Tag: Education

[Solved] Summative Self Reflection

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Personal professional development is an important component in becoming a leader people want to work for. An effective approach to professional development is to self-reflect on experiences of success or failure to learn what worked or did not work in your communication, negotiation, and collaborati…

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Assignment Prompt & Instructions

Personal professional development is an important component in becoming a leader people want to work for. An effective approach to professional development is to self-reflect on experiences of success or failure to learn what worked or did not work in your communication, negotiation, and collaboration with internal and external colleagues. A key piece of this is feedback from others. Their honest, constructive feedback can allow you to see your strengths and weaknesses. Fostering these types of professional relationships can be beneficial to both you and others.

#### **Assessment Prep**

**Imagine** you have been tasked with providing training to the management team on effective feedback and positive relationships at your organization’s quarterly meeting.

#### **Assessment Deliverable**

**Create** an 8- to 12-slide ( **Title and reference slides are not included**) Microsoft PowerPoint presentation in which you:

– Explain the importance of feedback for professional development.
– Describe how constructive feedback affects professional relationships.
– Describe how to provide constructive feedback to a colleague.
– Describe how to accept and implement constructive feedback you receive from a colleague.
– Explain how self-reflection is important to personal professional development.
– Analyze the connection between personal professional development and relationships with others.

**Include** detailed speaker notes as if you were presenting in person **.**

**Cite** and **reference** reputable sources to support your assessment. Examples could include trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality.

**Format** your citations and references according to **APA** guidelines.

**Submit** your assessment in a **Microsoft PowerPoint** presentation.

#### **Assessment Support**

– Review the [grading rubric](https://multimedia.phoenix.edu/cms/202448275) for guidance on deliverable expectations.
– Review the following resources for writing guidelines and APA information:
– [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
– [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
– [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

November 6, 2026
[Solved] eclipse

✓ Verified Academic Solution Available

Executive Solution Overview

**files (4)** – ## PBDARatingSheet.pdf – ## CAPSInternKeysRatingSheet.pdf – ## fromTotalEclipseLessonPlan.docx – VSULessonPlanTemplateGC1.docx **## PBDARatingSheet.pdf** 31 Valdosta State University Dewar College of Education& Human Services Professional Behaviors and Dispositions Assessment (PBDA) …

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

**files (4)**

– ## PBDARatingSheet.pdf

– ## CAPSInternKeysRatingSheet.pdf

– ## fromTotalEclipseLessonPlan.docx

– VSULessonPlanTemplateGC1.docx

**## PBDARatingSheet.pdf**

31

Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet

Teacher Candidate: ___________________________________ School: __________________________

Grade/Subject: ______________________ Date: ____________ Department: _____________________

Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other

Observer’s Name____________________________ Teacher Candidate Mentor Supervisor

1. Collaboration: The teacher or teacher candidate collaborates with others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

32

4. Communication: The teacher or teacher candidate communicates effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

33

8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.

Rating:
____ Exceeds
Expectations

____ Meets
Expectations

____ Developing
____ Does Not Meet
Expectations

____ Not
Observed

Evidence That Supports Assessor Rating:

10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

34

12. Time Management: The teacher or teacher candidate uses time effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli

**## CAPSInternKeysRatingSheet.pdf**

18

Teacher Candidate Name: ________________________________ School: ______________________

Grade/Subject: ___________________ Date: ____________ Department: ______________________

Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative

Mid-Formative Final Formative Summative Walk-through

Observer’s Name_________________________ Teacher Candidate Mentor Supervisor

Instructions

Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.

***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.

Assessment Types

Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.

Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.

Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.

Revised August 2018

Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)

Rating Sheet

19

Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

20

Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

21

Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Overall Comments:

_________________________________                              _________________________________
Observer’s Signature/Date Candidate’s Signature/Date

This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.

**## fromTotalEclipseLessonPlan.docx**

**Lesson Plan**

**_Text: “from Total Eclipse” by Annie Dillard_**

**Lesson Title:**

**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**

**Duration:**

50–60 minutes

**Standards (Aligned to 10th Grade ELA):**

·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.

·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.

·
**ELAGSE10RL1:** Cite textual evidence to support analysis.

**Learning Objectives (StudentFriendly):**

By the end of this lesson, students will be able to:

1. Identify figurative language in the passage.

2. Explain how Dillard’s language creates tone.

3. Describe the author’s perspective using evidence.

4. Complete a scaffolded graphic organizer with support.

**Materials:**

· Excerpt from
_“Total Eclipse”_

· IRR Scaffolded Graphic Organizer

· Highlighters

· Sentence starters and word banks

· Projector or Smartboard

**Accommodations & Supports (IRRFocused):**

· Chunked text (short paragraphs at a time)

· Readaloud support

· Visual colorcoding

· Guided questions

· Sentence frames

· Extended time

· Smallgroup or oneonone prompting

· Frequent comprehension checks

· Reduced answer expectations (3–4 sentences instead of full paragraphs)

**Lesson Procedure**

**1. WarmUp (5 minutes)**

**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_

Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.

**2. MiniLesson: Figurative Language & Tone (10 minutes)**

Teacher models with a short, safe example:

**Example sentence:** _“The sky cracked open like a broken mirror.”_

Teacher ThinkAloud:

· “This is a
**simile** because it uses
_like_.”

· “The tone feels dramatic or intense.”

· “This shows the narrator sees the sky as frightening or powerful.”

Students identify figurative language in 2 more teachercreated sample sentences.

**3. Read the Passage (10 minutes)**

· Teacher reads aloud the excerpt.

· Students follow along with chunked text.

· Pause after each paragraph for quick comprehension checks.

**4. Guided Practice Using the Graphic Organizer (15 minutes)**

Model filling in the organizer using a short phrase from the text (1–2 lines allowed).

**Example (teacher model):**

· Highlight figurative language in yellow.

· Identify tone using the tone word bank.

· Use sentence starter to model a complete response.

Students work on Rows 2 and 3 with teacher support.

**5. Independent/Supported Practice (10 minutes)**

Students complete remaining sections of the organizer using:

· Word banks

· Sentence starters

· Colorcoding Teacher circulates, prompting with guiding questions.

**6. Exit Ticket (5 minutes)**

**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_

Students write 2–3 sentences.

**“from Total Eclipse” – Paragraph Breakdown**

_(Note: These are simplified summaries, not the original text.)_

**Paragraph 1 – Setting the Scene**

Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.

**Breakdown:**

· She is preparing for something unusual.

· She wants the reader to know this is not a regular day.

· Her tone feels serious and thoughtful.

**Paragraph 2 – The Drive and the Atmosphere**

She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.

**Breakdown:**

· The environment feels weird or different.

· She uses imagery to show how the world looks before the eclipse.

· Her perspective: she feels uneasy but curious.

**Paragraph 3 – The Beginning of the Eclipse**

Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.

**Breakdown:**

· The sun starts to disappear.

· The world looks strange and unnatural.

· She uses figurative language to show how shocking it feels.

**Paragraph 4 – The Moment of Total Darkness**

This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.

**Breakdown:**

· Everything suddenly becomes dark.

· She feels amazed and scared at the same time.

· Her tone becomes dramatic and emotional.

**Paragraph 5 – Her Emotional Reaction**

Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.

**Breakdown:**

· She is surprised by how strong her feelings are.

· She realizes the eclipse is more intense than she imagined.

· Her perspective: the event feels lifechanging.

**Paragraph 6 – After the Eclipse**

The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.

**Breakdown:**

· The world goes back to normal.

· She still feels different because of what she saw.

· She reflects on how rare and powerful the moment was.

**Paragraph 7 – Final Reflection**

She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.

**Breakdown:**

· She thinks deeply about what the eclipse meant.

· She realizes nature is powerful and mysterious.

· Her tone becomes reflective and philosophical.

**VSULessonPlanTemplateGC1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)

**VSULessonPlanTemplateGC1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)

**## PBDARatingSheet.pdf**

31

Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet

Teacher Candidate: ___________________________________ School: __________________________

Grade/Subject: ______________________ Date: ____________ Department: _____________________

Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other

Observer’s Name____________________________ Teacher Candidate Mentor Supervisor

1. Collaboration: The teacher or teacher candidate collaborates with others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

32

4. Communication: The teacher or teacher candidate communicates effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

33

8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.

Rating:
____ Exceeds
Expectations

____ Meets
Expectations

____ Developing
____ Does Not Meet
Expectations

____ Not
Observed

Evidence That Supports Assessor Rating:

10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

34

12. Time Management: The teacher or teacher candidate uses time effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli

**## CAPSInternKeysRatingSheet.pdf**

18

Teacher Candidate Name: ________________________________ School: ______________________

Grade/Subject: ___________________ Date: ____________ Department: ______________________

Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative

Mid-Formative Final Formative Summative Walk-through

Observer’s Name_________________________ Teacher Candidate Mentor Supervisor

Instructions

Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.

