
in
g
ad
v
o
ca
ted
b
y
th
e
c
o
n
tem
p
o
r
ar
y
p
ar
a
d
ig
m
o
f
e
d
u
ca
tio
n
[1
0
]
,
[
1
2
]
,
[
13
]
an
d
is
th
er
ef
o
r
e
d
if
f
er
en
t
f
r
o
m
test
in
g
cu
ltu
r
e
,
wh
ich
is
in
lin
e
with
th
e
tr
ad
itio
n
al
p
ar
ad
ig
m
.
T
esti
n
g
cu
ltu
r
e
v
iews a
s
s
e
s
s
m
en
t
as
th
e
last
elem
en
t
in
th
e
teac
h
in
g
p
r
o
ce
s
s
.
I
ts
f
u
n
ctio
n
is
s
u
m
m
ativ
e
a
n
d
its
p
u
r
p
o
s
e
is
t
o
ass
ess
lear
n
in
g
b
y
ap
p
ly
in
g
o
b
jectiv
e
test
s
.
Ass
ess
m
en
t
cu
ltu
r
e,
in
c
o
n
tr
ast,
v
iews
ass
ess
m
en
t
as
a
s
y
s
t
em
atic
p
r
o
ce
s
s
th
at
co
n
tr
ib
u
tes
to
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
an
d
is
lo
c
ated
at
th
e
p
o
in
t
at
wh
ich
tea
ch
in
g
an
d
lear
n
in
g
m
ee
t.
I
ts
f
u
n
ctio
n
is
f
o
r
m
ativ
e
an
d
its
p
u
r
p
o
s
e
is
to
ass
ess
f
o
r
lear
n
i
n
g
.
T
h
is
ty
p
e
o
f
ass
es
s
m
en
t
aim
s
to
en
s
u
r
e
d
ee
p
lear
n
i
n
g
(
d
e
v
elo
p
in
g
th
e
ca
p
ac
ity
f
o
r
r
ef
lecti
o
n
an
d
m
etac
o
g
n
itiv
e
s
tr
ateg
ies)
an
d
to
en
ab
le
f
ee
d
b
ac
k
[1
1
]
–
[
13
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
5
0
-
1
6
6
5
1652
Acc
o
r
d
in
g
t
o
th
is
ap
p
r
o
ac
h
,
th
e
p
u
r
p
o
s
e
an
d
f
u
n
cti
o
n
o
f
ass
es
s
m
en
t
ar
e
d
is
tin
g
u
is
h
e
d
as
[
1
4
]
:
ass
es
s
m
en
t
f
o
r
lear
n
in
g
(
Af
L
)
is
an
y
ass
ess
m
en
t
f
o
r
wh
ich
th
e
to
p
p
r
io
r
ity
i
n
its
d
esig
n
an
d
p
r
ac
tice
is
to
p
r
o
m
o
te
s
tu
d
e
n
t
lear
n
in
g
an
d
ass
es
s
m
en
t
r
ea
lly
b
ec
o
m
es
f
o
r
m
ativ
e
wh
en
th
e
ev
i
d
en
ce
o
b
tain
ed
is
u
s
ed
to
ad
ap
t
th
e
wo
r
k
to
lear
n
i
n
g
r
eq
u
ir
em
en
ts
.
Fo
r
m
ativ
e
ass
es
s
m
en
t
is
ch
ar
ac
ter
ized
b
y
its
u
s
e
o
f
f
ee
d
b
ac
k
s
tr
ateg
ies th
at
p
r
o
v
id
e
teac
h
e
r
s
an
d
s
tu
d
en
ts
with
in
f
o
r
m
atio
n
ab
o
u
t
th
eir
teac
h
in
g
an
d
lear
n
in
g
[
15
]
.
T
h
e
ter
m
f
o
r
m
ativ
e
ass
ess
m
en
t
en
co
m
p
ass
es
a
r
an
g
e
o
f
d
i
f
f
er
en
t
a
p
p
r
o
ac
h
es,
s
o
m
e
o
f
wh
ich
h
a
v
e
v
er
y
d
i
f
f
er
en
t
co
n
ce
p
tu
al
b
ase
s
[
16
]
–
[
18
]
.
T
h
ese
in
clu
d
e:
d
a
ta
-
d
r
iv
en
d
ec
is
io
n
m
ak
i
n
g
(
D
DDM
)
,
d
ata
-
b
ased
d
ec
is
io
n
m
ak
in
g
(
DB
DM
)
an
d
Af
L
;
th
e
last
o
f
wh
ich
is
f
u
r
th
er
s
u
b
d
iv
id
e
d
in
to
th
r
ee
a
p
p
r
o
ac
h
es:
s
tr
ateg
y
-
f
o
cu
s
ed
f
o
r
m
ativ
e
ass
ess
m
en
t,
s
o
cio
co
g
n
itiv
e
f
o
r
m
ativ
e
ass
ess
m
en
t
an
d
s
o
cio
cu
ltu
r
al
f
o
r
m
ativ
e
ass
ess
m
en
t.
DDDM
is
b
ased
o
n
u
s
in
g
i
n
t
er
im
ass
ess
m
en
ts
an
d
s
tate
test
s
to
im
p
r
o
v
e
teac
h
in
g
an
d
l
ea
r
n
in
g
.
T
ea
ch
er
s
,
in
d
iv
id
u
ally
o
r
in
team
s
,
ar
e
ex
p
ec
ted
to
s
ee
k
o
u
t
an
d
i
m
p
lem
en
t
ev
id
e
n
ce
-
b
ased
i
n
s
tr
u
ctio
n
al
r
ef
o
r
m
s
.
DB
DM
is
b
ased
o
n
u
s
in
g
th
e
d
ata
co
llected
at
th
e
s
ch
o
o
l
to
in
f
o
r
m
in
n
o
v
atio
n
d
ec
is
io
n
s
lin
k
ed
to
teac
h
in
g
,
cu
r
r
icu
lu
m
an
d
s
ch
o
o
l
p
er
f
o
r
m
an
ce
.
Stra
teg
y
-
f
o
cu
s
ed
f
o
r
m
ativ
e
ass
ess
m
en
t
is
b
ased
o
n
u
s
in
g
th
e
s
tr
ateg
ies
an
d
to
o
ls
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
to
p
r
o
v
id
e
s
tu
d
en
ts
with
f
ee
d
b
ac
k
a
n
d
in
v
o
lv
e
th
em
m
o
r
e
ac
tiv
ely
in
th
ei
r
o
wn
lear
n
in
g
.
Fo
r
its
p
ar
t,
s
o
cio
co
g
n
itiv
e
f
o
r
m
ativ
e
ass
ess
m
en
t
is
b
ased
o
n
ass
es
s
in
g
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
an
d
s
k
ills
as
th
ey
en
g
ag
e
in
in
cr
ea
s
in
g
ly
s
o
p
h
is
ticated
p
r
a
ctice
s
co
m
m
o
n
to
d
is
cip
lin
ar
y
ex
p
er
ts
.
Fin
ally
,
s
o
cio
cu
ltu
r
al
f
o
r
m
ativ
e
ass
ess
m
en
t
is
b
ased
o
n
teac
h
e
r
s
h
el
p
in
g
s
tu
d
e
n
ts
to
r
ef
lect
o
n
h
o
w
way
s
o
f
k
n
o
win
g
,
d
o
in
g
a
n
d
b
ein
g
in
s
ch
o
o
l r
ela
te
to
p
r
ac
tices th
at
ar
e
v
al
u
ed
i
n
th
eir
o
wn
f
am
ilies
an
d
co
m
m
u
n
ities
.
Fo
r
m
ativ
e
ass
ess
m
en
t
f
o
cu
s
es
o
n
th
r
ee
k
ey
q
u
esti
o
n
s
:
i)
w
h
er
e
ar
e
s
tu
d
en
ts
h
ea
d
in
g
;
ii)
w
h
er
e
ar
e
th
ey
n
o
w
;
a
n
d
iii)
h
o
w
ca
n
w
e
clo
s
e
th
e
g
ap
b
etwe
en
th
e
t
wo
?
[
19
]
.
B
ased
o
n
th
ese
q
u
e
s
tio
n
s
,
ass
es
s
m
en
t
th
at
f
o
s
ter
s
s
tu
d
en
t
lear
n
in
g
i
s
m
ad
e
u
p
o
f
f
iv
e
k
ey
s
tr
ate
g
ies
[
20
]
:
i
)
c
lar
if
y
an
d
s
h
ar
e
lear
n
in
g
aim
s
an
d
cr
iter
ia
f
o
r
s
u
cc
ess
;
ii
)
d
esig
n
ef
f
ec
tiv
e
class
r
o
o
m
d
eb
ate
s
an
d
o
th
er
lear
n
in
g
task
s
to
g
ath
er
ev
id
en
ce
o
f
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
;
iii
)
p
r
o
v
id
e
f
ee
d
b
ac
k
th
at
h
el
p
s
s
tu
d
en
ts
p
r
o
g
r
ess
;
iv
)
a
ctiv
ate
s
tu
d
en
ts
as
in
s
tr
u
ctio
n
r
eso
u
r
ce
s
;
an
d
v
)
a
ctiv
ate
s
tu
d
en
ts
as
th
e
o
wn
er
s
o
f
th
ei
r
o
wn
lear
n
in
g
.
H
o
wev
er
,
in
o
r
d
er
to
p
r
o
m
o
t
e
lear
n
in
g
th
r
o
u
g
h
ass
ess
m
en
t p
r
ac
tices,
to
in
teg
r
atin
g
th
ese
p
r
ac
tices in
to
d
aily
wo
r
k
,
it is
n
ec
ess
ar
y
to
cr
ea
te
a
s
u
itab
le
en
v
ir
o
n
m
en
t
th
at
e
n
c
o
u
r
ag
es
lear
n
in
g
:
d
ev
el
o
p
in
g
n
o
r
m
s
o
f
m
u
tu
al
r
esp
ec
t,
p
e
r
s
o
n
al
r
esp
o
n
s
ib
ilit
y
an
d
s
h
ar
e
d
f
o
cu
s
o
n
lear
n
i
n
g
,
estab
lis
h
in
g
a
h
ea
lth
y
r
elatio
n
s
h
ip
b
etwe
en
f
o
r
m
ati
v
e
an
d
s
u
m
m
ativ
e
ass
es
s
m
en
t
an
d
av
o
id
in
g
g
r
ad
i
n
g
p
r
ac
tices
[2
1
]
.
At
th
e
en
d
o
f
th
e
d
ay
,
ass
ess
m
en
t
cu
ltu
r
e
is
d
ef
in
ed
in
ter
m
s
o
f
th
r
ee
i
n
ter
r
elate
d
c
o
m
p
o
n
e
n
ts
[
22
]
:
i
)
t
ea
c
h
er
s
’
an
d
s
tu
d
en
ts
’
b
elief
s
ab
o
u
t
t
h
e
aim
s
o
f
th
e
ass
ess
m
en
t
an
d
its
r
elatio
n
s
h
ip
with
teac
h
in
g
an
d
lear
n
in
g
;
ii
)
t
h
e
ass
ess
m
en
t
p
r
ac
tices
u
s
ed
b
y
teac
h
er
s
,
in
wh
ich
s
tu
d
en
ts
ar
e
in
v
o
lv
e
d
; a
n
d
iii
)
t
h
e
ass
ess
m
en
t to
o
ls
th
at
s
u
p
p
o
r
t,
o
r
i
n
s
o
m
e
ca
s
es,
in
h
ib
it th
ese
p
r
ac
t
ices.
