Single Plan for Student Achievement

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1 Single Plan for Student Achievement Mountain View Elementary School A Resource for the School Site Council

2 Part II: The Single Plan for Student Achievement Template School: Mountain View Elementary School District: Goleta Union School District County-District School (CDS) Code: Principal: Ned Schoenwetter Date of this revision: January 6, 2014 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Ned Schoenwetter Principal Telephone Number: Address: 5465 Queen Ann, Santa Barbara, CA Address: The District Governing Board approved this revision of the SPSA on.

3 Table of Contents II. Template for the Single Plan for Student Achievement Form A: Planned Improvements in Student Performance Sample Form A Sample Form A (Non-Academic Goal) Form B: Centralized Services for Planned Improvements in Student Performance Form C: Programs Included in This Plan 8 Form D: School Site Council Membership 11 Form E: Recommendations and Assurances 12 Form G: Single Plan for Student Achievement Annual Evaluation Parent/Guardian Involvement Policy 13 14

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5 September Give baseline Dibels assessment to all K-6 students Learning center teacher, classroom teachers, certificated tutors Learning center teacher and certificated tutors assist classroom teachers in giving baseline assessment. Classroom teachers can give assessment on their own, if they are ready to do this independently. Learning center teacher - provided by district Certificated tutors - 20 hours - 1,000 from LCAP and SUPG funds January, February Give mid-year Dibels assessment to all K-6 students All year - Classroom teachers and learning center teacher will use baseline and mid-year data along with other formative assessment data to provide needed reading intervention and differentiation Learning center teacher, classroom teachers, certificated tutors Learning center teacher, classroom teachers, certificated tutors, and teachers on special assignment Classroom teachers will give mid-year Dibels assessments to all K-6 students. Learning center teacher and certificated tutors will assist with assessment and data recording and analysis. Teachers will reflect on Dibels data weekly on own in order to guide instruction or needed intervention. District teachers on special assignment will work with grade level teams to look at grade-level data and plan instruction during monthly strategic release times. Learning center teacher - provided by district Certificated tutors - 20 hours - 1,000 from LCAP and SUPG funds Teacher on special assignment paid for by school district. May, Give end of year Dibles assessment to all students in grade K- 6. Learning center teacher, classroom teachers, certificated tutors Classroom teachers will give end of year Dibels assessments to all K-6 students. Learning center teacher and certificated tutors will assist with assessment and data recording and analysis. Teachers will reflect on individual student growth and class growth. Grade levels will reflect on the successful area of their instructional program and areas in need of improvement during the school year. Learning center teacher - provided by district Certificated tutors - 20 hours - 1,000 from LCAP and SUPG funds (Note: Refer to Form F, Budget Planning Tool) Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have. 2

6 Form A LEA GOAL: LCAP Goal #1 Demonstrate robust achievement growth for all pupils; reduce disparity in levels of achievement between student subgroups. STRATEGIC PLAN GOAL: Substantial, measurable growth of each student is supported with valid and reliable formative and summative assessments. SCHOOL GOAL 2: Mathematics - By June of 2015, 95% of Mountain View students will perform at grade level proficiency level or higher on the mathematics portion of the Smarter Balanced Assessment. What data did you use to form this goal? We used CST Mathematics data from and GUSD Mathematics CFA Data. What were the findings from the analysis of this data? Besides past CST data, there is a lack of school-wide mathematics data for us to track. How will the school evaluate the progress of this goal? Progress on Facts Wise goals, SBAC interim assessments and grade level assessments will be tracked. Where can a budget plan of the proposed expenditures for this goal be found? STRATEGY: During the school will track school-wide mathematics data using a data program. Data will be gathered from Facts Wise assessments in grades kindergarten through three, grade-level mathematics assessments, and the SBAC interim and summative assessments. Information from these assessments will be used to guide needed interventions and extensions. Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source) 3

