1. Kentucky Teacher Internship Program (KTIP)
27-Mar-17
Kentucky Teacher Internship Program (KTIP)
Teacher Performance Assessment Training
(TPA)
TRAINER’S NOTES: (5 minutes)
Welcome and introductions.
Determine the number of RTs, TEs, and Principals
Be sure all have completed the online homework: Collect any remaining e-tickets from the online homework.
For those who have not completed homework, they may continue with the face-to-face, but must complete the homework before receiving a certificate of completion and serve on the committees.
Be sure all have signed in.
Also, remind participants they must go back into KyEducators after the face-to-face session to complete the post assignment to receive a certificate of completion.
(note for university trainers: entering data into KyEducators to enter participants) 1

2. Training Outcomes Participants will:
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Training Outcomes
Participants will:
understand how their role as coach and mentor contributes to the success of the intern.
become familiar with KTIP Teacher Performance Assessment (TPA) materials.
develop an understanding of how to gather performance evidence and score intern performance.
TRAINER’S NOTES: (10 minutes)
Introduce materials.
IPR:
Provides analytic and holistic scoring rubrics for each of the Kentucky Teacher Standards.
Is used to collect evidence and record feedback about an intern’s progress related to each Kentucky Teacher Standard.
Is a legal document that will serve as evidence in the event of an appeal of an unsuccessful judgment; so recording clear, thorough evidence is imperative. 2

3. Cycles: In order to provide opportunities for growth and guidance throughout the internship, assessment is divided into 3 increments of time.
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Orientation
First Committee Meeting
Held: Prior to any formal classroom observation
Cycle 1
Second Committee Meeting
Held: 1-60 instructional days following the orientation meeting
Assess Tasks A-F
Cycle 2
Third Committee Meeting
Held: instructional days following the orientation meeting
Cycle 3
Fourth Committee Meeting
Held: instructional days following the orientation meeting
Assess All Tasks
TRAINER’S NOTES: (3 minutes)
Don’t forget the big picture of components.
All three members of the committee (Principal, Resource Teacher and Teacher Educator) and the intern must be present at the orientation meeting (In some cases [medical issues, budget, etc.] a member may be present through electronic means)
The cycle increments are mandated by regulation. Note that the days in the cycles are counted from the orientation committee meeting.
Possible questions…
*Can a resource teacher log time spent with an intern prior to training?
No time can be logged until a resource teacher has been KTIP trained. However, a trained resource teacher may work with the intern prior to the orientation meeting.

4. TPA and Teacher Accountability
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Teachers are required to:
relate objectives to assessment.
carefully analyze data about students and their learning.
tailor instruction in response to data analysis.
Professional Learning Communities:
TRAINER’S NOTES (5 minutes)
Review slide with participants.
Discussion regarding Professional Learning Communities as a resource for data analysis tools and strategies:

5. Response to Intervention (Links below guide you to a Pyramid of Interventions)
TRAINER’S NOTES: (5 minutes)
Brief introduction regarding Response to Intervention as additional resources.
Conduct a brief walkthrough of the links.
Each link is specific to grade level. 5

6. Additional Resources for RTI
Additional resources for RTI may be found at the following sites: 6

7. Guiding Intern Growth through Formative and Summative Assessment
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Guiding Intern Growth through Formative and Summative Assessment
Assessment during the first two cycles is formative - identifying growth areas and giving the intern guidance for meeting the standards.
Assessment during the third cycle is summative - committee members consider the progress the intern has achieved throughout the school year, and make a final decision regarding the intern’s performance on the standards.
TRAINER’S NOTES: (2 minutes)

8. Formative Assessment of the Intern
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Formative Assessment of the Intern
The first two cycles of observation are formative. Formative assessments include:
lesson plan review prior to the observed lesson.
lesson observation.
post-observation conference.
Performance Task A-F review.
committee meeting.
TRAINER’S NOTES: (3 minutes)

9. What is an Analytic Score?
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What is an Analytic Score?
Analytic scores are ratings assigned to each indicator within a standard.
Analytic scores inform the interns of strengths and growth areas.
Analytic scores can guide mentoring and the intern's choice of professional development activities.
TRAINER’S NOTES: (3 minutes)
Indicators foster consistent professional expectations for meeting the Kentucky Teacher Standards Initial-Level Performances.
The indicators are:
based on what current research has identified as best practice.
stated in behavioral terms, which should make it easier to identify and record evidence.
expressed in terms that correspond with national standards.
Analytic scores provide data about performance on the indicators. It provides the KTIP Committee with information about the intern's strengths and growth areas.