Pro
m
o
tin
g
an
ass
ess
m
en
t
cu
ltu
r
e
r
eq
u
ir
es
a
r
ec
u
ltu
r
atio
n
o
f
ass
ess
m
en
t
p
r
ac
tices
th
at
h
av
e
b
ee
n
em
b
ed
d
e
d
f
o
r
a
lo
n
g
tim
e
in
th
e
p
r
ac
tices
o
f
teac
h
e
r
s
an
d
s
ch
o
o
ls
.
T
h
is
r
ec
u
ltu
r
atio
n
o
c
cu
r
s
o
v
e
r
tim
e
a
n
d
r
eq
u
ir
es
ef
f
ec
tiv
e
ev
i
d
en
ce
[
23
]
.
T
o
ac
h
ie
v
e
th
is
,
th
e
f
o
cu
s
o
f
lear
n
in
g
m
u
s
t
b
e
o
n
teac
h
er
tr
ain
in
g
;
th
is
is
wh
at
is
ad
v
o
ca
ted
b
y
th
e
r
esear
ch
er
s
wh
o
h
av
e
d
e
v
elo
p
ed
th
e
d
if
f
e
r
en
t
m
o
d
els
cu
r
r
en
tly
d
r
i
v
in
g
th
e
in
co
r
p
o
r
atio
n
o
f
ass
ess
m
en
t
cu
ltu
r
e
[1
1
]
,
[
15
]
,
[
19
]
,
[
24
]
,
[
25
]
.
T
h
o
s
e
wh
o
h
av
e
b
ee
n
en
g
ag
ed
in
th
is
u
n
d
er
tak
i
n
g
in
s
ch
o
o
ls
o
v
e
r
r
ec
en
t
y
ea
r
s
r
em
ar
k
th
at,
f
o
r
t
h
is
r
ec
u
ltu
r
atio
n
to
o
cc
u
r
,
a
s
er
ies
o
f
co
n
d
itio
n
s
m
u
s
t
b
e
m
et
[
15
]
,
[
23
]
,
[
24
]
,
[
26
]
,
[
27
]
.
T
ea
ch
e
r
s
m
u
s
t
lear
n
n
ew
Af
L
p
r
ac
tices
an
d
u
n
d
er
s
tan
d
th
at
th
e
p
u
r
p
o
s
e
o
f
ass
ess
m
en
t
is
lear
n
in
g
;
th
ey
m
u
s
t
r
ef
lect
o
n
p
r
a
ctice
s
in
co
llab
o
r
atio
n
with
o
t
h
er
teac
h
er
s
as
th
ey
in
co
r
p
o
r
ate
Af
L
in
to
th
eir
d
ail
y
wo
r
k
; a
n
d
th
e
y
m
u
s
t b
e
ai
d
e
d
in
th
is
task
b
y
e
x
p
er
ts
.
T
h
is
wo
r
k
is
lin
k
ed
to
th
e
lea
r
n
in
g
p
r
o
ce
s
s
o
f
p
r
o
f
ess
io
n
al
l
ea
r
n
in
g
g
r
o
u
p
s
,
wh
ich
a
r
e
c
h
a
r
ac
ter
ized
b
y
th
ei
r
f
o
cu
s
o
n
c
o
llab
o
r
atio
n
,
th
eir
s
h
ar
ed
p
e
r
s
p
ec
tiv
es
an
d
asp
ir
atio
n
s
,
th
eir
f
o
cu
s
o
n
s
tu
d
en
t
lea
r
n
in
g
an
d
th
eir
u
s
e
o
f
r
ef
lectiv
e
d
ialo
g
u
e
in
teac
h
er
lear
n
in
g
[
28
]
–
[3
0
]
.
T
h
e
e
f
f
ec
tiv
en
ess
o
f
th
is
p
r
ac
tice
in
d
ev
elo
p
in
g
th
e
Af
L
in
th
e
class
r
o
o
m
h
as
r
ec
en
tly
b
ee
n
d
em
o
n
s
tr
ated
[3
1
]
,
[
32
]
.
Oth
er
s
tu
d
ies
h
a
v
e
id
en
tifie
d
s
ev
er
al
ess
en
tial
p
r
er
eq
u
is
ites
f
o
r
th
is
r
ec
u
ltu
r
atio
n
t
o
o
cc
u
r
,
in
clu
d
in
g
g
o
al
s
ettin
g
,
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e,
ass
es
s
m
en
t
liter
ac
y
,
f
ee
d
b
ac
k
s
tr
ateg
ies,
th
e
f
ac
ilit
atio
n
o
f
class
r
o
o
m
d
is
cu
s
s
io
n
s
,
in
v
o
lv
in
g
s
tu
d
en
ts
,
co
llab
o
r
atio
n
b
etwe
en
teac
h
er
s
,
an
d
a
p
o
s
itiv
e
attitu
d
e
ar
o
u
n
d
Af
L
[
18
]
.
T
ea
ch
er
s
d
ev
elo
p
th
e
ab
ilit
y
to
u
s
e
Af
L
in
a
teac
h
er
p
r
o
f
ess
io
n
al
lear
n
in
g
co
n
tin
u
u
m
,
u
n
til
th
ey
ac
h
iev
e
th
e
ass
ess
m
en
t
cu
ltu
r
e
m
in
d
s
et.
Fiv
e
lev
els
h
av
e
b
ee
n
id
en
tifie
d
in
th
is
p
r
o
g
r
ess
io
n
:
i
)
l
ea
r
n
in
g
t
h
e
letter
:
wh
en
teac
h
er
s
b
e
g
in
t
o
co
n
n
ec
t
lear
n
in
g
with
ass
ess
m
en
t
(
n
o
v
ice)
;
ii
)
p
r
ac
ticin
g
th
e
letter
:
wh
en
teac
h
er
s
im
p
lem
en
t
Af
L
p
r
ac
t
ices
an
d
s
tar
t
ask
in
g
q
u
esti
o
n
s
ab
o
u
t
th
e
p
r
o
ce
d
u
r
e;
iii
)
r
esp
o
n
d
in
g
to
th
e
letter
:
wh
en
teac
h
er
s
ar
e
f
in
d
i
n
g
s
tr
en
g
th
s
an
d
g
ap
s
in
th
eir
k
n
o
wled
g
e
an
d
p
r
ac
tice
o
f
Af
L
,
an
d
ar
e
lo
o
k
i
n
g
f
o
r
an
s
wer
s
to
th
em
;
iv
)
a
d
o
p
tin
g
th
e
s
p
ir
it:
wh
en
teac
h
er
s
co
m
e
to
tr
u
ly
b
eliev
e
t
h
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
s
tr
u
ctio
n
,
Af
L
s
tr
ateg
y
,
p
r
a
ctice
an
d
ass
ess
m
en
t
cu
ltu
r
e
f
o
s
ter
s
s
tu
d
en
t
lear
n
in
g
;
an
d
v
)
l
ea
d
in
g
th
e
s
p
ir
it:
wh
en
teac
h
er
s
h
elp
o
th
er
teac
h
er
s
to
en
g
a
g
e
in
Af
L
b
y
m
o
d
ellin
g
th
e
Af
L
s
p
ir
it in
th
ei
r
cl
ass
r
o
o
m
s
[
26
]
.
Dev
elo
p
in
g
an
ass
ess
m
en
t
cu
ltu
r
e
in
s
ch
o
o
ls
is
n
o
ea
s
y
task
,
s
in
ce
f
o
u
r
co
m
p
o
n
en
ts
o
f
a
co
m
p
lex
s
y
s
tem
in
ter
r
elate
with
ea
ch
o
th
er
in
a
p
r
o
ce
s
s
o
f
co
-
ev
o
lu
ti
o
n
[
33
]
,
[
34
]
:
m
in
d
s
et,
lear
n
i
n
g
in
th
e
class
r
o
o
m
,
p
r
o
f
ess
io
n
al
teac
h
er
lear
n
in
g
,
an
d
lea
d
er
s
h
ip
.
T
h
e
c
h
ar
ac
te
r
is
tics
o
f
a
d
ev
elo
p
ed
ass
ess
m
en
t
cu
ltu
r
e
ar
e
as:
lear
n
in
g
-
ce
n
ter
ed
p
ar
ad
ig
m
;
a
s
s
es
s
m
en
t
g
u
id
es
teac
h
in
g
an
d
lear
n
in
g
;
ass
ess
m
en
t
m
ea
n
s
in
ter
ac
tio
n
/d
ialo
g
u
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
men
t c
u
ltu
r
e
in
h
ig
h
ly
e
ffective
s
ch
o
o
ls
in
th
e
A
u
to
n
o
mo
u
s
…
(
I
z
a
s
ku
n
Lo
p
ete
g
i
-
Men
d
iz
a
b
a
l
)
1653
with
s
tu
d
en
ts
an
d
in
v
o
l
v
es
em
p
o
wer
in
g
s
tu
d
en
ts
;
d
iv
e
r
s
ity
is
d
esira
b
le
an
d
ass
ess
m
en
t
is
ca
r
r
ied
o
u
t
r
eg
u
lar
ly
,
in
an
in
f
o
r
m
al
m
a
n
n
er
,
th
r
o
u
g
h
d
ialo
g
u
e;
in
d
iv
id
u
al
an
d
co
llectiv
e
s
elf
-
ef
f
ic
ac
y
,
u
n
d
e
r
s
to
o
d
as
b
elief
in
in
d
iv
id
u
al
an
d
co
ll
ec
tiv
e
ca
p
ab
ilit
ies,
ar
e
p
r
o
m
o
ted
;
an
d
test
s
ar
e
n
o
t
n
ec
es
s
ar
ily
co
n
s
id
er
ed
a
tr
u
s
two
r
th
y
in
d
icato
r
[
33
]
,
[
34
]
.
I
n
a
h
ig
h
ly
d
e
v
elo
p
e
d
ass
es
s
m
en
t
cu
ltu
r
e,
class
r
o
o
m
lear
n
in
g
is
ch
ar
ac
ter
ized
b
y
o
p
tim
al
Af
L
,
wh
ich
co
r
r
esp
o
n
d
s
to
a
r
esear
ch
cy
cle
[
35
]
an
d
is
f
o
s
ter
ed
in
a
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
o
f
f
er
s
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
an
d
c
u
ltiv
ates
r
u
les,
v
alu
es
an
d
b
elief
s
th
at
ar
e
co
n
d
u
civ
e
to
lear
n
in
g
[
35
]
,
[
36
]
.
I
n
a
h
ig
h
l
y
d
ev
elo
p
e
d
ass
ess
m
en
t
cu
ltu
r
e,
p
r
o
f
ess
io
n
al
teac
h
er
lear
n
i
n
g
is
ch
ar
ac
ter
ized
b
y
a
f
o
cu
s
o
n
s
tu
d
en
t
lear
n
in
g
,
a
s
h
ar
ed
s
ch
o
o
l
v
is
i
o
n
,
r
ef
lex
iv
e
d
ialo
g
u
es,
co
l
lab
o
r
atio
n
,
s
h
ar
ed
r
esp
o
n
s
ib
ilit
y
co
u
p
led
with
h
ig
h
ex
p
ec
tatio
n
s
r
eg
a
r
d
in
g
th
e
lear
n
in
g
o
f
all
s
tu
d
e
n
ts
at
th
e
s
ch
o
o
l,
p
r
o
f
ess
io
n
al
s
elf
-
ef
f
icac
y
an
d
co
llectiv
e
ef
f
icac
y
,
an
d
a
f
av
o
r
ab
le
s
o
cial
clim
ate
[
33
]
.
