REPUBLIC OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION

Written Report
in
Principles of Guidance and
Values Education
(EDUC 2173)
Leader:
Parba, Shannine Grace

Members:
Allegado, Ethel Mateo, John Lloyd
Bagtas, Ma. Mikaela Roi Oliveros, Jymlyn
Baguiwong, Angelica Palero, Anthonette
Francisco, Kenneth Torreda, Jhoana Angela
Jimeno, Ley Shane Vergara, Krizza Paula
Laborte, Margeline Yaranon, Louise Joy
Mallillin, Margielou

BEED 4-1N, Group 2

September 11, 2018

Submitted to:
Dr. Rosalie A. Corpus
 Methods, Tools, and Techniques used in the
Guidance Process

Table of Contents
Topics Discussants Page

Observation Angela Torreda 3

Interview Ethel Allegado 4

Home Visitation Kenneth Francisco 5

Anecdotal Records Mikaela Bagtas

Angelica Baguiwong
Case History, Case Study and John Lloyd Mateo
6
Case Conference Jymlyn Oliveros
Anthonette Palero
Autobiography Ley Shane Jimeno 9
Psychodrama Krizza Vergara
Questionnaire Louise Joy Yaranon 10

Rating Scale Margeline Laborte 13

Checklist Margielou Mallillin 14

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Methods, Tools, and Techniques used in the Guidance Process

Counselors, who work with students need to be particularly careful not to promote
acceptance of the counselor’s values as the right ones. Counselors should refrain from
imposing their own personal orientations about values, plans, decisions, or beliefs on
students and must be very careful never to direct a student’s decision based on the
counselor’s ideas of right and wrong.
Constantly examining their own values will allow counselors to be sensitive to
whether they are influencing students unconsciously. With these, the counselor becomes
more aware of cues that may imply conflict between personal issues and professional
responsibilities.

Record systems in good guidance programs reflect the monumental amount of

work needed to abstract the individuality of the student, to preserve the essence of who
the student is, and to reflect the student’s continuous, cumulative development. Data
collection does not occur behind a cloud of secrecy, for purely administrative purposes,
for labelling or categorizing students, or for manipulating the students. Provision is
made, not only for the interpretation of appraisal data to parents and pupils, and
corrections in the records but also for the interpretation of the value and necessity of
records and how they are used.

Observation
Observation is the base for most of the various nontesting appraisal. Observing
and recording descriptions of students have a number of important purposes for those
who work with it. Observation may yield data that can refute certain tentative hypotheses
about the individual and confirm others. It provides a practical way of testing the worth of
certain ideas that have been formulated about the individual; and it can be used to
evaluate the effectiveness of the steps that are being taken to facilitate the individual’s
learning, development and adjustment.
Of particular importance in observation is the ability to determine the factors that
initiate behavior and to describe accurately the way the person observed reacts to a given
situation.

Conducting an Observation
Based on the research conducted by Shertzer (1976), the following guidelines may
be used to improved observation:
1. Before observation takes place, determine what is to observed. The purpose
of observation should be known in advance.
2. Observe only one pupil at a time. Few well-trained observers can watch with
any degree of accuracy two or more pupils at one time.

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 3. Watch for significant behavior. Just what is significant may not be entirely clear
at the time it occurs just as many things a pupil does are trivial and reveal
nothing about him.
4. Spread observations over the school day. Observing a pupil for brief periods of
time often gives a truer, more comprehensive description of behavior than does
a description obtained from a few prolonged observations.
5. Learn to observe without resorting to writing notes during the observation
period. The presence of a pad and pencil often cues children regarding what is
occurring and results in behavior different from what might be obtained if these
were absent.
6. If possible, record and summarize the observation immediately after it is
completed.

Interview
Interview is considered as the heart of the counseling process. It is a face-to-face
relationship involving the process of information giving and getting and understanding.
According to Bingham and Moore, interview is a conversation with a purpose. They
include the purpose of therapeutic change as in a psychiatric interview; the purpose of
instruction and appraisal. Purposes of selection and assessment as interviews conducted
with applicants for jobs or students applying for admission to the university.
Interview can be defined as a two-person conversation initiated by the interviewer
for the purpose of obtaining relevant information and focused by him on content specified
by the interview objectives. Depending on the objectives, interview techniques may vary
according to structure and approach.

