A SSESSMENT OF T EACHER E DUCATION P ROGRAMS IN H IGHER E DUCATION : A LUMNI /E MPLOYER S URVEY R...

A SSESSMENT OF T EACHER E DUCATION P ROGRAMS IN H IGHER E DUCATION : A LUMNI /E MPLOYER S URVEY R ESULTS, K-12 A CHIEVEMENT R ESEARCH F INDINGS, AND W HAT R EMAINS TO BE I NVESTIGATED Dr. Mike Alfano, Dr. Michael Faggella-Luby, Dr. Rachael Gabriel, Dr. Marijke Kehrhahn, Dr. Mary Yakimowski University of Connecticut Transition to the Connecticut State Standards and System of Assessments Third Annual Connecticut Assessment Crown Plaza, Cromwell Rocky Hill, CT August, 2012 HTTP :// WWW. EDUCATION. UCONN. EDU / ASSESSMENT / PowerPoint available at: HTTP :// WWW. EDUCATION. UCONN. EDU / ASSESSMENT /

A SSESSMENT OF T EACHER E DUCATION P ROGRAMS IN H IGHER E DUCATION : A LUMNI /E MPLOYER S URVEY R ESULTS, K- 12 A CHIEVEMENT R ESEARCH F INDINGS, AND W HAT R EMAINS TO BE I NVESTIGATED This panel from UConns Neag School of Education will discuss major findings from research on their teacher preparation programs. This session will include a description of the Neag School of Educations Assessment Plan and an overview of studies that have been completed recently. Specifically, panelists will describe major findings from our alumni and employee surveys, staffing research, and K-12 studies (including recent results from studies of student achievement in math and reading). Then, with audience participation, we will open a discussion of possible directions for future research to meet CTs K-12 district needs.

Introducing Introducing Mary E. Yakimowski Neag School of Education Director of Assessment The Neag Assessment Plan The Alumni Surveys The Employer Surveys

Introducing Introducing Michael Alfano Formally, UConn Neag School of Education Executive Director of Teacher Education Currently, Southern CT State University Professor & Chair, Dept. of Sp Ed & Reading The Placement of Alumni

Introducing Introducing Michael Faggella-Luby Neag School of Education Associate Professor, Special Education The Evidence-based Survey Studies

Introducing Introducing Dr. Rachael Gabriel Neag School of Education Assistant Professor, Reading/Language Arts The Pupil Performance Studies

Introducing Introducing Dr. Marijke Kehrhahn Neag School of Education Associate Dean Where This Leads Us & Generating Ideas from You

Mary E. Yakimowski Neag School of Education Director of Assessment The Neag Assessment Plan The Alumni Surveys The Employer Surveys

N EAG S CHOOL OF E DUCATION

P URPOSE OF A SSESSMENT P LAN Assessment/Evidence-based culture leading to continuous improvement Accreditation

C YCLE OF C ONTINUOUS I MPROVEMENT

N EAG S CHOOL OF E DUCATION A SSESSMENT P LAN

A SSESSMENT P LAN

N EAG A SSESSMENT P LAN H IGHLIGHTS Incorporated many best practices including: Focus on facilitating an assessment culture. A system of participatory participation in assessment development and reporting. Formative and summative assessments at both the candidate and program level to embrace ongoing feedback. Efforts made to ensure that assessments are credible, fair, consistent, accurate, and unbiased, allowing for multiangulation.

Information available from external sources such as state licensing exams, evaluation through clinic experiences, employer reports, and alumni studies. Alignment of all accreditation processes from the university to program levels. A concerted effort to provide a spotlight on assessment. A system for reviewing and approving the assessment plan. Assessment-related research opportunities. (CONTINUED)

ALUMNI AND EMPLOYER SURVEYS Every 2 years for select programs, every 4 years by school

PURPOSE information from stakeholders (10 years of alumni) Collect information from stakeholders (10 years of alumni) for: Continuous improvement of the Neag School Dissemination to school, depts, unit, programs Commitment to high quality programs of study and to conduct meaningful research that speaks to the critical issues in education, technology, sports, and health and wellness (http://www.education.uconn.edu) 4,244 total alumni identified 3,818 of those had valid addresses 758 responded 17% of total identified alumni 20% response rate from contacted alumni

