Introducing MasteryView Assessments - Free Educational videos for Students in K-12 | Lumos Learning

Introducing MasteryView Assessments - Free Educational videos for Students in k-12


Introducing MasteryView Assessments - By CanvasLMS



Transcript
00:12 Yeah . Mm Hello and welcome to another live stream
00:26 . And I don't know if you've been hanging out
00:29 on the wire this morning , but in structure and
00:32 mastery connect have launched a really cool product this morning
00:37 . That is going to I believe have a lot
00:40 of solutions and opportunities for school districts in our specific
00:43 markets that are going to be able to have this
00:45 available to them for the 2021 2022 school year Master
00:50 review assessments . Very exciting thing that we've been talking
00:53 about over the course of of the last few months
00:56 internally and finally gets to kind of launch it and
00:59 have this discussion . So we're really excited and to
01:02 have the opportunity to have Trenton Goebel and Tracy weeks
01:05 with us this morning . We'll give you kind of
01:06 a brief overview of what that looks like in today's
01:10 session . What we really want to encourage you to
01:13 do is check out the description in the links below
01:16 . There should be a link to the actual webinar
01:19 that will give you a step by step walkthrough of
01:22 Master Review assessment . So what in the world are
01:25 Mastery view assessments ? They are a collection of expert
01:28 developed , tightly aligned formative assessments built to identify student
01:32 mastery levels of key standards . So teachers are more
01:35 equipped to assess and address individual learning needs . Now
01:38 these short pre built are designed to be a seamless
01:42 part of instruction for you inside canvas , inside mastery
01:46 connect and inside the in structure platform . So we're
01:50 really excited so that we can have these two here
01:54 with us today because it's a busy day on the
01:56 assessments platform and the assessments front and just welcome both
02:00 Trenton and Tracy to the live stream . Thanks teddy
02:05 . Well go ahead Trenton , we'll let you get
02:09 started . You want to share your screen here and
02:10 we'll roll yep . Yeah , this is this is
02:14 a very exciting day for us at in structure .
02:17 Um , it's an exciting day for me personally .
02:20 Um uh it's interesting because I would not have thought
02:24 , you know , there would be a time when
02:25 I would be excited about assessments . You know ,
02:28 new assessments getting released out into the world because as
02:32 a teacher , you know , the thing that mattered
02:34 the most to me really was , you know ,
02:37 what was happening in my classroom . You know ,
02:38 I always felt like , um especially when it came
02:42 to like the end of level assessments , I was
02:44 never surprised . You know , I would , I
02:46 would work with my kids all year long and you
02:48 know , when the results came back in the fall
02:51 , the kids were no longer mine . But even
02:54 in analyzing that data , I don't ever recall a
02:57 time when I went , oh my gosh , I
02:59 can't believe this child did this well or this child
03:02 didn't do as well as I thought they were going
03:04 to do so . So do you do you wish
03:07 you had that information earlier in the year then ?
