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Task Annotation Project in Science: Introductory Webinar - Shared screen with speaker view
Mechelle LaLanne
48:05
Greetings!
Vanessa Wolbrink
48:19
We are looking into the bell issue.
Brendan Finch
48:27
Hey Everybody!
Godfrey Rangasammy
48:34
Hello all- looks like exciting and relevant stuff!
Kristen Crawford
48:36
Can we turn off the bell when people enter the session. It is very distracting.
Betsy Barent
48:44
Hello from Nebraska!
Lori Henrickson
48:45
Vanessa... Aneesha needs to click on Manage Particpants and then more
Henie Parillon
49:01
Greetings all
Vanessa Wolbrink
49:46
Great - we will turn off the bells in a moment!
Cynthia Crockett
50:21
Hi Everyone, from Cambridge.
Diana Lennon
50:27
HI Everyone from NYC!
Shannon Kenyon
50:30
Hello from Idaho!
Vanessa Wolbrink
50:38
The bell has been turned off. :)
Ana Appel
50:43
Hi all from New York!
Cheryl Matas
50:51
Michigan in the house!
Lynn Farrin
50:53
hello all from Maine!
Carole Retan
50:54
Carole Grand Rapids MI Curriculum Director
KEVIN WEISS
50:55
THANK YOU Vanessa!!!!
Missy Holzer
50:57
Hello from NJ!
Christie Purdon
50:58
Hello from Kansas
Ashley
50:59
Hello from Oregon
Ted Willard
51:00
If I were trained by Pavlov, I would be drooling right now
Kristen Crawford
51:00
Hi from New Jersey!
TJ McKenna
51:01
Hello from Boston, MA!
Richard Bacolor
51:02
What was the Twitter #?
Douglas Watkins
51:02
Hello from Colorado!
GIna Tesoriero
51:03
Hi from Seattle!
Bianca
51:05
Louisiana says hello!
Rob Rolling
51:07
Rob Rolling New Jersey. K-12 Supervisor of Science and Technology
Henie Parillon
51:08
Orange, NJ
Michelle McCarthy
51:09
Hello from MT
Sandra Erwin
51:12
Hi from Michigan!
Jason Hayes
51:12
Hello from St. Mary's County, Maryland
Leah Plack
51:13
Hello from Portland, OR!
Jennifer Klinkman
51:14
Hello from Macomb, MI!
Sydney Bergman
51:14
Maryland sends its regards!
Becky Czerwonka
51:16
Hi from CA
Barbara Steffens
51:17
Hello from Seattle
William Penuel
51:17
Hello from Boulder, CO!
Vanessa Wolbrink
51:19
Greetings, all! The twitter hashtag is #AssessNGSS
Nicole Durso
51:19
Hello from Grand rapids, michigan KISD!
Amy Johannsen
51:23
Hello from Iowa!
Lori Henrickson
51:23
Hi from Las Vegas!
Don Krasniak
51:24
Hi from southern california... yeah it's sunny outside
Wendi Vogel
51:25
Wendi Vogel with a whole group of HS Ts in Kent Co. MI
Diana Wehrell-Grabowski, PhD
51:27
Hello from sunny Cocoa Beach, Florida.
Peggy Christensen
51:30
Greetings from Johnston, IA.
Francis Kisner
51:34
Another beautiful day in Pennsylvania
Jacqueline Buckridge
51:39
Hi from East Harlem, NYC!
Barbara Woods
51:42
Hello fellow enthusiasts from the Sacramento area in California.
Mary Burke
51:42
Hello from Kalamazoo MI
Pam Caffery
51:43
Greetings from
Jon Kovach
51:43
Hello from UCLA Science Project
Jen Brown-Whale
51:46
Greetings from Howard County Maryland.
ljanosik
51:46
Nashua, NH
Heather Rich
51:46
Hola from Monterrey, Mexico
TJ Smolek
51:48
#AssessNGSS
Bianca
51:49
Bianca Deliberto, Zachary Community School District, Louisiana, Science Curriculum
Pam Caffery
51:50
Greetings from
Jennifer Mutch
51:50
Hi everyone from San Jose, CA
Jessica Ashley
51:51
Jessica from Oakland County Michigan!
Emily Mathews
52:03
Science in Society, Northwestern University
Vanessa Wolbrink
52:05
Love that my home state of Michigan has a lot of representation here!