I
n
ad
d
it
io
n
,
lead
er
s
h
ip
is
ch
ar
ac
ter
ized
b
y
th
e
f
ac
t
th
at
t
h
e
h
ea
d
teac
h
er
is
s
ee
n
as
a
p
e
d
ag
o
g
ic
lead
er
wh
o
s
e
p
r
io
r
ity
is
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
f
in
d
iv
i
d
u
al
an
d
co
llectiv
e
ca
p
a
b
ilit
ies,
an
d
wh
o
p
r
ac
tices
d
is
tr
ib
u
ted
lead
er
s
h
ip
s
u
p
p
o
r
ted
b
y
ex
is
tin
g
r
u
les an
d
th
e
ac
ce
p
tan
ce
o
f
m
is
tak
es
[1
0
]
.
Du
r
in
g
t
h
e
p
e
r
io
d
o
f
an
aly
s
is
co
n
tem
p
lated
in
th
e
p
r
esen
t
s
tu
d
y
,
ass
ess
m
en
t
in
s
ch
o
o
ls
lo
c
ated
in
th
e
AC
B
C
was
g
o
v
er
n
ed
b
y
Or
g
a
n
ic
L
aw
2
/2
0
0
6
,
o
f
3
Ma
y
,
o
n
E
d
u
ca
tio
n
(
L
OE
)
[
37
]
an
d
D
ec
r
ee
1
7
5
/2
0
0
7
,
o
f
16
O
ct
o
b
e
r
,
est
a
b
lis
h
i
n
g
t
h
e
c
u
r
r
i
c
u
l
u
m
f
o
r
b
as
ic
e
d
u
ca
t
io
n
in
t
h
e
AC
B
C
[
38
]
.
T
h
is
la
w
also
s
ti
p
u
l
ates
t
h
at
a
d
i
ag
n
o
s
ti
c
ass
ess
m
e
n
t
(
DA
)
o
f
s
t
u
d
e
n
ts
’
b
asi
c
c
o
m
p
e
te
n
c
e
s
s
h
all
b
e
ca
r
r
ie
d
o
u
t
a
t
th
e
e
n
d
o
f
t
h
e
s
e
co
n
d
tw
o
y
e
ar
s
o
f
p
r
i
m
a
r
y
a
n
d
in
y
ea
r
2
o
f
co
m
p
u
ls
o
r
y
s
ec
o
n
d
a
r
y
e
d
u
ca
ti
o
n
.
T
h
is
ass
ess
m
en
t
is
f
o
r
m
at
iv
e
i
n
n
at
u
r
e
an
d
s
er
v
es
t
o
g
u
i
d
e
s
ch
o
o
ls
a
n
d
in
f
o
r
m
f
am
ili
es a
n
d
t
h
e
e
n
t
ir
e
e
d
u
c
ati
o
n
al
c
o
m
m
u
n
it
y
(
Ar
t.
3
6
)
.
T
h
e
a
im
o
f
t
h
e
D
A
is
t
o
f
o
s
t
er
t
h
e
c
o
n
ti
n
u
o
u
s
i
m
p
r
o
v
em
en
t
o
f
t
ea
ch
in
g
-
l
ea
r
n
in
g
p
r
o
ce
s
s
es
a
n
d
th
e
e
d
u
ca
ti
o
n
s
y
s
tem
[
39
]
.
T
h
e
aim
o
f
th
e
p
r
esen
t
s
tu
d
y
is
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
ass
ess
m
en
t
cu
ltu
r
e
a
n
d
s
ch
o
o
l
ef
f
ec
tiv
en
ess
in
s
ch
o
o
ls
id
en
tifie
d
as
b
ein
g
h
ig
h
ly
e
f
f
ec
tiv
e
in
th
e
AC
B
C
b
y
s
ea
r
ch
in
g
f
o
r
th
e
ch
ar
ac
ter
is
tics
o
f
a
d
e
v
elo
p
ed
ass
ess
m
en
t c
u
ltu
r
e.
T
h
e
r
esear
ch
q
u
esti
o
n
s
ce
n
tr
al
to
th
is
s
tu
d
y
ar
e:
−
W
h
at
ch
ar
ac
ter
is
tics
o
f
f
o
r
m
at
iv
e
ass
ess
m
en
t a
r
e
f
o
u
n
d
i
n
h
i
g
h
ly
ef
f
ec
tiv
e
s
ch
o
o
ls
?
−
Ho
w
d
o
th
e
ch
ar
ac
ter
is
tics
o
f
f
o
r
m
ativ
e
ass
ess
m
en
t
r
elate
t
o
th
e
co
m
p
o
n
e
n
ts
o
f
a
d
ev
elo
p
ed
ass
ess
m
en
t
cu
ltu
r
e?
−
W
h
at
ch
ar
ac
ter
is
tics
o
f
a
d
ev
e
lo
p
ed
ass
ess
m
en
t c
u
ltu
r
e
ar
e
f
o
u
n
d
i
n
h
ig
h
ly
ef
f
ec
tiv
e
s
ch
o
o
ls
?
2.
M
E
T
H
O
D
An
ex
p
la
n
ato
r
y
,
s
eq
u
e
n
tial,
m
ix
ed
m
eth
o
d
s
d
esig
n
was
u
s
ed
in
t
h
e
p
r
esen
t
s
tu
d
y
[
4
0
]
.
Du
r
in
g
th
e
f
ir
s
t
(
q
u
an
titativ
e)
p
h
ase,
a
co
r
r
elatio
n
al
s
tu
d
y
was
co
n
d
u
cted
u
s
in
g
m
u
ltil
ev
el
r
e
g
r
ess
io
n
s
tatis
tica
l
p
r
o
ce
d
u
r
es
p
er
f
o
r
m
ed
th
r
o
u
g
h
h
ier
ar
ch
ical
lin
ea
r
m
o
d
els;
an
d
in
th
e
s
ec
o
n
d
(
q
u
alitativ
e)
p
h
ase,
a
m
u
ltip
le
ca
s
e
s
tu
d
y
d
esig
n
was f
o
llo
we
d
.
2
.
1
.
Q
ua
ntit
a
t
iv
e
ph
a
s
e
T
o
d
etec
t
an
d
s
elec
t
h
ig
h
ly
ef
f
ec
tiv
e
s
ch
o
o
ls
,
we
u
s
ed
h
i
er
ar
ch
ical
lin
ea
r
m
o
d
els
to
s
tatis
tically
co
n
tr
o
l
f
o
r
th
e
ef
f
ec
t
o
f
co
n
te
x
tu
al
co
v
ar
iab
les.
T
h
is
en
a
b
led
u
s
to
is
o
late
t
h
e
e
f
f
ec
t
o
f
th
e
s
ch
o
o
l
its
elf
an
d
to
co
n
s
id
er
it
an
in
d
icato
r
o
f
ef
f
ec
tiv
en
ess
.
T
h
is
ty
p
e
o
f
r
eg
r
ess
io
n
m
o
d
el
s
im
u
lta
n
eo
u
s
ly
tak
es
in
to
co
n
s
id
er
atio
n
an
d
s
tu
d
ies
th
e
ef
f
ec
t
o
f
m
u
ltip
le
v
ar
iab
les
o
p
er
atin
g
at
d
if
f
e
r
en
t
le
v
els.
I
n
th
is
s
tu
d
y
we
co
n
s
id
er
two
lev
els:
s
tu
d
en
t le
v
el
an
d
s
ch
o
o
l le
v
el.
Par
ticip
an
ts
in
th
e
q
u
an
titativ
e
p
h
ase
wer
e
all
th
e
s
ch
o
o
ls
lo
ca
ted
in
th
e
AC
B
C
,
s
in
ce
th
e
DA
is
a
ce
n
s
u
s
-
b
ased
ass
ess
m
en
t
ca
r
r
ied
o
u
t
in
th
e
4
th
y
ea
r
o
f
p
r
im
ar
y
ed
u
ca
tio
n
an
d
th
e
2
n
d
y
ea
r
o
f
c
o
m
p
u
ls
o
r
y
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
.
Sp
ec
if
i
ca
lly
,
4
0
9
p
r
im
a
r
y
s
ch
o
o
ls
(
PS
)
an
d
3
2
4
s
ec
o
n
d
ar
y
s
ch
o
o
ls
(
SS
)
(
p
r
o
v
id
in
g
co
m
p
u
ls
o
r
y
s
ec
o
n
d
a
r
y
e
d
u
ca
ti
o
n
)
wer
e
in
clu
d
e
d
in
th
e
s
tu
d
y
.
T
h
e
DA
d
ata
co
llected
in
2
0
0
9
,
2
0
1
0
,
an
d
2
0
1
1
in
th
e
b
asic
s
k
ill
s
o
f
m
ath
em
atics
an
d
lin
g
u
is
tic
co
m
m
u
n
icatio
n
in
Sp
an
is
h
an
d
B
asq
u
e
wer
e
an
aly
ze
d
.
A
r
eg
r
ess
io
n
m
o
d
el
was
ca
r
r
ied
o
u
t
f
o
r
ea
c
h
co
m
p
eten
ce
,
y
ea
r
g
r
o
u
p
a
n
d
y
ea
r
e
v
alu
ated
;
th
at
is
,
th
r
ee
co
m
p
eten
ce
s
,
2
-
y
ea
r
g
r
o
u
p
s
a
n
d
3
y
ea
r
s
,
r
esu
ltin
g
i
n
a
to
tal
o
f
1
8
r
eg
r
ess
io
n
m
o
d
els.
T
h
e
cr
iter
io
n
v
a
r
iab
le
u
s
ed
w
as
th
e
s
co
r
es
o
b
tai
n
ed
b
y
s
tu
d
en
ts
in
th
e
DA
m
ath
em
atics
a
n
d
Sp
an
is
h
an
d
B
asq
u
e
lan
g
u
ag
e
co
m
m
u
n
icatio
n
test
s
.
T
h
e
co
n
tex
tu
al
co
v
ar
iab
les
wer
e
ex
tr
ac
ted
f
r
o
m
th
e
in
f
o
r
m
atio
n
p
r
o
v
id
e
d
i
n
th
e
co
n
tex
t
q
u
es
tio
n
n
air
es
ad
m
i
n
is
ter
ed
alo
n
g
s
id
e
th
e
DA
test
s
b
y
th
e
B
asq
u
e
I
n
s
titu
te
f
o
r
R
esear
ch
an
d
E
v
alu
atio
n
in
E
d
u
ca
tio
n
(
I
SEI
/I
VE
I
)
.
T
h
e
co
v
ar
iab
les
an
aly
ze
d
wer
e:
−
At
th
e
s
tu
d
en
t
lev
el
(
L
1
)
:
lan
g
u
ag
e
m
o
d
el
in
wh
ich
th
e
s
tu
d
en
t
was
s
tu
d
y
in
g
(
A,
B
,
D)
,
g
en
d
er
,
wh
eth
e
r
o
r
n
o
t
B
asq
u
e
was
h
ab
itu
ally
s
p
o
k
en
at
h
o
m
e
,
wh
eth
e
r
o
r
n
o
t
th
e
s
tu
d
en
t
was
a
n
im
m
ig
r
an
t
wh
o
h
ad
en
ter
ed
th
e
ed
u
ca
tio
n
s
y
s
tem
later
th
an
o
th
er
s
tu
d
e
n
ts
,
th
e
f
am
ily
’
s
ec
o
n
o
m
ic,
s
o
cial
a
n
d
cu
ltu
r
al
s
tatu
s
(
E
SC
S),
p
r
ev
io
u
s
p
er
f
o
r
m
an
c
e
(
g
r
ad
e
ac
h
iev
ed
th
e
p
r
ev
io
u
s
y
ea
r
in
th
e
s
u
b
ject,
as
r
ep
o
r
ted
b
y
s
tu
d
en
ts
th
em
s
elv
es)
an
d
wh
eth
e
r
o
r
n
o
t th
e
s
tu
d
en
t h
ad
r
ep
ea
ted
an
a
ca
d
em
ic
y
ea
r
(
n
o
r
m
ativ
e
ag
e)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
5
0
-
1
6
6
5
1654
−
At
th
e
s
ch
o
o
l le
v
el
(
L
2
)
: ty
p
e
o
f
s
ch
o
o
l (
p
u
b
lic
o
r
s
em
i
-
p
r
iv
ate)
an
d
ag
g
r
eg
ate
d
L
1
v
ar
iab
l
es (
m
ea
n
E
SC
S
o
f
th
e
s
ch
o
o
l,
p
er
ce
n
tag
e
o
f
i
m
m
ig
r
an
t
s
tu
d
en
ts
at
th
e
s
ch
o
o
l,
r
ate
o
f
B
asq
u
e
u
s
e
at
h
o
m
e
,
r
etak
e
r
ate,
an
d
m
ea
n
p
r
e
v
io
u
s
p
er
f
o
r
m
a
n
ce
)
.