7 September FactsWise baseline assessment will be given to all students in grades K-3. September June 2015 Using interim FactsWise data as a guide, classroom teachers and certificated tutors will provide needed support to help students attain grade level expectations with fact fluency. Classroom teacher, learning center teacher, certificated tutors Classroom teachers, certificated tutors All students K-3 will be given baseline assessment for FactsWise. Results will be used to identify students in need of intervention. Tier one intervention will be provided by classroom teachers with assistance from certificated tutors and Tier two intervention will be provided by certificated tutors, the learning specialist or the resource teacher. Throughout the school year FactsWise assessments will be given to all K-3 students every 4-6 weeks. Intervention needs will be continually monitored and services modified based on data. Learning Center teacher provided by district. Certificated Tutors - LCAP and SUPG funds - September K-6 classroom teachers will use grade level classroom formative and summative assessments to monitor student progress. Training on CCSS mathematics standards will be provided. Teachers will use strategies from FactsWise, Number Talks, and other research-based programs to meet the individual needs of students. Principal, classroom teachers, teachers on special assignment Teachers will participate in professional development through district CCSS trainings. Teachers will meet monthly with team teachers and teachers on special assignment to analyze student data. Principal will lead professional development activities during staff meetings. District CCSS mathematics training provided by school district. Teachers on special assignment provided by school district 4

8 Form A LEA GOAL: Promote 21 st Century Learning Skills Strategic Plan Reference: Student earning environments are aligned with real world environments by integrating curriculum with 21st Century Learning Skills: Critical thinking and problem solving; communication; collaboration; creativity; innovation; life and career skills; and information, media and technology skills. SCHOOL GOAL: By June of 2015 Mountain View School will have a defined technology plan that addresses needs and skills outlined in the 21 st Century Learning Skills. What data did you use to form this goal? Our school does not currently have well defined technology goals. What were the findings from the analysis of this data? Our school is is need of technology curriculum and goals that align to the 21 st Century Learning Skills. How will the school evaluate the progress of this goal? Our technology team will assess their progress throughout the year on the progress toward this goal. STRATEGIES: During the school year, the school technology committee will research standards by visiting other schools, talking with teachers and administrators at other schools regarding the standards. They will attend professional development activities addressing the 2st Century Learning Skills. Action/Date September The school technology committee will assess our current level of alignment with the 21 st Century Learning Skills. Person(s) Responsible Principal, computer specialist, teachers on technology committee Task/Date The technology committee will learn about the 21 st Century Learning Skills via professional development and research. They will survey the staff to find out the level of implementation on the school site. Cost and Funding Source (Itemize for Each Source) None October June The principal and a teacher representative will attend professional development with Alan November. Principal The principal and a teacher will attend a series of four meetings with Alan November throughout the school year. Between meetings, the principal will provide information learned to other staff members during staff meetings. The principal and teacher will also work on technology implementation projects between meeting times. Please duplicate this form as necessary for additional goals, activities, or strategies the school may have. None 5

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10 Form B: Centralized Services for Planned Improvements in Student Peformance Actions to be Taken to Reach this Goal Centralized District Services Start/ Completion Date Centralized administrative services are provided to facilitate implementation of categorical programs. Centralized services assist the school to attain achievement objectives for every student. These services include: Proposed Expenditures Estimated Cost Funding Community Liaisons August May 2015 Provide support and translations, as needed, to homeless students and families in need of school and community services 135,000 Title I & III, ELA, LCAP Professional Development August 2014 May 2015 Provided teachers and principals with researchbased professional development that supports the District s plans for improving student achievement 46,000 Title I Private School Set Aside Identification and assessment of English Learners August 2014 May 2015 Provide in-service to administer the California English Language Development Test and primary language assessment; administer test 50,431 Title I & LCAP Translation of NCLB documents, communication to parents, and notification of student progress August 2014 May 2015 Required translation of materials, parent letters, and parent conferences 33,000 Title I & LCAP District parent and staff meetings to advise implementation of Compensatory Education Programs and Programs for English Learners August 2014 May 2015 Required translation of meeting materials 1,570 Title I Coordination of reviews regarding program compliance with state regulations August 2014 Ongoing Multi-funded central office administration to coordinate categorical programs 9,650 1,000 10,650 Title I School Choice, and Supplemental Services August 2014 May, 2015 Required set aside for Program Improvement 62,869 Title I 7

11 Form C: Programs Included in this Plan State Programs Local Control Funding Formula (LCFF) Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools LCFF Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students LCFF Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA s enrollment California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program Economic Impact Aid/Limited English Proficient (EIA- LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students Allocation 30,780 Consolidated in the SWP 8