29 REPORTS School-wide, Each Department, and Teacher Education Report School-wide Report Department of Curriculum & Instruction Bilingual Education Elementary Education English/Language Arts Mathematics Music Science Social Studies World Language Department of Educational Leadership Ed Leadership Education Admin Ed Leadership Executive Leadership Ed Leadership UCAPP Department of Educational Psych Cognition and Instruction Counseling Education Gifted & Talented School Psychology Special Education Department of Kinesiology Athletic Training Exercise Science Physical Therapy Sports Management Teacher Education Unit IB/M TCPCG

SATISFACTION AND IMPORTANCE Six-point Likert-type scale ScaleSatisfactionImportance 1Very unsatisfiedVery unimportant 2Moderately unsatisfiedModerately unimportant 3Somewhat unsatisfiedSomewhat unimportant 4Somewhat satisfiedSomewhat important 5Moderately satisfiedModerately important 6Very satisfiedEssential N/ANo opinion

T EACHER E DUCATION : S ATISFACTION WITH E DUCATIONAL Q UALITY Educational Quality Two highest items accessibility of faculty overall quality of instruction Three lowest items range of courses course content challenged to meet academic potential

OVERALL PREPARATION Mean:SatisfactionImportanceGap Combine multiple approaches to solve problems 5.205.47-0.26 Collaborate effectively with others 5.565.69-0.13 Adapt to changes in your working environment 5.325.61-0.29 Think analytically and logically 5.405.62-0.22 Learn on your own, pursue ideas and find necessary information 5.525.67-0.15 Lead and/or supervise groups of people 5.195.44-0.25 Formulate creative and original ideas 5.325.59-0.27 Effectively use technology 4.865.49-0.63 Consider the perspectives of others 5.435.56-0.13 Conduct inquiry and/or research 5.265.09+0.17 Understand research in professional journals 5.054.92+0.13

Mean: Satisf. Import.Gap Creating meaningful learning experiences for students. 4.534.85-0.32 The content and/or area specialty 4.444.76-0.32 Working effectively with parents. 4.424.60-0.18 The degree of preparation for working in the profession. 4.194.84-0.65 Challenging students to meet their fullest potential. 4.154.80-0.65 The difficulty level of the program. 4.124.52-0.40 Standardized assessment skills. 4.054.16-0.11 Educating students from diverse cultural backgrounds. 4.044.55-0.51 Teaching English language learners. 3.844.35-0.51 Integrating technology into classroom instruction. 3.814.46-0.65 Classroom management skills. 3.794.85-1.07 Teaching students who are both in spec ed& ELL. 3.584.32-0.74 Educating students from diverse socioeconomic backgrounds. 3.554.57-1.02 Formative classroom assessment skills. 3.454.58-1.13 Teaching special education students 3.274.64-1.37 Teaching gifted and talented students. 3.044.33-1.29 Preparation for the Teaching Profession

Top 3 themes: Clinical My student teaching experience changed my life and affected my teaching more than I ever thought possible. I was able to implement many of the teaching strategies that I learned at NEAG during this experience. Having spent the first half of the year visiting the classroom, and the second half student teaching in that same classroom was incredibly beneficial. Courses The individual methods courses offered for each content area during the TCPCG program has been the most relevant and useful of all courses. Furthermore, the courses on Multicultural education and Students with special needs continue to be important in my career and I often refer to materials for information. Faculty I think the most valuable experiences I had in the Neag School were the connections I made with my professors. I always felt well-supported and mentored by the professors I had, and I still e-mail with several of them for advice and help. These professors are not only experts in their fields, but valuable resources and friends to all students in the Neag School. WHAT WOULD YOU CONSIDER THE MOST VALUABLE EXPERIENCE OFFERED BY THE NSOE?

Top 3 themes: Courses The course about special education was not effective in preparing me for the teaching field. While this is an important topic to be aware of, the material was not presented in a manner that I was able to retain information, and I did not feel prepared to handle situations involving special education upon entering the teaching field. Clinical The clinicals that were outside of your concentration-- for me, high school social studies did not help me much with elementary school. Instead give us time in primary vs. intermediate elementary. Technology During my time there, the technology component was least valuable. We basically just demonstrated proficiency with Microsoft Office programs. WHAT DID YOU FIND LEAST VALUABLE?