T
h
e
s
elec
tio
n
cr
iter
io
n
u
s
ed
w
as
s
ch
o
o
ls
with
a
h
ig
h
p
o
s
itiv
e
r
esid
u
al
[
8
]
.
R
esid
u
als
wer
e
ca
lcu
lated
u
s
in
g
th
e
eq
u
atio
n
at
lev
el
2
o
f
th
e
m
u
ltil
ev
el
r
eg
r
ess
io
n
m
o
d
el,
in
wh
ich
th
e
ef
f
ec
tiv
e
n
ess
cr
iter
io
n
(
u
0
j
)
was
th
e
r
esid
u
al
o
f
ea
ch
s
ch
o
o
l a
s
s
o
ciate
d
with
th
e
in
ter
s
ec
tio
n
(
β
0
j
)
,
af
ter
h
av
in
g
co
n
tr
o
lled
f
o
r
th
e
in
d
iv
id
u
al
an
d
s
ch
o
o
l f
ac
to
r
s
in
clu
d
ed
in
th
e
m
o
d
el.
T
h
e
g
en
e
r
al
n
o
tatio
n
f
o
r
th
is
m
o
d
el
[
9
]
,
a
t th
e
s
tu
d
en
t le
v
el
(
N1
)
:
=
0
+
∑
=
1
+
At
th
e
ce
n
ter
lev
el
(
N2
)
:
0
=
00
+
∑
0
=
1
+
0
=
q0
+
∑
q
=
1
+
W
h
er
e,
0
:
m
ea
n
p
er
f
o
r
m
an
ce
o
f
s
ch
o
o
l
j,
00
:
ef
f
ec
t
co
m
m
o
n
to
all
s
ch
o
o
ls
,
0
:
lin
ea
r
ef
f
ec
t
o
f
co
v
ar
iab
le
W
s
o
n
m
ea
n
s
ch
o
o
l
p
e
r
f
o
r
m
an
ce
,
:
th
at
v
alu
e
tak
en
b
y
s
ch
o
o
l
j
in
th
e
s
ch
o
o
l
co
v
a
r
iab
le
′
,
0
:
r
esid
u
al
f
o
r
ea
ch
s
ch
o
o
l.
As
th
e
ce
n
tr
al
aim
o
f
th
e
p
ap
er
is
n
o
t
t
h
e
s
tatis
t
ical
m
o
d
ellin
g
its
elf
,
th
ese
m
o
d
els
ar
e
d
escr
ib
ed
b
r
ie
f
ly
,
an
d
r
ea
d
e
r
s
ar
e
r
ef
er
r
e
d
to
o
th
er
wo
r
k
s
[
8
]
,
[
9
]
.
2
.
2
.
Q
ua
lita
t
iv
e
ph
a
s
e
I
n
o
r
d
er
to
id
e
n
tify
a
n
d
d
escr
i
b
e
th
e
p
r
ac
tices
ass
o
ciate
d
with
s
ch
o
o
ls
d
ee
m
ed
to
b
e
h
ig
h
ly
ef
f
ec
tiv
e,
we
u
s
ed
a
m
u
ltip
le
ca
s
e
s
tu
d
y
d
esig
n
[
41
]
with
a
q
u
alit
ativ
e
ap
p
r
o
ac
h
.
Par
ticip
an
ts
wer
e
9
0
in
f
o
r
m
an
ts
(
in
ter
n
al
an
d
ex
ter
n
al)
f
r
o
m
t
h
e
s
ch
o
o
ls
s
elec
ted
d
u
r
in
g
th
e
q
u
an
titativ
e
p
h
ase
an
d
in
clu
d
ed
m
em
b
er
s
o
f
th
e
m
an
ag
em
en
t
team
s
an
d
s
ch
o
o
l
in
s
p
ec
to
r
s
an
d
c
o
n
s
u
ltan
ts
ass
ig
n
ed
to
t
h
e
s
ch
o
o
ls
in
q
u
esti
o
n
.
Data
was
g
ath
er
ed
d
u
r
i
n
g
a
s
er
ies
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
f
o
c
u
s
in
g
o
n
a
s
et
o
f
p
r
ev
io
u
s
ly
estab
lis
h
ed
ca
teg
o
r
ies:
i
)
p
r
o
jects,
p
lan
s
an
d
tr
ain
in
g
;
ii)
teac
h
in
g
m
eth
o
d
o
lo
g
ies
an
d
m
ater
ials
;
i
i
i)
a
tten
tio
n
to
d
iv
er
s
ity
;
iv
)
s
tu
d
en
t
m
o
n
ito
r
in
g
,
in
d
iv
id
u
al
atten
tio
n
,
g
u
id
a
n
ce
an
d
tu
to
r
ials
;
v
)
s
tu
d
en
t
ass
es
s
m
en
t;
v
i)
tim
e
m
an
ag
em
en
t;
v
ii)
lead
er
s
h
ip
an
d
t
h
e
m
an
a
g
em
en
t
team
;
v
iii)
m
an
ag
e
m
en
t
an
d
o
r
g
an
izatio
n
m
o
d
els;
ix
)
co
o
r
d
in
atio
n
;
x
)
en
g
a
g
em
en
t
a
n
d
s
en
s
e
o
f
b
elo
n
g
in
g
;
x
i)
teac
h
er
ap
p
r
aisa
l,
s
ch
o
o
l
ev
alu
atio
n
,
ev
alu
atio
n
o
f
p
r
o
g
r
am
m
er
s
an
d
ac
tiv
ities
an
d
u
s
e
o
f
t
h
e
DA;
x
ii
)
s
ch
o
o
l
clim
ate;
x
iii)
im
ag
e,
f
ac
ilit
ies
an
d
r
eso
u
r
c
es;
an
d
x
i
v
)
f
a
m
ily
,
co
m
m
u
n
ity
a
n
d
s
o
cial
ca
p
ital.
I
n
ter
v
iews
wer
e
au
d
io
r
ec
o
r
d
ed
an
d
th
e
in
f
o
r
m
atio
n
s
elec
tiv
ely
tr
an
s
cr
ib
ed
in
th
e
ass
ig
n
ed
ca
teg
o
r
ies an
d
s
u
b
ca
teg
o
r
ies.
T
h
e
q
u
alitativ
e
an
aly
s
is
p
r
esen
ted
was
ca
r
r
ied
o
u
t
with
th
e
f
if
th
an
d
elev
en
t
h
ca
teg
o
r
ies:
‘
s
tu
d
en
t
ass
es
s
m
en
t’
an
d
‘
t
ea
ch
er
a
p
p
r
aisal,
s
ch
o
o
l
ev
alu
atio
n
,
e
v
alu
atio
n
o
f
p
r
o
g
r
am
m
er
s
an
d
a
ctiv
ities
an
d
u
s
e
o
f
th
e
DA’
.
A
q
u
alitativ
e
m
ix
ed
ca
teg
o
r
ical
an
aly
s
is
o
f
th
e
co
n
ten
t
o
f
th
ese
two
ar
ea
s
was
co
n
d
u
cted
u
s
in
g
in
d
u
ctiv
e
an
d
d
ed
u
cti
v
e
ca
teg
o
r
ies
[
42
]
.
Fo
r
th
e
in
d
u
ctiv
e
ca
teg
o
r
izatio
n
,
we
co
m
b
in
ed
th
e
in
f
o
r
m
atio
n
p
er
tain
in
g
to
th
e
two
ca
teg
o
r
i
es
an
d
an
aly
ze
d
th
e
d
is
co
u
r
s
e
o
f
th
e
p
r
o
f
ess
io
n
als
in
ter
v
ie
wed
.
T
h
e
f
o
llo
win
g
co
d
in
g
s
y
s
tem
was
u
s
ed
to
d
if
f
er
en
tiate
b
etwe
en
th
e
ed
u
ca
ti
o
n
al
s
tag
es
s
tu
d
ied
an
d
th
e
ty
p
e
o
f
p
r
o
f
ess
io
n
als
in
ter
v
iewe
d
:
PS
,
SS
,
m
em
b
er
o
f
th
e
m
an
a
g
em
en
t
team
(
MA
N)
,
in
s
p
ec
to
r
(
I
NS)
,
an
d
co
n
s
u
ltan
t
(
C
ON)
.
Af
ter
th
e
in
d
u
ctiv
e
an
aly
s
is
o
f
th
e
in
f
o
r
m
atio
n
,
we
ca
r
r
ied
o
u
t
th
e
d
ed
u
ctiv
e
ca
teg
o
r
ical
an
aly
s
is
with
th
e
aim
o
f
id
en
tify
in
g
t
h
e
f
o
r
m
ativ
e
ass
ess
m
en
t
p
r
o
ce
s
s
es
th
at
led
to
th
e
d
ev
elo
p
m
en
t
o
f
an
ass
ess
m
en
t
cu
ltu
r
e.
T
o
th
is
en
d
,
we
u
s
ed
t
h
e
ca
teg
o
r
ies s
ch
em
e
p
r
o
p
o
s
ed
b
y
B
ir
en
b
a
u
m
[
33
]
,
[
34
]
,
wh
ich
is
s
h
o
wn
in
T
ab
le
2
.
T
ab
le
2
.
C
ateg
o
r
y
s
ch
em
e
f
o
r
a
d
ev
elo
p
e
d
ass
ess
m
en
t c
u
ltu
r
e
S
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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d
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I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
men
t c
u
ltu
r
e
in
h
ig
h
ly
e
ffective
s
ch
o
o
ls
in
th
e
A
u
to
n
o
mo
u
s
…
(
I
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ku
n
Lo
p
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g
i
-
Men
d
iz
a
b
a
l
)
1655
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
o
f
t
he
qu
a
ntit
a
t
iv
e
ph
a
s
e
T
h
e
in
tr
ac
lass
co
r
r
elatio
n
co
e
f
f
icien
t
(
I
C
C
)
in
d
ex
v
al
u
es,
co
ef
f
icien
ts
o
f
ea
ch
c
o
v
ar
ia
b
le
an
d
th
e
ex
p
lan
ato
r
y
ca
p
ac
ity
o
f
th
e
m
o
d
el
ch
a
n
g
ed
in
ea
c
h
m
o
d
el
an
aly
ze
d
.
