Learning & Behavior Disorders

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Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities

Critical Performances Outline

Special Education Referral

Course: EDSP 230

Title of Critical Performance: REFERRAL

KY Teacher standards addressed:

Standard IV: The teacher assesses and communicates learning results.

Standard V: The teacher reflects and evaluates specific teaching/learning situations and/or programs.

Materials Needed: Kentucky Department of Education Special Education Referral Form, student information (Either from a case study or through field experience) and the rubric.

Rationale: Candidates will learn to evaluate student data for the purposes of understanding how a Response to Intervention (RTI) is based on observation and collected data. Candidates will analyze the strengths and weaknesses of students either through direct observation and classroom data or through case study information Candidates will learn to use the referral as a data gathering tool. Candidates will create a referral based on information presented of student learning within a classroom. Candidates will document interventions.

Performance Criteria: REFERRAL Using information provided, complete a student referral by documenting learning interventions and observations. Analyze student data for strengths and weaknesses in learning and make recommendations for further evaluation of the student.

Referral Form: Attached separately.

Case Study: An optional Case study is attached.

Performance Rubric 0-11 12-14 15-17 18-20 POINTS Completing Several areas Three to four One to two All areas are Form are left blank areas have areas have filled in: or are been filled out been filled in Hearing, inappropriately inappropriately, inappropriately vision, filled in. are incomplete or left blank. name, or left blank. important information Educational More than Three areas are One or two of Concerns in concerns three areas are vague or are the educational all areas are not not concerns are clearly substantiated substantiated vague or are explained with with not and are observations. observations. substantiated described with with observations objective observations Documenting More than four Two or three One Interventions Interventions interventions interventions Intervention or and are missing are missing strategy is strategies starting and/or starting and/or missing a are ending dates. ending dates starting or documented ending date with start and ending dates. Interventions Many of the Three or more One or two of Interventions and Interventions of the the and Strategies: and strategies Interventions Interventions strategies Narrative were not and strategies and strategies are well applicable to were not were not written, with the concerns applicable to applicable to explanation OR they do not the concerns the concerns of effect of include the OR they do not OR they do not interventions effect of the include the include the on student intervention on effect of the effect of the learning student intervention on intervention on learning student learning student learning Mechanics Many words At least 5-8 No more than 4 Writing is are misspelled, mistakes in mistakes in any coherent, punctuation is grammar, combination of with poor or non- punctuation, punctuation, accurate existent, and/or spelling, and punctuation Grammar is grammar. grammar and no poor misspelled words. Grammar is excellent. TOTAL

Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities

Critical Performances Outline

Educational Assessment

Course Title: EDSP 367

List Critical Performance Case Study: Measure academic functioning, and & Sub-Performances: interpret performance

KY Teacher Standards Standard II: The teacher designs and plans instruction Addressed: Standard III: The teacher creates/maintains learning climate Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates the implementation of technology

Product/Task: Students will administer standardized academic achievement tests to a school-age individual (P-12). The test results will be norm-referenced, analyzed for intra- individual strengths and weaknesses, and a professional report will be written which interprets and summarizes the student's performance and provides instructional recommendations.

Scoring rubric

W-J III Test administration______10% 1. Background Information ______3% 2. Behavioral Information ______3% 3. Assessment Results and Clinical Impressions ______10% 4. Recommendations Specific to Each Content Area ______6% 5. Summary ______2% 6. Report appropriately organized & structured with sub-headings 1% Total ______35%

Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities

Critical Performances Outline: Due Process in Special Education

Course Title: EDSP 367

List Critical Performance Individualized Education Program (IEP) & Sub-Performances:

Product/Task: Students will utilize the assessment information from a the Case Study assignment involving standardized test administration, also completed in EDSP 367, and complete a Kentucky State Department of Education (KDE) Individualized Education Program (IEP) form, utilizing KDE Program of Studies Academic Expectations and Grade-Level Indicators of performance.