Degree of Structure
Interview can either be structured or unstructured. As interview is structured when
the interviewer and the interviewee sit down together as if they are going to fill out a
questionnaire. It has a set of questions to be covered and specific sequence to be
followed in asking the questions.
An interview is unstructured if it is conducted much like a conversation. Of course,
the interviewer has a general idea of the scope of the topics to be covered.
The counselor’s decision on the extent of structure depends on the information
needed and the skill of the interviewer. If you want an in-depth information about the
respondents’ attitude, it would be very much better to use an unstructured interview. Also,
if the interviewer is very skilled, it is preferable to have the interview unstructured.

Types of Questions
The interviewer may use any of the two: open (general questions) or closed
(specific) questions.
Open questions allow a wide range of responses, elicit a variety of responses, and
useful when dealing with complex issues. Open-ended questions allow the interviewee to
select from among his full repertoire of responses.

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 Close questions, on the other hand, call for specific responses. Sometimes, the
question channels the interviewee’s responses even when he does not have an opinion
on the subject.

Interview Approaches
An interview approach is direct when the questions explain the purpose of the
interview and direct the interviewee’s attention to the information being solicited.
An indirect approach states the purpose of the interview vaguely. It is used to
reduce the influence of the interview situation on the interviewee’s responses. It is also
used when a more direct approach would be a little threatening to the respondents.

Home Visitation
It is a way to bridge the gap between school and home for students, families, and
teachers. A growing amount of research points to the importance of parents supporting
their children’s learning in the home. A home visit is one way to deepen the partnership
between teacher and parent and increase the students’ chances for success.
Purpose: The purpose of conducting home visits is to establish a relationship with
parents/guardians and their children. Home visits are one of the most effective practices
for making connections and communicating with parents, especially hard to reach
parents. It is the goal of our program to teach both children and parents/guardians to
acquire skills that will lead to success. Visiting families in their homes shows them that
you are genuinely interested in their child and demonstrates your commitment to building
a relationship with them in order to help their child be successful. These visits also allow
you the opportunity to get to know the child in his natural and familiar setting, where he
will easily tell you about his special interests likes and dislikes.

Anecdotal Records
Anecdotal records are record of an episode in the life of a student. It describes one
significant incident of a student’s overt behavior. It is also a narrative of events in which
the student takes such a part as to reveal something which may be significant to his/her
personality.

Procedures in Organizing Anecdotal Records

1. Staff Orientation. Direct observation as a method of collecting data is tedious
task. The guidance worker must be aware of the valuable contributions which
individual teacher’s observation may make and the meticulous preparations
involved in the consolidation of such bits of information before the while picture
of the anecdotal record can be formed. To overcome this problem, the guidance
staff must first be apprised of their duties, the nature of their work and the
procedures to be followed. Staff orientation is very important because
preparations of anecdotal records are done by the staff.
2. Preparation of forms. Once the staff has decided to proceed with the plan of
reporting anecdotes, forms for reporting the anecdotes must be formulated.
This form must be simple and applicable to a definite situation.

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 3. Reporting anecdotes. Anecdotal reporting must remain as objective as
possible. Positive incidents of pupils’ behavior sometimes are more significant
than negative incident.

Types of Anecdotal Records

Randall gives four types of anecdotal records as follows:
1. Objective description of a specific incident.
2. Description of incident followed by interpretation.
3. Description of incident followed by interpretation and recommendation.
4. Description of an incident in which description and interpretation are inter-
mixed.

Advantages of Anecdotal Records

1. Deepens understanding of student’s behavior.
2. Student’s behavior is seen in its full context.
3. Develops skills in identifying the causes of disturbances.

Disadvantages of Anecdotal Records

1. Difficulty of securing objective report. Teachers report their reaction rather than
their observation.
2. Difficulty in securing reports on many students.

Characteristics of a Good Anecdotal Record

1. Objectivity. It must be objective, disregarding personal, emotional reaction of
the reporter to the incident observed.
2. Specific. It must include specific action, direct observation and a fair sequence
of incident.
3. Adequate background information. It must give definite information about
time, place, and person involved as well as the name, age and the specific
situation wherein the subject or counselee is observed.
4. Selectivity. Teachers and trained workers can select which of the anecdotes
are significant in understanding a counselee’s problem.
5. Reliability. The report must be based on one’s personal observation and not
on mere hearsay.