Debbie Gordon
52:09
Debbie in Palm Springs
Cassie Soeffing
52:14
Cassie from South Dakota
John Gregg
52:19
John from Walled Lake Michigan
Chad Segrist
52:22
Hello from the D
Jean MAY-BRETT
52:34
Hello all. Nice day in New Orleans.
Aimee Park
52:48
Hi from Illinois!
Jill Wertheim
53:01
Hello from Berkeley, CA!
Vanessa Wolbrink
53:03
You can find the TAPS project website here: https://www.achieve.org/our-initiatives/equip/tools-subject/science/task-annotation-project-science
Ted Willard
54:25
At least one standards geek!
Jessica Mintz
54:37
hello from NY
Vanessa Wolbrink
54:42
See the list of expert (and geeky, for some) reviewers who participated in this project here: https://www.achieve.org/science-task-annotations-acknowledgments
Jaclyn Sarnese
54:50
Hi from San Diego!
Brendan Finch
55:27
Ahoy from InnerOrbit in Los Angeles!
Nelly Tsai
55:52
Hello from Irvine, CA!
Rachael Manzer
56:11
Hi from CT.
Patti Works
56:12
Hi from Lexington, KY
Heather Johnston
56:49
Hello from Oklahoma :-)
Vanessa Wolbrink
57:01
In this format, the reviewers are able to "tell the story" of each task's strengths and weaknesses.
Phaedra Taft
59:17
Hi from CT
Vanessa Wolbrink
01:00:51
See the non-negotiables document here: https://www.achieve.org/publications/science-task-annotations-non-negotiables
Vanessa Wolbrink
01:01:40
Non-negotiables are the qualities that three-dimensional assessments must have.
Ted Willard
01:02:50
Question for the panel at some point: When you talk about alignment to NGSS, do the same issues apply to determining whether an assessment is aligned to other three-dimensional standards that are based on the Framework for K-12 Science Educaiton
Vanessa Wolbrink
01:03:33
Thanks, Ted. I've added it to the list!
Vanessa Wolbrink
01:04:28
Here are some of the tradeoffs/decisions that assessment developers have to make: https://www.achieve.org/publications/task-annotation-project-science-systems
Spencer Martin
01:04:35
Question for the open discussion: As a district science specialist, how do you suggest supporting teachers in this work? Going trough all the documentation is not something the average classroom teacher has time to do, so how should/could I distill and support?
Vanessa Wolbrink
01:05:12
Thanks, Spencer!
Vanessa Wolbrink
01:06:55
This project really reinforced the importance of equity. See the equity two-pager here: https://www.achieve.org/publications/task-annotation-project-science-equity
Vanessa Wolbrink
01:07:22
Seeing Students Learn Science: https://www.nap.edu/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the
Vanessa Wolbrink
01:08:56
And here's the Task Screener tool reviewers used that Bill just referenced: https://www.nextgenscience.org/taskscreener
Philip Mackey-Moseley
01:09:20
Question: if districts are "tied" to a curriculum how do we get publishers to change their assessments or will we have to write our own?
Vanessa Wolbrink
01:10:26
Thanks, Philip!
Vanessa Wolbrink
01:10:58
ACESSE Resources can be found here: ACESSE: http://cosss.org/ACESSE_Resources
Jaclyn Sarnese
01:11:42
Question for the discussion: How will these higher-quality, 3D, equitable assessments compare to various state science compulsory assessments?
Vanessa Wolbrink
01:12:47
Thanks, Jaclyn!
Vanessa Wolbrink
01:14:12
Phenomena is what it's all about! See the phenomena 2-pager here: https://www.achieve.org/publications/science-task-annotations-phenomena
Vanessa Wolbrink
01:14:29
(And you may notice some similarities with Criterion A of the Task Screener!)
Henie Parillon
01:17:06
Does the assesment always have to have all three dimensions?
Diana Wehrell-Grabowski, PhD
01:17:26
Per the current presenter, yes!
Vanessa Wolbrink
01:17:44
Thanks, Henie!
Jason Hayes
01:17:54
so how would you make the evaporating puddle example 3-dimensional?
Christopher Eide
01:18:11
Try to make them extend their current knowledge
Ted Willard
01:18:21
Note that "data" does not have to be a set of numbers. It could be a set of observations
Rae McEntyre
01:18:39
Question: Is Joe suggesting that a task for assessment is an APPLICATION of students' understanding of the dimensions, working together?
