School Comprehensive Report - Charlotte-Mecklenburg Schools



Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.10/13/2016Sedgefield Elementary NCES - 370297001268Charlotte-Mecklenburg SchoolsStudent Success IndicatorsKey Indicators are shown in RED.Dimension A - Instructional Excellence and AlignmentCurriculum and instructional alignmentIndicatorA2.04 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(5094)Status Tasks completed: 0 of 3 (0%)AssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:Literacy facilitator, math facilitator, Principal, Assistant Principal, and Dean of Students will meet with grade level teams and Professional Learning Communities 3 times weekly to develop and implement common core aligned units of study for each content area. During these instructional planning sessions, teams will also disaggregate and analyze formal and informal assessment data in order to adjust instruction as needed.PlanAssigned to:Karen ReidHow it will look when fully met:Developing standard aligned units will help the teachers of Sedgefield master specialized classroom discourse. These units are a mapping process that enables teachers to think carefully about research-supported, teacher-learner-content interactions that help students meet standards specific to their grade level. Within a unifying theme, teachers will ensure that a unit guides the sequence and pace of skills and knowledge acquisition described in more granular detail by lesson plans. Its importance will not be underestimated, but identify bad curriculum design as the cause of widespread achievement gaps at Sedgefield Elementary. Developing standards-aligned units of instruction raises achievement and connects how the teachers of Sedgefield organize their thinking for students who are significantly impacted by poverty. Vocabulary development is critical to their language development.To assess the quality of existing standards-aligned units of instruction, the Sedgefield's administrative team, facilitators, and teachers will consider four important questions:Is the unit aligned with standards, objectives, and guidelines?Is there a balance of teaching strategies, learning strategies, and authentic tasks that engage and meet the needs of diverse learners?Have I sequenced the activities clearly?Do the formative and summative assessments measure the knowledge and skills identified in the objectives?The information that will be used to serve as evidence will include all formal and informal assessments to include TRC, MAP, Benchmark Assessments, Teacher-Created Assessments, Unit Assessments. Additionally, all standards-aligned units of instruction will be uploaded in each Professional Learning Community's Google Doc folder.Target Date:05/10/2016Tasks:1. For developing standard aligned units of instruction, each Professional Learning Community will be responsible for adhering to specified protocol. Facilitators, Mrs. Lauren Zalenski (3-5) and Mrs. Kim Thomas(K-2), will facilitate PLC meetings to ensure the following areas are discussed and describe: The unit’s central focusTarget concepts within the discipline(s) that the unit is intended to addressMission, vision, & goals for studentsCulminating performance task (CPT), final project, final performance, or portfolioMajor standards that the unit will address: CCSS, state level, gradelevelThe unit’s scopeHow to sequence the curriculum to include ? Simple to complex ? Developmental ? Prerequisite knowledge & skillsAssigned to:Lauren ZalenskiAdded date:10/06/2016Target Completion Date:01/16/2017Frequency:monthlyComments:2. For developing standard aligned units of instruction, each Professional Learning Community will be responsible for identifying and discussing experiences that meet objectives and support: 21st Century SkillsCritical ThinkingDifferentiationEnrichmentCollaborationMotivationAssigned to:Lauren ZalenskiAdded date:10/06/2016Target Completion Date:01/16/2017Comments:3. For developing standard aligned units of instruction, each Professional Learning Community wil be responsible for creating directions for assessments; authentic, formative and summative to include:Problem solving activityTask-specific rubricsOpportunities for feedback on instrucvtionRoutinesAssigned to:Lauren ZalenskiAdded date:10/06/2016Target Completion Date:01/16/2017Comments:ImplementPercent Task Complete: Tasks completed: 0 of 3 (0%)Dimension A - Instructional Excellence and AlignmentStudent support servicesIndicatorA4.01 - The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.(5117)Status Tasks completed: 0 of 3 (0%)AssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:Implement a school wide Multi-Tiered System of Support (MTSS) Leadership Team consisting of administrators, student services personnel,teachers, and content experts that will guide staff through professional development, and support teachers with conducting universal screeners, analyzing assessment data as well as classroom performance data. The team will also include families in the process of supporting students through a strengths-based tiered approach to "whole child" success. The team will support teachers with delivering data driven instruction, developing and implementing research-based interventions for targeted skills, and progress monitoring those interventions as proposed by Tier 2 and Tier 3 intervention plans.PlanAssigned to:Kelli WallaceHow it will look when fully met:At Sedgefield, a fully implemented tiered instructional system will consist of three levels of