03:09 Yeah . I wish I would have had it in
03:11 , you know , in real time in context ,
03:13 you know and that and so that to me is
03:15 what makes the master review assessments I think exciting because
03:20 we're going to give a high level overview . Um
03:24 but next week we'll do a webinar where we kind
03:28 of get down deep into those assessments so you get
03:31 a better idea but I think you'll leave here today
03:32 feeling pretty , pretty comfortable with what the master review
03:36 assessments are all about . So Just by quick introductions
03:40 um it's been a while since I've done a live
03:42 stream . So I'm trans global . I'm the vice
03:45 president of K-12 product strategy and Tracy and hi ,
03:50 I'm Tracy weeks and I lead our government affairs work
03:53 here at in structure . So both Tracy and I
03:56 are longtime educators . We spent most of our adult
03:59 lives working in schools in district offices , Tracy worked
04:03 at the state office . Um and so however you
04:07 feel about assessment , you know , I think Tracy
04:09 and I both kind of have run the full gamut
04:11 of , you know , thinking about what makes assessment
04:15 valuable . Um and and that I think really goes
04:18 highlights when we talk about the master review assessments what
04:22 they are . And so when you think about the
04:25 last year , over a year at this point ,
04:28 you know , I think there's a lot of concern
04:30 around the impact that Covid has had on learning in
04:35 the classroom . You know , what impact has that
04:37 had on students ? You know , I think there's
04:40 plenty of kids who have gone through Covid in had
04:43 support at home and you know , had good experience
04:46 in an online environment and are probably doing just fine
04:50 . And I think there are a lot of kids
04:51 who struggled during this time , you know , that
04:54 learning has not been as consistent , it hasn't been
04:56 as deep . Um there hasn't been the touch points
05:00 that so many of these kids need when we're talking
05:02 about real person to person interaction . And so the
05:07 opportunity for us as we start to transition . And
05:10 some of you have probably been working with students in
05:13 a classroom environment for some time . But I'm I
05:16 imagine that many of you are probably feeling that paying
05:20 of , you know , where are my students at
05:23 and how do I begin to help those students ?
05:25 What are your thoughts traces you think about the impacts
05:28 of Covid ? Yeah . You know , you know
05:31 , you and I are both parents and we've had
05:33 , you know , students who we we've watched go
05:36 through this not just through the educator lens , but
05:38 also through the parent lens . And and my two
05:42 kids in particular have such very different approaches to learning
05:46 and the ways that they sort of understand things and
05:49 demonstrate things . Um , and so the balance of
05:53 remote and and back to school and the in between
05:57 has really affected each of them differently . Um ,
06:00 so and that's just within my one household with my
06:02 two kids . You know , if you think about
06:05 the number of students of school is trying to wrap
06:09 their heads around or even a classroom , um ,
06:13 you know , that that ability to kind of come
06:17 out of this and be able to make sense of
06:20 , well , what really happened this last year ,
06:23 because we know that teachers have done amazing things this
06:28 year , um , and have really worked their hearts
06:31 out , um , you know , and in some
06:34 cases it's just a matter of , you know ,
06:37 how easily were students able to be connected and to
06:41 keep up with the learning and , and so on
06:44 and so really being able to kind of go through
06:46 that whole , what I call assess and then address
06:50 , you know , we hear catchphrase of addressing learning
06:53 laws and that , you know , there's been a
06:56 lot of conversation about whether that's even a fair term
06:59 and I think that's a good conversation to have ,
07:02 but I think we've got to kind of know whether
07:06 and how much of unfinished learning there even is before
07:10 we can make that plan for how to go forward
07:13 and address and make sure that every single student is
07:18 , you know , getting what they need to finish
07:21 that learning and move ahead and move forward in the
07:24 next year . Yeah . You know what's interesting is
07:27 I think that too , last spring , as we
07:31 were seeing schools begin to transition to a remote learning
07:34 environment , I remember having conversations with folks and we
07:39 were talking about the stages that this probably would go
07:43 through the first really being the teachers just struggling to
07:47 figure out how to connect with their students in a
07:50 remote environment and do , we just do packets and
07:52 , you know , have kids , pick them up
07:54 at the school and , you know , will this
07:56 last for any period of time and then that next
07:59 kind of transition period is the holy cow , this
08:02 is gonna , this is gonna be a while and
08:04 we've got to really rethink and revamp and get good
08:08 at this and make sure that all of our kids
08:10 have access and that we're addressing the infrastructure challenges and
08:14 then eventually that that stage will occur when we come
08:20 back together and we didn't give end of level assessments
08:23 last year and we're feeling kind of a little overwhelmed
08:27 and I'm sure there's plenty of people who are like
08:29 good , you know , that we didn't do end
08:32 of level assessments , but that stage of what has
08:35 the impact really been on students and how do we
08:39 begin to address their individual needs ? Because it is
08:43 going to vary , you know , you're right Tracy
08:45 . My kids could not have been more opposite .