***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.

Assessment Types

Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.

Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.

Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.

Revised August 2018

Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)

Rating Sheet

19

Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

20

Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

21

Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Overall Comments:

_________________________________                              _________________________________
Observer’s Signature/Date Candidate’s Signature/Date

This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.

**## fromTotalEclipseLessonPlan.docx**

**Lesson Plan**

**_Text: “from Total Eclipse” by Annie Dillard_**

**Lesson Title:**

**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**

**Duration:**

50–60 minutes

**Standards (Aligned to 10th Grade ELA):**

·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.

·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.

·
**ELAGSE10RL1:** Cite textual evidence to support analysis.

**Learning Objectives (StudentFriendly):**

By the end of this lesson, students will be able to:

1. Identify figurative language in the passage.

2. Explain how Dillard’s language creates tone.

3. Describe the author’s perspective using evidence.

4. Complete a scaffolded graphic organizer with support.

**Materials:**

· Excerpt from
_“Total Eclipse”_

· IRR Scaffolded Graphic Organizer

· Highlighters

· Sentence starters and word banks

· Projector or Smartboard

**Accommodations & Supports (IRRFocused):**

· Chunked text (short paragraphs at a time)

· Readaloud support

· Visual colorcoding

· Guided questions

· Sentence frames

· Extended time

· Smallgroup or oneonone prompting

· Frequent comprehension checks

· Reduced answer expectations (3–4 sentences instead of full paragraphs)

**Lesson Procedure**

**1. WarmUp (5 minutes)**

**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_

Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.

**2. MiniLesson: Figurative Language & Tone (10 minutes)**

Teacher models with a short, safe example:

**Example sentence:** _“The sky cracked open like a broken mirror.”_

Teacher ThinkAloud:

· “This is a
**simile** because it uses
_like_.”

· “The tone feels dramatic or intense.”

· “This shows the narrator sees the sky as frightening or powerful.”

Students identify figurative language in 2 more teachercreated sample sentences.

**3. Read the Passage (10 minutes)**

· Teacher reads aloud the excerpt.

· Students follow along with chunked text.

· Pause after each paragraph for quick comprehension checks.

**4. Guided Practice Using the Graphic Organizer (15 minutes)**

Model filling in the organizer using a short phrase from the text (1–2 lines allowed).

**Example (teacher model):**

· Highlight figurative language in yellow.

· Identify tone using the tone word bank.

· Use sentence starter to model a complete response.

Students work on Rows 2 and 3 with teacher support.

**5. Independent/Supported Practice (10 minutes)**

Students complete remaining sections of the organizer using:

· Word banks

· Sentence starters

· Colorcoding Teacher circulates, prompting with guiding questions.

**6. Exit Ticket (5 minutes)**

**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_

Students write 2–3 sentences.

**“from Total Eclipse” – Paragraph Breakdown**

_(Note: These are simplified summaries, not the original text.)_

**Paragraph 1 – Setting the Scene**

Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.

**Breakdown:**

· She is preparing for something unusual.

· She wants the reader to know this is not a regular day.

· Her tone feels serious and thoughtful.

**Paragraph 2 – The Drive and the Atmosphere**

She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.

**Breakdown:**

· The environment feels weird or different.

· She uses imagery to show how the world looks before the eclipse.

· Her perspective: she feels uneasy but curious.

**Paragraph 3 – The Beginning of the Eclipse**

Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.

**Breakdown:**

· The sun starts to disappear.

· The world looks strange and unnatural.

· She uses figurative language to show how shocking it feels.

**Paragraph 4 – The Moment of Total Darkness**

This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.

**Breakdown:**

· Everything suddenly becomes dark.

· She feels amazed and scared at the same time.

· Her tone becomes dramatic and emotional.

**Paragraph 5 – Her Emotional Reaction**

Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.

**Breakdown:**

· She is surprised by how strong her feelings are.

· She realizes the eclipse is more intense than she imagined.

· Her perspective: the event feels lifechanging.

**Paragraph 6 – After the Eclipse**

The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.

**Breakdown:**

· The world goes back to normal.

· She still feels different because of what she saw.

· She reflects on how rare and powerful the moment was.

**Paragraph 7 – Final Reflection**

She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.

**Breakdown:**

· She thinks deeply about what the eclipse meant.

· She realizes nature is powerful and mysterious.

· Her tone becomes reflective and philosophical.

**VSULessonPlanTemplateGC1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)

**## PBDARatingSheet.pdf**

31

Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet

Teacher Candidate: ___________________________________ School: __________________________

Grade/Subject: ______________________ Date: ____________ Department: _____________________

Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other

Observer’s Name____________________________ Teacher Candidate Mentor Supervisor

1. Collaboration: The teacher or teacher candidate collaborates with others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

32

4. Communication: The teacher or teacher candidate communicates effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

33

8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.

Rating:
____ Exceeds
Expectations

____ Meets
Expectations

____ Developing
____ Does Not Meet
Expectations

____ Not
Observed

Evidence That Supports Assessor Rating:

10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

34

12. Time Management: The teacher or teacher candidate uses time effectively.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.

Rating:
____ Exceeds
Expectations (3)

____ Meets
Expectations (2)

____ Developing (1)
____ Does Not Meet
Expectations (0)

____ Not
Observed

Evidence That Supports Assessor Rating:

Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli

**## CAPSInternKeysRatingSheet.pdf**

18

Teacher Candidate Name: ________________________________ School: ______________________

Grade/Subject: ___________________ Date: ____________ Department: ______________________

Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative

Mid-Formative Final Formative Summative Walk-through

Observer’s Name_________________________ Teacher Candidate Mentor Supervisor

Instructions

Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.

***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.

Assessment Types

Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.

Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.

Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.

Revised August 2018

Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)

Rating Sheet

19

Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

20

Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

21

Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.

Rating: _____Level IV _____Level III _____Level II _____Level I

Specific Comments:

Overall Comments:

_________________________________                              _________________________________
Observer’s Signature/Date Candidate’s Signature/Date

This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.

**## fromTotalEclipseLessonPlan.docx**

**Lesson Plan**

**_Text: “from Total Eclipse” by Annie Dillard_**

**Lesson Title:**

**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**

**Duration:**

50–60 minutes

**Standards (Aligned to 10th Grade ELA):**

·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.

·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.

·
**ELAGSE10RL1:** Cite textual evidence to support analysis.

**Learning Objectives (StudentFriendly):**

By the end of this lesson, students will be able to:

1. Identify figurative language in the passage.

2. Explain how Dillard’s language creates tone.

3. Describe the author’s perspective using evidence.

4. Complete a scaffolded graphic organizer with support.

**Materials:**

· Excerpt from
_“Total Eclipse”_

· IRR Scaffolded Graphic Organizer

· Highlighters

· Sentence starters and word banks

· Projector or Smartboard

**Accommodations & Supports (IRRFocused):**

· Chunked text (short paragraphs at a time)

· Readaloud support

· Visual colorcoding

· Guided questions

· Sentence frames

· Extended time

· Smallgroup or oneonone prompting

· Frequent comprehension checks

· Reduced answer expectations (3–4 sentences instead of full paragraphs)

**Lesson Procedure**

**1. WarmUp (5 minutes)**

**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_

Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.

**2. MiniLesson: Figurative Language & Tone (10 minutes)**

Teacher models with a short, safe example:

**Example sentence:** _“The sky cracked open like a broken mirror.”_

Teacher ThinkAloud:

· “This is a
**simile** because it uses
_like_.”

· “The tone feels dramatic or intense.”

· “This shows the narrator sees the sky as frightening or powerful.”

Students identify figurative language in 2 more teachercreated sample sentences.

**3. Read the Passage (10 minutes)**

· Teacher reads aloud the excerpt.

· Students follow along with chunked text.

· Pause after each paragraph for quick comprehension checks.

**4. Guided Practice Using the Graphic Organizer (15 minutes)**

Model filling in the organizer using a short phrase from the text (1–2 lines allowed).

**Example (teacher model):**

· Highlight figurative language in yellow.

· Identify tone using the tone word bank.

· Use sentence starter to model a complete response.

Students work on Rows 2 and 3 with teacher support.

**5. Independent/Supported Practice (10 minutes)**

Students complete remaining sections of the organizer using:

· Word banks

· Sentence starters

· Colorcoding Teacher circulates, prompting with guiding questions.

**6. Exit Ticket (5 minutes)**

**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_

Students write 2–3 sentences.

**“from Total Eclipse” – Paragraph Breakdown**

_(Note: These are simplified summaries, not the original text.)_

**Paragraph 1 – Setting the Scene**

Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.

**Breakdown:**

· She is preparing for something unusual.