12 List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) Total amount of state categorical funds allocated to this school 30,780 Federal Programs Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs) Allocation Consolidated in the SWP Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation). For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2) Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals Title III, Part A: Language Instruction for Limited- English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs 1,500 Title III funds may not be consolidated as part of a SWP 1 1 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at

13 For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement Other federal funds Title III (Immigrant) 1,800 Other federal funds (list and describe) Other federal funds (list and describe) Total amount of federal categorical funds allocated to this school 3,300 Total amount of state and federal categorical funds allocated to this school 34,080 Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan. 10

14 Form D: School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. 2 The current make-up of the SSC is as follows: Names of Members Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Student Ned Schoenwetter Joana Pattison Alena Avedissian Mitch Light Patrice Zubas Nancy Schley Brigitte Welty Yesenia Thomas Andrew Firestone Lisa Vance Numbers of members in each category 2 EC Section

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16 Form G: Single Plan for Student Achievement Annual Evaluation Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. SAMPLE QUESTIONS FOR SPSA ANNUAL EVALUATION Plan Priorities Identify the top priorities of the current SPSA. (No more than 2 3.) Identify the major expenditures supporting these priorities. Plan Implementation A top priority for the current SPSA was that 80% of Mountain View School students would meet grade level performance expectations in English Language Arts and math as identified on site measures. This goal was met in English-Language Arts, but due to our lack of common assessments at each grade level, it is difficult to confirm the 80% goal in mathematics at each grade level. The lack of state testing results made it difficult as well. That should improve this year with the implementation of the SBAC assessments. This year we implemented the Dibels reading assessment for all grades. 86% of our students scored in the core level during the fall assessment. Strategies in the SPSA that were fully implemented were district professional development for CCSS mathematics and English-Language Arts. This included district professional development, site professional development at staff meetings and working with Teachers on Special Assignment during strategic release time. We purchased the book Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5 by Sherry Parrish for all teachers. All teachers teach Number Talks four to five days per week. Another goal was 100% of teachers will instruct students in the writing of summaries of narratives and/or expository text which meets the College and Career Readiness Anchor Standard in Reading. This goal has been met. All teachers have implemented this instruction and were trained through district professional development. The summary of expository and opinion writing portion will be finished in the spring of The school district provided training on these genres in the fall of In addition, teachers on special assignment have worked with teachers during strategic release time on these genres. The School Site Council discussed goals to be included in the Single Plan for Student Achievement at meetings in the late fall and winter of Each member of the group gave their thoughts and opinions on possible goals. The group gave its support of the goals listed in this document. The ELAC was not included, because despite meetings being planned and multiple invitations given out, the school has not had any parents attend ELAC meetings this school year. 13

17 MOUNTAIN VIEW SCHOOL PARENT/GUARDIAN INVOLVEMENT POLICY Mountain View School recognizes that parent/guardian involvement and support in the education of children are an integral part of achieving academic success and developing capable citizens, and that schools and parents/guardians must work together as knowledgeable partners to educate all students effectively. In order to assure parent/guardian/school collaboration Mountain View School is committed to; including parents/guardians as partners in the education of their children; establishing and maintaining effective two-way communication with all parents/guardians at both school and district office levels; encouraging the development of programs to help parents/guardians acquire parenting skills; providing parents/guardians with the information and techniques to enable them to assist their children with learning at home; developing strategies and programmatic structures to enable parents/guardians to directly participate in their children's education through: - involvement in classroom activities - school advisory groups and parent/guardian support organizations; fostering an environment at Mountain View School that welcomes parents/guardians as active participants in their children's education; recognizing differences in the needs and interests between schools and between parents/guardians in each school. REGULATIONS/PROCEDURES I. MEETINGS AND SPECIAL PROGRAMS A. School Site Meetings and Committees 1. Mountain View School shall hold open houses, back-to-school nights, and parent/guardian organization meetings where the school's philosophy, mission, opportunities for adult participation, the core curriculum, and supplemental instruction are discussed. 14