08:48 My son was like , this is great . He
08:50 was in his last semester of college and he's like
08:53 , you know , it doesn't matter , you know
08:54 , it's all the same to me and my daughter
08:58 took the , took the year off from college because
09:01 she just felt so disconnected and you know , it
09:06 didn't work for her . And so we know that
09:08 that that's going to be a challenge for folks .
09:11 And one of my big concerns when this first started
09:14 was that when we got to that stage of coming
09:17 back together and we were thinking about how do we
09:19 assess kids that we might overdo it ? We might
09:22 get trap of , oh my gosh . You know
09:25 , we , we've got to hammer these kids with
09:27 heavyweight benchmark assessments and you know , we've got to
09:29 really dive into , um , and assess the crowd
09:33 out of these poor kids . When I think in
09:35 reality kids are going to have that need for transition
09:38 back to school , you know , in the social
09:41 emotional range of getting them back into a routine and
09:45 getting them comfortable with , with being back in a
09:50 , you know , a regimented day that's , you
09:53 know , six plus hours long and so not hammering
09:57 him over the head with assessments . So as all
09:59 of that happened , we started thinking about assessment and
10:04 what we could do to begin to address , you
10:07 know , what might make sure my biggest fear didn't
10:10 kind of come to fruition that we would just go
10:12 crazy on the assessment side , that we would provide
10:15 some real quality assessments um that teachers could actually use
10:23 . And I think that's the key Trenton making it
10:26 something that teachers can actually use that students can actually
10:30 use , the parents can actually use . Right ?
10:32 How quickly can I get that data that is actually
10:35 meaningful ? That actually tells me , you know ,
10:38 what we needed to move forward , yep . Exactly
10:42 . And so you know , what are the Master
10:44 review assessments ? Well they are pre built formative assessments
10:48 . Um They come bundled together and one of the
10:51 things that I think is really key in this is
10:53 that they're available directly to the teachers . You know
10:57 , that teachers can then take those assessments and align
11:01 them too where they are in their curriculum , you
11:04 know , and how they want to , you know
11:05 , whatever they're pacing ideas where that's a district creating
11:09 that structure or its teachers driving that process the and
11:12 that teachers have the ability to then use those assessments
11:15 as needed when needed . Um , so it's not
11:18 a regimented time timeframe and that's available exclusively through mastery
11:22 connect , which is a very targeted standards based mastery
11:27 based um formative and interim assessment platform that allows for
11:32 a lot of customization around how those assessments are presented
11:38 and utilized and not only that , but is integrated
11:41 into canvas in a way that allows students , if
11:44 you're using canvas as your primary go to place for
11:47 students , those assessments can be delivered directly through canvas
11:51 . Students wouldn't know any different . You know ,
11:53 try and I'm going to pop in here really quick
11:55 because we did have a question and you're on the
11:57 topic of mastery connect and I kind of put it
11:59 up there . I was like maybe we should wait
12:00 till we actually kind of dive into the so the
12:03 meat and potatoes of mastery view and mastery connect .
12:05 We had a question here from sorry , on our
12:07 youtube channel or sherry apologize . I'm not saying that
12:10 right , terrible . It names hi everyone knew Dick
12:12 mastery connect . Is it a K through 12 focused
12:15 tool or something that higher ed can benefit from ?
12:18 It is primarily K-12 focused . We do have some
12:21 higher ed institutions that use mastery connect for for various
12:25 reasons but it is , it is primarily focused in
12:28 that K- 12 area . Thanks there you go .
12:33 So , so key things in here there . They'll
12:36 exclusively through mastery connect if you have access to mastery
12:40 connecting the item bank . They were completely seamlessly together
12:43 . They're not items that are coming from that particular
12:47 item bank . These are incredibly well built built by
12:51 many of you probably know we acquired Surdulica um not
12:55 that long ago . Um and the surgical team has
12:58 been working incredibly hard to map out these assessments .