· She wants the reader to know this is not a regular day.

· Her tone feels serious and thoughtful.

**Paragraph 2 – The Drive and the Atmosphere**

She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.

**Breakdown:**

· The environment feels weird or different.

· She uses imagery to show how the world looks before the eclipse.

· Her perspective: she feels uneasy but curious.

**Paragraph 3 – The Beginning of the Eclipse**

Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.

**Breakdown:**

· The sun starts to disappear.

· The world looks strange and unnatural.

· She uses figurative language to show how shocking it feels.

**Paragraph 4 – The Moment of Total Darkness**

This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.

**Breakdown:**

· Everything suddenly becomes dark.

· She feels amazed and scared at the same time.

· Her tone becomes dramatic and emotional.

**Paragraph 5 – Her Emotional Reaction**

Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.

**Breakdown:**

· She is surprised by how strong her feelings are.

· She realizes the eclipse is more intense than she imagined.

· Her perspective: the event feels lifechanging.

**Paragraph 6 – After the Eclipse**

The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.

**Breakdown:**

· The world goes back to normal.

· She still feels different because of what she saw.

· She reflects on how rare and powerful the moment was.

**Paragraph 7 – Final Reflection**

She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.

**Breakdown:**

· She thinks deeply about what the eclipse meant.

· She realizes nature is powerful and mysterious.

· Her tone becomes reflective and philosophical.

**VSULessonPlanTemplateGC1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)

November 6, 2026
[Solved] Education assignment 2 AM

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## Assignment2.docx **## Assignment2.docx** Assignment 2 Create an annotated bibliography that includes a minimum of four primary research articles related to your approved focus/topic. These articles are research based, and need to contain instructional strategies (also called inter…

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**files (1)**

– ## Assignment2.docx

**## Assignment2.docx**

Assignment 2

Create an annotated bibliography that includes a minimum of four primary research articles related to your approved focus/topic. These articles are research based, and need to contain instructional strategies (also called interventions).

Remember to proofread your paper and review the grading rubric before you submit your assignment.

After submission, review the Turnitin Report. See the syllabus for the rubric and assignment guidelines.

(Click on the link below for the notecard template.)

[Notecard Template for Assignment 2.doc](https://nsu.instructure.com/courses/2554546/files/153963054?wrap=1) [Download Notecard Template for Assignment 2.doc](https://nsu.instructure.com/courses/2554546/files/153963054/download?download_frd=1)

**## Assignment2.docx**

Assignment 2

Create an annotated bibliography that includes a minimum of four primary research articles related to your approved focus/topic. These articles are research based, and need to contain instructional strategies (also called interventions).

Remember to proofread your paper and review the grading rubric before you submit your assignment.

After submission, review the Turnitin Report. See the syllabus for the rubric and assignment guidelines.

(Click on the link below for the notecard template.)

[Notecard Template for Assignment 2.doc](https://nsu.instructure.com/courses/2554546/files/153963054?wrap=1) [Download Notecard Template for Assignment 2.doc](https://nsu.instructure.com/courses/2554546/files/153963054/download?download_frd=1)

November 6, 2026
[Solved] assitant needed sl kiki

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Executive Solution Overview

please see attachment **files (1)** – ## casestudy22.docx **## casestudy22.docx** Please read the following study located at or open the PDF file: http://www.weber.edu/wsuimages/psychology/FacultySites/Horvat/OnBeingSaneInInsanePlaces.PDF Note Guide for Class: What are your thoughts re: Rosenhan's s…

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please see attachment

**files (1)**

– ## casestudy22.docx

**## casestudy22.docx**

Please read the following study located at or open the PDF file:

http://www.weber.edu/wsuimages/psychology/FacultySites/Horvat/OnBeingSaneInInsanePlaces.PDF

Note Guide for Class: What are your thoughts re: Rosenhan's study? Does Rosenhan's study support the idea that some behaviors are considered deviant only because they are labeled as such? Why or why not? How does Rosenhan's study relate to the the Thomas Theorem (from the theory chapter in your text)? How does Rosenhan's study provide an example of labeling theory from our chapter on deviant behavior?

| | |
| — | — |
| | ![On_Being_Sane_In_Insane_Places-1.pdf](https://www.sweetstudy.com/questions/assitant-needed-sl-kiki)[On_Being_Sane_In_Insane_Places-1.pdf](https://courses.campbellsville.edu/pluginfile.php/6912003/mod_assign/introattachment/0/On_Being_Sane_In_Insane_Places-1.pdf?forcedownload=1) |

## image1.png

**## casestudy22.docx**

Please read the following study located at or open the PDF file:

http://www.weber.edu/wsuimages/psychology/FacultySites/Horvat/OnBeingSaneInInsanePlaces.PDF

Note Guide for Class: What are your thoughts re: Rosenhan's study? Does Rosenhan's study support the idea that some behaviors are considered deviant only because they are labeled as such? Why or why not? How does Rosenhan's study relate to the the Thomas Theorem (from the theory chapter in your text)? How does Rosenhan's study provide an example of labeling theory from our chapter on deviant behavior?

| | |
| — | — |
| | ![On_Being_Sane_In_Insane_Places-1.pdf](https://www.sweetstudy.com/questions/assitant-needed-sl-kiki)[On_Being_Sane_In_Insane_Places-1.pdf](https://courses.campbellsville.edu/pluginfile.php/6912003/mod_assign/introattachment/0/On_Being_Sane_In_Insane_Places-1.pdf?forcedownload=1) |

## image1.png

November 6, 2026
[Solved] assitant needed S Kenniqua

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment **files (2)** – ## needssomeworkdone.docx – ## TopicSelection.docx **## needssomeworkdone.docx** For this assignment, you need a clear, debatable claim that asks a specific audience to take action – not a general discussion of a concept. Please revise your topic so that it answ…

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Please see attachment

**files (2)**

– ## needssomeworkdone.docx

– ## TopicSelection.docx

**## needssomeworkdone.docx**

For this assignment, you need a clear, debatable claim that asks a specific audience to take action – not a general discussion of a concept.

Please revise your topic so that it answers: Who should do what differently, and why?

Your revised topic should be a concise statement, not a full essay or research summary. For example, you might focus on policies, behaviors, or institutional practices related to scheduling flexibility.

Please resubmit a revised topic statement in your own words.

**## TopicSelection.docx**

2

Adopt Flexible Study Schedule for College Students

Flexible study schedules for college students are linked to positive outcomes in academic performance, support diverse learning needs of learners and reduce stress. Often, students prefer study schedules that align with their learning preferences, energy levels and personal responsibilities, which demands flexibility. Flexibility in study schedules is cognizant of the different student’s external commitments and cognitive rhythms, such as, family responsibility or part-time jobs that could influence effective learning within rigid academic structures (Broadbent & Fuller-Tyszkiewicz, 2018). Flexibility is crucial in the learning environment as it enhances student engagement, learner self-regulation and overall academic performance. Students are able to study at their preferred times when they are mentally alert and focused.

Positive mental health outcomes and reduced levels of stress among learners are benefits of flexible study schedules. College learners can experience stressors of learning, such as, pressure from meeting deadlines, exams, and juggling between personal commitments and study. For students who struggle with meeting the academic demands, they are likely to experience increased anxiety and burnout (Broadbent & Fuller-Tyszkiewicz, 2018). Academic structures not aligned with learner needs lead to higher stress levels, while flexible structures enable students to balance between study and personal commitments, leading to decreased stress levels (Fischer et al., 2020). It fosters a sense of control over student learning, promoting student confidence, motivation and emotional well-being that correlates with positive academic outcomes.

Overall, this topic is crucial for college students as most struggle with competing demands to balance study, work and personal life. If they do not achieve this balance, especially with rigid academic structures, they are likely to be experience stress hindering their academic performance. Flexible study schedules have become highly relevant with the increased adoption of blended education and digital learning. Therefore, flexible study schedules are necessary to support inclusive learning by accommodating different learning styles and circumstances of students. They foster improved student engagement, reduced stressors, and overall academic success.

References

Broadbent, J. & Fuller-Tyszkiewicz, M. (2018). Online learners are not the same: Profiles in Self-Regulated Learning and their correlates. Educational Technology Research and Development, 66(1), 1-33. https://doi.org/10.1007/s11423-018-9595-9?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Fischer, D., McHill, A. W., Sano, A., Picard, R. W., Barger, L. K., Czeisler, C. A., Klerman, E. B., & Phillips, A. J. K. (2020). Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students.
_Sleep_,
_43_(6), zsz300. https://doi.org/10.1093/sleep/zsz300

**## TopicSelection.docx**

2

Adopt Flexible Study Schedule for College Students

Flexible study schedules for college students are linked to positive outcomes in academic performance, support diverse learning needs of learners and reduce stress. Often, students prefer study schedules that align with their learning preferences, energy levels and personal responsibilities, which demands flexibility. Flexibility in study schedules is cognizant of the different student’s external commitments and cognitive rhythms, such as, family responsibility or part-time jobs that could influence effective learning within rigid academic structures (Broadbent & Fuller-Tyszkiewicz, 2018). Flexibility is crucial in the learning environment as it enhances student engagement, learner self-regulation and overall academic performance. Students are able to study at their preferred times when they are mentally alert and focused.