No
g
r
ea
t
d
if
f
er
en
ce
was
o
b
s
er
v
e
d
b
etwe
en
th
e
d
if
f
e
r
en
t
y
ea
r
s
a
n
aly
ze
d
,
alth
o
u
g
h
d
if
f
er
e
n
ce
s
wer
e
f
o
u
n
d
b
etwe
en
p
r
im
a
r
y
an
d
s
ec
o
n
d
ar
y
an
d
,
ab
o
v
e
all,
b
etwe
en
s
u
b
jects.
T
h
e
m
ea
n
I
C
C
was
1
6
%.
T
h
e
an
aly
s
is
o
f
th
e
r
esu
lts
r
ev
e
aled
th
at
th
e
m
o
s
t
im
p
o
r
tan
t
co
v
ar
iab
les
at
lev
el
1
(
s
tu
d
en
ts
)
wer
e
E
SC
S,
b
ein
g
an
im
m
ig
r
an
t,
lan
g
u
ag
e
s
p
o
k
en
at
h
o
m
e
an
d
r
etak
in
g
a
y
ea
r
;
at
lev
el
2
(
s
c
h
o
o
ls
)
,
th
e
m
o
s
t
im
p
o
r
ta
n
t
co
v
ar
iab
le
was
m
ea
n
s
ch
o
o
l
E
SC
S.
I
n
r
elatio
n
to
lin
g
u
is
tic
co
m
m
u
n
icatio
n
in
B
asq
u
e,
th
e
lan
g
u
ag
e
m
o
d
el
in
wh
ich
s
tu
d
en
ts
s
tu
d
ie
d
was
p
ar
ticu
lar
ly
im
p
o
r
tan
t.
I
n
te
r
m
s
o
f
th
e
e
x
p
lan
ato
r
y
ca
p
ac
ity
o
f
t
h
e
m
o
d
els,
it
s
h
o
u
ld
b
e
n
o
ted
t
h
at
alth
o
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g
h
th
ey
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av
e
a
lim
ited
ex
p
lan
ato
r
y
ca
p
ac
it
y
in
r
elatio
n
to
t
h
e
v
ar
ian
ce
o
b
s
er
v
ed
b
etwe
en
s
tu
d
en
ts
(
a
r
o
u
n
d
1
2
%
at
th
e
m
o
s
t)
,
th
is
f
ig
u
r
e
is
m
u
ch
h
ig
h
er
in
r
elatio
n
to
th
e
v
ar
ia
n
ce
o
b
s
er
v
ed
b
etwe
en
s
ch
o
o
ls
(
lev
el
2
)
,
b
ein
g
as
h
ig
h
as 7
5
-
8
0
% in
t
h
is
ca
s
e.
Fo
r
f
u
r
th
er
in
f
o
r
m
atio
n
,
r
ea
d
er
s
ca
n
c
o
n
s
u
lt wo
r
k
s
[
43
]
.
B
ased
o
n
th
e
r
esu
lts
o
b
tain
ed
f
o
llo
win
g
th
e
s
tatis
tical
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aly
s
is
,
we
s
elec
ted
o
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ly
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s
e
s
ch
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o
ls
in
wh
ich
a
h
ig
h
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ea
n
r
esid
u
al
(
o
v
er
th
e
8
0
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h
p
er
ce
n
tile)
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ad
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ee
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o
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tain
ed
f
o
r
b
o
th
ac
ad
e
m
i
c
y
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r
s
in
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ee
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asic
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m
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r
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n
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th
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ea
n
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o
r
all
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o
u
r
s
u
b
jects
m
ea
s
u
r
ed
.
A
to
tal
o
f
3
2
s
ch
o
o
ls
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e
s
elec
ted
.
T
h
e
s
elec
ted
s
ch
o
o
ls
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e
ev
en
ly
d
is
tr
ib
u
te
d
with
in
t
h
e
to
tal
p
o
p
u
latio
n
o
f
s
ch
o
o
ls
in
th
e
AC
B
C
,
as
s
h
o
wn
in
T
ab
le
3
.
A
to
tal
o
f
1
6
wer
e
PS
(
8
p
u
b
l
ic
an
d
8
s
em
i
-
p
r
iv
ate)
an
d
1
6
wer
e
SS
(
8
p
u
b
lic
an
d
8
s
em
i
-
p
r
iv
ate)
.
T
h
eir
s
p
e
cif
ic
ch
ar
ac
ter
is
tics
wer
e
as:
7
h
ad
a
l
o
w
E
SC
S
(
3
/4
)
,
1
7
a
m
ed
iu
m
E
SC
S
(
9
/8
)
an
d
8
a
h
ig
h
E
SC
S
(
4
/4
)
;
an
d
1
9
h
ad
a
lo
w
p
er
ce
n
tag
e
o
f
i
m
m
ig
r
an
t
s
tu
d
en
ts
(
1
0
/9
)
,
5
a
m
ed
iu
m
p
er
ce
n
tag
e
(
2
/3
)
a
n
d
8
a
h
ig
h
p
er
ce
n
tag
e
(
4
/4
)
.
T
ab
le
3
.
C
h
ar
ac
ter
is
tics
o
f
h
ig
h
ly
ef
f
ec
tiv
e
s
ch
o
o
ls
PS
(
1
6
)
C
o
m
p
u
l
s
o
r
y
SS
(
1
6
)
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
N
%
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
N
%
Ty
p
e
o
f
s
c
h
o
o
l
P
u
b
l
i
c
8
50
Ty
p
e
o
f
s
c
h
o
o
l
P
u
b
l
i
c
8
50
S
e
mi
-
p
r
i
v
a
t
e
8
50
S
e
mi
-
p
r
i
v
a
t
e
8
50
S
c
h
o
o
l
’
s s
o
c
i
o
e
c
o
n
o
m
i
c
a
n
d
c
u
l
t
u
r
a
l
st
a
t
u
s
Lo
w
3
1
8
.
7
5
S
c
h
o
o
l
’
s s
o
c
i
o
e
c
o
n
o
m
i
c
a
n
d
c
u
l
t
u
r
a
l
st
a
t
u
s
Lo
w
4
25
M
e
d
i
u
m
9
5
6
.
2
5
M
e
d
i
u
m
8
50
H
i
g
h
4
25
H
i
g
h
4
25
P
e
r
c
e
n
t
a
g
e
o
f
i
mm
i
g
r
a
n
t
st
u
d
e
n
t
s
Lo
w
10
6
2
.
5
P
e
r
c
e
n
t
a
g
e
o
f
i
mm
i
g
r
a
n
t
s
t
u
d
e
n
t
s
Lo
w
9
5
6
.
2
5
M
e
d
i
u
m
2
1
2
.
5
M
e
d
i
u
m
3
1
8
.
7
5
H
i
g
h
4
25
H
i
g
h
4
25
3
.
2
.
Resul
t
s
o
f
t
he
qu
a
lita
t
iv
e
ph
a
s
e
3.
2
.
1
.
E
m
er
g
ent
a
na
l
y
s
is
W
e
will
n
o
w
p
r
esen
t
th
e
r
esu
lts
o
f
th
e
em
er
g
en
t
a
n
aly
s
is
o
f
th
e
in
f
o
r
m
atio
n
.
Fig
u
r
e
1
s
h
o
ws
t
h
e
ca
t
eg
o
r
iz
ati
o
n
o
f
th
e
m
an
a
g
e
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n
t
t
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m
,
c
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n
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ta
n
t
a
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d
i
n
s
p
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ct
o
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is
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u
r
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es
.
At
f
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is
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e
d
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o
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r
s
e
o
f
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e
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m
ai
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tw
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ass
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ly
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W
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th
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,
th
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s
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b
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ass
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s
m
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was
o
f
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im
p
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at
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o
th
p
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im
ar
y
(
8
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an
d
s
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n
d
ar
y
lev
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(
1
1
)
.
T
h
is
s
u
b
ca
teg
o
r
y
en
co
m
p
ass
ed
all
ef
f
o
r
ts
aim
ed
at
id
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tify
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if
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en
t
cr
iter
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h
e
n
ex
t
m
o
s
t
f
r
eq
u
en
tly
m
en
tio
n
ed
s
u
b
ca
teg
o
r
y
was
in
d
iv
id
u
aliza
tio
n
i
n
p
r
im
a
r
y
(
7
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an
d
in
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i
d
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aliza
tio
n
/ad
ap
t
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in
s
ec
o
n
d
ar
y
(
6
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.
An
o
th
er
s
u
b
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teg
o
r
y
th
at
is
wo
r
th
m
en
tio
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th
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ad
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it a
t th
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r
im
ar
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lev
el
is
co
o
r
d
in
atio
n
(
6
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.
I
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t
h
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m
p
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m
e
n
t
ca
te
g
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o
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w
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ith
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b
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f
th
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DA
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m
a
r
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a
n
d
i
n
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al
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v
a
lu
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ti
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n
at
s
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d
a
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(
1
3
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w
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f
p
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c
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la
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m
p
o
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ta
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t
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i
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u
s
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DA
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d
a
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el
(
3
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a
n
d
i
n
t
e
r
n
al
e
v
a
lu
ati
o
n
a
t
p
r
im
ar
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ev
el
(
4
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,
a
r
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a
ls
o
wo
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t
h
n
o
t
in
g
.
T
h
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s
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b
ca
te
g
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s
e
o
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o
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h
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ter
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ip
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o
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estab
lis
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th
e
s
ch
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h
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is
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ag
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t
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d
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r
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ter
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al
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e
in
p
lace
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m
o
s
t
h
ig
h
ly
ef
f
ec
tiv
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SS
(
1
3
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6
)
.
Alth
o
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g
h
n
o
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ce
s
s
es
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ac
tly
alik
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in
g
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ey
ca
n
b
e
d
iv
i
d
ed
in
to
th
r
ee
m
ai
n
g
r
o
u
p
s
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m
e
s
ch
o
o
ls
(
3
)
h
a
v
e
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eir
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y
s
tem
atic
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p
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p
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r
am
m
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d
;
an
d
o
th
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s
(
5
)
f
o
cu
s
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
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8
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J
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1656
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u
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[
33
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,
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34
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tifie
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s
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[
33
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–
[
36
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in
r
elatio
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
R
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d
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c
I
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N:
2252
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8
8
2
2
A
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lass
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−
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ce
s
s
es.
An
ass
ess
m
en
t
f
o
r
o
p
tim
al
lear
n
in
g
c
y
cle
is
a
r
esear
c
h
cy
cle
co
m
p
r
is
in
g
f
iv
e
p
h
ases
:
p
lan
n
in
g
,
d
esig
n
in
g
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
s
tu
d
e
n
t
u
n
d
e
r
s
tan
d
in
g
,
ev
id
en
ce
c
o
llectio
n
an
d
i
n
ter
p
r
etatio
n
,
u
s
e
an
d
ev
al
u
atio
n
.
At
an
in
d
iv
id
u
al
lev
el,
s
tu
d
en
t
s
u
s
e
a
s
im
ilar
p
r
o
ce
s
s
to
r
eg
u
l
ate
th
e
lear
n
in
g
p
r
o
ce
s
s
[
35
]
,
[
36
]
.
Plan
n
in
g
r
ef
er
s
to
th
e
p
r
o
ce
s
s
o
f
estab
lis
h
in
g
an
d
d
ef
in
i
n
g
le
ar
n
in
g
g
o
als
an
d
tar
g
ets.
I
t
is
ass
o
ciate
d
with
th
e
task
s
aim
ed
at
id
e
n
tify
in
g
an
d
clar
if
y
i
n
g
ass
ess
m
en
t
g
o
als
o
u
tlin
ed
in
t
h
e
s
u
b
ca
teg
o
r
y
a
s
s
ess
m
en
t
cr
iter
ia.
