The author modified their original action research plan after reviewing steps from a book on conducting action research. The revised plan covers all eight steps from the book but in a different order tailored to their unique campus needs. The plan aims to improve instruction by having faculty disaggregate student data and use it to drive classroom lessons. It involves conducting a needs assessment, understanding current practices, researching effective methods, analyzing data, developing an implementation plan, taking action, monitoring progress, and evaluating results to improve student achievement.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
Structured organizations today are not keeping pace with a changing world incessantly. The Business Triathlon (Lean Strategy/Start-up, Agile and Change Management) could be the solution.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Sample budget presentation for stakeholders. Find out how to compile and present data. Register for the Georgia 40-Hour Director's Training Credential workshop.
http://altheapenn.tripod.com/id20.html
Structured organizations today are not keeping pace with a changing world incessantly. The Business Triathlon (Lean Strategy/Start-up, Agile and Change Management) could be the solution.
CBIZ and Mayer Hoffman McCann P.C. (MHM) are pleased to invite you to our 2016 Executive Education Series™ online training courses. This webinar-based training is designed to educate and inform our clients and the public on complex accounting and tax subject matters and current events. Continuing Professional Education (CPE) credit will be offered.
Online registration and more details about these free courses can be found at http://www.cbiz.com or http://www.mhmcpa.com.
Agile is Fascinating, but not Trivial . Consider changes in habits, behaviors, skills, competences, etc. It means we need to know what approch, methodology or framework could better fit for any transformation, but what about the people side?
What about individual and interactions?
This presentation explores the change management side of any big initiative, included agile transformations
The harder you push, the harder the system pushes you backEmiliano Soldi
Slide presented at Better Sofware conference in June 2016.
The talk was about how facilitation, change managment and coaching, are essentials in guiding Agile Transition program
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
SUBJECT: SOCIO EDUCATIONAL PROJECT
TUTOR: DR. MIGUEL PONCE
THEME: PART III. PROJECT EVALUATION
STUDENTS:
MONTESDEOCA BENITEZ DIANA PRISCILA
PACHACAMA SIMBAÑA DAYSI ALEXANDRA
1Discussion 2 Definition and Practical Applications of Acti.docxnovabroom
1
Discussion 2: Definition and Practical Applications of Action Research
Action research is a commonly used form of inquiry in the field of education. The goal is to allow practitioners to effect continuous process improvement. Since action researchers are active participants, their investigations must be relevant to their practice.
Defining Action Research
An examination of different definitions of action research reveals some core characteristics of this form of inquiry. Action research focuses on providing practical solutions to everyday challenges in a practitioner’s area of work. Action researchers collaborate with others to effect changes that aim at improving the current conditions or processes in their place of practice (Mills, 2014). Based on these characteristics, I define action research as
“A reflective and collaborative systematic inquiry aimed at identifying challenges relevant to a researcher’s everyday practice, generate practical solutions, and actively engage in effecting the solutions aimed at improving conditions or processes and contributing to knowledge in the area.”
Hence, the process examines arising issues. An understanding of such a concept does not only elaborate on the task context but also aids teachers in accomplishing their objectives.
Action research helps educators to define and achieve professional goals, as well as refine their practice in several ways. It enables them to identify areas of improvement, develop appropriate interventions, work with others to implement the programs, and make relevant modifications to their processes. The reflective aspect of action research and its applications improves educators’ ability to implement best practices that match their needs and those of learners.
Practical Applications of Action Research
Action research can provide educators with solutions to questions that affect their everyday practices. For instance, suppose I recently implemented a program for enhancing the reading skills of learners in a seventh grade, I can apply various aspects of action research, including systematic inquiry, reflection, and collaboration, to identify the different ways in which the program affects students. In this research, I will actively involve myself with the learners to observe how they respond to the program, identify areas that need improvements, and implement appropriate actions by commencing with relevant plans and designs.
Designing and Action Research
The success of any research is contingent on its design. Action research can be thought of as a four-stage process that involves identifying a focus area and questions, collecting data, analyzing and interpreting data, and developing a plan of action (Gerstein, 2008; Mills, 2014). In this section, the steps are applied in designing a study for assessing the effects of the reading program. Efficient plans should specify a central area and aim to solve the identified problem.