Positive mental health outcomes and reduced levels of stress among learners are benefits of flexible study schedules. College learners can experience stressors of learning, such as, pressure from meeting deadlines, exams, and juggling between personal commitments and study. For students who struggle with meeting the academic demands, they are likely to experience increased anxiety and burnout (Broadbent & Fuller-Tyszkiewicz, 2018). Academic structures not aligned with learner needs lead to higher stress levels, while flexible structures enable students to balance between study and personal commitments, leading to decreased stress levels (Fischer et al., 2020). It fosters a sense of control over student learning, promoting student confidence, motivation and emotional well-being that correlates with positive academic outcomes.

Overall, this topic is crucial for college students as most struggle with competing demands to balance study, work and personal life. If they do not achieve this balance, especially with rigid academic structures, they are likely to be experience stress hindering their academic performance. Flexible study schedules have become highly relevant with the increased adoption of blended education and digital learning. Therefore, flexible study schedules are necessary to support inclusive learning by accommodating different learning styles and circumstances of students. They foster improved student engagement, reduced stressors, and overall academic success.

References

Broadbent, J. & Fuller-Tyszkiewicz, M. (2018). Online learners are not the same: Profiles in Self-Regulated Learning and their correlates. Educational Technology Research and Development, 66(1), 1-33. https://doi.org/10.1007/s11423-018-9595-9?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Fischer, D., McHill, A. W., Sano, A., Picard, R. W., Barger, L. K., Czeisler, C. A., Klerman, E. B., & Phillips, A. J. K. (2020). Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students.
_Sleep_,
_43_(6), zsz300. https://doi.org/10.1093/sleep/zsz300

**## needssomeworkdone.docx**

For this assignment, you need a clear, debatable claim that asks a specific audience to take action – not a general discussion of a concept.

Please revise your topic so that it answers: Who should do what differently, and why?

Your revised topic should be a concise statement, not a full essay or research summary. For example, you might focus on policies, behaviors, or institutional practices related to scheduling flexibility.

Please resubmit a revised topic statement in your own words.

**## TopicSelection.docx**

2

Adopt Flexible Study Schedule for College Students

Flexible study schedules for college students are linked to positive outcomes in academic performance, support diverse learning needs of learners and reduce stress. Often, students prefer study schedules that align with their learning preferences, energy levels and personal responsibilities, which demands flexibility. Flexibility in study schedules is cognizant of the different student’s external commitments and cognitive rhythms, such as, family responsibility or part-time jobs that could influence effective learning within rigid academic structures (Broadbent & Fuller-Tyszkiewicz, 2018). Flexibility is crucial in the learning environment as it enhances student engagement, learner self-regulation and overall academic performance. Students are able to study at their preferred times when they are mentally alert and focused.

Positive mental health outcomes and reduced levels of stress among learners are benefits of flexible study schedules. College learners can experience stressors of learning, such as, pressure from meeting deadlines, exams, and juggling between personal commitments and study. For students who struggle with meeting the academic demands, they are likely to experience increased anxiety and burnout (Broadbent & Fuller-Tyszkiewicz, 2018). Academic structures not aligned with learner needs lead to higher stress levels, while flexible structures enable students to balance between study and personal commitments, leading to decreased stress levels (Fischer et al., 2020). It fosters a sense of control over student learning, promoting student confidence, motivation and emotional well-being that correlates with positive academic outcomes.

Overall, this topic is crucial for college students as most struggle with competing demands to balance study, work and personal life. If they do not achieve this balance, especially with rigid academic structures, they are likely to be experience stress hindering their academic performance. Flexible study schedules have become highly relevant with the increased adoption of blended education and digital learning. Therefore, flexible study schedules are necessary to support inclusive learning by accommodating different learning styles and circumstances of students. They foster improved student engagement, reduced stressors, and overall academic success.

References

Broadbent, J. & Fuller-Tyszkiewicz, M. (2018). Online learners are not the same: Profiles in Self-Regulated Learning and their correlates. Educational Technology Research and Development, 66(1), 1-33. https://doi.org/10.1007/s11423-018-9595-9?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Fischer, D., McHill, A. W., Sano, A., Picard, R. W., Barger, L. K., Czeisler, C. A., Klerman, E. B., & Phillips, A. J. K. (2020). Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students.
_Sleep_,
_43_(6), zsz300. https://doi.org/10.1093/sleep/zsz300

**## needssomeworkdone.docx**

For this assignment, you need a clear, debatable claim that asks a specific audience to take action – not a general discussion of a concept.

Please revise your topic so that it answers: Who should do what differently, and why?

Your revised topic should be a concise statement, not a full essay or research summary. For example, you might focus on policies, behaviors, or institutional practices related to scheduling flexibility.

Please resubmit a revised topic statement in your own words.

**## TopicSelection.docx**

2

Adopt Flexible Study Schedule for College Students

Flexible study schedules for college students are linked to positive outcomes in academic performance, support diverse learning needs of learners and reduce stress. Often, students prefer study schedules that align with their learning preferences, energy levels and personal responsibilities, which demands flexibility. Flexibility in study schedules is cognizant of the different student’s external commitments and cognitive rhythms, such as, family responsibility or part-time jobs that could influence effective learning within rigid academic structures (Broadbent & Fuller-Tyszkiewicz, 2018). Flexibility is crucial in the learning environment as it enhances student engagement, learner self-regulation and overall academic performance. Students are able to study at their preferred times when they are mentally alert and focused.

Positive mental health outcomes and reduced levels of stress among learners are benefits of flexible study schedules. College learners can experience stressors of learning, such as, pressure from meeting deadlines, exams, and juggling between personal commitments and study. For students who struggle with meeting the academic demands, they are likely to experience increased anxiety and burnout (Broadbent & Fuller-Tyszkiewicz, 2018). Academic structures not aligned with learner needs lead to higher stress levels, while flexible structures enable students to balance between study and personal commitments, leading to decreased stress levels (Fischer et al., 2020). It fosters a sense of control over student learning, promoting student confidence, motivation and emotional well-being that correlates with positive academic outcomes.

Overall, this topic is crucial for college students as most struggle with competing demands to balance study, work and personal life. If they do not achieve this balance, especially with rigid academic structures, they are likely to be experience stress hindering their academic performance. Flexible study schedules have become highly relevant with the increased adoption of blended education and digital learning. Therefore, flexible study schedules are necessary to support inclusive learning by accommodating different learning styles and circumstances of students. They foster improved student engagement, reduced stressors, and overall academic success.

References

Broadbent, J. & Fuller-Tyszkiewicz, M. (2018). Online learners are not the same: Profiles in Self-Regulated Learning and their correlates. Educational Technology Research and Development, 66(1), 1-33. https://doi.org/10.1007/s11423-018-9595-9?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Fischer, D., McHill, A. W., Sano, A., Picard, R. W., Barger, L. K., Czeisler, C. A., Klerman, E. B., & Phillips, A. J. K. (2020). Irregular sleep and event schedules are associated with poorer self-reported well-being in US college students.
_Sleep_,
_43_(6), zsz300. https://doi.org/10.1093/sleep/zsz300

November 6, 2026
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answer these questions please **files (3)** – ## exam.pdf – handbook.pdf – ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf **## exam.pdf** UDL FINAL EXAM (Version 3) 1 Updated December 2024 1 If the DOD ID number is missing, incomplete or illegible on a bottle label, what will happen at …

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answer these questions please

**files (3)**

– ## exam.pdf

– handbook.pdf
– ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf

**## exam.pdf**

UDL FINAL EXAM (Version 3)

1

Updated December 2024

1 If the DOD ID number is missing, incomplete or illegible on a bottle label, what will happen
at the Forensic Toxicology Drug Testing Laboratory (FTDTL)?

A The FTDTL will process the specimen as normal

B The FTDTL will test the specimen but throw out positive results

C The FTDTL will not test the specimen and assign a fatal discrepancy

D The FTDTL will keep the specimen but not test it

2 Which DD Form 2624 is completed correctly to indicate specimens were placed in
temporary storage and then transferred to the DTC?