EDSP 367 IEP EVALUATION RUBRIC: Fall 2009 Name: ______

The following are the components of the IEP and the scoring assigned to each:

IEP Components Weighted Your score points PLEP: Academic Performance 2 2 GOAL 1 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 1 3 GOAL 2 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 2 3 GOAL 3 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 3 3 Specially Designed Instruction 1 Completeness of IEP 2 Total: 20 points

Areas of Concentration: Learning & Behavior Disorders

Critical Performances Outline

Course Title: EDSP 353

List Critical Performance Instructional Planning and Field-Based Implementation & Sub-Performances:

KY Teacher Standards Addressed: Standard I: The teacher demonstrates content Knowledge Standard II: The teacher designs and plans instruction Standard III: The teacher creates/maintains learning climate Standard IV: The teacher implements/manages instruction Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates use of technology Standard VII: The teacher reflects/evaluates teaching /learning Standard VIII: The teacher collaborates with colleagues/ parents and others

Product/Task: Lesson Context (10 pts): Provide contextual information regarding the school, classroom, and student characteristics and how they may impact instruction. Include existing assessment data, as well as informal assessment data, such as running records, observations, and performance on class work. Rubric below.

Lesson Plans (180 pts): Prepare and teach 6 lesson plans in the area of language arts, which may include lessons in phonemic awareness, phonics, morphology, semantics, syntax, pragmatics, spelling, handwriting, written expression, social language use, or augmentative communication. Select and prepare materials necessary to effectively teach concepts and /or make appropriate modifications for diverse students in the area of language arts. Describe and provide examples when possible. Rubric below.

Lesson Plan Reflections (90 pts): For each lesson taught, provide a 1-2 page written description of the lesson. For example: Were students engaged in the lesson? Was there an adequate amount of material prepared? Did students demonstrate learning of the concepts? Were the materials and modifications appropriate and how was this determined? What parts of the lesson were challenging for you? Were modifications and/or strategies effective? How can this success be measured? Rubric below.

Summary Reflection (20 pts): Write an analytical narrative which analyses the individual critical teaching behaviors as they are related to student performance. Describe changes or adjustments made in materials and instructional approach throughout the semester. Identify areas of strength in your teaching, as well as areas that may need improvement. Refer to the KY Teacher Standards to provide a comprehensive description of 3-5 pages. Holistic grading employed for this component.

The following scoring rubrics will be applied to each piece of the critical performance as appropriate.

The following rubric will be completed to evaluate information on contextual factors related to classroom environment and student ability levels. A total of 10 points is possible.

Lesson Context Not Met (0-1) Partially Met (2-4) Met (5) Environmental factors Demonstrates minimal Demonstrates some Demonstrates an or biased knowledge of knowledge of school understanding of school the characteristics of the and classroom and classroom school and classroom environment. environments and the environments. impact environmental factors will have on student learning. Informal Assessment Demonstrates limited Provides a general Demonstrates ability to understanding the discussion of informal understand assessment current levels of student assessment of student information and use it to performance. performance. inform instructional.

The following rubric will be applied to lesson plans. A total of six lesson plans will be completed with 30 points possible for each. A total of 180 points are possible for the completion of lesson plans. Lesson Plans Not Met(0-1) Partially Met (2-4) Met (5) Alignment with Few lessons are Most lessons are All lessons are explicitly Learning Objectives explicitly linked to explicitly linked to objectives. All objectives. Few learning linked to objectives. learning activities, activities, assignments Most learning activities, assignments and and resources are assignments and resources are aligned aligned with objectives. resources are aligned with objectives. All Not all objectives are with objectives. Most objectives are included included in the design. objectives are included in the design. in the design. Accurate Candidate’s use of Candidate’s use of Candidate’s use of Representation of content appears to content appears to be content appears to be Content contain numerous mostly accurate. Shows accurate. Focus of the inaccuracies. Content some awareness of the content is congruent seems to be viewed big ideas or structure of with the big ideas of more as isolated skills the discipline. structure of the and facts rather than as discipline. part of a larger conceptual structure. Lesson and Unit The lessons within the The lessons within the All lessons within the Structure (KTIP unit are not logically unit have some logical unit are logically Lesson Plan Format) organized. (e.g., organization and appear organized and appear to sequenced). to be somewhat useful be useful in moving in moving students students toward toward achieving the achieving the objectives. objectives. Use of a Variety of Little variety of Some variety in Significant variety Instruction, Activities, instruction, activities, instruction, activities, across instruction, Assignments and assignments, and assignments, or activities, assignments, Resources resources. Heavy resources but with and/or resources. This reliance on textbook or limited contribution to variety makes a clear single resource (e.g., learning. contribution to learning. work sheets). Use of Contextual Instruction has not been Some instruction has Most instruction has Information and Data designed with reference been designed with been designed with to Select Appropriate to contextual factors and reference to contextual reference to contextual and Relevant pre- assessment data. factors and pre- factors and pre- Activities, Assignments Activities and assessment data. Some assessment data. Most and Resources assignments do not activities and activities and appear purposeful, assignments appear assignments are productive, and purposeful, productive, purposeful, productive, appropriate for each and appropriate for each and appropriate for each student. student. student. Use of Technology Technology is Candidate uses Candidate integrates inappropriately used OR technology but it does appropriate technology candidate does not use not make a significant that makes a significant technology, and no (or contribution to teaching contribution to teaching inappropriate) rationale and learning, OR and learning, OR is provided. candidate provides candidate provides a limited rationale for not strong rationale for not using technology. using technology.