RECOMMEND NSOE? 95.9% of respondents would recommend graduate study at the Neag School of Education to others

SUMMARY Positive responses to survey regarding alumni perceptions of the Teacher Education programs Most are employed in field for which they received training and satisfied with their employment Parts of Teacher Education to improve were most often identified as courses and clinical experiences

Michael Alfano Formally, UConn Neag School of Education Executive Director of Teacher Education Currently, Southern CT State University Professor & Chair, Dept. of Sp Ed & Reading The Placement of Alumni (via district and CSDE records)

HOW MANY ALUMNI ARE EMPLOYED BY CONNECTICUT PUBLIC SCHOOLS? ANSWER: 3,090 165/166 DISTRICTS

Distribution of Our Alumni Across Connecticut School Districts

Alumni Teachers Employed by Connecticut School Districts (map does not include related services and administrators)

Alumni Elementary Teachers Employed in by Connecticut School Districts Green= alumni

Alumni Secondary Teachers Employed by Connecticut School Districts Orange= alumni

Alumni Special Education Teachers Employed by Connecticut School Districts Pink = alumni

Where are our alumni employed as related service personnel

Alumni Employed as School Psychologists in by Connecticut School Districts Red = alumni

Alumni Employed as School Counselors in 2009-2010 by Connecticut School Districts Yellow = alumni

Top Employers of Alumni as Related Service Personnel Employern West Hartford School District62 South Windsor School District45 Trumbull School District21 Newtown School District20 Madison School District12 Monroe School District12 New Fairfield School District7 Capitol Region Education Council6

Top Employers of Alumni as School Psychologists Employer East Hartford School District West Hartford School District Glastonbury School District Enfield School District Windham School District

Top Employers of Alumni as School Counselors Employer Manchester School District New London School District

Where are our alumni employed as administrators?

Alumni Employed as Elementary Administrators by Connecticut School Districts Areas shaded represent alumni Principals Asst. Principals

Alumni Employed as Middle School Administrators by Connecticut School Districts Areas shaded represent alumni. Asst. Principals Principals

Alumni Employed as High School Administrators by Connecticut School Districts Principals Asst. Principals Areas shaded represent alumni.

Alumni Employed as Central Office Personnel by Connecticut School Districts Pink = alumni

WHO EMPLOYED THE MOST OF OUR ALUMNI?

T OP E MPLOYERS OF A LUMNI DRGEmployerTotal IHartford School District149 HEast Hartford School District99 BGlastonbury School District89 FManchester School District83 BWest Hartford School District82 INew Britain School District61 FVernon School District59 BSouth Windsor School District57 IWindham School District57 DTolland School District53 IWaterbury School District52 DWindsor School District49 OtherConnecticut Technical High School System49 HBristol School District45 OtherCapitol Region Education Council45 FEnfield School District39 INew Haven School District39 ASimsbury School District37 HStamford School District37 BFarmington School District36 CMansfield School District35 DNewington School District33 CEllington School District32 BGreenwich School District32 HMeriden School District32 FGroton School District31

Top Employers of Alumni Secondary English/LA Teachers Employern Glastonbury School District13 Vernon School District11 East Hartford School District10 Windham School District10 Connecticut Technical High School System10

T OP E MPLOYERS OF A LUMNI S PECIAL E DUCATION T EACHERS Employer n Manchester School District12 Glastonbury School District12 East Hartford School District12 West Hartford School District9

Michael Faggella-Luby Neag School of Education Associate Professor, Special Education The Evidence-based Survey Studies

Evidence-based Examination of Classrooms: Do Pre- or In-service Teachers and Your Field Make a Difference?

PURPOSE & RESEARCH QUESTION Purpose: to examine whether variations in response to an evidence-based instrument can be attributed to: group membership (pre- on in-service teacher), field (elementary, secondary, special; education), and/or the interaction between group membership and field. Research Question: Is there a significant interaction between group (pre- and in- service teachers) and field (elementary, secondary, special education) with respect to the overall score and factor scores on an instrument designed to measure confidence of evidence- based practice use?