18 2. Every effort shall be made to insure that the composition of school committees reflects the population characteristics of Mountain View School. 3. School Site Council members shall vote on the school site plan and categorical budget. All parents/guardians are welcome to give input at meetings of the Council. 4. To build school and parent capacity for strong parental involvement, and to support a partnership among school, parents, and community to improve student achievement, the School Site council will work in collaboration with school staff to develop a schedule of parent educational activities that include understanding: State standards for academic content and achievement State and school academic assessments and alternate assessments Requirements for Title I and other categorical programs Ways that parents can monitor their child s progress How to work as collaborative partners with educators The school-parent compact Other topics of interest, to be considered annually by School Site Council, may include: Family literacy Uses of technology How school personnel and parents can work as partners 5. Parents, school staff, district office, and external presenters will be sought to provide the necessary parent involvement workshops. 6. The list and schedule of parent involvement trainings will be printed in school newsletters annually. 7. School Site Council will address funding needs for parent involvement activities as appropriate through the site categorical budget. 8. Parent/guardian organizations, such as the Parent-Teacher Association, will be encouraged to provide opportunities for adult education and participation. 9. Every effort shall be made to provide opportunities for adult education and participation. 15

19 10. Accessibility and opportunities for parents with limited English proficiency, disabilities, or parents of migrant students will be offered through actions such as arranging school meetings at varied times, in-home conference, phone contacts, and outreach services through the school s community liaison. 11. Translations will be provided as required by law. B. Meetings with Certificated Personnel 1. Parents/guardians or teacher-initiated conferences to discuss student progress and/or methods to improve student achievement shall be a part of the educational program at Mountain View School. 2. During conferences, school personnel may assist parents/guardians with gaining access to community and support services for families and children. C. School Site Activities 1. Parents/guardians shall have reasonable opportunities to observe and volunteer in classrooms in accordance with school visitation procedures. 2. Activities designed to help parents understand school programs and services shall be a part of school presentations. II. WRITTEN COMMUNICATIONS BETWEEN THE SCHOOL AND HOME A. Parents/guardians who are unable to attend school events, activities, or meetings shall be encouraged to telephone and/or write school for information. B. Materials such as school newsletters, classroom newsletters, and general announcements that provide parents/guardians with information about Mountain View School will be sent home on a regular basis. C. Mountain View School shall distribute a school handbook and Grade Level Expectations to parents/guardians at the beginning of each school year and to the parents/guardians of new students after the start of the school year. The handbook shall contain information about current programs, criteria for pupil participation in these programs, and other information designed to acquaint parents/guardians with school regulations and procedures. 16

20 D. A letter explaining the purposes, organization, and services provided by the Title I program shall be distributed annually to the parents/ guardians of eligible students prior to participation in the program. 17

21 ESCUELA DE MOUNTAIN VIEW PARTICIPACIÓN DE LOS PADRES/TUTORES POLÍTICA La escuela de Mountain View reconoce que la participación y apoyo de los padres/tutores en la educación de sus niños es una parte integral del logro de éxito académico y del desarrollo de ciudadanos capaces; y que las escuelas y los padres/tutores deben trabajar juntos como socios informados para educar a todos los estudiantes con efectividad. Para asegurar la colaboración entre padres/tutores y la escuela, la escuela de Mountain View se dedica a: incluir a los padres/tutores como socios en la educación de sus hijos; establecer y mantener la comunicación mutua y efectiva con todos los padres/tutores tanto al nivel de la escuela como al nivel de la oficina del distrito; fomentar la creación de programas para ayudar a los padres/tutores a desarrollar sus habilidades de crianza; proveer a padres/tutores de la información y las técnicas necesarias para ayudar a sus hijos a aprender en casa; desarrollar las estrategias y la infraestructura del programa escolar para que los padres/tutores puedan participar directamente en la educación de sus hijos a través de: - participar en actividades del salón de clase - involucrarse en grupos para dar consejos a la escuela y en organizaciones de apoyo paternal fomentar un ambiente en la escuela de Mountain View que acoge a los padres/tutores como participantes activos en la educación de sus hijos; reconocer las necesidades y intereses distintos de cada escuela particular y de cada padre/tutor dentro de la escuela. REGLAMENTO/PROCEDIMIENTOS I. REUNIONES Y PROGRAMAS ESPECIALES A. Reuniones y comités en la escuela 1. La escuela de Mountain View celebrará jornadas de puertas abiertas, noches de orientación para padres y reuniones de organizaciones para padres/tutores en cuales se discuten la filosofía, misión, oportunidades para participación adulta, el curso básico de estudios y la instrucción suplementaria de la escuela. 18