Jon Kovach
01:18:56
I agree Ted
William Penuel
01:19:14
Rae, that’s right
Kristen Crawford
01:19:29
The blank slide is a phenomena
Rae McEntyre
01:19:38
Thanks, Bill!
Kristin Rademaker
01:19:55
Yes application of understanding is essential
Vanessa Wolbrink
01:20:27
Sense-making! https://www.achieve.org/publications/science-task-annotations-sense-making
Myssi Turner
01:20:59
Will we receive a copy of this presentation with the links you have provided?
Jessica Ashley
01:20:59
Are we only talking about summative 3D or multi-dimensional assessments here on this webinar? Knowing the purpose for assessment is important. It seems like the puddle example shared might be useful as a formative assessment
Sabine De brabandere
01:21:01
At what frequency would you advise to do a phenomena based assesment ? And a second question: What would you advise to asses a single lesson?
Vanessa Wolbrink
01:21:46
Thanks, Jessica and Sabine!
Jennifer Mayo
01:22:28
We've been having conversations around selection of phenomena for units/lessons and phemomena for asessment (performance tasks, state test items, etc. - not classroom assessment). Hearing from the panel about this would be helpful! Is there a difference? If is so, what are the differences?
Vanessa Wolbrink
01:22:32
Sabine, we do have a Lesson Screener when you're looking at a lesson and not just a task: https://www.nextgenscience.org/screener
molly
01:23:12
What is an example of the role cross-cutting concepts play in an assessment item?
Joseph Krajcik
01:23:17
Lots of nice questions on phenomena. If you email me, I will try and answer them. I can’t track of of them that went by.
Ted Willard
01:23:18
Sabine... it depends in part what you mean by "an assessment" Keep in mind that any time students engage in a practice, there is an opportunity for a teacher to gain insights into their understanding of DCIs and CCCs and their ability to engage in Practices.
Godfrey Rangasammy
01:23:35
Dervin, 1998 & 1983- sources for Sense-making Theory
William Penuel
01:23:43
Jennifer, one rule of thumb we use is to stick with one PE for assessments, but a unit will address multiple PEs. But not everyone does it this way.
Neelo Soltanzadeh
01:23:52
SEP two pager:https://www.achieve.org/publications/science-task-annotations-science-and-engineering-practices
Suzanne Sullivan
01:24:33
Can you clarify -" the student is pulling the practice forward"
Vanessa Wolbrink
01:24:35
CCC two pager: CCCs: https://www.achieve.org/publications/science-task-annotations-crosscutting-concepts
Douglas Watkins
01:24:59
Can the panel talk about motivation and problematizing?
Vanessa Wolbrink
01:25:49
Thanks Douglas, Molly, and Suzanne!
Carole Retan
01:26:25
How can we access an archive of this webinar?
Vanessa Wolbrink
01:26:43
We will be tweeting out the recording with hashtag #AssessNGSS!
Suzanne Sullivan
01:26:51
yes - what Carole said, I have dismissal duty in 8 min
Vanessa Wolbrink
01:27:05
We'll be sure to get the recording out there far and wide.
Suzanne Sullivan
01:27:11
Thank you
Phaedra Taft
01:27:16
Will the questions and links from the chat be listed also on #assessNGSS?
William Penuel
01:27:21
Supports students in attending to disciplinary ideas, crosscutting concepts, and practices when attempting to explain a phenomenon or solve a problem.Supports student engagement by engendering curiosity about some aspect of a phenomenon or problem.
William Penuel
01:27:27
Problematizing: Supports students in attending to disciplinary ideas, crosscutting concepts, and practices when attempting to explain a phenomenon or solve a problem.Supports student engagement by engendering curiosity about some aspect of a phenomenon or problem.
Vanessa Wolbrink
01:27:29
(And we'll send the recording to everybody who registered)
TJ McKenna
01:27:30
Can the panel talk about how to do this on a scantron?? ::kidding::
Carole Retan
01:27:36
Any other way than Tweeting?
Carole Retan
01:27:49
Thanks
Vanessa Wolbrink
01:27:53
Phaedra, yes!
William Penuel
01:27:53
Problematizing: Example from Earth science:If sea water is salty, then why isn’t rain water that forms over the ocean salty?Problematizing Example from life science:Over many generations, the birds’ behavior is getting bolder. They are not afraid of people. Maybe the parents taught babies how to be bold? Or maybe they just learned? So how could boldness be inherited?