A

B

C

20241010

20241011

20241010

20241011

20241011

20241010

20241011

20241011

UDL FINAL EXAM (Version 3)

2

3 What reference governs the Army Substance Abuse Program?

A DoDi 1010.01

B AR 600-83

C AR 25-400-2

D AR 600-85

4 Drug testing results must be filed in accordance with:

A Drug Testing Program (DTP)

B Drug and Alcohol Management Information System (DAMIS)

C Army Records Information Management System (ARIMS)

5 What are the selection factors for identifying Soldiers to perform Observer duties?

A Rank of E-7 or above, same gender as Soldier they are observing, completed 8 hours of
UDL training, and not flagged for UCMJ violations

B Rank of E-5 or above, same gender as Soldier they are observing, able to preserve dignity
of the Soldier being observed, not enrolled in the ASAP program or under investigation for
substance abuse related offenses

C Rank of WO1 or above, same gender as Soldier they are observing, follow orders not to talk
to the Soldier being observed, no previous interactions with the ASAP

D Rank of E-5 or above, same gender as Soldier they are observing, able apprehend Soldier
if adulteration occurs, completed eight hours of UDL training

6 What is the main objective of the Limited Use Policy?

A Encourage Soldiers to abstain from substance abuse

B Limit the amount of alcohol or drugs a Soldier who is enrolled in a Substance Use Disorder
Clinical Care (SUDCC) program may use

C Limit the amount of alcohol a Soldier may use prior to going on duty

D Encourage Soldiers to self-identify or voluntarily seek SUDCC help for their alcohol or drug
problem

7 Which statement is false?

A Soldiers must wash hands with water only before providing sample

B The Observer must see urine leaving the Soldier's body and entering specimen bottle or
wide-mouth collection cup (when used)

C The Observer must hold the bottle lid for the Soldier while in the latrine

D The Soldier must hold the bottle in the Observer's line of sight when returning to testing
table

UDL FINAL EXAM (Version 3)

3

8 Immediately before the UDL puts the label on the bottle, which modified label is correct?

A

B

C

D

9 UDLs must recertify every __ (not online certification)

A 3 years

B 24 months

C 12 months

D None of the above

UDL FINAL EXAM (Version 3)

4

10 Which pre-collection tasks may be delegated to the UDL by the Commander?

A Selecting of the Observers

B Conducting the Commander Briefing

C Selecting the personnel to be tested through using one of the approved random selection
methods

D All the above

11 1SG Green reports to CPT Baker he saw SGT Smith snort a white powder in the
parking lot earlier that day. After concurrence from the SJA, what is the correct test
basis code for this scenario?

A Inspection Other (IO)

B Probable Cause (PO)

C Accident/Mishap (AO)

D Inspection Random (IR)

12 The general duty description of the UDL is all except:

A To assist the Commander with implementing the Unit drug testing program

B To ensure that the ASAP evaluations are performed as required

C To assist the Commander in ensuring that all Soldiers in the unit have been tested

D To conduct drug testing as required

13 Which disinfectant is NOT approved for testing station breakdown procedures?

A Ethanol (solution with 70% or higher alcohol percentage of contents)

B 10% Bleach Solution that was created no more than eight hours prior to use

C Hand Sanitizer (40% alcohol content)

D Lysol Spray that states it is a disinfectant

14 Which of the following documents is used to indicate the specimens from a urinalysis
were moved into temporary storage because the specimens could not be shipped the
same day as the collection.
A Bottle label

B Testing Register

C DD Form 2624

D None of the above

UDL FINAL EXAM (Version 3)

5

15 Which bottle has the approved specimen label?

A

B

C

16 From the choices below, which is the last step to occur in the collection process?

A Donor signs Testing Register

B UDL takes custody of the bottle

C Observer signs Testing Register

17 If a UDL repeatedly receives a high number of discrepancies in drug testing collection
and turn-in procedures, the UDL’s certification could be revoked.

A True

B False

18 To ensure the specimen collected follows the regulatory guidelines, which of the
following conditions needs to be met?

A Observer ensure donor washes hand with water only prior to collection

B Observer maintains line of sight with the specimen bottle during the collection process

C Observer notifies the UDL if they believe an adulterant or Whizzinator was used during the
collection process

D All the above

UDL FINAL EXAM (Version 3)

6

19 Which of the following is a key factor of interacting with Soldiers regarding urinalysis
testing?

A “Act with authority, do not worry about respecting Soldiers’ dignity”

B Perform UDL duties without completing training

C UDL perform duty with integrity to uphold regulation & ensure dignity & fairness for all
personnel

D Give Soldiers fair warning of urinalysis testing – at least 24 hours

20 What is the correct process to edit a DOD ID number on the Testing Register?

A Line through the incorrect DOD ID number, enter the correct DOD ID number, and initial
and date near the correction

B Mark through the entry on the row and create a new entry at the end of the register with the
correct DOD ID number

C Annotate the correct DOD ID number in the comment’s column; do not make any
marks near the original DOD ID number

D Black out the incorrect DOD ID number and enter the correct DOD ID number in the column
section

21 Which of the following documents is NOT correctly edited?

A

B

C

UDL FINAL EXAM (Version 3)

7

22 In which of the following situations may the Limited Use Policy apply?

A Self refers to the Commander, after providing a specimen for an IR test

B A positive test result from a Random Inspection (IR) test on a Soldier enrolled in
rehabilitation

C A Soldier is brought into the emergency room after overdosing on Cocaine

D All the above

23 A Soldier selected for testing does not have any identification, an acceptable solution is
to:

A Excuse Soldier from testing

B Ask the Soldier for DOD ID number and enter it on all required documentation

C Have the Unit Commander or 1SG verify the Soldier's identity and take the DOD ID number

from the official unit alpha roster

D Tell the Soldier to go get ID Card and be back within 2 hours

24 The UDL should not accept a specimen with less than 30mLs of urine.

A True

B False

25 Who is responsible for reporting a possible adulterated specimen?

A Commander, UDL

B UDL, Observer

C Observer, Holding Area NCO

D Holding Area NCO, UDL

26 Observers must be the same gender as the Soldiers being tested.

A True

B False

27 How many keys should be available for the unit’s temporary storage

A 2

B 1

C Each UDL and DTC should have a copy

D Zero, the locking mechanism should be a combination lock

28 How are Soldiers given a legal order to participate in urinalysis testing?

A No legal order is required

B By the UDL, during testing notification

C By their squad leader, when reporting for duty

D By the Commander, during the Commander's Briefing

UDL FINAL EXAM (Version 3)

8

29 The drug test results are retrieved from the FTDTL portal by the DTC or BAC manager.

A True

B False

30 Drug testing is a method used to refer Soldiers to the SUDCC.

A True

B False

31 What briefings must occur prior to collecting the specimens?

A Commander Briefing, UDL Briefing, Observer Briefing

B UDL Briefing, DTC Briefing, Observer Briefing

C Observer Briefing, Commander Briefing, DTC Briefing

D DTC Briefing, UDL Briefing, Commander Briefing

32 Which choice best demonstrates Smart Testing?

A Test once a quarter and perform a Unit Sweep (IU)

B Test 10% of Soldiers every Wednesday

C Test 10% monthly on different days to avoid a pattern

D Test the day prior to every APFT event

33 The Testing Register is not sent to the Forensic Toxicology Drug Testing Laboratory
(FTDTL) because it identifies the Soldier by name, which could compromise the
objectivity of testing.

A True

B False

34 What information goes in Block 1 (Submitting unit) and Block 2 (Additional Service
Information) of DD Form 2624?

A Block 1 is the Unit address; Block 2 is the Commander's POC information

B Block 1 is the ASAP address; Block 2 is left blank

C Block 1 is the Unit address; Block 2 is the Battalion address

D Block 1 is the Unit address; Block 2 is the ASAP address

35 From the list below, which of the following is the first step to occur in the collection
process?

A UDL initials bottle label

B UDL applies tamper evident tape

C Observer signs Testing Register

UDL FINAL EXAM (Version 3)

9

36 Select the documentation that must be included in the packaging of specimens.

A Any Certificate of Correction(s) when generated

B Testing Register, SF 702, Appointment Orders

C DD Form 2624 (copy), any Certificate of Correction(s) generated, Appointment Orders

D Any Certificate of Correction(s) generated, DD Form 2624 (copy), Testing Register

37 From the list below, which of the following listed is the last step to occur in the
collection process?

A UDL verifies cap is tight, the bottle is dry, looks for signs of adulteration, ensures specimen
bottle has a minimum of 30mls, 45mls preferred

B In full view of observer, UDL hands specimen bottle (and offers the optional wide-mouth cup)
to Soldier

C Soldier hands specimen bottle to UDL or places bottle on UDL collection table as directed by
the UDL

D While UDL is holding the specimen bottle on the table, the observer will ensure the specimen
bottle cap is tight, in full view of the UDL & Soldier

38 Who is not eligible to be an Observer?

A Officer

B Staff Sergeant

C Corporal

D GS-5 or higher

39 When determining a date for testing, a Smart Testing strategy might select:

A Wednesday prior to redeploying to CONUS on Friday

B Sunday after a mission completed on Saturday

C Tuesday after an R&R period that ended on Monday

D All the above

40 Which of the following listed is the first step to occur in the collection process?

A Donor initials bottle label

B UDL removes new bottle from box

C Donor signs Testing Register

D UDL initials the bottle label

41 The Forensic Toxicology Drug Testing Laboratory (FTDTL) is where urinalysis specimens
are sent for testing.

A True

B False

UDL FINAL EXAM (Version 3)

10

42 By regulation, does this specimen have the correct amount of urine for a routine drug
test?

A Yes

B No

43 Who applies the tamper-evident tape to the specimen bottle?

A Soldier

B UDL

C Observer

D Commander

44 All specimens must be placed in the single biohazard bag?

A True

B False

UDL FINAL EXAM (Version 3)

11

45 SPC Smith had an accident in a military vehicle. The Commander ordered a drug test to
be collected. What is the correct test basis for this scenario?