SRBI/RTI FRAMEWORK Tier 1: Comprehensive & Coordinated Instruction for All Students Tier 2: Supplemental Instruction for Students at Some Risk Tier 3: Specialized, Individualized Intervention for Students at High Risk 80% of Students 15% 5%

5 DOMAINS OF SPECIAL EDUCATION TEACHER PREPARATION 1.Planning and Preparation 2.Evidence-based Classroom and Behavior Management 3.Evidence/standards-based Instruction 4.Evaluation 5.Professional Behaviors and Responsibilities

THE DOMAINS DomainPerformance Indicator Domain 1: Planning and preparation Student teachers will 1A. physically prepare space and materials needed to deliver instruction 1B. design lesson plans to provide all learners access to the general curriculum 1C. modify lesson plans to address needs of students with disabilities Domain 2: Evidence-based Classroom and Behavior Management Student teachers will 2A. maintain a structured learning environment 2B. use a small number of positively stated expectations 2C. reinforce appropriate behavior 2D. respond to inappropriate behavior 2E implement individualized behavior strategies for students with disabilities

THE DOMAINS (CONTINUED) DomainPerformance Indicator Domain 3: Evidence-based Instruction Student teachers will 3A. introduce lesson content 3B. maximize student engagement 3C. provide performance-based feedback 3D. review lesson content at the end of instruction 3E. teach lesson content relevant to student population Domain 4: Evaluation Student teachers will 4A. assess student ability and/or knowledge prior to instruction 4B. assess student outcomes related to IEP during instruction 4C. assess student response to instruction Domain 5: Professional Standards and Responsibilities Student teachers will 5A. uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession 5B. engage in professional activities related to continuous learning and advocacy 5C. respectfully with all stakeholders

METHOD Subjects: n=484 282 Pre-service IBM & 202 In-service TCPCG Procedures: Online survey NSOE Current and Alumni students invited participation Measure: The Student Teaching Evaluation and/or Self-Assessment Survey (STE-SAS) 21-item instrument Six-point Likert rating scale on STE-SAS, with 1 indicating Not At All Confident to 6 indicating Very Confident Intended to provide common language for professional conversations with the university faculty about evidence-based teaching, learning, and assessment Examination of the technical properties of the STE-SAS including reliability and evidence-based four-factor structure

Pre-Service In-ServiceTotal N%N%N% Elementary79 28.08944.116834.7 Secondary160 56.78843.624851.2 Sp Ed43 15.22512.46814.0 Total282 100202100484100 Descriptive Statistics Overall, Pre- and In-service Groups, and by Field

Factor 1 : Planning and Assessment ( =.886) 1 Physically prepare space and materials needed to deliver instruction 2 Design lesson plans to provide all learners access to the general curriculum 9 Introduce lesson content 10 Maximize student engagement 11 Provide performance-based feedback 12 Review lesson content at the end of instruction 13 Teach lesson content relevant to student population 14 Assess student ability and/or knowledge prior to instruction 16 Assess student response to instruction STE-SAS FOUR FACTORS

Factor 2 : Professional Standards & Responsibilities ( =.879) 17 Uphold high standards of competence in the practice of the profession 18 Uphold high standards of integrity in the practice of the profession 19 Use evidence to guide exercise/exercising sound judgment in the practice of the profession 20 Engage in professional activities related to continuous learning and advocacy 21 Collaborate respectfully with all stakeholders Factor 3 : Instructional Delivery ( = 0.845) 3 Modify lesson plans to address needs of students with disabilities 8 Implement individualized behavior strategies for students with disabilities 15 Assess student outcomes related to IEP during instruction

Factor 4: Behavior Management ( = 0.769) 4 Maintain a structured learning environment 5 Use a small number of positively stated expectations 6 Reinforce appropriate behavior 7 Respond to inappropriate behavior

RESULTS Mean total STE-SAS was 5.39 (SD = 0.56) indicating overall confidence Respondents highest in: professional standard and responsibilities (M = 5.65, SD = 0.56), followed by maintaining classroom control (M = 5.47, SD = 0.62), general teaching/assessment tasks (M = 5.42, SD = 0.59), and Least confident in individualizing their teaching (large SD) instructional flexibility/individualization (M = 4.90, SD = 0.96).