TJ McKenna
01:28:26
Why doesn’t rain water dilute the oceans?!?
Richard Bacolor
01:28:27
Will you talk about the shift from focusing on the “item” to “task”?
Diana Thompson
01:28:31
where can we find the CCC handout?
Douglas Watkins
01:28:37
How do you know it doesn’t???
Kathy Gill
01:28:57
How can teachers provide scaffolds and practice so their students are successful in this type of assessments? What should be present in high quality curriculum or teacher designed units to help the teacher with this?
Sydney Bergman
01:29:08
Will there be training offered on how to do a task screening (besides this webinar) and/or PL guidance made available so PL providers can facilitate this training?
Vanessa Wolbrink
01:29:15
The CCC handout is here: https://www.achieve.org/publications/science-task-annotations-crosscutting-concepts
Ted Willard
01:29:36
TJ McKenna: Technically, rainwater DOES dilute the oceans, but they don't end up getting any more diluted. ;)
Andy Boyd
01:29:39
IRT used to assess the validity of the different 3D measurements?
William Penuel
01:30:07
There are some projects using IRT to do so, The Next Generation Science Assessment project is an example
Vanessa Wolbrink
01:30:10
Thanks Kathy and Sydney!
Douglas Watkins
01:30:12
Sydney: are you near Colorado? I’d love to get folks together to figure that out :)
William Penuel
01:30:24
http://nextgenscienceassessment.org/
Douglas Watkins
01:30:26
Because the rainwater came from the ocean?
Andy Boyd
01:31:38
thank you
TJ McKenna
01:31:46
People must pollute the oceans with their Himalayan salt lamps…
Vanessa Wolbrink
01:32:02
Sydney, Achieve does provide professional learning on the task screener. Read more here! https://www.achieve.org/our-initiatives/equip/services/achieve-professional-learning-services
Sydney Bergman
01:32:29
Thank you!
Vanessa Wolbrink
01:32:31
If you want to learn more about professional learning opportunities, email me! vwolbrink@achieve.org
Lesa Rohrer
01:32:41
Thank you Vaness
Rebecca Brewer
01:35:14
Aside from the recently released TAPS sample assessments, where can teachers get other examples? Has anyone organized 3D assessments from other organizations as well?
Vanessa Wolbrink
01:35:17
Here is the systems resource: https://www.achieve.org/publications/task-annotation-project-science-systems
Vanessa Wolbrink
01:35:28
Thanks, Rebecca!
Diana Thompson
01:35:38
Where are the TAPS sample assessments?
Vanessa Wolbrink
01:36:46
You can find the TAPS sample assessments here under "Tasks by Grade Band": https://www.achieve.org/our-initiatives/equip/tools-subject/science/task-annotation-project-science
Bianca
01:37:13
Will task submission be available to the public (similar to the current instructional materials format)?
Douglas Watkins
01:37:18
are you going to share the poll results from the start of the webinar?
Jill Wertheim
01:37:38
Rebecca, I’ve seen many states put together sets of 3D science resources, like wisconsin
Jill Wertheim
01:38:15
https://dpi.wi.gov/science/assessment/examples
Jon Kovach
01:38:21
Rebecca, Google “Through Course Tasks Science Kentucky” Not perfect but a good selection
Vanessa Wolbrink
01:39:28
Douglas -- The results of the poll quickly flashed on the screen! We didn't dwell on them terribly long. You can check them out when we post the recording. :)
Douglas Watkins
01:39:29
say that again!
TJ McKenna
01:39:34
How can we help use these TAPS resources with large urban districts that are still focused on “boxed” curriculum that do not provide equitable opportunities to progressively uncover student ideas?
Rob Kleinow
01:39:35
Is there a spot on the TAPS samples that tells you what acceptable student evidence must include in their response to meet the standard?
William Penuel
01:39:38
The TAPS project does represent a good range of examples of tasks that have been well designed, tested in the field, and annotated by experts
Douglas Watkins
01:39:44
Thanks, Vanessa :)
Lesa Rohrer
01:39:47
Oklahoma deveoped tasks through a MSP grant- they can be found here: https://learn.k20center.ou.edu/scienceresources.html
Rae McEntyre
01:40:08
Link for KY's through Course Tasks: https://education.ky.gov/curriculum/conpro/science/Pages/tct.aspx
Cassie Soeffing
01:40:20
Will you be sharing the great resources being shared in the chat?