T
h
is
p
r
ac
tice
was
id
e
n
tifie
d
in
th
e
in
itial
wo
r
k
ca
r
r
i
ed
o
u
t
b
y
th
e
r
esear
ch
team
as
a
m
o
r
e
g
e
n
er
alize
d
b
est
p
r
ac
tice
lin
k
ed
to
s
tu
d
e
n
t
ass
ess
m
en
t.
T
h
r
ee
asp
ec
ts
wer
e
o
u
tlin
ed
[
8
]
:
th
e
m
in
i
m
u
m
lev
el
r
eq
u
ir
e
d
s
h
o
u
ld
b
e
clea
r
ly
d
ef
in
e
d
an
d
s
h
o
u
ld
b
e
ag
r
ee
d
u
p
o
n
in
a
c
o
lleg
iate
m
an
n
er
b
y
all
m
em
b
er
s
o
f
th
e
teac
h
in
g
s
taf
f
o
r
b
y
a
team
o
f
teac
h
e
r
s
,
an
d
co
m
m
u
n
icate
d
to
th
e
d
i
f
f
er
en
t
in
ter
ested
p
a
r
ties
(
f
am
ilies
an
d
s
tu
d
en
ts
)
th
r
o
u
g
h
d
iv
e
r
s
e
ch
an
n
els (
n
o
ti
ce
b
o
ar
d
s
,
c
o
r
r
esp
o
n
d
en
ce
,
an
d
web
s
ite)
.
Alth
o
u
g
h
s
o
m
e
m
en
tio
n
was
m
ad
e
b
y
PS
in
f
o
r
m
an
ts
o
f
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
ts
b
ein
g
awa
r
e
o
f
th
e
ass
ess
m
en
t
cr
iter
ia,
in
g
en
er
al,
at
th
is
lev
el,
m
u
ch
m
o
r
e
v
alu
e
is
attac
h
ed
t
o
th
e
wo
r
k
ca
r
r
ied
o
u
t
b
y
th
e
teac
h
in
g
s
taf
f
as
a
wh
o
le
to
estab
lis
h
an
d
r
ea
ch
a
co
n
s
en
s
u
s
r
eg
ar
d
in
g
ass
ess
m
en
t
cr
iter
ia
an
d
th
e
m
in
im
u
m
lev
el
r
eq
u
ir
ed
,
s
in
ce
th
is
asp
ec
t
was
m
en
tio
n
ed
in
alm
o
s
t
al
l
in
ter
v
iews
h
eld
.
I
n
co
n
tr
ast,
at
s
ec
o
n
d
ar
y
lev
el,
m
u
ch
m
o
r
e
em
p
h
asis
was p
lace
d
o
n
t
h
e
im
p
o
r
tan
ce
o
f
all
s
tu
d
en
ts
b
ein
g
awa
r
e
o
f
th
e
ass
es
s
m
en
t c
r
iter
ia.
“
S
tu
d
en
ts
kn
o
w
,
r
ig
h
t
fr
o
m
th
e
s
ta
r
t,
w
h
a
t
is
b
ein
g
a
s
s
es
s
ed
.
Th
a
t
esta
b
lis
h
ed
in
th
e
d
iffer
en
t
d
ep
a
r
tmen
ts
is
la
ter a
g
r
ee
d
u
p
o
n
a
t e
a
ch
leve
l;
it is
d
is
cu
s
s
ed
b
y
th
e
w
h
o
le
te
a
m.
”
(
5
p
s
-
MA
N)
“
A
n
a
g
r
ee
men
t is rea
ch
ed
a
mo
n
g
a
ll te
a
ch
ers
r
eg
a
r
d
in
g
a
s
s
ess
men
t c
r
ite
r
ia
.
”
(
1
0
p
s
-
MA
N)
“
Tea
ch
ers
kn
o
w
w
h
a
t is g
o
in
g
to
b
e
a
s
s
ess
ed
.
”
(
1
p
s
-
MA
N)
“
We
a
r
e
w
o
r
kin
g
to
en
s
u
r
e
th
a
t
a
ll
s
tu
d
e
n
ts
a
r
e
a
w
a
r
e
o
f
th
e
a
s
s
ess
men
t
crit
e
r
ia
,
r
ig
h
t
fr
o
m
d
a
y
o
n
e,
w
h
ich
is
w
h
y
tea
ch
ers
p
u
b
lis
h
th
em
a
n
d
ex
p
la
in
th
e
m
to
th
eir
s
tu
d
en
ts
.
Th
e
crit
e
r
ia
a
r
e
p
o
s
ted
o
n
t
h
e
n
o
ticeb
o
a
r
d
in
e
a
ch
cla
s
s
r
o
o
m,
a
s
w
ell
a
s
o
n
t
h
e
s
ch
o
o
l’
s
w
eb
s
ite.
”
(
1
3
s
s
-
MA
N)
S
ev
er
al
to
o
ls
wer
e
o
b
s
er
v
ed
th
at
aim
ed
to
m
ea
s
u
r
e
s
tu
d
e
n
ts
’
p
r
o
g
r
ess
in
th
eir
lear
n
i
n
g
p
ath
way
.
Prim
ar
y
lev
el
in
f
o
r
m
an
ts
d
id
talk
ab
o
u
t
test
s
an
d
ex
am
s
(
1
2
p
s
-
MA
N)
,
m
in
im
u
m
lev
el
r
ec
o
r
d
s
an
d
test
s
(
1
3
p
s
-
MA
N;
6
p
s
-
MA
N)
,
o
b
s
er
v
atio
n
s
ca
les
(
7
p
s
-
MA
N)
a
n
d
o
b
s
er
v
atio
n
r
ec
o
r
d
s
f
o
r
m
o
n
ito
r
in
g
p
u
r
p
o
s
es
(
1
0
p
s
-
MA
N;
6
p
s
-
MA
N)
;
an
d
s
ec
o
n
d
ar
y
lev
el
in
f
o
r
m
an
ts
r
ef
er
r
ed
to
wo
r
k
b
o
o
k
m
o
n
ito
r
i
n
g
(
2
s
s
-
MA
N)
an
d
ex
am
test
s
(
2
s
s
-
MA
N;
1
4
s
s
-
M
AN)
.
I
n
f
o
r
m
an
ts
m
en
tio
n
ed
s
ev
er
a
l
m
o
m
en
ts
in
th
e
ac
ad
em
ic
y
ea
r
at
wh
ich
th
ey
g
ath
er
o
r
in
ter
p
r
et
ev
id
en
ce
in
o
r
d
er
to
ad
a
p
t th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
.
P
r
im
ar
y
lev
el
m
an
a
g
em
en
t te
am
s
s
aid
th
ey
co
llected
ev
id
en
ce
o
f
s
tu
d
en
ts
’
cu
r
r
en
t
lo
ca
tio
n
o
n
th
eir
lear
n
in
g
p
ath
way
at
th
e
s
tar
t
o
f
ea
ch
ac
ad
e
m
ic
y
ea
r
.
T
h
ey
th
e
n
m
o
n
ito
r
th
eir
p
r
o
g
r
ess
u
s
in
g
o
b
s
er
v
atio
n
r
ec
o
r
d
s
k
ep
t
b
y
teac
h
er
s
an
d
m
ee
t
to
ch
ec
k
h
o
w
ea
ch
s
tu
d
en
t
is
d
o
in
g
i
n
ter
m
s
o
f
ass
ess
m
en
t a
n
d
to
a
n
aly
ze
wh
ich
teac
h
in
g
s
tr
ateg
ies ar
e
wo
r
k
in
g
in
ea
ch
ca
s
e.
“
We
ca
r
r
y
o
u
t
th
e
in
itia
l
a
s
s
e
s
s
men
t
a
t
th
e
b
eg
in
n
in
g
o
f
th
e
a
ca
d
emic
ye
a
r
,
a
n
d
th
e
n
o
n
c
e
ev
ery
term
a
fter
th
a
t.
Th
e
o
b
s
erva
tio
n
r
ec
o
r
d
s
ke
p
t
b
y
ea
ch
te
a
ch
er
a
r
e
th
e
b
a
s
is
fo
r
a
ll
s
tu
d
en
t
mo
n
ito
r
in
g
.
We
h
a
ve
d
a
ys
s
et
a
s
id
e
fo
r
mee
tin
g
s
a
imed
a
t
d
etermin
in
g
h
o
w
ea
ch
s
tu
d
en
t
i
s
d
o
in
g
in
terms
o
f a
s
s
es
s
men
t.
”
(
1
0
p
s
-
MA
N)
A
t
th
e
s
ec
o
n
d
a
r
y
lev
el,
i
n
f
o
r
m
an
ts
claim
ed
t
h
at
ass
ess
m
en
t
was
s
y
s
tem
atic
an
d
ca
r
r
i
ed
o
u
t
o
n
a
co
n
tin
u
o
u
s
b
asis
.
T
h
ey
also
s
aid
th
at
th
ey
g
ath
er
ed
e
v
id
e
n
ce
r
eg
ar
d
in
g
ea
ch
s
tu
d
en
t’
s
p
r
o
g
r
ess
(
alth
o
u
g
h
th
ey
d
id
n
o
t
s
p
ec
if
y
h
o
w)
a
n
d
th
at
th
is
ev
id
en
ce
was
u
s
ed
to
ad
ap
t
teac
h
in
g
p
r
o
g
r
am
m
er
s
.
Alter
n
ativ
ely
,
s
o
m
e
s
ch
o
o
ls
ca
r
r
y
o
u
t
a
d
iag
n
o
s
is
o
f
n
ee
d
s
at
th
e
s
tar
t
o
f
t
h
e
ac
ad
em
ic
y
ea
r
,
wh
ich
is
th
en
u
s
ed
to
o
r
g
an
ize
th
e
d
ir
ec
t
s
u
p
p
o
r
t
r
eq
u
ir
ed
in
ea
ch
s
p
ec
if
ic
ar
ea
.
I
n
s
o
m
e
s
ch
o
o
ls
,
in
f
o
r
m
an
ts
s
tated
th
at
t
h
e
n
ee
d
s
an
aly
s
is
is
o
n
ly
ca
r
r
ied
o
u
t w
h
en
a
s
tu
d
e
n
t is o
b
s
er
v
ed
n
o
t to
h
av
e
r
ea
c
h
ed
th
e
estab
lis
h
ed
m
in
im
u
m
co
m
p
eten
ce
lev
el.
“
I
n
terms
o
f
a
s
s
ess
men
t,
it’s
a
ll
w
r
itten
d
o
w
n
.
A
s
s
ess
m
en
t
is
o
n
g
o
in
g
a
n
d
is
d
eter
min
ed
s
ystema
tica
lly.
”
(
8
s
s
-
MA
N)
T
h
e
SS
m
an
ag
em
en
t
team
s
also
talk
ed
ab
o
u
t
p
r
e
-
ass
ess
m
en
ts
,
i.e
.
,
th
e
g
ath
er
in
g
o
f
d
ata
p
r
io
r
to
th
e
ass
es
s
m
en
t
th
at
s
er
v
es
as
a
g
u
id
e
f
o
r
teac
h
er
s
,
in
d
icatin
g
th
o
s
e
ar
ea
s
in
wh
ich
s
tu
d
en
ts
n
ee
d
f
u
r
th
e
r
in
s
tr
u
ctio
n
b
ef
o
r
e
th
e
lear
n
in
g
ass
es
s
m
en
t its
elf
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
6
5
0
-
1
6
6
5
1658
“
E
ve
r
y
term w
e
ca
r
r
y
o
u
t a
p
r
e
-
a
s
s
ess
men
t,
fo
llo
w
ed
b
y
th
e
a
s
s
ess
men
t its
elf
.