The following rubric will be applied to Lesson plan Reflections. A total of six reflections will be included at 15 points each. A total of 90 points is possible for lesson plan reflections. Lesson Plan Reflections Not Met (0-1) Partially Met (2) Met (3) Interpretation of No evidence or reasons Provides evidence but no Uses evidence to support Student Learning provided to support (or simplistic, conclusions drawn in conclusions drawn in superficial) reasons or “Analysis of Student “Analysis of Student hypotheses to support Learning” section. Learning” section. conclusions drawn in Explores multiple “Analysis of Student hypotheses for why some Learning” section. students did not meet objectives. Insights on Effective Provides no rationale for Identifies successful and Identifies successful and Instruction and why some activities or unsuccessful activities or unsuccessful activities Assessment assessments were more assessments and and assessments and successful than others. superficially explores provides plausible reasons for their success reasons (based on theory or lack thereof (no use of or research) for their theory or research). success or lack thereof. Alignment Among Does not connect Connects learning goals, Logically connects Goals, Instruction and learning goals, instruction, and learning goals, Assessment instruction, and assessment results in the instruction, and assessment results in the discussion of student assessment results in the discussion of student learning and effective discussion of student learning and effective instruction, but learning and effective instruction and/or the misunderstandings or instruction. connections are conceptual gaps are irrelevant or inaccurate. present. Implications for Future Provides no ides or Provides ideas for Provides ideas for Teaching inappropriate ideas for redesigning learning redesigning objectives, redesigning objectives, goals, instruction, and instruction and instruction, and assessment but offers no assessment and explains assessment. rationale for why these why these modifications changes would improve would improve student student learning. learning. Implications for Provides no professional Presents professional Presents a small number Professional learning goals or goals learning goals that are of professional learning Development that are not related to the not strongly related to the goals that clearly emerge insights and experiences insights and experiences from the insights and described in this section. described in this section experiences described in and/or provides a vague this section. Describes plan for meeting the specific steps to meet goals. these goals.

Areas of Concentration: Learning & Behavior Disorders Critical Performances Outline: Instruction

Course Title: EDSP 355, EDSP 357

List Critical Performance & Sub-Performances: Instructional Planning and Field-Based Implementation

Product/Task: This assignment includes implementing informal, pre- teaching assessment, the preparation and teaching of six lesson plans utilizing the KTIP lesson plan format, the selection and preparation of materials, written reflections for each lesson taught, and summary reflection in the form of an analytical narrative in which candidates engage in self-analysis of their critical teaching behaviors with direct reference to student performance.