10. What is a Holistic Score?
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What is a Holistic Score?
The holistic score is used to communicate the intern's performance on each of the standards. It is a numerical rating (3, 2,1) for the whole standard that represents a committee member’s professional judgment about the intern’s overall progress regarding that standard. Evidence recorded on the IPR is used to support the holistic score.
TRAINER’S NOTE: (3 minutes)
The holistic score is not an average, but should be supported by the evidence of the analytic scores.

11. 27-Mar-17
Both analytic and holistic scores must be recorded for each standard in all cycles. However, the only score entered in the RTIY is holistic.
TRAINER’S NOTES: (1 minute)
The high jump is an appropriate analogy to describe the way standards and indicators work. Standards represent "the bar" - what the intern is ultimately expected to reach to be certified. The bar is the same height all year. We expect the same high standards all year long, and the indicators give us specific skills on which to concentrate that will enable the intern to “clear the bar.”

12. Reference Guides for Committee Members
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Reference Guides for Committee Members
Resource Teacher
Principal
Teacher Educator
Reference Guides may be accessed on our
website at:
TRAINER’S NOTES: (10 minutes)
Reference guides are available to assist each committee member with their respective roles and responsibilities on the committee. Page 9 of the TPA Workbook also contains this information.
Refer to reference guides in the packet. There is a separate guide for:
Resource Teacher
Principal
Teacher Educator

13. Task E: Assess & Manage Professional Growth
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Task E: Assess & Manage Professional Growth
See pages 20 – 27 in TPA Workbook
Prior to orientation meeting:
Intern completes self-assessment
Intern reviews self-assessment with resource teacher
Resource teacher asks guided questions
At orientation meeting:
Discuss results of self-assessment
TRAINER’S NOTES: (3 minutes)
Task E is being introduced at this time as the self-assessment of Task E must be completed prior to the Orientation or any other tasks.
Emphasize the connection between the self-assessment and the professional growth plan. 13

14. Task A-1: Teaching and Learning Context
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Task A-1: Teaching and Learning Context
Task A: Using a shoulder partner, describe the work completed for Task A-1 page 14 of the TPA Workbook.
TRAINER’S NOTES: slides (8 minutes)
Shoulder partner: Those individuals who share a left and right shoulder. If there is an odd man (or woman) out, have a group of 3.
Review types of assessments that may be used, e.g., state assessments, national assessments, school assessments,
Use of school improvement plans/identify specific needs of the diverse group of students.
Stress with the committee members that interns need to reflect using the following: What impact do the school improvement goals have on me? 14

15. Discoveries for Task A-1
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Discoveries for Task A-1
When does the intern complete A-1?
Complete before each class for which the intern is being observed.
How does the intern connect A-1 to A-2?
Connect the insights gained in Task A-1 Student Diversity, Patterns of Achievement, Implication for Instructions with the lesson plan, Context, Assessment Plan, and Procedures.
TRAINER’S NOTES: slides 14 – 15 (8 minutes)
When does the committee discuss videotaping?
The purpose of this task is to consider the instructional implications of contextual factors.
This task will likely be completed at the beginning of the year and updated throughout the year.
The intern must complete Task A-1 for each observed class. If several committee members are observing the same class, the intern may use the same task for each observer.
Highlight the components that should be connected between A-1 & A-2.
At least two days before teaching the lesson the intern must provide the lesson plan, including all assessments, handouts, and procedures for observer review and feedback. 15

16. Task A-2: Lesson Plan When does the intern complete A-2?
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Task A-2: Lesson Plan
When does the intern complete A-2?
Before each lesson being observed. In Task I, for each lesson being observed in the instructional unit, or only one if the lesson of the instructional unit is video recorded.
TRAINER’S NOTES: slides 16 – 17 (10 minutes)
Complete task in shoulder partners.