Rae McEntyre
01:40:25
These were designed for Kentucky's assessment system.
William Penuel
01:40:27
And no tasks are perfect!!
Susan Stoughton
01:40:37
Where can we find concrete examples of assessment questions that model 3D assessment.
Godfrey Rangasammy
01:41:09
Ditto- break those silos- within districts, states and across the country
Leah Plack
01:41:11
Hear hear! I’ll meet you all on Science Ed Twitter to discuss this further :)
Jon Kovach
01:41:16
Also Stanford’s NGSS SNAP project
Vanessa Wolbrink
01:41:48
Cassie, absolutely!
Rachael Manzer
01:42:05
It would be awsome to have a site that brings all these assessment resources together in one place from Achieve's material to KY Through Tasks, to Oklahoma, etc...
Barbara Steffens
01:42:06
Is it possible to use Art as an artifact to reflect student learning about science? Are there examples that are part of TAPS?
Cassie Soeffing
01:42:07
👍🏻super
Godfrey Rangasammy
01:42:28
Jon, I will check out the NGSS SNAP
Diana Thompson
01:42:35
This is excellent work done by the panel! Hopefully curriculum and assessment developers will follow through to provide practice and quality assessments for our students. Thank you for being thoughtful and dedicated for science education. We will be looking for quality assessment tools as we adopt curriculum.
Amy Johannsen
01:42:36
Is it possible to get emails for the people on the webinar today?
Douglas Watkins
01:42:38
Does anyone on the panel see us moving toward group-level performance-based 3-D assessments? Like, groups of students collaboratively using the 3 dimensions to perform somehow (community challenge??)?
Jill Wertheim
01:42:50
I’m also going to shamelessly plug Stanford NGSS Assessment’s hybrid online courses that support PLCs in engaging in professional learning around NGSS assessment https://snapgse.stanford.edu/snap-courses
William Penuel
01:43:07
Plug away, Jill!
Jill Wertheim
01:43:11
they are free and self-paced
Jill Wertheim
01:43:21
thanks, Bill :-)
Diana Thompson
01:43:23
They are very helpful!
William Penuel
01:43:26
This is a great way to learn about 3D Assessment!
Lesa Rohrer
01:43:27
And collaborative
Mary Burke
01:43:27
The SNAP resources are wonderful!!
Amy Johannsen
01:43:41
I will speak to the power of the SNAP courses when teachers and leaders go through the courses together!!!
Jill Wertheim
01:43:43
awww, thanks all!
Bianca
01:43:46
Stanford's assessments and curriculum are excellent resources!!! Two thumbs up for SNAP!
Holly Hereau
01:43:46
SNAP courses are awesome! (even if I've only been able to complete the online portion)
Godfrey Rangasammy
01:43:55
CAN WE DEVELOP A ONE STOP SHOP/CLEARINGHOUSE FOR ALL THINGS 3-D ASSESSMENTS?
Jaclyn Sarnese
01:44:02
While this is extremely important in the classroom, of course…and states/assessment developers are trying to improve the quality of state assessments…but how can we continue this goal of improving assessments by moving away from one-day snapshots of student learning with a long, one-day test? I am pondering that it doesn’t matter how well-written an assessment is if the results don’t depict an accurate snapshot of student learning
Douglas Watkins
01:44:08
#twitter
TJ McKenna
01:44:26
SNAP resources are great - thanks for the great work Jill!
Jason Hayes
01:44:46
Agreed Godfrey. So many resources out there. Would be nice to have them all in one place, perhaps on Achieve.
Christie Purdon
01:45:08
SO many fabulous resources and ideas shared. Thanks to the presenters for your time and expertise.
Vanessa Wolbrink
01:45:11
We will send out all hte links from this chat!
Jill Wertheim
01:45:15
Godfrey, Aneesha and I talk about this every week…working on it…
Jon Kovach
01:45:22
I agree TJ. I am wondering if formative assessment might be the place to start with urban districts
Henie Parillon
01:45:23
Besides twitter, is there another platform by which communication can take place?
Michelle McCarthy
01:45:25
Will we be emailed a link to the webinar recording?
molly
01:45:27
Did this question get answered?: Does anyone on the panel see us moving toward group-level performance-based 3-D assessments? Like, groups of students collaboratively using the 3 dimensions to perform somehow (community challenge??)?