A Medical Examination (MO)

B Inspection Other (IO)

C Accident/Mishap (AO)

D Consent (VO)

46 A Unit Commander does not have to be accessible during the urinalysis testing.

A True

B False

47 After the Soldier returns from the latrine the UDL removes the Soldier’s ID card
from specimen box:

• UDL reviews the back of the ID card to verify Soldier’s DOD ID number matches

the number listed on the testing register, DD Form 2624, and bottle label.

• UDL directs the Soldiers to view the back of ID card to verify the DOD ID number

matches the number listed on the testing register, DD Form 2624, and bottle label

(UDL maintains custody of ID card).

• Soldier initials the bottle label.

A True

B False

48 Select the specimen bottle that is correctly taped when the first tamper evident tape
broke.

A B

UDL FINAL EXAM (Version 3)

12

49 Who is not authorized to request a retest for a positive drug test.

A Unit Commander

B Medical Review Officer (MRO)

C Drug Testing Coordinator (DTC)

D Soldier's legal representative

50 AR 600-85 mandates 10% random drug testing monthly.

A True

B False

**handbook.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbook-pdf-10504637)

**ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/armyregulation60085thearmysubstanceabuseprogram4oct2024-pdf)

**ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/armyregulation60085thearmysubstanceabuseprogram4oct2024-pdf)

**## exam.pdf**

UDL FINAL EXAM (Version 3)

1

Updated December 2024

1 If the DOD ID number is missing, incomplete or illegible on a bottle label, what will happen
at the Forensic Toxicology Drug Testing Laboratory (FTDTL)?

A The FTDTL will process the specimen as normal

B The FTDTL will test the specimen but throw out positive results

C The FTDTL will not test the specimen and assign a fatal discrepancy

D The FTDTL will keep the specimen but not test it

2 Which DD Form 2624 is completed correctly to indicate specimens were placed in
temporary storage and then transferred to the DTC?

A

B

C

20241010

20241011

20241010

20241011

20241011

20241010

20241011

20241011

UDL FINAL EXAM (Version 3)

2

3 What reference governs the Army Substance Abuse Program?

A DoDi 1010.01

B AR 600-83

C AR 25-400-2

D AR 600-85

4 Drug testing results must be filed in accordance with:

A Drug Testing Program (DTP)

B Drug and Alcohol Management Information System (DAMIS)

C Army Records Information Management System (ARIMS)

5 What are the selection factors for identifying Soldiers to perform Observer duties?

A Rank of E-7 or above, same gender as Soldier they are observing, completed 8 hours of
UDL training, and not flagged for UCMJ violations

B Rank of E-5 or above, same gender as Soldier they are observing, able to preserve dignity
of the Soldier being observed, not enrolled in the ASAP program or under investigation for
substance abuse related offenses

C Rank of WO1 or above, same gender as Soldier they are observing, follow orders not to talk
to the Soldier being observed, no previous interactions with the ASAP

D Rank of E-5 or above, same gender as Soldier they are observing, able apprehend Soldier
if adulteration occurs, completed eight hours of UDL training

6 What is the main objective of the Limited Use Policy?

A Encourage Soldiers to abstain from substance abuse

B Limit the amount of alcohol or drugs a Soldier who is enrolled in a Substance Use Disorder
Clinical Care (SUDCC) program may use

C Limit the amount of alcohol a Soldier may use prior to going on duty

D Encourage Soldiers to self-identify or voluntarily seek SUDCC help for their alcohol or drug
problem

7 Which statement is false?

A Soldiers must wash hands with water only before providing sample

B The Observer must see urine leaving the Soldier's body and entering specimen bottle or
wide-mouth collection cup (when used)

C The Observer must hold the bottle lid for the Soldier while in the latrine

D The Soldier must hold the bottle in the Observer's line of sight when returning to testing
table

UDL FINAL EXAM (Version 3)

3

8 Immediately before the UDL puts the label on the bottle, which modified label is correct?

A

B

C

D

9 UDLs must recertify every __ (not online certification)

A 3 years

B 24 months

C 12 months

D None of the above

UDL FINAL EXAM (Version 3)

4

10 Which pre-collection tasks may be delegated to the UDL by the Commander?

A Selecting of the Observers

B Conducting the Commander Briefing

C Selecting the personnel to be tested through using one of the approved random selection
methods

D All the above

11 1SG Green reports to CPT Baker he saw SGT Smith snort a white powder in the
parking lot earlier that day. After concurrence from the SJA, what is the correct test
basis code for this scenario?

A Inspection Other (IO)

B Probable Cause (PO)

C Accident/Mishap (AO)

D Inspection Random (IR)

12 The general duty description of the UDL is all except:

A To assist the Commander with implementing the Unit drug testing program

B To ensure that the ASAP evaluations are performed as required

C To assist the Commander in ensuring that all Soldiers in the unit have been tested

D To conduct drug testing as required

13 Which disinfectant is NOT approved for testing station breakdown procedures?

A Ethanol (solution with 70% or higher alcohol percentage of contents)

B 10% Bleach Solution that was created no more than eight hours prior to use

C Hand Sanitizer (40% alcohol content)

D Lysol Spray that states it is a disinfectant

14 Which of the following documents is used to indicate the specimens from a urinalysis
were moved into temporary storage because the specimens could not be shipped the
same day as the collection.
A Bottle label

B Testing Register

C DD Form 2624

D None of the above

UDL FINAL EXAM (Version 3)

5

15 Which bottle has the approved specimen label?

A

B

C

16 From the choices below, which is the last step to occur in the collection process?

A Donor signs Testing Register

B UDL takes custody of the bottle

C Observer signs Testing Register

17 If a UDL repeatedly receives a high number of discrepancies in drug testing collection
and turn-in procedures, the UDL’s certification could be revoked.

A True

B False

18 To ensure the specimen collected follows the regulatory guidelines, which of the
following conditions needs to be met?

A Observer ensure donor washes hand with water only prior to collection

B Observer maintains line of sight with the specimen bottle during the collection process

C Observer notifies the UDL if they believe an adulterant or Whizzinator was used during the
collection process

D All the above

UDL FINAL EXAM (Version 3)

6

19 Which of the following is a key factor of interacting with Soldiers regarding urinalysis
testing?

A “Act with authority, do not worry about respecting Soldiers’ dignity”

B Perform UDL duties without completing training

C UDL perform duty with integrity to uphold regulation & ensure dignity & fairness for all
personnel

D Give Soldiers fair warning of urinalysis testing – at least 24 hours

20 What is the correct process to edit a DOD ID number on the Testing Register?

A Line through the incorrect DOD ID number, enter the correct DOD ID number, and initial
and date near the correction

B Mark through the entry on the row and create a new entry at the end of the register with the
correct DOD ID number

C Annotate the correct DOD ID number in the comment’s column; do not make any
marks near the original DOD ID number

D Black out the incorrect DOD ID number and enter the correct DOD ID number in the column
section

21 Which of the following documents is NOT correctly edited?

A

B

C

UDL FINAL EXAM (Version 3)

7

22 In which of the following situations may the Limited Use Policy apply?

A Self refers to the Commander, after providing a specimen for an IR test

B A positive test result from a Random Inspection (IR) test on a Soldier enrolled in
rehabilitation