17. 27-Mar-17
Task A-2: Lesson Plan
Task: Review each of the requirements of Task A-2 on page 15 of your TPA Workbook.
Using your prior knowledge and experiences in your school, create a context for your lesson.
Write one or two objectives focusing on a content of your choice.
Identify one assessment strategy that may be used to measure your objective.
Use the IPR Standard 2 to guide you as you construct your objective and assessment strategy.
TRAINER’S NOTES: slides 16 – 17 (10 minutes)
For this activity focus on one objective/one assessment/discuss where you would identify the additional indicators.
Suggested script: “Today we will be asking you to create some of the parts of the TPA tasks to reinforce your understanding of the TPA process. We understand that normally,  this work requires the use of outside resources and focused time and thought. The purpose of today’s practice is to simulate the process so that you can mentor and guide your interns.”
This will keep the trainees focused and within time frames.
Remind trainees that interns must pull objectives from standards: interns should complete a crosswalk between core content and program of studies.
After the lesson plan review, record your feedback on the IPR and score Standard 2.
Standard 2 must be assessed before the lesson begins. Scores for Standard 2 do not change after you have observed the intern.
You will also record feedback on some indicators from Standards 1 and 6, but you do not assign a holistic score for these standards before the observation. 17

18. Guided Questions for Task A
Does the intern state objectives for learning clearly and specifically?
Do the intern’s assessments measure his/her students’ progress toward the learning objectives?
Does the intern know the difference between objectives, instructional activities and assessments?
Does the intern consider the contextual factors and address multiple levels of learning?
Is the technology used likely to improve student learning?
TRAINER’S NOTES: (2 minutes)
Who will do what, by when, and with what percent of accuracy? 18

19. Task B: Demonstrate Teaching Skills During Classroom Observation
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Task B: Demonstrate Teaching Skills During Classroom Observation
Using the completed IPR for Cycle 1, evaluate how well it supports the analytic and holistic score of classroom observation.
Standards used:
4: IPR pages 8 and 9
5: IPR pages 10 and 11
Discuss outcomes.
TRAINER’S NOTES: (15 minutes)
Use Cycle 1 evidence of the completed IPR example provided.
Assign groups to review markings.
Participants read scripts and review IPR analytic and holistic score. 19

20. Task B Questions for Consideration
Questions for consideration for discussion:
What evidence supports the assigned markings for analytic and holistic scores?
What evidence provides appropriate feedback to promote growth?
What evidence may be needed?
Is there a balance of observed behaviors and suggestions and comments?
What evidence of observed behavior supports the marking for any indicator receiving PD or ND?

21. Task C: Lesson Analysis and Reflection
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Task C: Lesson Analysis and Reflection
Analysis of student performance data and reflection on the impact of instruction are critical to improve teaching.
Review page 17 of the TPA Workbook.
Discuss with a shoulder partner mentoring suggestions for item #4 on page 17.
Share with your shoulder partner some specific differentiation strategies committee members should recommend to interns for item #5 on page 17.
Item #6: What methods do schools have to communicate learning results to students and parents? The end of the nine weeks is not an acceptable option.
TRAINER’S NOTES: (15 minutes)
Emphasize the advice that should be given to the intern for #4 and #5.
#4: Intern is analyzing classroom instruction based on student performance.
#5: Refer to Response to Intervention in addition to participants feedback.
Trainees should read through Task C for understanding.
Discuss the Professional Learning Community as a means to help develop a reflection piece.
Place heavy emphasis on helping students assess their own performance.
Emphasize urgency to address concerns and issues (no later than two days after lesson) to be identified in Task C.
TO INSURE THAT YOUR LESSON ANALYSIS AND REFLECTION HAVE AN IMPACT ON YOUR INSTRUCTION, THIS TASK MUST BE COMPLETED NO LATER THAN TWO DAYS AFTER EACH OBSERVED LESSON.

22. Task C: Resources
Communicating Learning Results to Students and Parents
Units of Study
The Missing Piece of the Proficiency Puzzle 22

23. The Post-Observation Conference
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The Post-Observation Conference
All committee members conduct a post observation conference prior to the committee meeting.
The post-observation conference should take place as soon as possible after the observation.
TRAINER’S NOTES: (5 minutes)
The post-observation conference provides an excellent opportunity for providing mentoring about specific instructional issues, which is necessary for the intern’s professional growth.
Provide feedback that promotes best practices used during post-observation conference.
Identify references to assist with effective post-observation conferences.