Brendan Finch
01:45:28
shameless plug for the 3D assessments we’re building on www.Innerorbit.com and would love to hear any feedback you have.
Godfrey Rangasammy
01:45:30
That’s a great idea Jason.
Godfrey Rangasammy
01:45:52
Cool stuff Jill
Danielle Ings
01:45:56
what are the twitter # and channels these conversations will take place?
William Penuel
01:45:59
Molly, we have a number of curriculum-embedded assessments that are group-level — consensus models of anchoring phenomena
Jason Hayes
01:46:00
Brendan, I've looked over your InnerOrbit resources and really like them.
KEVIN WEISS
01:46:12
Thank you for the overwhelming amount of information! When will you send out a link for the webinar?
Vanessa Wolbrink
01:46:13
Molly, I've written down your question!
Brendan Finch
01:46:27
Hey, thanks Jason! We’re still a work in progress, but it’s good to hear positive feedback :)
molly
01:46:30
Thank you!
Jennifer Mutch
01:46:33
Danielle- #assessNGSS on Twitter
Betsy Barent
01:47:07
Excited to look at innerorbit!
Vanessa Wolbrink
01:47:16
I've been writing down all these questions (although I fear we will not have time to get to all of them on the webinar!)
Godfrey Rangasammy
01:47:54
Aneesha’s on the CCCs role on 3-D Assessments need to be more explicit in these conversations
Barbara Steffens
01:48:19
Institute for Systems Biology is working toward these assessment goals in embedded classroom. Would love to hear feedback and new ideas. How do we connect with a group here that would like to help us review?
Margaret OSullivan
01:48:54
Thankyou! Great conversation and information.
Betsy Barent
01:48:59
Woo hooKatie!!!
Rebecca Morales
01:49:02
Thank you for pointing out all these great resources!
Henie Parillon
01:49:06
Thanks for the multitude of resources provided therein
Aimee Park
01:49:09
Will the recording of this discussion be available?
Vanessa Wolbrink
01:49:19
ngss@achieve.org
Jason Hayes
01:49:26
Thank you everyone. Well done. Lots of great NGSS talk.
Vanessa Wolbrink
01:49:28
or abadrinarayan@achieve.org
William Penuel
01:49:37
Thanks for your leadership, Aneesha!
Godfrey Rangasammy
01:49:38
we need more of these relevant flattening discussions on 3-D assessments
Brendan Finch
01:49:41
You are all awesome! Thank you!
Peggy Christensen
01:49:41
There are a lot of links in the chat box. Will they be posted at one site? Thank you.
William Penuel
01:49:44
Thanks all for joining!
TJ McKenna
01:49:49
Thanks Aneesha!
Rebecca Mills
01:49:54
Thank you!
Tracy Stockwell
01:49:54
Thank you everyone!
Godfrey Rangasammy
01:49:54
AWESOME !
Betsy Barent
01:49:57
Thank you all!!!
Amy Johannsen
01:49:57
Thank you
Ashley Lewis
01:49:59
Thank you!
ljanosik
01:50:00
Thank you :-)
Holly Hereau
01:50:00
Thank you everyone!!!
Davina Perkins
01:50:01
Thank you
Lesa Rohrer
01:50:01
Thank you
Jennifer Mutch
01:50:01
Thank you- Awesome webinar :)
Bianca
01:50:02
Thanks everyone!!! This was fabulous!!!
Margo Reynolds
01:50:02
Thank you!!
Rachael Manzer
01:50:03
Thank you!
Cheryl Matas
01:50:03
Thanks! This was awesome!
Vanessa Wolbrink
01:50:04
Thanks to all of you for joining!
Sydney Bergman
01:50:04
Gracias!
Ana Appel
01:50:05
Thank you!
Sarah Sleasman
01:50:06
Thank you!
Jon Kovach
01:50:07
Thank you Panel and Participants
Jean MAY-BRETT
01:50:07
Thank you.
Becky Czerwonka
01:50:08
thanks
Susan Stoughton
01:50:09
how can we get copies of this presentation?
Nelly Tsai
01:50:10
Thank you!!
Brian Suter
01:50:12
Thanks from PA!
SUSAN Brady-Ramsey
01:50:12
Thank you- Good stuff
Hedi Baxter Lauffer
01:50:12
Thank you
Michael Gann
01:50:12
Great stuff! Thanks!
Lauren Allen
01:50:19
thanks