intensity and prevention. The framework will engage research-based academic and behavioral practices that will be delivered through a data driven approach to problem solving. Teachers will receive an overview of the MTSS framework led by the Central Learning Community MTSS and EdPlan Specialist, and a more focused professional development session delivered by the Dean of Students and Guidance Counselor.The primary prevention level (Tier 1) will include high quality core instruction that will be monitored by administrators and facilitators during weekly walkthroughs with immediate feedback provided. The secondary level (Tier 2) will include evidence-based interventions of moderate intensity. The third prevention level (Tier 3) will include prescriptive, individualized interventions of increased intensity and frequency for students who show minimal response to Tier 2 interventions. At all 3 levels, families will be included and the system of care components infused. Heavy emphasis will be placed on fidelity of implementation with consideration for cultural and linguistic responsiveness, and plans will be developed based on student strengths.Target Date:05/10/2016Tasks:1. Teachers will receive an overview of the MTSS framework led by the Central Learning Community MTSS and EdPlan Specialist, and a more focused professional development session delivered by the Dean of Students and Guidance Counselor.Assigned to:Kelli WallaceAdded date:10/06/2016Target Completion Date:10/12/2016Comments:2. Support teachers with identifying and implementing appropriate research-based Tier 2 Intervention Plans to support academic and social/emotional growth.Assigned to:Kelli WallaceAdded date:10/06/2016Target Completion Date:01/16/2017Frequency:weeklyComments:3. Meet with MTSS Leadership Team bi-weekly to analyze data and make decisions for students in Tier 3.Assigned to:Kelli WallaceAdded date:10/06/2016Target Completion Date:01/16/2017Frequency:twice monthlyComments:ImplementPercent Task Complete: Tasks completed: 0 of 3 (0%)IndicatorA4.06 - ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5124)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:Teachers will be involved in professional development focusing on a culture of care through the implementation of Morning Meetings. This professional development will be led by a teacher-leader in the building. The purpose of the Morning Meeting is to assess and address emotional states of each student, as well as provided social skills development. Teachers will build relationships with families by making phone/email/face to face contacts, and engaging in on-going 2 way communication with parents/guardians throughout the year. Teachers will receive classroom management professional development, and support from the administrative team, guidance counselor, and MTSS Leadership team with implementing behavior contracts and Tier 2/Tier 3 plans for students as needed. PlanAssigned to:Not yet assignedDimension B - Leadership CapacityStrategic planning, mission, and visionIndicatorB1.01 - The LEA has an LEA Support & Improvement Team.(5135)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:The Title I Department in CMS works in collaboration with the Learning Community Superintendents and Executive Directors to schedule and set agendas for individual meetings with principals of Focus, Priority and Low Performing schools in this planning year. The meetings included specific requirements identified under the current state (low performing) and federal regulations (Focus and Priority), utilization of funds in alignment with a rigorous plan for improvement, and requirements for engaging stakeholders in the process.Principals meet with their School Leadership Teams (SLT) to review their comprehensive needs assessment data and establish plans for improvement in alignment with district goals, turnaround principles, and coordination of allotted funds. The Learning Community staff will facilitates SLT meetings, and provides stakeholders additional information to help in decision making for low performing schools.The Title I team includes a Title I Director and Specialist to support Priority and Focus schools, can facilitate the SLT team meetings, if requested; and will coordinate and align technical assistance to identified schools with Learning Community staff, and review and approve plans and budgets for state approval. Going forward in the 2016-2017 school year, the Title I Office will meet with each school principal quarterly to review spending and alignment to Priority or Focus plan goals, strategies, and available data. Learning Community representatives will meet with schools with Low Performing state Status monthly. Title I Office will attend one SLT meeting monthly as a member of the school's SLT team for Focus or Priority schools.Title I Office will provide training in NCStar to principals and process managers in September and January in coordination with NCDPI training and will provide coaching comments monthly with constructive feedback to Priority and Focus schools in NCStar as they document and review their implementation progress of their strategic plan.PlanAssigned to:Not yet assignedIndicatorB1.02 - The LEA selects and hires qualified principals with the necessary competencies to be change leaders.