24. During the Post-Observation Conference
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Start with what went well.
Generate a few thoughtful, open-ended questions.
Avoid raising too many issues at one time.
Come prepared with resources.
Stay on task.
TRAINER’S NOTES: (5 minutes)
Start with what went well.
Generate a few thoughtful, open-ended questions to help the intern reflect about specific instructional issues in relation to what students learned or didn’t learn.
Avoid raising too many issues at one time. It is better to select a few significant growth areas to address during the conference than to run the risk of overloading the intern with an unmanageable task. One easy way to do this is to consider indicators that received a PD or ND as potential growth areas.
Come prepared with resources. If you have a concern, think about how the intern might address it, and make that the focus of your mentoring efforts.
Stay on task. Consider using Task C as a conversation guide, because it is easy to get sidetracked with casual conversation. Though rapport is very important, keep the focus on what will help improve student learning and instruction during the conference.

25. In the Post-Observation Conference
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In the Post-Observation Conference
With the intern, review evidence and markings for the observed lesson to:
Encourage reflection.
Address questions drawn from the evidence.
Identify possible growth areas.
(3 minutes)

26. Task D: Collaborate to Address Special Learning Needs
27-Mar-17
Task D: Collaborate to Address Special Learning Needs
Task D: Using a shoulder or face partner describe sequence of completion for Task D.
Use the schedule of activities on pages 9 – 10 of the TPA Workbook as your guide.
Orientation
Cycle 1
Cycle 2
Cycle 3
TRAINER’S NOTES: slides 26 – 27 (20 minutes)
Special Needs does not mean special education only:
Barriers (child of divorce, death, truancy issues, job)
Gifted students needing enrichment
Family Resource Center collaborations as well as other wrap around services (Comp Care, Counselors, etc)
Trainer: What Response to Intervention strategies would help address issues for the Collaboration Task?
Stress: Each plan for tasks D, E, and F must be approved by the committee before they are implemented. 26

27. Task D: Collaborate to Address Special Learning Needs
27-Mar-17
Task D: Collaborate to Address Special Learning Needs
Completing a Collaboration Task Template
Review guidelines for completing Task D
on page 18 of the TPA Workbook.
With your shoulder partner create a Collaboration Project for Task D using the TPA Workbook page 19.
RTI will assist in identifying intervention strategies (SLIDE 5)
TRAINER’S NOTES: slides 26 – 27 (20 minutes)
Barriers to learning – affective behaviors
Discuss uses for Professional Learning Communities.
How would a RTI work with students? What interventions are available for those at the Tier III level who will not receive special education services?
Stress that the intern should write good, concise objectives and specific strategies for assessment. 27

28. 27-Mar-17
Task D: Discoveries for Task D Collaborate to Address Special Learning Needs IPR Standard 8
Completed during Cycles 1, 2, and 3
Related to Standard 8: Collaborates with Colleagues/Parents/Others
Question: For how many students does the intern need to complete the collaboration project?
Answer:
One (1)
(1 minute) 28

29. Task E: Assess and Manage Professional Growth
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Task E: Assess and Manage Professional Growth
The professional growth task is a critical source of documentation that shows the intern has been afforded due process during the internship.
When assisting the intern in choosing professional development activities, it is important to direct the intern to activities that will specifically address priority growth needs.
TRAINER’S NOTES: (1 minute)
The self-assessment should have already been completed prior to the Orientation meeting.
The committee uses the PGP to ensure the intern is receiving mentoring based upon needs identified in the PGP.
The PGP is reviewed during the appeals committee to ensure the committee members have provided opportunities to assist the intern in meeting needs.

30. TASK E: Continued TPA Workbook page 26-27
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TASK E: Continued
TPA Workbook page 26-27
Task: With your partner generate examples of effective activities. Refer to Task B, Standards 4 and 5 on the completed IPR.
Review comments and ideas
TRAINER’S NOTES:
Provide a walkthrough of pages 26 – 27, referring back to pages 20 and 21.