13:02 Um and they're really right now targeted through grades three
13:05 through eight for math and english language arts . And
13:09 then there's also assessments for english one and two and
13:12 then the last one I'm gonna touch on just a
13:14 little bit because it's kind of the magical element of
13:17 these assessments . They utilize the DcM reliability algorithm and
13:22 DCM stands for diagnostic classification model . Um we'll talk
13:26 a lot more about that next week , but basically
13:29 what you need to know is that we have been
13:31 working very closely with dr Jonathan Templin um at the
13:35 University of Iowa , previously the university of Kansas um
13:38 for a number of years now on utilizing this psychometric
13:43 model to be able to take small formative assessments and
13:48 get the same kind of reliability out of those assessments
13:51 that you would get if you were using . Um
13:54 and I . R . T . Model or classical
13:55 test theory model right like that you would get the
13:59 same degree of validity and reliability from an assessment with
14:03 say eight questions that you might might take 2030 questions
14:07 on an I . R . T . Based assessment
14:09 . So so it's really exciting . It's really cool
14:12 um and I think is what's that key component is
14:17 something to kind of keep in the back of your
14:18 head as you think about coming to the webinar next
14:20 week and as we get a little further into discussing
14:24 why I think these assessments are unique in a lot
14:28 of ways and why they present so much value .
14:31 I think too our customers who are looking for ways
14:35 as you come back um in the fall and think
14:39 about how do we how do we begin to assess
14:41 our students ? So again , just gives you an
14:43 idea of the focus . Um it's important in the
14:46 math that there will be um we've targeted priority standards
14:52 . So there will be about 15 priority standards in
14:54 math and english language arts and Math . There will
14:56 be multiple assessments for each standard . So you can
14:59 give like a pre test , post test , they
15:01 are single standard aligned . Um And so again that
15:06 allows you to kind of plug and play those whenever
15:08 and wherever you need them . And I always try
15:10 to tell people when we talk about single standard assessments
15:13 , The idea isn't to go teach a standard and
15:16 then give the assessment and then go teach another standard
15:19 . It is it is that you're teaching these concepts
15:22 and you're using these assessments to help drive your intervention
15:25 strategies , drive your your own evaluation of your own
15:29 efficacy as a teacher . And so there's a lot
15:32 of value there Tracy . You want to add any
15:35 comments ? I felt like I just rambled for a
15:37 minute . No , I mean I think this is
15:39 exactly where , you know , there's a sweet spot
15:42 here where teachers kind of need this this help and
15:45 assistance . Um we know that at some point accountability
15:50 is going to kick back in . Um you know
15:53 , it may vary across the country this year as
15:56 States apply for individual waivers . Um but eventually ,
16:00 you know , it it is going to get back
16:02 into place . Maybe it it takes the opportunity to
16:05 evolve . We'd love to see that . But certainly
16:08 , you know , our math and ela areas are
16:10 where schools and teachers are held the most accountable .
16:15 Um and so we want to provide the sort of
16:19 those insights both for students , for teachers and for
16:22 um our school leader . Yeah . So important .
16:25 So as we , as we think about this ,
16:27 just highlight the valve and reliable pieces . Right ?
16:30 So number one , they're very tightly aligned to the
16:34 priority standards and learning standards based on your state standards
16:39 . Right ? So whatever standards you're using in your
16:42 state , they will be tightly aligned to your um
16:45 to your state standards , which is actually one of
16:48 the really challenging part of trying to develop this type
16:51 of an assessment is how do we do this for
16:54 as many states as humanly possible ? They are rigorous
16:58 high quality questions . Right . That that that we
17:02 have a lot of um uh experience with these particular
17:07 items and a lot of data that allows us to
17:10 do some really interesting things on the psychometric side .