Area of Focus
The study will describe the impact.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. After review my action research plan and reviewing “Examining what we do to improve our schools: 8 steps from analysis to action,” I made modification and added steps to my action research plan. My revised draft of my action research plan covers all eight steps listed in the book “Examining what we do to improve our schools: 8 steps from analysis to action.” However, I found that my steps do not correspond in the same order as they are listed in the book. The steps in the book are a guide or template to conducting action research. I believe that all action research is unique and following a template exactly as it is written is not wise and is not in the best interest of the research we are conducting for our unique campus and our unique circumstances. Therefore, I modified the order of the step in the book and incorporated them within the additional steps I added to my action research plan to meet our needs.<br />Mission:<br />Our mission on our campus is to exemplify student academics and student conduct In an effort to achieve this mission we are always searching for ways to improve the educational process on our campus. On area that we feel we may need improvement is disaggregating data and using disaggregated data to drive instruction. Therefore we have developed the following action research plan disaggregating data to drive instruction.<br />Action Research Plan<br />Goal:<br />The goal of the action research plan listed below is to improve the quality of instruction. We believe that through assisting or faculty to effectively disaggregate data and use that data to drive classroom instruction, we will increase our student academic success. <br />The Plan:<br />The first step in our action research is to conduct a need assessment and to evaluate the data presented to determine if there is truly a need to conduct this action research project. Our second step is to develop a true understanding for the need of improvement. Although the data has proved we have a need for improve in this area, we need to understand why our faculty is not proficient in this area; do they truly lack the knowledge and skill or are they choosing not utilize it. Understanding why we need to conduct this project will be helpful in developing an action plan to fix the need we have identified. Our third step is to reflect on what we have learned about this project, what our plan are for this project, and determine if we will be able to successful complete this project. We want to reflect early in this process before getting deep into the project and discover we lack what it take to complete this project. If we lack any knowledge, skill, or resources that we can foresee, we want to work to rectify those problems before moving on. Reflection on this action research is a process that we will conduct throughout the project. <br />In steps four and five we will be gathering data from principals and teachers in our district as well as academic data from libraries, articles, journals, book, and more on the methods and strategies that are being used to disaggregate data and how to use disaggregated data to drive instruction. Next in step six, we will analyze all the data we collected in steps four and five and develop a list of methods and strategies for disaggregating data that we believe is best for our campus based on the understanding of the needs assessment we obtain in step 2 of the action plan. In step seven we will develop a plan of how to implement the methods and strategies we determined in step six that meet our campus needs. The implementation plan is another action plan within itself; it will contain the sample population we will use, how to train faculty, how we will put the methods and strategies into action, as well as how to monitor the implementation and make necessary adjustment. Finally steps eight, nine, and ten are implementing the plan (taking action), monitoring the progress of the plan, and conducting the final evaluation of the project respectively. In the finally evaluation process, we will determine if the project is successful, make necessary adjustment, and start the process over again to expand the research to a large population until new method and strategies have been implemented throughout the entire campus. <br />Disaggregating Data to Drive InstructionGoal: To improve the quality of instruction by using disaggregated data to drive instruction and student achievement.Action Step(s)Person(s) ResponsibleTimelineStart/EndNeeded ResourcesEvaluation1. Conduct a Need Assessment (Using data collected from observations from walkthroughs and Professional Learning Community meeting, I will determine if there is a need for this project).Project Leader (Myself), and Associate Principle (My Site Supervisor)8/2/10Through8/6/101. Observation from walkthroughs and Professional Learning Community meeting, etc.2. Academic Excellence Indicator System Report This action step will be evaluated based on a report that will be developed by the persons identified in the responsible section; the report will