”
(
9
s
s
-
MA
N)
Ho
wev
er
,
th
e
m
an
a
g
em
en
t
te
am
s
s
aid
th
ey
d
id
n
o
t
k
n
o
w
wh
eth
er
o
r
n
o
t
f
ee
d
b
ac
k
was
p
r
o
v
id
e
d
af
ter
th
e
p
r
e
-
ass
ess
m
en
ts
,
co
m
m
en
tin
g
th
at
o
n
e
wo
u
ld
h
a
v
e
to
co
n
s
u
lt th
e
teac
h
er
s
th
em
s
elv
es.
S
ev
er
al
f
ee
d
b
ac
k
s
tr
ateg
ies
w
er
e
id
en
tifie
d
th
at
s
er
v
e
to
h
elp
an
d
g
u
i
d
e
s
tu
d
en
ts
alo
n
g
t
h
e
ir
lear
n
in
g
p
ath
way
o
r
,
as
o
th
e
r
au
t
h
o
r
s
wo
u
ld
s
ay
,
to
clo
s
e
th
e
g
ap
b
etwe
en
ex
p
ec
ted
an
d
r
ea
l
r
es
u
lts
.
Prim
ar
y
le
v
el
m
an
ag
em
en
t
team
s
s
aid
th
at
t
h
ey
ca
r
r
ie
d
o
u
t
i
n
d
iv
id
u
al
ass
ess
m
en
ts
-
an
in
itial
o
n
e
at
th
e
b
eg
in
n
i
n
g
o
f
th
e
ac
ad
em
ic
y
ea
r
an
d
th
en
a
f
o
llo
w
-
u
p
to
m
o
n
ito
r
p
r
o
g
r
ess
;
th
ey
also
s
tated
th
at
ea
ch
s
tu
d
en
t
an
d
th
eir
f
a
m
ily
wer
e
to
ld
wh
er
e
th
ey
wer
e
o
n
th
eir
p
at
h
way
an
d
wh
er
e
t
h
ey
s
h
o
u
ld
b
e
h
ea
d
in
g
.
T
h
ey
also
s
aid
th
ey
u
s
ed
o
b
s
er
v
atio
n
r
ec
o
r
d
s
to
m
o
n
ito
r
s
tu
d
en
ts
:
“
Th
e
o
b
s
erva
tio
n
r
ec
o
r
d
s
ke
p
t
b
y
ea
ch
tea
ch
er
a
r
e
th
e
b
a
s
is
fo
r
a
ll
s
tu
d
en
t
mo
n
ito
r
in
g
.”
(
1
0
p
s
-
MA
N)
Als
o
,
th
at
teac
h
er
co
llab
o
r
atio
n
was im
p
o
r
tan
t to
im
p
r
o
v
e
te
ac
h
in
g
:
“
A
s
s
es
s
men
ts
a
r
e
ca
r
r
ied
o
u
t
in
d
ivid
u
a
lly
w
ith
ea
ch
ch
ild
.
Meetin
g
s
a
r
e
a
r
r
a
n
g
ed
fo
r
th
is
p
u
r
p
o
s
e,
in
w
h
ich
a
ll
th
e
tea
ch
ers
w
o
r
kin
g
w
ith
ea
ch
cla
s
s
a
n
a
lyze
w
h
a
t
is
w
o
r
kin
g
i
n
ea
ch
ca
s
e
.”
(
8
p
s
-
MA
N)
Als
o
,
estab
lis
h
g
u
id
elin
es f
o
r
co
llab
o
r
atin
g
with
f
am
ilies
to
f
o
s
ter
lear
n
in
g
at
h
o
m
e:
“
We
g
ive
fa
milies
g
u
id
elin
es to
h
elp
th
em
w
o
r
k
a
t h
o
me
.”
(
4
p
s
-
MA
N)
I
n
f
o
r
m
an
ts
also
talk
ed
ab
o
u
t c
o
n
tin
u
o
u
s
f
o
r
m
ativ
e
ass
ess
m
e
n
t:
“
We
ca
r
r
y
o
u
t
a
n
a
s
s
e
s
s
m
en
t
o
n
ce
a
fo
r
tn
ig
h
t,
a
n
a
ly
z
in
g
th
e
r
esu
lt
a
n
d
d
esig
n
in
g
a
n
in
terven
tio
n
,
w
ith
th
e
co
r
r
esp
o
n
d
in
g
feed
b
a
ck
.
”
(
1
p
s
-
MA
N)
S
ec
o
n
d
ar
y
lev
el
m
an
ag
em
e
n
t
team
s
(
1
5
p
s
-
MA
N)
talk
ed
ab
o
u
t
m
o
n
ito
r
in
g
th
r
o
u
g
h
th
e
c
o
llectio
n
o
f
in
f
o
r
m
al
ev
id
e
n
ce
,
“
c
lo
s
e
mo
n
ito
r
in
g
,
b
ein
g
a
lert
,
”
an
d
m
ak
in
g
ch
a
n
g
es
to
th
e
teac
h
in
g
p
r
o
g
r
am
m
er
s
,
“
w
e
en
d
u
p
a
d
a
p
tin
g
to
t
h
e
ki
d
s
”
(
9
p
s
-
MA
N)
.
I
n
ter
m
s
o
f
f
ee
d
b
ac
k
t
o
s
tu
d
en
ts
,
in
f
o
r
m
an
ts
f
r
o
m
o
n
e
s
ch
o
o
l
talk
ed
ab
o
u
t
s
y
s
tem
atic
f
ee
d
b
ac
k
th
r
o
u
g
h
in
d
iv
id
u
al
tu
to
r
i
n
g
s
ess
io
n
s
in
wh
ich
p
ar
ticip
an
ts
h
ig
h
lig
h
t
ea
ch
s
tu
d
en
t’
s
ac
h
iev
em
en
ts
an
d
s
et
g
o
als f
o
r
th
e
f
u
tu
r
e:
“
I
n
d
ivid
u
a
l
tu
to
r
in
g
is
mo
r
e
a
n
ex
ercis
e
in
va
lu
in
g
w
h
a
t
h
a
s
b
ee
n
a
ch
ieve
d
th
a
n
a
s
s
ess
in
g
p
r
o
g
r
ess
.
Yo
u
p
o
s
itively
va
lu
e
ev
eryth
in
g
th
e
s
tu
d
en
t
h
a
s
a
ch
ieve
d
a
n
d
esta
b
lis
h
th
e
n
ex
t
s
et
o
f
g
o
a
ls
th
ey
n
ee
d
to
w
o
r
k
to
w
a
r
d
s
.”
(
1
s
s
-
MA
N)
E
v
alu
atio
n
r
e
f
er
s
to
th
e
p
r
o
ce
s
s
o
f
ascer
tain
in
g
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
m
ea
s
u
r
es
tak
e
n
t
o
clo
s
e
th
e
g
ap
b
etwe
en
ex
p
ec
te
d
an
d
r
e
al
r
esu
lts
.
A
g
o
o
d
ex
am
p
le
w
as
g
iv
en
b
y
th
e
m
an
a
g
em
en
t
team
o
f
a
PS
,
wh
o
d
escr
ib
ed
a
s
y
s
tem
in
wh
ich
ea
ch
teac
h
er
was
en
co
u
r
ag
e
d
to
th
in
k
ab
o
u
t
th
eir
ac
tio
n
s
with
ea
ch
s
tu
d
en
t
(
p
r
esen
ted
in
c
o
o
r
d
in
atio
n
m
ee
tin
g
s
)
an
d
th
eir
p
r
ax
is
in
m
o
r
e
g
en
e
r
al
ter
m
s
(
p
r
esen
te
d
in
th
e
f
o
r
m
o
f
b
est
p
r
ac
tices a
t th
e
en
d
o
f
ea
ch
ac
ad
em
ic
y
ea
r
)
.
“
E
va
lu
a
tio
n
s
a
r
e
ca
r
r
ied
o
u
t
in
d
ivid
u
a
lly
w
ith
ea
ch
ch
ild
.
Meetin
g
s
a
r
e
a
r
r
a
n
g
ed
fo
r
th
is
p
u
r
p
o
s
e,
in
w
h
ich
a
ll
th
e
tea
ch
ers
w
o
r
kin
g
w
ith
ea
ch
cla
s
s
a
n
a
lyze
w
h
a
t
is
w
o
r
kin
g
i
n
ea
ch
ca
s
e.
”
(
8
p
s
-
MA
N)
“
A
t
th
e
en
d
o
f
e
a
ch
a
c
a
d
emic
ye
a
r
,
ea
ch
tea
ch
er
h
a
s
th
e
o
p
p
o
r
tu
n
ity
to
h
ig
h
lig
h
t
s
o
meth
i
n
g
th
ey
feel
th
ey
h
a
ve
d
o
n
e
w
ell,
o
r
in
o
th
er w
o
r
d
s
,
th
eir “b
est p
r
a
cti
ce
s
”.
”
(
3
p
s
-
MA
N)
Af
L
f
o
s
ter
s
th
e
ca
p
ac
ity
f
o
r
s
elf
-
ass
ess
m
en
t
with
th
e
ai
m
o
f
d
e
v
elo
p
in
g
r
e
f
lectio
n
an
d
s
elf
-
m
an
ag
em
en
t
s
k
ills
,
as
well
as
en
co
u
r
a
g
in
g
s
tu
d
en
ts
to
b
ec
o
m
e
in
s
tr
u
ctio
n
r
eso
u
r
ce
s
f
o
r
e
ac
h
o
th
er
,
s
o
th
ey
ca
n
p
r
o
g
r
ess
in
th
eir
o
w
n
lear
n
in
g
.
“
S
tu
d
en
t self
-
a
s
s
ess
men
t in
a
ll a
ctivities.
”
(
2
p
s
-
MA
N)
“
S
elf
-
a
s
s
ess
men
t
to
fo
s
ter
a
u
to
n
o
my,
s
elf
-
d
ema
n
d
in
g
n
ess
,
s
elf
-
r
eg
u
la
tio
n
a
n
d
t
h
e
r
ec
o
g
n
itio
n
o
f
mis
ta
ke
s
.
”
(
5
p
s
-
MA
N)
“
S
tu
d
en
ts
en
g
a
g
e
in
s
elf
-
a
s
s
es
s
men
t.
”
(
1
2
s
s
-
MA
N)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
men
t c
u
ltu
r
e
in
h
ig
h
ly
e
ffective
s
ch
o
o
ls
in
th
e
A
u
to
n
o
mo
u
s
…
(
I
z
a
s
ku
n
Lo
p
ete
g
i
-
Men
d
iz
a
b
a
l
)
1659
“
B
efo
r
e
[
.
.
.
]
yo
u
co
u
ld
n
ev
er
g
et
s
tu
d
en
ts
to
s
h
a
r
e
w
ith
ea
ch
o
th
er
[
.
.
.
]
b
u
t
th
e
n
,
th
ey
g
r
a
d
u
a
lly
r
ea
liz
ed
th
a
t b
y
ex
p
la
in
i
n
g
a
n
d
s
h
a
r
in
g
,
th
ey
a
ctu
a
lly
lea
r
n
e
d
mo
r
e.
”
(
1
s
s
-
MA
N)
−
C
o
n
s
tr
u
ctiv
is
t c
lass
r
o
o
m
cu
ltu
r
e
T
h
is
is
a
ty
p
e
o
f
class
r
o
o
m
cu
ltu
r
e
th
at
f
o
s
ter
s
s
tu
d
en
t
lear
n
in
g
an
d
r
ef
lects
co
n
s
tr
u
ctiv
is
t
id
ea
s
r
eg
ar
d
in
g
in
s
tr
u
ctio
n
,
lear
n
in
g
an
d
ass
ess
m
en
t.