Reflective Narrative Grading Rubric Points Possible Points earned  Lesson Plans(6) 30 _____  Teaching 6 lessons 6 _____  Materials 6 _____  Assessment + Interest Inventory 4 _____  Reflective Narrative 6 _____  Total 52 _____

Items to be submitted with Reflective Narrative  Pre-teaching Assessment and results + samples of students’ work  Samples of materials used in teaching each lesson  Samples of technology implementation in teaching each lesson  Samples of students’ work in the Independent Practice of each lesson Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities

Critical Performances Outline: Behavior Management

Course Title: EDSP 356

List Critical Performance & Sub-Performances: Behavior Intervention Planning and Field-Based Implementation

KY Teacher Standards Standard I: The teacher demonstrates content Addressed: knowledge Standard II: The teacher designs and plans instruction Standard III: The teacher creates/maintains learning climate Standard IV: The teacher implements/manages instruction Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates the implementation of technology Standard VII: The teacher reflects/evaluates teaching /learning Standard VIII: The teacher collaborates with colleagues, parents and others

Product/Task: Candidates are required to develop a field-based behavior intervention plan. The plan includes the selection and pinpointing of a target behavior, providing a rationale for its selection, establishing baseline data, implementation of intervention, and graphic presentation of baseline and intervention data. Two site visits are made during the 20 hour field experience.

Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities

Critical Performances Outline

Collaboration and Inclusion

Course Title: EDSP 365

List Critical Performance & Sub-Performances: Development of Inclusive Lesson Plans

KY Teacher Standards Standard I: The teacher demonstrates content Addressed: Knowledge Standard II: The teacher designs and plans instruction Standard III: The teacher creates/maintains learning climate Standard IV: The teacher implements/manages instruction Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates use of technology Standard VII: The teacher reflects/evaluates teaching /learning Standard VIII: The teacher collaborates with colleagues/ parents and others

Product/Task: Candidates are required to describe the classroom context, gathering assessment and observational data to guide decision-making. Based on this information, candidates will modify lesson plans for general education classroom to include appropriate modifications or strategies for students with special needs.

Instructions for contextual factors component

District, School, & Classroom Contextual Factors District & Community 1. List economic characteristics of the school district Factors 2. List the population and diversity information for the school district School Factors 1. List economic characteristics of your school 2. List the population and diversity information for the school 3. Describe the parent involvement in the school Classroom Factors 1. Describe the assistance you have in the classroom (i.e. assistants, volunteers, resource teachers, etc.) 2. Describe the classroom resources available to you (i.e. equipment, technology, supplies, etc.) 3. Describe the physical learning environment of the classroom (i.e. how are desks arranged, how easily can technology and supplies be accessed, how is the classroom setup to engage students, etc.)

Student Contextual Factors Grade level(s) in the class: Student ages in the class: Number of Students in the class: # Students with IEP: # of GSSP Students: # of LEP Students:

Characteristics of Students 1. Describe any language, cultural, socioeconomic, and/or developmental differences of the students in the classroom. 2. Describe any special needs of the students in your classroom. 3. Describe any positive characteristics of students that impact classroom learning (i.e. interests, talents, motivation, etc.) Student Varied Approaches to Describe the different learning preferences of the students in the Learning classroom. Student Skills and Prior 1. Estimate the achievement levels of the students in the classroom (i.e. Learning approximately how many students are above, on, or below grade level?) 2. Describe the prior instruction students have received.

Implications for Contextual Factors Implications for Assessment 1. Select and describe two ways that the contextual factors listed above & Instruction will impact the assessment of students. 2. Select and describe two ways that the contextual factors listed above will impact the planning and instruction of the instructional sequence.

References References List the sources for the above information in an appropriate reference format.

The following scoring rubric will be applied to contextual factors (50 points total). The candidate identifies information about the learning and teaching context and student individual characteristics and can articulate how these factors will impact the teaching and learning process.