17:14 Right . So that that becomes really key . And
17:17 Trenton , we should probably note that trying to get
17:20 these out quickly um and aligning to standards um that
17:25 there are some states where master review is not going
17:28 to be available initially . We do have some other
17:31 opportunities I think in in those states . Um but
17:34 but I think it is to know that , you
17:37 know , the vast majority of states will have this
17:39 available to them . But there are some where there
17:43 um whether it's , you know , because of some
17:45 of the variability of the standards uh that that we
17:49 may have to to to pause before we have those
17:51 ready there . Yeah , a handful of states ,
17:54 because we are really , really working hard to make
17:58 sure that these assessments are the kind of assessments that
18:02 give you the kind of data that you can really
18:05 rely on right like that . They are they are
18:09 able to produce the results that you need as a
18:12 teacher . And again have them be very formative .
18:15 But from a district administrator or a principal level .
18:19 The other thing that's really exciting , I think about
18:21 these assessments that gives you those common assessments that allow
18:25 , you know , if you have teachers who are
18:27 giving those common assessments that data that's coming in through
18:30 mastery connect to be able to make , you know
18:33 , supported decisions , you know , around how students
18:37 are doing in your school . Are you seeing students
18:40 in this classroom about performing this classroom ? You know
18:43 , what what's going on , the more information that
18:45 we can provide you to help you dial into that
18:49 , the more opportunities we're going to have to see
18:50 students doing better . And again , they're very much
18:53 a short form , um , you know , through
18:57 course type formative assessments . But I think the real
19:00 challenges we think about this , you know , this
19:02 is a new assessment offering the they're they're relatively inexpensive
19:07 for the amount of um time , effort and work
19:10 that's going into putting them together because we want them
19:14 to be available to as many of you as possible
19:18 . But Tracy , you're kind of an expert in
19:20 this area when it comes to , you know ,
19:23 how are these assessments eligible for that stimulus funding ?
19:28 Yeah , absolutely . There's language included in both the
19:32 christa the C . R . R . S .
19:33 A . Funds and the american Rescue Plan funds ,
19:37 the most recent stimulus funds um , that really does
19:40 allow and encourage the use of those stimulus funds um
19:45 to assess and address learning laws and in particular ,
19:49 um Both of those stimulus packages call out the need
19:53 for high quality assessments , um that they are valid
19:56 and reliable , um and that they help to differentiate
19:59 instruction and that's exactly what mass review is intended to
20:03 do so , um As you know , I think
20:07 schools and leaders are thinking about ways that they might
20:11 want to spend those stimulus dollars in ways that are
20:15 going to have a really powerful impact on students and
20:20 teachers . Um This I think is a must have
20:24 , I really think that we can't even have the
20:26 conversation about addressing learning loss without um taking some time
20:30 to actually assess and understand um what our students need
20:34 to know in a way that's going to provide teachers
20:37 with that actionable data . So it's really well um
20:41 well tailored to these , these two funds , um
20:45 and it would be a great investment I think for
20:47 schools at this time . Yeah . And I started
20:50 off by saying at the very beginning that , You
20:53 know , I if you would have told me 15
20:56 years ago that I would spend most of the rest
20:58 of my professional life focusing on assessment , I would
21:01 have said , could . I can't believe that because
21:04 that's , you know , my passion for making sure
21:07 that we were reaching all kids , you know ,
21:10 making sure that every single student in our building was
21:15 was being supported in meaningful ways , led me into
21:20 assessment . You know , I didn't go down this
21:22 path because I was um super interested in assessment .
21:26 I was super interested in trying to provide teachers with
21:30 the kind of information that they need to be able
21:33 to address student need . And these assessments to me
21:36 as I think about , you know , the challenges
21:39 that we have , as you know , we don't
21:41 we didn't give end of level last year . I
21:43 think some states will be giving in the level assessments
21:46 , but at the end of the day , you
21:48 know , those that opportunity for us to day in
21:52 and day out , be able to identify the needs
21:55 of our students with valid and reliable short form formative
21:58 assessments is I think a huge trend and Tracy .