Ele SecSpedTotal MSDM M M General teaching/assessment tasks 5.40 0.535.380.635.620.525.420.59 Professional standards and responsibilities 5.62 0.525.630.625.780.385.650.56 Instructional flexibility/individualization 4.79 0.884.731.005.770.414.900.96 Maintaining classroom control 5.58 0.475.310.715.740.385.470.62 STE-SAS Descriptive Statistics by Field

RESULTS ANOVA to test significant interaction between group and field significant main effect for field [F (2, 450) = 13.791, p =.000] neither significant effect for type of service, nor interaction effect between field and type. Scheffees analysis yielded special education exhibited significantly higher global scores than other respondent groups Secondary Analysis also demonstrated: Special education rated general teaching/assessment tasks and instructional flexibility/individualization higher than both elementary and secondary respondents Secondary education reported significantly less confidence than either elementary or special education respondents

SourceSSdfMSFSig. Corrected Model9.694a51.9396.445.000 Intercept9797.3521 32569.417.000 Type.0631.211.646 Field8.29724.14813.791.000 Type * Field.9582.4791.593.204 Error135.367450.301 Total13400.785456 Corrected Total145.061455 ANOVA Results for STE-SAS Total Score for Group Membership (Pre- vs. In-Service) and Field (Elem, Secondary, Special Education)

SIGNIFICANCE AND FUTURE RESEARCH 1.Respondents in special education feel significantly more confident than respondents in both elementary and secondary education, irrespective of type of service, in their knowledge of and confidence for these factors Could this be the result of the redesign of the Special Education Program? Perhaps special education teachers practice in each of the four factors relates to higher levels of confidence? 2.Given the significant main effect for type and the positive correlation results, it could be implied that there may exist more complicated relationship in specific areas such as instructional flexibility/individualization or general teaching/assessment tasks. More research is necessary 3.Findings are significant as teacher education programs reevaluate curricula toward evidence- based models of service delivery such as RtI. How does the teacher education program use this data to drive course revision? How might qualitative examination of students in individual programs yield deeper understanding? How are practitioners implementing evidence-based practices in relationship to confidence? 4.The findings raise important questions about the changing role of the special educator in K-12 schools, signaling a potential change in how schools leverage interventionists to support multiple tiers of school-wide support.

Dr. Rachael Gabriel Neag School of Education Assistant Professor, Reading/Language Arts The Pupil Performance Studies

OUR TEACHER EDUCATION PROGRAM Integrated Bachelors/Masters (IB/M) Program Entering students in the Junior year Exiting with a Masters Special feature - Students participate in 1,200 hours in Clinics, Student Teaching, and Internship Teacher Certification Program for College Graduates (TCPCG) Program Masters level students Training for Secondary Education Special feature - Shortages areas (Mathematics, Science, Special Education) is a focus

A Great Education Begins with Great Teachers Teachers for a New Era (TNE) - An initiative designed to improve teacher quality by reforming outstanding teacher preparation programs

D ESIGN P RINCIPLES 1.Emphasize to preservice teachers the importance of demonstrating student achievement through evidence. 2.Fully integrate faculty from the liberal arts and sciences, enriching future teachers' general and subject matter knowledge. 3. Support will be extended to beginning teachers from their individual colleges and universities.

Examining K-12 performance to inform teacher preparation These studies examine achievement patterns of 3rd-8 th grade pupils of graduates of our Teaching Education Program in Reading and in Mathematics

L ITERATURE R EVIEW There are significant interests in examining growth achievement models (e.g., Barone, 2009) High-quality teacher education programs take on an important role (Bransford, Darling-Hammond & LePage, 2005; Darling-Hammond, 2006) Lack of empirical evidence connecting teacher education programs with student outcomes (Crowe, 2010; Grossman, 2008)

P URPOSE OF T HESE S TUDIES Examine the impact of teacher education programs on pupil performance in content areas (i.e., reading, mathematics) Compare a program of interest (that is UConn Neag School of Education) with other programs to investigate the impact of unique characteristics

S AMPLING 5 public school districts in Connecticut Approximately 12,00 students from grades 3 through 8 I NSTRUMENTATION The fourth generation of Connecticut Mastery Test (CMT-4) Grades 3 through 8 in the spring at each year

D ATA A NALYZED Total (Raw) Score Domain Scores Strand Scores Proficiency Level Scores Vertical Scale Scores