Indicator Not Met (0-4 pts) Partially Met (5-9 pts) Met (10 pts) Knowledge of Candidate displays Candidate displays some Candidate displays a Community, minimal, irrelevant, or knowledge of the comprehensive School and biased knowledge of the characteristics of the understanding of the Classroom characteristics of the community, school, and characteristics of the Factors community, school, and classroom that may affect community, school, and classroom. learning. classroom that may affect learning. Knowledge of Candidate displays Candidate displays general Candidate displays Characteristics minimal, stereotypical, or knowledge of student general & specific of Students irrelevant knowledge of differences (e.g., understanding of student differences (e.g., development, interests, student differences development, interests, culture, abilities/disabilities). (e.g., development, culture, interests, culture, abilities/disabilities). abilities/disabilities) that may affect learning. Knowledge of Candidate displays Candidate displays general Candidate displays Students’ minimal, stereotypical, or knowledge about the general & specific Varied irrelevant knowledge different ways students understanding of the Approaches to about the different ways learn (e.g., learning styles, different ways students Learning students learn (e.g., learning modalities). learn (e.g., learning learning styles, learning styles, learning modalities). modalities) that may affect learning. Knowledge of Candidate displays little Candidate displays general Candidate displays students’ skills irrelevant knowledge of knowledge of students’ general & specific and prior students’ skills and prior skills and prior learning that understanding of learning learning. may affect learning. students’ skills and prior learning that may affect learning. Implications for Candidate does not Candidate provides general Candidate provides Instructional provide implications for implications for instruction specific implications for Planning and instruction and and assessment based on instruction and Assessment assessment based on student individual assessment based on student individual differences and community, student individual differences and school, and classroom differences and community, school, and characteristics. community, school, and classroom characteristics classroom OR characteristics OR characteristics. provides inappropriate implications.

Instructions for Modification Component

Describe modifications to a lesson necessary to ensure adequate progress for a student or group of students with diverse learning needs.

Include: *A description of the student actions that prompted a modification to the original design. *A description of the actions taken when modification/adaptation was identified *A discussion of why the modification was made and selected as the best choice for improving student learning *A discussion of the effectiveness and impact of the modification *Credits and References

The following scoring rubric will be applied to each of the modification descriptions (30 pts each for 4 lesson plans. 120 points total). The candidate continually monitors and uses on-going analysis of student learning to make instructional decisions.

Indicator Not Met (0-4 pts) Partially Met (5-9 pts) Met (10 pts) Sound Many instructional Instructional decisions are Most instructional Professional decisions are mostly appropriate, but decisions are Practice inappropriate and not some decisions are not pedagogically sound pedagogically sound pedagogically sound (i.e., (i.e., they are likely to (i.e., they are likely to they are likely to lead to lead to student lead to student student learning). learning). learning). Modifications Candidate treats class Some modifications of the Appropriate Based on as “one plan fits all” instructional plan are made modifications of the Analysis of with no modifications. to address individual instructional plan are Student Learning student needs, but these are made to address not based on the analysis of individual student student learning, best needs. These practice or contextual modifications are factors. informed by the analysis of student learning/performance, best practice, or contextual factors. Included explanation of why the modifications would improve student progress. Congruence Modifications in Modifications in instruction Modifications in Between instruction lack are somewhat congruent instruction are Modifications congruence with with objectives. congruent with and Learning objectives. objectives. Goals

Areas of Concentration: Moderate & Severe Disabilities

Critical Performance for EDSP 372 Transition Program Plan Transition planning for students with moderate and severe disabilities is a systematic process. It should be carefully thought out and executed. Throughout the semester we have discussed assessment, assessment reports, developing goals and objectives, and using activity matrices for embedding objectives across the curriculum. I want you to complete all of these with the student you watched in the video and completed the assessment. Please do not use any real names for students. You then will complete the following components with the student to complete the project: 1. Background information of the student 2. Assess the student using an assessment measure 3. Report the results from the assessment 4. Develop goals/objectives for the student 5. Develop an activity matrix for the student 6. Include the assessment you used

After each component is complete, I want you to write up a narrative report explaining your assessment results and how you are going to use that information to complete the above components. Please see the grading rubric to guide you during your assignment. Your final product will consist of a Transition Program Plan that includes the above items. In addition, when you turn in the project, please include the grading rubric.