22:02 What Marcus has a great comment here about , you
22:05 know , we don't we're not sure there are a
22:06 lot of teachers out there who absolutely love assessing students
22:09 , right ? They're not they're not in it because
22:10 they just love to test that um you know what
22:13 they desperately wanted something aligned with content , easy to
22:16 use , easy of implementation and this really streamlines all
22:18 of that . Um you know , like you said
22:20 , it's it's kind of easy um to say ,
22:23 let's do something different than than an end of level
22:26 assessment model from a company standpoint , but what has
22:29 made it difficult on the leader end to really implement
22:34 something like this in the past , you know ,
22:38 I tell you what , never underestimate the power of
22:42 accountability to have assessment , dr , teaching and learning
22:46 , rather than doing the teaching and learning and then
22:49 having the assessment that's actually going to determine , you
22:51 know , what took place there . Um and and
22:55 certainly , you know , we do have accountability systems
22:58 , you know , in place across the country and
23:01 and really , you know , they took a big
23:03 uptick during the no Child left behind era um in
23:07 the heart behind that right was a sense of equity
23:10 and wanting to make sure that all kids have access
23:13 to a high quality um teaching and learning experience .
23:16 So , so the meaning behind it , you know
23:19 , was a good one . Um , what I
23:22 think it has evolved into , I think is this
23:24 whole sort of machine that has , has turned into
23:28 , you know , assessment driving learning . And we'd
23:31 love to kind of flip that on its head ,
23:35 you know , and even when S A was passed
23:38 back in 2015 , there was a clause in there
23:41 that allowed for states to take up um , innovative
23:44 assessment pilots . And we've actually only had four states
23:48 even apply for for that opportunity . And a big
23:51 part of that is because of costs , it costs
23:53 a lot of money to build these state level assessments
23:57 . Um , so , you know , what we
23:59 end up with are these big clunky things at the
24:02 end of the year that don't give teachers the data
24:04 that they need , and and and that's what ,
24:06 that's what drives the need for a product , like
24:10 master review , right ? What's actually going to give
24:12 us the information that we need so that we can
24:15 take action and and actually make things meaningful for students
24:18 . Um , but my hope is that we take
24:22 this moment , we as the education field to really
24:25 rethink how we do accountability . Um , I would
24:28 love , you know , if our federal government is
24:31 interested in investing , uh , you know , dollars
24:33 into education , let's really take a look at what
24:36 we're doing with accountability to see if we can truly
24:38 come up with something more innovative and more creative .
24:41 And I actually think the stimulus dollars that are available
24:43 now , it is an opportunity for states to take
24:46 that funding and , and really do something different and
24:48 innovative going forward . And I'd love to see more
24:51 states step up to the plate . Yeah . And
24:54 I was just going to add to that to Tracy
24:56 . I think one of the things especially we as
24:58 educators , I liked what Marcus said when he said
25:01 I can be passionate about assessment if it's done focus
25:03 proper alignment and with truly usable and impactful data .
25:07 Um I feel the same way . You know ,
25:09 I'm surprised at how passionate I get around this particular
25:13 subject , but a lot of us , especially those
25:15 of us who really focused on the more formative side
25:18 of assessment . Teacher created formative assessment . The challenge
25:23 that we have is that second uh element there on
25:27 the screen . The valid and reliable measures of student
25:30 mastery of learning that has always been an obstacle in
25:35 the formative assessment world . Because current psychometric models like
25:40 the I . R . T . Model make it
25:42 really hard to build smaller , more formative assessments .
25:48 Um and so in a lot of ways we needed
25:50 to see innovation in psychometric models that would allow us
25:55 to be more innovative in our formative approaches in order
25:58 to have valid and reliable results . And I think
26:01 that's that's one of the things that you know for
26:04 us having spent the last what three years working with
26:09 Dr Templin building out the technology to be able to
26:12 support the diagnostic classification model within the platform has been
26:18 you know , I think it's it's been an investment
26:21 in time and energy and passion to try to get
26:24 us to a place where we can address that those
26:27 valid and reliable measures . So that's exciting . Right
26:31 ? So next week we are going to die deep
26:34 into these particular assessments we just launched today we just
26:38 made our first announcement of the Master Review assessments .