31. What Makes Professional Development Effective?
One of the core features of professional development concerns the opportunities provided by the professional development activity for teachers to become actively engaged in meaningful discussion, planning, and practice.
TRAINER’S NOTES: slides 31 – 32 (2 minutes)
Review this definition with participants.
Again, stress the importance of identifying the needs and strategies to meet those needs with the PGP.
If an intern is demonstrating a need, it MUST be identified on the PGP with strategies to address need. 31

32. What Makes Professional Development Effective? (continued)
Opportunities for active learning can take a number of forms, including the opportunity to observe expert teachers and to be observed while teaching; to plan how new curriculum materials and new teaching methods will be used in the classroom; to review student work in the topic areas being covered; and to lead discussions and to engage in written work. Excerpt from “What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, Winter 2001 by M. S. Garet, A.C. Porter, L. Desimone, B. F. Birman, and K.S. Yoon.
TRAINER’S NOTES: slides 31 – 32 (2 minutes) 32

33. 27-Mar-17
Task F: Leadership
Read directions for Task F on page 28 of the TPA Workbook.
With your partners, discuss possible leadership projects that will improve your school.
TRAINER’S NOTES: (5 minutes)
Identify on page 28 of the TPA a list of suggestions.
The project can be an extension of a program currently being implemented in the school/district.
The sentence, “Your project should go beyond your normal contract responsibilities,” will be revised. Interns should be focusing on developing a leadership activity that addresses a newly identified need with the school/district. It should be a natural part of their teaching responsibilities.
IPR STANDARD 10 33

34. 27-Mar-17
Task F: Leadership
With a group of 4, develop a leadership idea on page 29 of the TPA Workbook.
Be ready to briefly describe your leadership project to another group.
TRAINER’S NOTES: (15 minutes)
Stress with trainees that the leadership project is not an avenue by which a wanted project that has been sitting on the shelf, is now assigned to the intern.
The Leadership Project needs to be manageable and meaningful for a first-year teacher.
Generate ideas from the intern for which they are passionate. 34

35. Task F: Leadership Share leadership ideas. Pair up in groups.
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Task F: Leadership
Share leadership ideas. Pair up in groups.
Mentoring Notes:
Committee should discuss with the intern ways in which a current project can be extended to include a leadership project.
Example: intern reading teacher develops a parent collaboration project to create parent/child evening events focused on student learning and results.
TRAINER’S NOTES: (5 minutes)
The intern should not begin Task F until the committee has approved. 35

36. Task F: Leadership
SPECIAL NOTE: It is possible that an intern has successfully completed the leadership project, but she/he did not get the intended results.
The intern does not repeat Task F if this occurs. Rather, the intern describes in Cycle 3 (or Cycle 2 if completed during that cycle) reflection piece concerning what did not work and why? 36

37. Tasks G-J: The Instructional Unit (page 30 of the TPA)
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Tasks G-J: The Instructional Unit (page 30 of the TPA)
Task G: Designing the Instructional Unit
Task H: The Assessment Plan
Task I: Designing Instructional Strategies and Activities
Task J-1: Organizing and Analyzing the
Results/Reflecting on the Impact of Instruction
Task J-2: Communication and Follow-Up
TRAINER’S NOTES: (5 minutes)
Have participants read through page 30 to develop an understanding of the task descriptions.
Have participants identify the standards at the bottom of page 30 by which the committee will be collecting evidence. 37

38. Tasks G-J IPR Standards
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Tasks G-J IPR Standards
Standard 1: Demonstrates Applied Content
Knowledge
Standard 2: Designs and Plans Instruction
Standard 5: Assesses and Communicates
Learning Results
Standard 6: Demonstrates Implementation of
Technology
Standard 7: Reflects on and Evaluates
Teaching and Learning
TRAINER’S NOTES: (5 minutes)
Found at the bottom of page 30 of the TPA Workbook. 38

39. Task G: The Instructional Unit
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Task G: The Instructional Unit
Review the directions on page 31 of the TPA Workbook.
With a group of 4, complete page 32, items 4 and 7, using a current unit, a dream unit, etc. to complete the template.
Learning context, objectives, and assessments have already been discussed in A-1 and A-2.
TRAINER’S NOTES: (15 minutes)
Reconnect to prior learning: Context and Implications/Objectives
Highlight goals
Focus on sections/Go back to hypothetical scenario/What would be the lesson plan within the one unit.
Go from the familiar to the unfamiliar.
The intern needs to be directed to various resources, e.g., the state curriculum documents/program of studies/DOK/college readiness standards/Bloom’s Taxonomy.
The intern should have a deep understanding of each standard.
Clearly articulate stage at which teacher presents pre-assessment – prior knowledge
For Learning Objectives, the intern may want to use Learning Targets: Example:
Objective: “The students will be able to perform double digit multiplication with 100% accuracy.” or
Student Learning Targets: “I can successfully perform double digit multiplication with 100% accuracy.” The focus remains on student performance. 39