C A Soldier is brought into the emergency room after overdosing on Cocaine

D All the above

23 A Soldier selected for testing does not have any identification, an acceptable solution is
to:

A Excuse Soldier from testing

B Ask the Soldier for DOD ID number and enter it on all required documentation

C Have the Unit Commander or 1SG verify the Soldier's identity and take the DOD ID number

from the official unit alpha roster

D Tell the Soldier to go get ID Card and be back within 2 hours

24 The UDL should not accept a specimen with less than 30mLs of urine.

A True

B False

25 Who is responsible for reporting a possible adulterated specimen?

A Commander, UDL

B UDL, Observer

C Observer, Holding Area NCO

D Holding Area NCO, UDL

26 Observers must be the same gender as the Soldiers being tested.

A True

B False

27 How many keys should be available for the unit’s temporary storage

A 2

B 1

C Each UDL and DTC should have a copy

D Zero, the locking mechanism should be a combination lock

28 How are Soldiers given a legal order to participate in urinalysis testing?

A No legal order is required

B By the UDL, during testing notification

C By their squad leader, when reporting for duty

D By the Commander, during the Commander's Briefing

UDL FINAL EXAM (Version 3)

8

29 The drug test results are retrieved from the FTDTL portal by the DTC or BAC manager.

A True

B False

30 Drug testing is a method used to refer Soldiers to the SUDCC.

A True

B False

31 What briefings must occur prior to collecting the specimens?

A Commander Briefing, UDL Briefing, Observer Briefing

B UDL Briefing, DTC Briefing, Observer Briefing

C Observer Briefing, Commander Briefing, DTC Briefing

D DTC Briefing, UDL Briefing, Commander Briefing

32 Which choice best demonstrates Smart Testing?

A Test once a quarter and perform a Unit Sweep (IU)

B Test 10% of Soldiers every Wednesday

C Test 10% monthly on different days to avoid a pattern

D Test the day prior to every APFT event

33 The Testing Register is not sent to the Forensic Toxicology Drug Testing Laboratory
(FTDTL) because it identifies the Soldier by name, which could compromise the
objectivity of testing.

A True

B False

34 What information goes in Block 1 (Submitting unit) and Block 2 (Additional Service
Information) of DD Form 2624?

A Block 1 is the Unit address; Block 2 is the Commander's POC information

B Block 1 is the ASAP address; Block 2 is left blank

C Block 1 is the Unit address; Block 2 is the Battalion address

D Block 1 is the Unit address; Block 2 is the ASAP address

35 From the list below, which of the following is the first step to occur in the collection
process?

A UDL initials bottle label

B UDL applies tamper evident tape

C Observer signs Testing Register

UDL FINAL EXAM (Version 3)

9

36 Select the documentation that must be included in the packaging of specimens.

A Any Certificate of Correction(s) when generated

B Testing Register, SF 702, Appointment Orders

C DD Form 2624 (copy), any Certificate of Correction(s) generated, Appointment Orders

D Any Certificate of Correction(s) generated, DD Form 2624 (copy), Testing Register

37 From the list below, which of the following listed is the last step to occur in the
collection process?

A UDL verifies cap is tight, the bottle is dry, looks for signs of adulteration, ensures specimen
bottle has a minimum of 30mls, 45mls preferred

B In full view of observer, UDL hands specimen bottle (and offers the optional wide-mouth cup)
to Soldier

C Soldier hands specimen bottle to UDL or places bottle on UDL collection table as directed by
the UDL

D While UDL is holding the specimen bottle on the table, the observer will ensure the specimen
bottle cap is tight, in full view of the UDL & Soldier

38 Who is not eligible to be an Observer?

A Officer

B Staff Sergeant

C Corporal

D GS-5 or higher

39 When determining a date for testing, a Smart Testing strategy might select:

A Wednesday prior to redeploying to CONUS on Friday

B Sunday after a mission completed on Saturday

C Tuesday after an R&R period that ended on Monday

D All the above

40 Which of the following listed is the first step to occur in the collection process?

A Donor initials bottle label

B UDL removes new bottle from box

C Donor signs Testing Register

D UDL initials the bottle label

41 The Forensic Toxicology Drug Testing Laboratory (FTDTL) is where urinalysis specimens
are sent for testing.

A True

B False

UDL FINAL EXAM (Version 3)

10

42 By regulation, does this specimen have the correct amount of urine for a routine drug
test?

A Yes

B No

43 Who applies the tamper-evident tape to the specimen bottle?

A Soldier

B UDL

C Observer

D Commander

44 All specimens must be placed in the single biohazard bag?

A True

B False

UDL FINAL EXAM (Version 3)

11

45 SPC Smith had an accident in a military vehicle. The Commander ordered a drug test to
be collected. What is the correct test basis for this scenario?

A Medical Examination (MO)

B Inspection Other (IO)

C Accident/Mishap (AO)

D Consent (VO)

46 A Unit Commander does not have to be accessible during the urinalysis testing.

A True

B False

47 After the Soldier returns from the latrine the UDL removes the Soldier’s ID card
from specimen box:

• UDL reviews the back of the ID card to verify Soldier’s DOD ID number matches

the number listed on the testing register, DD Form 2624, and bottle label.

• UDL directs the Soldiers to view the back of ID card to verify the DOD ID number

matches the number listed on the testing register, DD Form 2624, and bottle label

(UDL maintains custody of ID card).

• Soldier initials the bottle label.

A True

B False

48 Select the specimen bottle that is correctly taped when the first tamper evident tape
broke.

A B

UDL FINAL EXAM (Version 3)

12

49 Who is not authorized to request a retest for a positive drug test.

A Unit Commander

B Medical Review Officer (MRO)

C Drug Testing Coordinator (DTC)

D Soldier's legal representative

50 AR 600-85 mandates 10% random drug testing monthly.

A True

B False

**handbook.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/handbook-pdf-10504637)

**ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/armyregulation60085thearmysubstanceabuseprogram4oct2024-pdf)

**## exam.pdf**

UDL FINAL EXAM (Version 3)

1

Updated December 2024

1 If the DOD ID number is missing, incomplete or illegible on a bottle label, what will happen
at the Forensic Toxicology Drug Testing Laboratory (FTDTL)?

A The FTDTL will process the specimen as normal

B The FTDTL will test the specimen but throw out positive results

C The FTDTL will not test the specimen and assign a fatal discrepancy

D The FTDTL will keep the specimen but not test it

2 Which DD Form 2624 is completed correctly to indicate specimens were placed in
temporary storage and then transferred to the DTC?

A

B

C

20241010

20241011

20241010

20241011

20241011

20241010

20241011

20241011

UDL FINAL EXAM (Version 3)

2

3 What reference governs the Army Substance Abuse Program?

A DoDi 1010.01

B AR 600-83

C AR 25-400-2

D AR 600-85

4 Drug testing results must be filed in accordance with:

A Drug Testing Program (DTP)

B Drug and Alcohol Management Information System (DAMIS)

C Army Records Information Management System (ARIMS)

5 What are the selection factors for identifying Soldiers to perform Observer duties?

A Rank of E-7 or above, same gender as Soldier they are observing, completed 8 hours of
UDL training, and not flagged for UCMJ violations

B Rank of E-5 or above, same gender as Soldier they are observing, able to preserve dignity
of the Soldier being observed, not enrolled in the ASAP program or under investigation for
substance abuse related offenses

C Rank of WO1 or above, same gender as Soldier they are observing, follow orders not to talk
to the Soldier being observed, no previous interactions with the ASAP

D Rank of E-5 or above, same gender as Soldier they are observing, able apprehend Soldier
if adulteration occurs, completed eight hours of UDL training

6 What is the main objective of the Limited Use Policy?

A Encourage Soldiers to abstain from substance abuse

B Limit the amount of alcohol or drugs a Soldier who is enrolled in a Substance Use Disorder
Clinical Care (SUDCC) program may use

C Limit the amount of alcohol a Soldier may use prior to going on duty

D Encourage Soldiers to self-identify or voluntarily seek SUDCC help for their alcohol or drug
problem

7 Which statement is false?

A Soldiers must wash hands with water only before providing sample

B The Observer must see urine leaving the Soldier's body and entering specimen bottle or
wide-mouth collection cup (when used)

C The Observer must hold the bottle lid for the Soldier while in the latrine

D The Soldier must hold the bottle in the Observer's line of sight when returning to testing
table

UDL FINAL EXAM (Version 3)

3

8 Immediately before the UDL puts the label on the bottle, which modified label is correct?

A

B

C

D

9 UDLs must recertify every __ (not online certification)

A 3 years

B 24 months

C 12 months

D None of the above

UDL FINAL EXAM (Version 3)

4

10 Which pre-collection tasks may be delegated to the UDL by the Commander?

A Selecting of the Observers

B Conducting the Commander Briefing

C Selecting the personnel to be tested through using one of the approved random selection
methods

D All the above

11 1SG Green reports to CPT Baker he saw SGT Smith snort a white powder in the
parking lot earlier that day. After concurrence from the SJA, what is the correct test
basis code for this scenario?