(5136)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:CMS has a few processes in place for developing the talent pool of principals and assistant principals. There are 2 levels of screening to select and hire quality candidates for these positions. The district created a list of leadership competencies to more effectively identifycandidates who are ready for leadership roles. The first step in the process is an online application which is directly aligned to the competencies. Thus, potential candidates are required to submit resumes that are tailored to the leadership competencies, including such information as statistics on learning outcomes as well as summative evaluations. This allows the district to assess the impact candidates have had in previous positions and appropriate fit. The next level of screening involves a virtual interview, during which candidates reply to a series of questions while recording their responses in a video format. This phase of the process allows the district to assess candidates’ instructional knowledge and ability to think strategically, among other leadership competencies. This systematic process narrows the pool of candidates. The third part of the process involves a half-day interview, during which candidates participate in simulations, respond to emails, analyze data, identify data trends, and develop an action plan that is aligned data analysis. The district currently has a large pool of candidates from which to select, including 70 external candidates. The vacancy to applicant ratio is 1:4, thus providing a large number of candidates from which to select. Forty-one percent of candidates have Title I experience, though turnover among principals in Title I schools averages 49%. Some candidates, such as current CMS assistant principals, may not meet the qualifications due to inconsistent exposure to the roles required of a principal, limiting expansion of their leadership capacity. Thus, many of the candidates are never selected from the pool. Human resources often has to start the process over when each vacancy occurs, rather than pulling from the candidate pool, delaying placement. In summary, the district has processes in place to hire principals with the necessary competencies to be change leaders, and will continue to develop the process further. All candidates for LIFT and Beacon principalships participate in BEI interviews and have to score within an approved range to be considered for the principalship in one of these schools.PlanAssigned to:Not yet assignedIndicatorB1.03 - A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.(5137)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:The Sedgefield Elementary School Leadership Team (SLT) will meet twice a month on the 2nd and 4th Wednesday from 3:15 p.m. - 4:15 p.m. During the meeting, the team will review progress towards SIP goals and other updates as it aligns to district goals.PlanAssigned to:Not yet assignedDimension B - Leadership CapacityDistributed leadership and collaborationIndicatorB2.03 - The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:The administrative team of Sedgefield Elementary provides duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1. Teachers meet in their Professional Learning Communities(PLC) three times per week to focus on grade level goals in core areas which are in alignment with district and state goals. Each teacher selects a core area in which he/she develops the lesson plan for the team. Plans are reviewed and discussed during PLC meetings for clarity and recommendations. Additionally, each team member has a specific role within their PLC to ensure successful planning sessions. These roles includes facilitator, time keeper, recorder and/or reporter.PlanAssigned to:Not yet assignedDimension B - Leadership CapacityMonitoring instruction in schoolIndicatorB3.01 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(5147)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:LEA AssessmentWhile schools offer a variety of face to face, blended, and online programming, the outcomes are not directly monitored by the district resulting in unclear impact on student achievement. The district has a proposal process for schools to access funds. This process requires schools to analyze student data to identify the need for a specific amount based on reading assessments. These funds support extended learning opportunities at every school and a variety of resources are available to support learning, instruction and assessment. However, there is one district staff member assigned to oversee and monitor all programming; thus, assessing extended learning effectiveness rests directly on the individual schools using benchmark or other assessments. Currently, the district has a planning committee in place to build common practices with Credit Recovery programming across the district and those expectations will be implemented in high schools in the 2016-2017 school year.PlanAssigned to:Not yet assignedIndicatorB3.03 - The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:Principal, Assistant Principal, Dean of Students, and Academic Facilitators will develop a walk-through schedule and conduct weekly walkthroughs. Following the walkthroughs teachers will receive immediate feedback through a google document identifying strengths in the lesson and areas to enrich and develop. Administrative team and facilitators will conduct coaching conversations following the walkthroughs as needed.The Administrative Team, consisting of the principal,Assistant Principal, and Dean of Students will additionally conduct formal observations and evaluations to identify effective teaching practices for evaluation and feedback. The feedback will help