T
h
e
ch
ar
ac
te
r
is
tics
o
f
th
is
k
in
d
o
f
cu
ltu
r
e
i
n
clu
d
e
th
o
s
e
lin
k
ed
to
a
clim
ate
o
f
c
o
llab
o
r
atio
n
.
W
e
o
b
s
er
v
ed
b
elief
s
co
n
d
u
civ
e
to
th
is
k
in
d
o
f
cu
ltu
r
e
in
o
n
e
o
f
th
e
SS
an
aly
ze
d
.
“
We
d
id
n
’
t
h
a
ve
a
b
a
d
clima
te,
b
u
t
n
o
w
w
e
s
ee
th
a
t
th
e
r
ela
tio
n
s
h
ip
s
h
a
ve
imp
r
o
ve
d
.
B
efo
r
e,
yo
u
ma
n
a
g
ed
to
g
et
ev
eryo
n
e
t
o
r
esp
ec
t e
a
ch
o
th
er in
th
e
cla
s
s
r
o
o
m,
b
u
t y
o
u
co
u
l
d
n
ev
er g
et
s
tu
d
en
ts
to
s
h
a
r
e
w
ith
ea
ch
o
th
er.
I
t
is
n
o
r
ma
lly
th
o
s
e
s
tu
d
en
ts
w
h
o
h
a
ve
a
h
ig
h
er
leve
l
w
h
o
fin
d
it
h
a
r
d
est
to
s
h
a
r
e.
B
u
t
th
en
,
th
ey
g
r
a
d
u
a
lly
r
ea
liz
ed
th
a
t
b
y
ex
p
la
in
in
g
a
n
d
s
h
a
r
in
g
,
th
ey
a
ctu
a
lly
lea
r
n
ed
mo
r
e.
”
(
1
s
s
-
MA
N)
b.
Pro
f
ess
io
n
al
teac
h
er
lear
n
in
g
T
h
e
p
r
o
f
ess
io
n
al
teac
h
er
lea
r
n
in
g
co
m
p
o
n
e
n
t
en
c
o
m
p
ass
es
th
r
ee
c
h
ar
ac
ter
is
tics
o
f
a
d
ev
elo
p
e
d
ass
es
s
m
en
t
cu
ltu
r
e:
p
r
o
f
ess
io
n
al
co
llab
o
r
atio
n
f
o
r
lea
r
n
in
g
,
p
o
s
itiv
e
s
o
cial
clim
ate
at
wo
r
k
an
d
co
n
tex
tu
aliza
tio
n
,
as in
T
ab
le
4
.
−
Pro
f
ess
io
n
al
co
llab
o
r
atio
n
f
o
r
lear
n
in
g
T
h
e
ass
ess
m
en
t
p
r
o
ce
s
s
f
o
r
teac
h
er
lear
n
in
g
is
also
a
r
es
ea
r
ch
cy
cle.
T
ea
ch
e
r
s
wo
r
k
t
o
g
eth
er
to
ex
p
lo
r
e
th
eir
o
wn
p
r
ax
is
.
E
v
i
d
en
ce
o
f
co
llab
o
r
ativ
e
r
esear
c
h
to
im
p
r
o
v
e
o
n
e’
s
o
wn
p
r
a
x
is
was
f
o
u
n
d
am
o
n
g
in
f
o
r
m
a
n
ts
wo
r
k
in
g
in
p
r
im
a
r
y
ed
u
c
atio
n
.
I
n
SS
,
co
llab
o
r
ativ
e
r
ef
lectio
n
am
o
n
g
teac
h
er
s
with
a
v
iew
to
im
p
r
o
v
in
g
p
r
ax
is
is
m
ain
ly
ca
r
r
ied
o
u
t a
t a
d
ep
ar
tm
e
n
tal
lev
e
l.
“
We
h
a
ve
ev
en
r
ec
o
r
d
ed
cla
s
s
es
to
a
n
a
lyze
ce
r
ta
in
in
tera
ctive
a
s
p
ec
ts
,
w
ith
a
view
to
imp
r
o
vin
g
tea
ch
in
g
effica
cy
.
”
(
5
p
s
-
MA
N
)
“
Meetin
g
s
a
r
e
a
r
r
a
n
g
ed
fo
r
th
is
p
u
r
p
o
s
e,
in
w
h
ich
a
ll
th
e
tea
ch
ers
w
o
r
kin
g
w
ith
ea
ch
cla
s
s
a
n
a
lyze
w
h
a
t is w
o
r
kin
g
in
ea
ch
ca
s
e.
”
(
8
p
s
-
MA
N)
“
I
n
a
d
d
itio
n
to
co
o
r
d
in
a
tin
g
effo
r
ts
a
n
d
a
n
a
lyzi
n
g
w
h
a
t
is
h
a
p
p
e
n
in
g
,
th
ey
a
ls
o
a
s
k
th
e
mselve
s
w
h
a
t th
ey
ca
n
d
o
to
imp
r
o
ve
.
”
(
4
s
s
-
MA
N)
An
o
th
er
m
ea
n
s
o
f
f
o
s
ter
in
g
t
h
e
o
n
g
o
in
g
im
p
r
o
v
em
e
n
t
o
f
t
ea
ch
in
g
-
lear
n
in
g
p
r
o
ce
s
s
es
in
th
e
AC
B
C
is
th
e
DA
[
39
]
.
E
v
i
d
en
ce
o
f
t
h
e
f
o
r
m
ativ
e
u
s
e
o
f
th
is
ass
es
s
m
en
t
p
r
o
ce
s
s
was
f
o
u
n
d
i
n
b
o
th
p
r
im
ar
y
an
d
SS
.
M
o
s
t
o
f
th
e
m
an
a
g
em
en
t
tea
m
s
wo
r
k
in
g
at
th
e
p
r
im
ar
y
lev
el
v
iewe
d
th
e
DA
in
a
p
o
s
itiv
e
lig
h
t
an
d
s
aid
th
e
y
u
s
ed
it
to
in
tr
o
d
u
ce
im
p
r
o
v
e
m
en
ts
.
T
h
ey
claim
ed
it
was
an
“
o
p
p
o
r
tu
n
ity,
o
ffer
in
g
g
u
id
a
n
ce
a
n
d
in
fo
r
ma
tio
n
fo
r
imp
r
o
ve
men
t
”
(
7
p
s
-
MA
N)
.
T
h
e
y
also
s
aid
th
at
“
t
h
a
n
k
s
to
th
e
DA
th
ey
h
a
ve
s
ta
r
ted
to
a
d
o
p
t
a
mo
r
e
co
mp
eten
ce
-
b
a
s
ed
a
p
p
r
o
a
ch
”
(
1
6
p
s
-
MA
N)
an
d
th
at
“
th
e
D
A
p
r
o
mp
ted
th
em
to
s
to
p
a
n
d
th
in
k
a
b
o
u
t
h
o
w
to
d
o
th
in
g
s
a
n
d
h
o
w
to
a
s
s
ess
t
h
em
”
(
3
p
s
-
MA
N)
.
Fu
r
th
er
m
o
r
e,
t
h
e
SS
m
an
ag
em
en
t
team
s
s
aid
th
at
th
ey
u
s
ed
th
e
DA
to
p
r
o
p
o
s
e
im
p
r
o
v
e
m
en
ts
lin
k
ed
to
th
e
s
tr
ateg
ic
ar
ea
s
.
E
x
ter
n
al
in
f
o
r
m
an
ts
d
escr
ib
ed
h
o
w
th
ese
im
p
r
o
v
em
e
n
ts
wer
e
im
p
lem
en
ted
.
“
Th
ey
a
n
a
lyze
th
e
r
esu
lts
o
f
t
h
e
DA
in
d
eta
il.
Th
ey
a
n
a
lyz
e
ea
ch
p
o
in
t,
a
ll
th
e
c
h
a
r
a
cte
r
is
tic
s
,
a
n
d
ea
ch
s
p
ec
ific stu
d
en
t.
”
(
1
s
s
-
I
NS)
“
Th
ey
a
r
e
in
teres
ted
in
h
ea
r
i
n
g
a
b
o
u
t
h
o
w
th
ey
c
a
n
imp
r
o
ve
.
Th
ey
a
r
e
g
iven
th
e
DA
r
e
p
o
r
t
s
o
th
a
t
ca
n
a
n
a
lyze
it
a
n
d
th
ey
a
r
e
to
ld
a
b
o
u
t
th
e
imp
r
o
ve
m
en
ts
th
ey
co
u
ld
m
a
ke
o
r
imp
l
eme
n
t.
Th
ey
kn
o
w
h
o
w
to
ma
ke
th
e
m
o
s
t
o
f
th
e
a
d
vice
p
r
o
vid
e
d
b
y
t
h
e
B
err
itz
eg
u
n
e.
Th
ey
u
s
e
s
tr
a
teg
ie
s
to
ma
ke
th
e
mo
s
t o
f it.
”
(
1
s
s
-
C
ON)
−
Po
s
itiv
e
s
o
cial
clim
ate
at
wo
r
k
I
n
o
r
d
er
f
o
r
teac
h
er
s
to
en
g
a
g
e
in
a
c
o
llab
o
r
ativ
e
an
al
y
s
is
o
f
th
eir
o
wn
p
r
a
x
is
,
th
er
e
n
ee
d
s
to
b
e
a
s
o
cial
clim
ate
a
t
th
e
s
ch
o
o
l
th
at
is
co
n
d
u
civ
e
to
th
is
s
o
r
t
o
f
p
r
o
ce
s
s
.
T
h
e
ch
ar
ac
ter
is
tics
o
f
a
p
o
s
itiv
e
s
o
cial
clim
ate
at
wo
r
k
in
clu
d
e
tr
an
s
p
ar
en
cy
an
d
p
r
iv
ac
y
r
u
les,
an
d
th
e
ac
ce
p
tan
ce
o
f
m
is
tak
es.
I
n
f
o
r
m
an
ts
f
r
o
m
th
e
B
er
r
itzeg
u
n
e
co
n
s
u
ltan
c
y
s
er
v
ice
wo
r
k
in
g
at
t
h
e
p
r
im
a
r
y
lev
el
m
ad
e
s
ev
er
al
co
m
m
en
ts
lin
k
ed
to
th
is
clim
ate.
“
Th
e
co
r
e
tea
ch
in
g
tea
m,
t
h
e
mem
b
ers
o
f
w
h
ich
h
a
ve
b
ee
n
a
t
th
e
s
ch
o
o
l
fo
r
ye
a
r
s
,
p
la
y
a
ke
y
r
o
le
in
tr
a
n
s
mittin
g
th
e
p
ed
a
g
o
g
ica
l
va
l
u
es.
[
.
.
.
]
Th
ey
b
eliev
e
in
w
h
a
t
th
ey
d
o
;
a
n
d
te
a
ch
er
co
mmitmen
t,
s
yste
ma
tiz
a
tio
n
a
n
d
ta
s
k
co
o
r
d
in
a
tio
n
a
r
e
co
n
s
id
ered
to
b
e
o
f
th
e
u
tmo
s
t
imp
o
r
ta
n
ce
.
Th
ey
a
r
e
ve
r
y
p
a
r
ticip
a
to
r
y
a
n
d
e
n
g
a
g
e
in
in
n
o
va
tive
p
r
o
jects;
th
e
clima
te
is
ve
r
y
g
o
o
d
a
n
d
th
e
ma
n
a
g
eme
n
t
o
ffer
s
lea
d
ers
h
ip
.
”
(
1
0
p
s
-
B
E
R
)
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