identify the need for this action research based on data. 2. Understand the Need For Improvement (We will interview individuals and use focus groups to understand why faculty does disaggregate data and use it to drive instruction.Project Leader (Myself) and Associate Principle (My Site Supervisor)8/9/10 Through8/11/101. Observation from walkthroughs and Professional Learning Community meeting, etc.2. Faculty and StaffThis action step will be evaluated based on a report that identifies why data is not disaggregated by teacher or used to drive instruction. This report will help when selecting method and strategies in step 4.3. Action Research Project Reflection (We will reflect on the project and determine if we have the resource, knowledge and skill to conduct the project; if not, can we obtain them. Determine it the project realistic). Project Leader (Myself) Associate and Principle (My Site Supervisor)8/11/10 Through8/13/101. Action Research Plan2. Needs AssessmentIn this action step we will generate a check list and use it to evaluate this step in the action research plan.4. Collect data on current practice of disaggregating data and using data to drive instruction on our campus and in our district.Project Leader (Myself)8/16/10 Through9/10/101. Computer and Internet Access.2. Communication Software (email, blogs, etc).3. Software Tools (Access, Excel, Word, PowerPoint, etc.).4. Survey Software (Survey Monkey)5. Teachers and Instructional / TAKS Specialist.This action step will be evaluated based on the product of the data collected from the surveys and interviews which is a list methods / strategies of how faculty and staff on our campus and in our district disaggregate data and use it to drive classroom instruction.5. Conduct academic research on methods / strategies of disaggregating data and using data to driving instruction.Project Leader (Myself)8/16/10 Through9/10/101. Computer and Internet Access2. Software Tools (Access, Excel, Word, PowerPoint, etc.)3. Search Engines4. Research Resources (Academic Libraries, Electronic Articles /Journals, Books).This action step will be evaluated based on the product from the data collected from research which is a list of methods / strategies for disaggregating data and using it to drive classroom instruction.6. Analyze the practical and academic data collected on disaggregating data and using data to drive instruction.Project Leader (Myself), Instructional / TAKS Specialist, Teachers, Associate Principal (My Site Supervisor)9/13/10Through10/1/101. List of academic and practical methods / strategies compiled from the research.2. District data software and data (Eduphoria, TAKS data, District Common Assessment Data, Benchmarks, etc.).3. Software Tools (Access, Excel, Word, PowerPoint, etc.).This action step will be evaluated based on the product from the data analysis which is devising methods / strategies that best work for the faculty on our campus for disaggregating data and using it to drive classroom instruction.7. Develop an implementation plan to employ the findings of the action research (In this step we will determine our direction).Project Leader (Myself), Instructional / TAKS Specialist, Teachers, Associate Principal (My Site Supervisor)10/4/10Through10/22/101. Finding (methods / strategies devised for disaggregating data and driving instruction) from data analysis.2. Software Tools (Access, Excel, Word, PowerPoint, etc.)This action step will be evaluated based on its product which is a detailed plan for implementing the findings of the action research project. 8. Implement the action research (In this step, we will take action).Project Leader (Myself), Instructional / TAKS Specialist, Teachers, Associate Principal (My Site Supervisor)11/1/10Through4/29/111. Implementation Plan2. 7th Grade Math Department3. Instructional Calendars and Lesson PlansThis action step will be evaluated by accessing the instructional calendars and lesson plan created by the 7th Grade Math Depart., and determining if they are fulfilling the action items in the implementation plan.9. Monitor progress of action research plan.Project Leader (Myself), Instructional / TAKS Specialist, Teachers, Associate Principal (My Site Supervisor)11/1/10Through4/29/111. Implementation Plan2. District Common Assessment (DCA) and Benchmarks3. Progress Monitor ReportsThis action step will be evaluated based on student process on assessments and student progress monitor reports create by faculty on the sample of students.10. Evaluation of action research plan (In this step, we will make in effort to sustain improvement. We will assess the strength and weakness of the action research, determine if we should continue the process, make necessary adjustments and restart the process by broadening the action into other department).Project Leader (Myself), Instructional / TAKS Specialist, Teachers, Associate Principal (My Site Supervisor)5/2/11Through5/27/111. District Common Assessment (DCA) and Benchmarks2. Academic Excellence Indicator System Report.This action step will be evaluated based on student progress on DCA and TAKS results and the final write up or executive summary.<br />