Case History, Case Study and Case Conference

Case History
 Method for gathering in depth information about the client
 Focused on getting the details of the client’s life
 Compulsorily a structured interview
 Recording responses
 Important for testing, diagnostic and therapeutic choice

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Modals format for case history
 Identification data: Name, age, sex, marital status, education, occupation, etc.
 Informants: Include all informants, their relationship to the client and estimated
reliability
 Chief complaints:
o Must be a quotation of the client’s own complaint and not the
relative’s statement or the doctor’s paraphrase.
o If desired, an additional chief complaint, that of an informant other
than patient, may be added provided the source is made clear.
 Impression: Diagnostic choice using DSM Multiaxial System
 Differential diagnosis: Including impression as first choice. Be inclusive, not
exclusive; use precise terminology.
 Discussion: Supporting diagnostic choice
 Recommendations
o Diagnosis
o Therapy
 Personal History
o Family history
o Birth and development
o School history
o Medical history
o Social history
o Sexual history
o Occupational history
o Emotional development
o Premorbid personality
o Client’s fantasy life
 Present Illness:
o Cardinal symptoms including pertinent positives and negatives,
organized by diagnostic category
o Onset and duration of symptoms and treatments received
o Evidence of functional impairment
o Exclusion criteria, psychiatric and organic
o Include all the diagnostic possibilities

The concluding sentence of the present illness should be a statement of the event
precipitating admission at this time, and of the means whereby the patient was
brought to the hospital.
 Physical examination: Vital signs and complete neurological investigation
 Mental status examination
o General appearance and behavior

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 o Form of thought
o Content of thought
o Affect
o Sensorium and intellectual resources
o Insight and judgment

Case Study
It is a careful study and interpretation of pertinent data concerning the students’
development and problems and some suitable recommendation. Case study involves the
study of students’ background, environmental, interpersonal relations and other factors
influencing his development and adjustment. Case study employs the use of researches,
tests, interviews and observation.
In making a case study, all facts about the individual should be at hand. This stage
is almost a case history which is the synthesis of information made periodically. Case
study analyses and interprets the problems or adjustment difficulties of the subject.
Interview is necessary or perhaps additional test may be given to the subject. Where data
is reasonably completed, the information about the individual should be written and
tentative diagnosis and plan for treatment should be formulated. In writing the data, write
objectively, simple and with directness. The write-up should not reflect your personal bias,
and opinions. Irrelevant items should be eliminated.
Hereunder are some points to be observed in making a case study:
1. Select a case that gives you interest both from the standpoint of the nature of
the case and the personality of the individual concerned.
2. If possible, choose a student from one of your class whom you feel needs
attention and help and who will probably cooperate with you.
3. When considering various students, give some thought to the shy, quiet, retiring
students. Pupils of these types are sometimes more interesting than pupils
whose difficulties or behavior cause them to be noticed.
4. Plan only as much as you feel that you can accomplish. If you plan for a
thorough case study including treatment, it is advisable to confine your study
during the first year to one pupil. If you prefer to make brief case summaries,
you can perhaps do several or even summaries of an entire class if it is small.

Values of Case Study

1. A considerate number of students in the school who were most seriously in
need of careful individual attention and guidance were subjects of detailed
study. Not every case study brought about improvement, but it is believed that
the net results constituted a real gain.
2. Each case investigator acquired a better understanding of cumulative records
and a greater insight into the relationship of those records to the immediate
needs of the pupils. It seems probable that the teacher profited as much from
the case studies as did the students.

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 3. The case studies form a basis for group discussion conferences between the
different teachers of each pupil. Thus, cooperative work between teachers in
different departments, and between teachers and counselor, is fostered.

Case Conference
This is called to gain understanding and of determining sound approaches to
several problems of counselees such as:
 Unwise choice of course
 Reading disabilities
 Social maladjustment
 Ineffective study habits
 Achievement below that which is expected of him

Case conference is done without the knowledge of the counselee and it aims to
avoid rushed approaches to his problems. Hence, several persons are involved
like the guidance counselor, the homeroom sponsor, the teacher who made
reference, head of the department and the teacher who has the knowledge of the
counselee and his problem.
It is well to rote that in this conference, the counselee is led to make his plans and
decisions and where such plans prove inadequate, the counselee must be helped
to select an appropriate one.