40. Task H: The Assessment Plan
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Task H: The Assessment Plan
Assessment Plan Purpose: To determine student knowledge and skills pertinent to this instructional unit.
What are the three forms of assessment?
Question: Why would an intern need to develop the assessment plan prior to instruction rather than after?
TRAINER’S NOTES: (3 minutes)
Participants should review the directions on page of the workbook.
Participants should read the Assessment Design Checklist on page 34 of the workbook. 40

41. Task H: The Assessment Plan
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Task H: The Assessment Plan
Same group of 4: Discuss components of the assessment plan. Discuss examples of types of assessments.
Use page 35 of the TPA Workbook.
KDE Assessment Plan Resources
TRAINER’S NOTES: (10 minutes)
Guide the intern using the Assessment Design Checklist on page 34 of the TPA Workbook; This is an excellent mentoring guide to assist the intern in developing effective assessments.
These can be used for the Pre/Formative/Summative for Task H on page 35 of the TPA.
Use DOK/Bloom/etc. 41

42. Task I: Designing Instructional Strategies and Activities
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Task I: Designing Instructional Strategies and Activities
Question: When does the intern begin this task? (refer to page 30 of the TPA Workbook)
Each person in your group completes one lesson for Task I on page 36 of the TPA Workbook.
Share lesson with group members.
TRAINER’S NOTES: (10 minutes)
Stress that G and H must be approved by the committee prior to beginning Tasks I through J-2.
Clearly articulate stage at which teacher presents pre-assessment – prior knowledge
For Learning Objectives, the intern may want to use Learning Targets: Example:
Objective: “The students will be able to perform double digit multiplication with 100% accuracy.” or
Student Learning Targets: “I can successfully perform double digit multiplication with 100% accuracy.” The focus remains on student performance. 42

43. 27-Mar-17
Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction
Discussion on pages of the TPA Workbook: Reflecting on the Impact of Instruction.
See Training Sample
Response to Intervention
TRAINER’S NOTES: (20 minutes)
Investigate the intervention plans within the school/district to meet the needs of all students.
The link from allthingsplc.org has much information regarding intervention plans.
The link also has information in guiding the intern and mentors with using effective professional learning communities using data to guide conversation and lesson development. 43

44. J-2: Communication and Follow Up
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J-2: Communication and Follow Up
Use page 40 of TPA Workbook.
See Training Sample
The Missing Piece of the Proficiency Puzzle
TRAINER’S NOTES: (10 minutes)
Stress the importance to interns of communication of student results as an ongoing process: It does not just happen at the end of the nine weeks.
Use resources to help establish a communication plan: example from KDE website:
The Missing Piece of the Proficiency Puzzle 44

45. Quiz-Quiz Trade Each person will have one card with a question.
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Quiz-Quiz Trade
Each person will have one card with a question.
Stand up and hold your card up high.
Find a person who has a card held up high.
Pair up. Person 1 reads question.
Person 2 responds. (Person 1 coaches to get correct answer)
Person 2 reads a question. Person 1 responds. (Person 2 coaches to get correct answer)
Trade cards.
Continue around the room until time is called.
TRAINER’S NOTES: (15 minutes)
Optional based upon time. Demonstrate in front of group with two people before giving to entire group to participate. 45

46. Questions/Comments Questions?
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Questions/Comments
Questions?
Complete post training survey on KyEducators.org and print certificate.
Both homework assignment and a face-to-face session must be completed in order to access survey and print certificate.
TRAINER’S NOTES: (10 minutes)
Ensure all registration forms have been signed.
Ensure you have collected all university training materials from participants.
Remind participants to go back to KyEducators to complete post training survey and print certificate. 46

47. Intern Management System
After selecting, “Log in to EPSB Here,” at you may select the Power Point Tutorial for creating a username and password.
See Tutorial
Once you have established a username and password, select Intern Management System (IMS) to create timesheets (resource teacher), create the Record for Internship Year (principal), and sign off on timesheets and reports.

50. Click
Update

51. See full IMS User Manual

52. 27-Mar-17
Contact Information
Teresa M. Moore:
Sherri Henley:
Sharon Salsman:
Jaime Rice:
Robert Brown:
(1 minute) 52