22 2. Se hará todo esfuerzo posible para asegurar que la composición de los comités escolares refleja bien las características de la población de la escuela de Mountain View. 3. Miembros del Consejo asesor escolar votarán en el plan escolar y el presupuesto categórico. Se les invita a todos los padres y tutores a contribuir sus opiniones en las reuniones del Consejo. 4. Para fomentar la capacidad de la escuela y de los padres para la buena participación paternal, y para apoyar la sociedad entre escuela, padres y comunidad para mejorar el rendimiento estudiantil, el Consejo asesor escolar trabajará en colaboración con el personal de la escuela para desarrollar un calendario de actividades educativas para padres. Estas actividades les ayudarán a entender: Los estándares estatales para el contenido y aprovechamiento académicos Las evaluaciones académicas del estado y de la escuela, y evaluaciones alternativas Requisitos para programas del Título I y otros programas categóricos Maneras en que los padres pueden seguir el progreso de sus hijos. Cómo trabajar en colaboración con los maestros como socios El compromiso entre escuela y padres. Otros temas de interés, para consideración anual por el Consejo asesor escolar, pueden incluir: La alfabetización familiar Usos de la tecnología Cómo el personal escolar y los padres pueden trabajar como socios 5. Se buscará a padres, personal de la escuela, la oficina del distrito y presentadores de afuera para proveer de los talleres necesarios de participación paternal. 6. La lista y el horario de los entrenamientos en la participación paternal se incluirán en los boletines escolares cada año. 7. El Consejo asesor escolar se dirigirá a las necesidades monetarias de las actividades de participación paternal como sea apropiado a través del presupuesto categórico de la escuela. 8. Se animará a las organizaciones de padres y tutores, tal como la Asociación de Padres y Maestros (PTA), a proveer de oportunidades para la educación y participación adultas. 19

23 9. Se esforzará para proveer de oportunidades para la educación y participación de los adultos. 10. Se ofrecerá la accesibilidad y oportunidades para padres con dominio limitado del inglés, con incapacidades o padres de estudiantes migratorios a través de medidas como la programación de reuniones escolares en horas variadas, conferencias en casa, comunicación por teléfono y servicios para alcanzar e involucrar a los padres por la Ayudante en la Comunidad de la escuela de Mountain View. 11. Se proveerá de traducciones según la ley. B. Reuniones con personal certificado 1. Las conferencias para conversar sobre el avance estudiantil y/o métodos para mejorar el aprovechamiento estudiantil, sean pedidas por los padres/tutores o por los maestros, serán parte del programa educativo en la escuela de Mountain View. 2. Durante las conferencias, el personal escolar puede ayudar a los padres/tutores a acceder los servicios comunitarios y auxiliares para familias y niños. C. Actividades en la escuela 1. Los padres/tutores tendrán oportunidades razonables para observar y trabajar como voluntarios en los salones según los procedimientos para visitas de la escuela. 2. Las presentaciones escolares deberán incluir actividades diseñadas para ayudar a los padres a entender los programas y servicios escolares. II. COMUNICACIÓN ESCRITA ENTRE ESCUELA Y CASA A. Se animará a los padres/tutores que no pueden asistir a eventos, actividades o reuniones escolares a comunicarse con la escuela por teléfono o por escrito para recibir información. B. Materiales tal como los boletines escolares, boletines del salón y anuncios generales que proveen a los padres/tutores de información sobre la escuela de Mountain View se mandarán a casa con regularidad. C. La escuela de Mountain View distribuirá una guía para la escuela y las Expectativas del nivel de grado a los padres/tutores al principio de cada año escolar y a los padres/tutores de nuevos alumnos cuando entran después del principio del año escolar. La guía contendrá información 20

24 sobre los programas en curso, los criterios para la participación estudiantil en estos programas y otra información diseñada para familiarizar a los padres/tutores con los reglamentos y procedimientos de la escuela. D. Se distribuirá anualmente una carta que les explica los motivos, la organización y los servicios provistos por el programa de Título I a los padres/tutores de estudiantes elegibles antes de que participen en el programa. 21

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