26:41 We wanted to just take a minute and share with
26:44 you what they are , um you know , how
26:47 you're going to be able to utilize those assessments in
26:51 your classroom . And I think also the opportunity to
26:56 to be able to think about , you know ,
26:57 how we can utilize stimulus funds to begin to think
27:00 about , you know , bringing in new forms of
27:03 assessment that are going to address . I think the
27:06 changing needs of of our teachers and our students in
27:10 the classroom Tracy , I'm gonna give you the last
27:12 word . Oh wow , that's a dangerous thing to
27:16 do . I'm very excited . I'll tell you what
27:19 um the whole nation has had to respond to the
27:25 shifts in teaching and learning over the last year plus
27:30 , uh in ways we never imagined we would need
27:34 to and it's it's made us um , you know
27:37 , sort of stay nimble , stay on our toes
27:39 . But it also has provided us , if we
27:42 will , we will take it this opportunity this moment
27:47 to rethink how we do things and to do them
27:50 a little bit differently . It is my fervent hope
27:54 that when um the way that all of our kids
27:57 are back , face to face in the fall and
28:00 be that when they are , it's not automatically back
28:04 to the way we used to do things all the
28:05 time . Hope that even with all the struggles we've
28:08 had over the last year that we've also learned some
28:11 really cool things and the weakest moment um to build
28:14 and do it bigger and better um for our kids
28:17 going forward . Mm here here , Right , Trenton
28:22 , let's see trends already clapping through here here .
28:24 We really appreciate you guys taking the time . You
28:27 know , the one thing that when I was a
28:29 coach in , in my days of being a teacher
28:32 leader um there was always like you always had like
28:35 a litmus test or the criteria for what makes tools
28:39 like this really impactful and the one to me it
28:42 was always like saving teachers time and what what mastery
28:46 of you assessments do in the way that they're supporting
28:48 teachers number one on the list . I believe when
28:51 the team started creating Master of You assessments was we
28:54 need to save teachers time , but we also have
28:56 to ensure that it has proper alignment and that ,
29:00 you know , the company in itself should get a
29:02 big round of applause for reaching this moment in such
29:07 a way to provide those specific needs , right ?
29:10 Because part of this is we had to identify that
29:13 there were going to be learning needs . You know
29:16 , again , we don't want to say learning again
29:18 , the buzzword right of what other words are out
29:21 there for what's happening with learning right now . But
29:24 um there are there are going to be learning needs
29:26 associated with school closures and remote and hybrid learning and
29:30 we've provided now in a way to assess student mastery
29:33 and academic progress that will happen without disrupting instruction .
29:38 So I'm just really excited about mastery of you assessments
29:41 . We've had a ton of people on today and
29:43 they've been really excited as well appreciate your time .
29:46 Thank you guys for joining us . As always ,
29:49 we have tried to provide numerous ways to get to
29:52 our webinar and instruction . We've got a comment coming
29:55 in . We better talk to carry here so important
29:57 to use this time to do things differently . Even
29:59 though attempting to go back to our comfort zone ,
30:01 we owe it to our students to evaluate what we
30:03 should change and what should stay the same . We
30:06 love that . That's a great parting word . Right
30:09 As always if you're interested in the upcoming webinar ,
30:11 that will be more of a here is the tool
30:14 and here is how you use it . As I
30:15 understand for the upcoming webinar . This was kind of
30:17 a brief launch , an overview but also this kind
30:21 of gets down into those really cool features that mastery
30:25 view assessment has to offer and that is called accelerate
30:27 learning with better assessments . We've provided the registration link
30:30 and all of the comments that we tried to make
30:32 today . It is also buried in the show notes
30:35 and description of today's stream . As always , we
30:38 thank you for joining us , Trenton and Tracy and
30:41 everyone else out there in canvas and structure land ,
30:44 mastery connect land to learn more about Mastery view assessments
00:0-1 .
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