Autobiography
An autobiography is an individual’s life story – routine, behavior, attitudes,
interests, ideals – written by himself. It is a genetic approach to a study of interests,
choices or plans. It is a means of securing information about the individual.
The autobiography as a tool for understanding individuals reveals not only
behavior, but, perhaps even more important, personal attitudes and emotions behind the
behavior of an individual. Caution should be exercised in interpreting autobiographies
because interpretation is heavily dependent upon experienced, clinical judgment.
Biographical sketches may be written as an assignment during homeroom period.
Topics such as “My Most Memorable Experiences” and “My Life” are interesting to talk
about in the classroom. In the homeroom, the students can be asked to write a diary or a
record of their daily activities.
Autobiographies help the counselor understand the pupils. They are a form of
therapeutic treatment, releasing tension within an individual. Autobiographies serve as an
effective source of information in the counseling process.

Psychodrama
The original form of group psychotherapy is psychodrama. Jacob Levy Moreno,
the man who developed psychodrama, also coined the phrases “group therapy” and
“group psychotherapy”. At its core psychodrama uses deep action methods to explore
and correct issues that have been identified in the group. Often there a protagonist is
chosen who’s issue represents the main elements of the group. The protagonist brings
forward their drama and the members of the group are brought in as auxiliaries to aid the
dramatic enactment of the scene(s) brought forward by the protagonist.
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 As an example, supposing a person came into group and complained about how
stressful the holiday meal was, and that as the extended family sat around the table
various arguments and disagreements broke out. This triggered a memory of how holiday
meals went in the past when she was a child: her parents always bickering, and her sibling
fighting. The resulting distress in the current situation was enough to bring the issue into
group.
If there is sufficient support in the group for the protagonist to work it is likely that
the current scene would be enacted as it happened, with an emphasis on the feelings
evoked for the protagonist. Members of the group would be chosen to play the different
roles, including people assigned to express the different feelings assigned to express the
different feelings that had come up. Then the original dinner scene would be re-enacted
and those feelings examined and expressed. At that point the protagonist usually
becomes aware that there was an unexpressed feeling in the original scene (when she
was a child) and that scene gets re-enacted and the feelings expressed through the role-
playing.
Finally, the current scene is done again with alternate endings. Typically, these
endings would empower the protagonist or correct the scene in some way.
My fellow psychodramatists would probably cringe at the over simplification of this
explanation, and they would (rightly) point out that the core element of psychodrama is
the fact that dramas unfold in unpredictable ways, and something suggesting
psychodrama is formulaic isn’t an idealistic description. While this is true, it is also a true
that dramas unfold in ways that have patterns of recurrence. One major pattern is that
previous events crate scene memories the influence us. That is why the current issues
frequently have their inception during childhood.
Psychodrama is an experiential form of therapy that allows for correction through
the re-experiencing and then dynamic improvement through expression and role
rehearsal.

Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents. Questionnaires can be thought of as
a kind of written interview. They can be carried out face to face, by telephone, computer
or post.
Questionnaires provide a relatively cheap, quick and efficient way of obtaining
large amounts of information from a large sample of people. Data can be collected
relatively quickly because the researcher would not need to be present when the
questionnaires were completed. This is useful for large populations when interviews
would be impractical.
However, a problem with questionnaire is that respondents may lie due to social
desirability. Most people want to present a positive image of themselves and so may lie
or bend the truth to look good, e.g., pupils would exaggerate revision duration.
Questionnaires can be an effective means of measuring the behavior, attitudes,
preferences, opinions and, intentions of relatively large numbers of subjects more cheaply
and quickly than other methods. An important distinction is between open-ended and
closed questions.

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Often a questionnaire uses both open and closed questions to collect data. This is
beneficial as it means both quantitative and qualitative data can be obtained.

Closed Questions
Closed questions structure the answer by only allowing responses which fit into pre-
decided categories.
Data that can be placed into a category is called nominal data. The category can be
restricted to as few as two options, i.e., dichotomous (e.g., 'yes' or 'no,' 'male' or 'female'),
or include quite complex lists of alternatives from which the respondent can choose (e.g.,
polytomous).
Closed questions can also provide ordinal data (which can be ranked). This often involves
using a continuous rating scale to measure the strength of attitudes or emotions. For
example, strongly agree / agree / neutral / disagree / strongly disagree / unable to answer.
Closed questions have been used to research type A personality (e.g., Friedman &
Rosenman, 1974), and also to assess life events which may cause stress (Holmes &
Rahe, 1967), and attachment (Fraley, Waller, & Brennan, 2000).