EDSP 372: Transition Program Plan Grading Rubric 1. Background Information/Description of Student /5 2. Transition Assessment used /1 3. Assessment description /5 4. Results from 4 Planning Areas (e.g., communication, self-determination, etc.) a. Area #1 /5 b. Area #2 /5 c. Area #3 /5 d. Area #4 /5 5. Long Term Goals and Short Term Objectives a. Annual Goal #1 /1 b. Short Term Objective #1 i. A /1 ii. B /1 iii. C /1 iv. D /1 c. Annual Goal #2 /1 d. Short Term Objective #2 i. A /1 ii. B /1 iii. C /1 iv. D /1 e. Annual Goal #3 /1 f. Short Term Objective #3 i. A /1 ii. B /1 iii. C /1 iv. D /1 g. Annual Goal #4 /1 h. Short Term Objective #4 i. A /1 ii. B /1 iii. C /1 iv. D /1 6. Activity Matrix a. Embed Four Short Term Objectives i. Each objective embedded in one area ii. Objective #1 embedded in area #1 /3 iii. Objective #1 embedded in area #2 /3 iv. Objective #2 embedded in area #1 /3 v. Objective #2 embedded in area #2 /3 vi. Objective #3 embedded in area #1 /3 vii. Objective #3 embedded in area #2 /3 viii. Objective #4 embedded in area #1 /3 ix. Objective #4 embedded in area #2 /3 TOTAL POINTS /75 Areas of Concentration: Moderate & Severe Disabilities

EDSP 374 Description of IMPLEMENTATION of Instructional Program Assignment Directions: For this class you will develop five instructional programs. You will have one for Constant Time Delay, System of Least Prompts, Most To Least Prompts, Simultaneous Prompting, and Mand-Model. YOU WILL IMPLEMENT ONE (IF YOU ARE AN UNDERGRADUATE, TWO IF YOU ARE A GRADUATE STUDENT) INSTRUCTIONAL PROGRAM (S). Your instructional program should follow the rubric below. Please use necessary headings. And as always remember to be specific in your writing.

Background information: Describe the student - names/initials, age (yr./mo), disability, brief description of functioning levels. List prerequisite skills - these should include motor, sensory, attending, cognitive/language skills etc. the students needs for participating in the instructional program. Describe how any pretesting will be conducted. List skill being taught (e.g., expressive shape identification, safety sight words, etc.). If the behavior to be taught is a chained task, include a task List behavioral objective – actor – behavior – condition - degree Data Collection: List the materials and equipment needed for the program - include teaching and student reinforcement materials. Describe the instructional setting and arrangement - individual or group instruction, size of group, where intervention occurs, where teacher is in relation to the students (may include diagram), how you will control for distracters.

Baseline Data Sessions Describe procedures (step by step) for conducting baseline sessions and how you will collect data: - How many trials will be presented per stimulus - What type of teaching format will be used (e.g., 1:1, etc.) - Describe the task direction - Describe what you will do for correct responses - include type of reinforcer and reinforcement schedule - Describe what you will do for incorrect or no responses

Intervention Data Sessions Describe teaching procedures and how you will collect data (step by step): - How many trials will be presented per stimulus - Describe the task direction - Describe in detail the different sessions (e.g., 0-second, 3- second, prompt hierarchy, etc.) - Describe specific prompt used ( e.g., the controlling prompt, prompt hierarchy, delay interval, etc.) - Describe what you will do for correct responses - include type of reinforcer and reinforcement schedule - Describe what you will do for incorrect or no responses Maintenance Data Sessions: Describe procedures for collecting maintenance data on the skill across time – specify how reinforcement schedule will be changed when student reaches criterion. How often will you collect maintenance data? Generalization Data Sessions: Describe procedures for collecting generalization data on the skill across different persons, materials, or settings. How often will you collect generalization data? Results Describe your results – tell me exactly what the results were in the program, include baseline, intervention, maintenance and generalization results. Please explain in detail. Please include if you made any modifications during you program plan.

Data Sheets Include completed data collection sheets for baseline, intervention, maintenance, and generalization data. Graph You will graph all baseline data, intervention data, maintenance data and generalization data on your graph.

EDSP 374 Description of IMPLEMENTATIOIN of Instructional Program Assignment Grading Rubric Background information: Describe the student /1 List prerequisite skills /1 List skill being taught /1 List behavioral objective /1 Data Collection: Materials and equipment needed for the program /1 Instructional setting and arrangement /1 Baseline Data Sessions /2 Intervention Data Sessions /5 Maintenance Data Sessions: /1 Generalization Data Sessions: /1 Completed Data Sheets /20 Results /20 Graph /20 TOTAL POINTS /75