A Inspection Other (IO)

B Probable Cause (PO)

C Accident/Mishap (AO)

D Inspection Random (IR)

12 The general duty description of the UDL is all except:

A To assist the Commander with implementing the Unit drug testing program

B To ensure that the ASAP evaluations are performed as required

C To assist the Commander in ensuring that all Soldiers in the unit have been tested

D To conduct drug testing as required

13 Which disinfectant is NOT approved for testing station breakdown procedures?

A Ethanol (solution with 70% or higher alcohol percentage of contents)

B 10% Bleach Solution that was created no more than eight hours prior to use

C Hand Sanitizer (40% alcohol content)

D Lysol Spray that states it is a disinfectant

14 Which of the following documents is used to indicate the specimens from a urinalysis
were moved into temporary storage because the specimens could not be shipped the
same day as the collection.
A Bottle label

B Testing Register

C DD Form 2624

D None of the above

UDL FINAL EXAM (Version 3)

5

15 Which bottle has the approved specimen label?

A

B

C

16 From the choices below, which is the last step to occur in the collection process?

A Donor signs Testing Register

B UDL takes custody of the bottle

C Observer signs Testing Register

17 If a UDL repeatedly receives a high number of discrepancies in drug testing collection
and turn-in procedures, the UDL’s certification could be revoked.

A True

B False

18 To ensure the specimen collected follows the regulatory guidelines, which of the
following conditions needs to be met?

A Observer ensure donor washes hand with water only prior to collection

B Observer maintains line of sight with the specimen bottle during the collection process

C Observer notifies the UDL if they believe an adulterant or Whizzinator was used during the
collection process

D All the above

UDL FINAL EXAM (Version 3)

6

19 Which of the following is a key factor of interacting with Soldiers regarding urinalysis
testing?

A “Act with authority, do not worry about respecting Soldiers’ dignity”

B Perform UDL duties without completing training

C UDL perform duty with integrity to uphold regulation & ensure dignity & fairness for all
personnel

D Give Soldiers fair warning of urinalysis testing – at least 24 hours

20 What is the correct process to edit a DOD ID number on the Testing Register?

A Line through the incorrect DOD ID number, enter the correct DOD ID number, and initial
and date near the correction

B Mark through the entry on the row and create a new entry at the end of the register with the
correct DOD ID number

C Annotate the correct DOD ID number in the comment’s column; do not make any
marks near the original DOD ID number

D Black out the incorrect DOD ID number and enter the correct DOD ID number in the column
section

21 Which of the following documents is NOT correctly edited?

A

B

C

UDL FINAL EXAM (Version 3)

7

22 In which of the following situations may the Limited Use Policy apply?

A Self refers to the Commander, after providing a specimen for an IR test

B A positive test result from a Random Inspection (IR) test on a Soldier enrolled in
rehabilitation

C A Soldier is brought into the emergency room after overdosing on Cocaine

D All the above

23 A Soldier selected for testing does not have any identification, an acceptable solution is
to:

A Excuse Soldier from testing

B Ask the Soldier for DOD ID number and enter it on all required documentation

C Have the Unit Commander or 1SG verify the Soldier's identity and take the DOD ID number

from the official unit alpha roster

D Tell the Soldier to go get ID Card and be back within 2 hours

24 The UDL should not accept a specimen with less than 30mLs of urine.

A True

B False

25 Who is responsible for reporting a possible adulterated specimen?

A Commander, UDL

B UDL, Observer

C Observer, Holding Area NCO

D Holding Area NCO, UDL

26 Observers must be the same gender as the Soldiers being tested.

A True

B False

27 How many keys should be available for the unit’s temporary storage

A 2

B 1

C Each UDL and DTC should have a copy

D Zero, the locking mechanism should be a combination lock

28 How are Soldiers given a legal order to participate in urinalysis testing?

A No legal order is required

B By the UDL, during testing notification

C By their squad leader, when reporting for duty

D By the Commander, during the Commander's Briefing

UDL FINAL EXAM (Version 3)

8

29 The drug test results are retrieved from the FTDTL portal by the DTC or BAC manager.

A True

B False

30 Drug testing is a method used to refer Soldiers to the SUDCC.

A True

B False

31 What briefings must occur prior to collecting the specimens?

A Commander Briefing, UDL Briefing, Observer Briefing

B UDL Briefing, DTC Briefing, Observer Briefing

C Observer Briefing, Commander Briefing, DTC Briefing

D DTC Briefing, UDL Briefing, Commander Briefing

32 Which choice best demonstrates Smart Testing?

A Test once a quarter and perform a Unit Sweep (IU)

B Test 10% of Soldiers every Wednesday

C Test 10% monthly on different days to avoid a pattern

D Test the day prior to every APFT event

33 The Testing Register is not sent to the Forensic Toxicology Drug Testing Laboratory
(FTDTL) because it identifies the Soldier by name, which could compromise the
objectivity of testing.

A True

B False

34 What information goes in Block 1 (Submitting unit) and Block 2 (Additional Service
Information) of DD Form 2624?

A Block 1 is the Unit address; Block 2 is the Commander's POC information

B Block 1 is the ASAP address; Block 2 is left blank

C Block 1 is the Unit address; Block 2 is the Battalion address

D Block 1 is the Unit address; Block 2 is the ASAP address

35 From the list below, which of the following is the first step to occur in the collection
process?

A UDL initials bottle label

B UDL applies tamper evident tape

C Observer signs Testing Register

UDL FINAL EXAM (Version 3)

9

36 Select the documentation that must be included in the packaging of specimens.

A Any Certificate of Correction(s) when generated

B Testing Register, SF 702, Appointment Orders

C DD Form 2624 (copy), any Certificate of Correction(s) generated, Appointment Orders

D Any Certificate of Correction(s) generated, DD Form 2624 (copy), Testing Register

37 From the list below, which of the following listed is the last step to occur in the
collection process?

A UDL verifies cap is tight, the bottle is dry, looks for signs of adulteration, ensures specimen
bottle has a minimum of 30mls, 45mls preferred

B In full view of observer, UDL hands specimen bottle (and offers the optional wide-mouth cup)
to Soldier

C Soldier hands specimen bottle to UDL or places bottle on UDL collection table as directed by
the UDL

D While UDL is holding the specimen bottle on the table, the observer will ensure the specimen
bottle cap is tight, in full view of the UDL & Soldier

38 Who is not eligible to be an Observer?

A Officer

B Staff Sergeant

C Corporal

D GS-5 or higher

39 When determining a date for testing, a Smart Testing strategy might select:

A Wednesday prior to redeploying to CONUS on Friday

B Sunday after a mission completed on Saturday

C Tuesday after an R&R period that ended on Monday

D All the above

40 Which of the following listed is the first step to occur in the collection process?

A Donor initials bottle label

B UDL removes new bottle from box

C Donor signs Testing Register

D UDL initials the bottle label

41 The Forensic Toxicology Drug Testing Laboratory (FTDTL) is where urinalysis specimens
are sent for testing.

A True

B False

UDL FINAL EXAM (Version 3)

10

42 By regulation, does this specimen have the correct amount of urine for a routine drug
test?

A Yes

B No

43 Who applies the tamper-evident tape to the specimen bottle?

A Soldier

B UDL

C Observer

D Commander

44 All specimens must be placed in the single biohazard bag?

A True

B False

UDL FINAL EXAM (Version 3)

11

45 SPC Smith had an accident in a military vehicle. The Commander ordered a drug test to
be collected. What is the correct test basis for this scenario?

A Medical Examination (MO)

B Inspection Other (IO)

C Accident/Mishap (AO)

D Consent (VO)

46 A Unit Commander does not have to be accessible during the urinalysis testing.

A True

B False

47 After the Soldier returns from the latrine the UDL removes the Soldier’s ID card
from specimen box:

• UDL reviews the back of the ID card to verify Soldier’s DOD ID number matches

the number listed on the testing register, DD Form 2624, and bottle label.

• UDL directs the Soldiers to view the back of ID card to verify the DOD ID number

matches the number listed on the testing register, DD Form 2624, and bottle label

(UDL maintains custody of ID card).

• Soldier initials the bottle label.

A True

B False

48 Select the specimen bottle that is correctly taped when the first tamper evident tape
broke.

A B

UDL FINAL EXAM (Version 3)

12

49 Who is not authorized to request a retest for a positive drug test.

A Unit Commander

B Medical Review Officer (MRO)

C Drug Testing Coordinator (DTC)

D Soldier's legal representative

50 AR 600-85 mandates 10% random drug testing monthly.

A True

B False

**handbook.pdf**

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**ArmyRegulation60085TheArmySubstanceAbuseProgram4Oct2024.pdf**

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November 6, 2026
[Solved] goals and peer post

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November 6, 2026
[Solved] mod 3

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November 6, 2026