Strengths
• They can be economical. This means they can provide large amounts of research
data for relatively low costs. Therefore, a large sample size can be obtained which should
be representative of the population, which a researcher can then generalize from.
• The respondent provides information which can be easily converted into
quantitative data (e.g., count the number of 'yes' or 'no' answers), allowing statistical
analysis of the responses.
• The questions are standardized. All respondents are asked exactly the same
questions in the same order. This means a questionnaire can be replicated easily to check
for reliability. Therefore, a second researcher can use the questionnaire to check that the
results are consistent.
Limitations
• They lack detail. Because the responses are fixed, there is less scope for
respondents to supply answers which reflect their true feelings on a topic.

Open Questions
Open questions allow people to express what they think in their own words. Open-ended
questions enable the respondent to answer in as much detail as they like in their own
words. For example: “can you tell me how happy you feel right now?”
If you want to gather more in-depth answers from your respondents, then open questions
will work better. These give no pre-set answer options and instead allow the respondents
to put down exactly what they like in their own words.
Open questions are often used for complex questions that cannot be answered in a few
simple categories but require more detail and discussion.
Lawrence Kohlberg presented his participants with moral dilemmas. One of the most
famous concerns a character called Heinz who is faced with the choice between watching
his wife die of cancer or stealing the only drug that could help her. Participants were asked
whether Heinz should steal the drug or not and, more importantly, for their reasons why
upholding or breaking the law is right.

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Strengths
• Rich qualitative data is obtained as open questions allow the respondent to
elaborate on their answer. This means the research can find out why a person holds a
certain attitude.
Limitations
• Time-consuming to collect the data. It takes longer for the respondent to complete
open questions. This is a problem as a smaller sample size may be obtained.
• Time-consuming to analyze the data. It takes longer for the researcher to analyze
qualitative data as they have to read the answers and try to put them into categories by
coding, which is often subjective and difficult. However, Smith (1992) has devoted an
entire book to the issues of thematic content analysis the includes 14 different scoring
systems for open-ended questions.
• Not suitable for less educated respondents as open questions require superior
writing skills and a better ability to express one's feelings verbally.

Designing a Questionnaire
With some questionnaires suffering from a response rate as low as 5%, it is essential that
a questionnaire is well designed.
There are a number of important factors in questionnaire design.
Aims
Make sure that all questions asked address the aims of the research. However,
use only one feature of the construct you are investigating in per item.
Length
The longer the questionnaire, the less likely people will complete it. Questions
should be short, clear, and be to the point; any unnecessary questions/items
should be omitted.
Pilot Study
Run a small scale practice study to ensure people understand the questions.
People will also be able to give detailed honest feedback on the questionnaire
design.
Question Order
Questions should progress logically from the least sensitive to the most sensitive,
from the factual and behavioral to the cognitive, and from the more general to the
more specific.

The researcher should ensure that the answer to a question is not influenced by
previous questions.
Terminology
There should be a minimum of technical jargon. Questions should be simple, to
the point and easy to understand.

The language of a questionnaire should be appropriate to the vocabulary of the

group of people being studied. Use statements which are interpreted in the same
way by members of different subpopulations of the population of interest.

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 For example, the researcher must change the language of questions to match the
social background of respondents' age / educational level / social class / ethnicity
etc.
Presentation
Make sure it looks professional, include clear and concise instructions. If sent
through the post make sure the envelope does not signify ‘junk mail.’

Ethical Issues
The researcher must ensure that the information provided by the respondent is kept
confidential, e.g., name, address, etc.
This means questionnaires are good for researching sensitive topics as respondents will
be more honest when they cannot be identified. Keeping the questionnaire confidential
should also reduce the likelihood of any psychological harm, such as embarrassment.
Participants must provide informed consent prior to completing the questionnaire, and
must be aware that they have the right to withdraw their information at any time during
the survey/ study.