Research QuestionsScoresTypeOther Is overall achievement for teachers prepared by UI alumni any different from pupils of alumni from other institutions? Overall raw score Descriptive, t-test 1 year Is performance in the domains different for pupils taught by teachers from the UI any different than the performance of pupils taught by alumni from other institutions? (Math only, not Reading) Domain scores Descriptive, t-test 1 year Is performance on the strands any different for pupils taught by teachers from the UR any different than the performance of pupils taught by alumni from other institutions? StrandsDescriptive, t-test 1 year Is the pattern in pupil proficiency status for those educated by UI alumni any different from pupils of alumni from other institutions? Prof level Proportion analysis 1 year Is overall achievement for those taught by UI alumni different after controlling for initial differences in earlier achievement? Vertical scale ANCOVA2 years

Overall Score in Mathematics UConn Alumni Pupil Performance Overall Mean was 106 (SD = 22.8) Those not taught from UConn Overall Mean was 95.3 (SD = 26.8)

D OMAIN 1 N UMERICAL / P ROPORTIONAL Similar results attained across each domain in mathematics We also looked at strands within domain UCONN (UI-University of Interest) 53.3 Non-UCONN (Non-UI) 46.4

Domain 1 - Strand Score Results

P ROPORTIONAL A NALYSIS S HOWING P ROFICIENCY L EVEL IN M ATHEMATICS Non-UIUI Level% Below Basic 9.1 4.2 Basic10.7 4.4 Proficient20.415.4 Goal32.636.2 Advanced27.239.8

Groups n Unadjusted 2007-2008 Unadjusted 2008-2009 Adjusted 2008-2009 Non-UI 9072 513.0 541.3542.6 UI 816 534.2 564.2549.1 Fp Between-Subjects Effects Intercept 3914.30.001*** MAVS2007-2008 32283.60.001*** Teacher Group 36.6 0.001*** M ATHEMATICS P UPIL P ERFORMANCE AS M EASURED BY V ERTICAL S CALE S CORES

UINon-UIOverall NMSDNM NM Overall Score 96432.45.11064429.86.71160830.06.7 Strand 1 8398.71.874537.92.482928.02.4 Strand 2 8398.21.774537.32.182927.42.0 Strand 3 8396.21.474535.41.882925.51.8 Strand 48399.42.074538.02.482928.22.4 Overall and Strands Scores in Reading Strand 1: Forming a General Understanding, 2: Developing Interpretation, 3: Making Reader/Text Connections, 4: Examining the Content and Structure

An example of CMT-4 reading strands for UI and non-UI groups

LevelUINon-UIOverall n%n%n% Below basic444.6150814.2155213.4 Basic373.87907.48277.1 Proficient858.8119911.3128411.1 Goal44746.4468144.0512844.2 Advanced35136.4245123.1280224.2 Total9648.31062991.711593100 Proportional Analysis Showing Performance Level in Reading

GroupsN Unadjusted 2007-2008 Unadjusted 2008-2009 Adjusted 2008-2009 Overall11832 473.9497.0 496.6 Non-UI10863 471.9495.2 501.0 UI969 497.1517.1498.8 Reading Pupil Performance as Measured by Vertical Scale Scores

SourceSSdfMSFSig. Corrected Model 21593277210796638.709130.48.001 Intercept 500171415001714.214229.84.001 Covariate (2007-08 Rd) 21166675121166675.9917900.19.001 UI vs. Non-UI 16484116484.6013.94.001 Error 13987591118291182.48 Total 295813867511832 Corrected Total 3558086811831 ANCOVA Results: Reading Pupil Performance on the Adjusted Vertical Scale Scores Based on Initial Differences R Squared =.607 (Adjusted R Squared =.607)

Dr. Marijke Kehrhahn Neag School of Education Associate Dean Where This Leads Us Generating Ideas from You

Where we have been Alumni Survey Employer Survey District/CSDE Examination Evidence-based Studies Pupil Performance Studies Where we think we have more to do Help us determine what we should further explore

As Education Secretary Duncan discussed the goal from Obama administrations Race to the Top legislation at an annual meeting of the American Association of College of Teacher Education in February of 2010 in Atlanta, To put it in the simplest terms, we believe teacher-preparation programs should be focused on results. We continue to strive to build an evidence-based teacher preparation model for our own teacher preparation program directly linked to pupil academic performance.

A SSESSMENT OF T EACHER E DUCATION P ROGRAMS IN H IGHER E DUCATION : A LUMNI /E MPLOYER S URVEY R...

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