Rating Scale
Rating scale defines a scale as any order by which individuals may be compared
and a rating is estimated based on qualities and abilities. This is used in obtaining from
others an estimate of their impression or judgment of the individual with respect to the
characteristics named in scale. The rating scale form presents a list of descriptive words
or phrases which are checked by the rater. Teachers, counselors, and principals are
frequently asked to rate pupils on such characteristics as dependability, honesty,
cooperativeness, self-reliance, leadership, industriousness, and the like.

Types of Rating Scale

1. Numerical Scales – It employs numbers for denoting gradations and the
meaning of each number is defined. For example, an item on a scale might
ask: “How would you rate his enthusiasm?” Numerical scales could be set up
as follows: “1.apathetic, 2.rarely enthusiastic, 3.sometimes enthusiastic,
4.usually enthusiastic, 5.intensely enthusiastic.” The rater would then write in
the blank provided the number of degree that best describes the individual
being observed.
2. Descriptive Scales – scales are sometimes constructed which employs a
series of phrases describing various degrees of the characteristic rated. These
phrases are usually arranged in order, with instructions to the rater to check the
phrase that comes closest to describing the characteristic being considered.

Example:
How would you rate industriousness?
___________ Indolent, expends little effort
___________ Frequently does not complete work
___________Get required work done, but no more
___________ Steady worker and occasionally does more than required

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 ___________ Eager, usually does more than required

3. Paired Comparisons – The rater compares each person rated with respect to
the trait to every other individual rated in general terms of “equal,” “better,” or
“worse,”

4. Graphic Rating Scales – this is the most widely used type of rating scale. In
graphic rating scales, the units or degrees are indicated on a continuum, with
descriptive phrases places appropriately under the line. The raters indicate
their observation by checking the point which best describes the degree of the
trait which applies.

The Checklist
A checklist is a list of
names, items or points for
consideration or action.
Although the nature and
purposes of information
sought should determine the
type of instrument to be used,
the checklist has some
advantages over the
questionnaire and in most
instances is preferable, or one
might use a combination of the
two within one instrument.
The Questionnaire-
Checklist is sometimes
desirable. In this way, more
information is obtained than
with the checklist alone.
Name, birthdates, addresses,
school attended, employment
record and other personal
data may be obtained in this
manner. It is generally
advisable to group the
questionnaire items together
and do likewise with the
checklist items rather than mix the two. This arrangement avoids the possibility of
confusing the respondent by his having to make the frequent transitions from one type of
item to the other.
The questionnaire has the advantages of permitting free response and expression
and obtaining information peculiar to each respondent. The checklist provides such
advantages as 1) some control over exactly what information will be given; 2) more

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responses because the ease and speed of responding as compared to answering a
questionnaire; 3) ease and simplification of tabulating results; and 4) possibilities for
assigning numerical ratings to the various responses.

In the usual kind of checklists, responses are made by circling or checking the
most appropriate word or number given after the item. It may call for a yes or no answer,
or the appropriate number given among the alternatives. The yes or no type of question
is usually inadequate since in the most instances the answer is not that clear cut. It may
be partly yes and partly no to the respondent, but he is, nevertheless, forced to choose
one or the other.
When there are degrees of feeling about a matter, provisions should be made for
answers which are accurate and in close harmony with one’s feelings. A five-point rating
scale is usually desirable, since it provides a variety of responses, one of which should
be satisfactorily to the respondent. However, whereas a five-point scale may be adequate
for some matter, it has the disadvantages of not providing for the middle or average. A
choice of three answers is in many instances better than the yes or no response, but this
too has the disadvantages of providing an insufficient number of responses.
At the beginning of the checklist, a clear explanation should be given of each
possible response. Each respondent should know exactly what his particular response
on an item means.

References:

 Principles and Practices of Guidance and Counseling by Roman D. Leaño Jr.

 psychologytoday.com/what-is-psychodrama
 slideshare.net/Guidance and Counseling: Assessment and Intervention
 https://www.simplypsychology.org/questionnaires.html
 Kilgore, 2014. "Teacher Home Visits: The Importance of Sharing a Meal". Retrived from:
https://mobile.edweek.org/c.jsp?cid=25919971&bcid=25919971&rssid=25919961&ite
m=http%3A%2F%2Fapi.edweek.org%2Fv1%2Ftm%2F%3Fuuid%3DE6EF100A-9B20-11E3-
80A8-03A9B3743667

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