motivate teacher change.The skills that teachers develop as a result of these inputs, if utilized consistently in interactions with students, lead to optimal student learning and development. PlanAssigned to:Not yet assignedDimension C - Professional CapacityQuality of professional developmentIndicatorC2.01 - The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159)Status Tasks completed: 0 of 3 (0%)AssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:District staff support individual school principals to analyze student and teacher data throughout the school year. This is done in a variety of ways, and the district has tools available for school leaders to support decision-making. The District Accountability Team provides enterprise reporting, measurement, analytics, coaching and professional development on a variety of topics that align with the district’s strategic goals.The District Accountability Team transforms raw data into useful and meaningful information to help support decision-making at the school and district level. A portal serves as a gateway for the information, as it pertains to the district’s strategic goals.The District Accountability Team provides data coaching and training on multiple data related platforms for all CMS schools and central office support services. The trainings offered facilitate data informed decision making, and therefore impacting student performance. Highly differentiated, school specific coaching is offered on how data can impact lesson planning, common assessment development, and school improvement planning.PlanAssigned to:Terri CooperHow it will look when fully met:Each Professional Learning Community (PLC) at Sedgefield Elementary will meet at least two to four hours per month to evaluate the progress they are making within the school. As each team meets, they will review data that is used to support the school goals and data from daily activities within the school. The administrative team and facilitators will meet with grade‐level or content‐area instructional teams to review data points and progress towards implementation. These meetings will be used to evaluate the efficacy of instructional strategies and to transform interventions to better meet student needs. The School Leadership Team will discuss during SLT meetings findings and make recommendations.The specific data that needs to be examined will differ based on the goals and strategies identified at each school. Some examples of data to monitor may include, but not limited to:Student demographics, including information on gender, race/ethnicity, special education, migrant, English Language Learner, and other sub‐group status State assessment results for students as a whole and by subgroup Attendance records Discipline referrals In‐school and out‐of‐school suspensions Any information available on student grades Any information on performance of students who are below grade level in reading or mathematics Any formative assessment data available Teacher quality Teacher attendanceNumber of parent conferences Number of classroom observations and instructional walk‐throughsThe administrators, facilitators and School Leadership Team will first assess its current level of academic performance to form a clear understanding of what is occurring in the school. Once that baseline is established, the team will create a description of protocols and procedures that are to be embedded and implemented in school practice to create a step‐by‐step plan to achieve the desired outcome. Target Date:11/16/2016Tasks:1. The Sedfefield Elementary Professional Learning Communities along with the administrative team, facilitators, and School Leadership Team will review grade level data to determine where reading Gaps are and identify our needs. All stakeholders will examine potentialresearch‐based interventions to determine what might work at our school or how we might better use current interventions. As a school, we will adopt meaningful interventions that will allow for individualized interventions and track studentprogress.Assigned to:Kim ThomasAdded date:10/06/2016Target Completion Date:11/15/2016Comments:2. The Sedfefield Elementary Professional Learning Communities along with the administrative team, facilitators, and School Leadership Team will review grade level data to determine where math paps are and identify our needs. All stakeholders will examine potentialresearch‐based interventions to determine what might work at our school or how we might better use current interventions. As a school, we will adopt meaningful interventions that will allow for individualized interventions and track studentprogress.Assigned to:Kim ThomasAdded date:10/06/2016Target Completion Date:11/15/2016Frequency:monthlyComments:3. The Sedgefield Elementary Administrative Team will look at data related to teacher performance and aggregate data on discipline referrals, classroom observation, etc. and determine what instructional strategies are needed in the classroom and how instructional progress will be monitored.Assigned to:Terri CooperAdded date:10/06/2016Target Completion Date:11/15/2016Frequency:monthlyComments:ImplementPercent Task Complete: Tasks completed: 0 of 3 (0%)Dimension C - Professional CapacityTalent recruitment and retentionIndicatorC3.04 - The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:In addition to the process for recruiting aspiring leaders, CMS has some processes in place to recruit, evaluate, reward, and replace staff, though the method is not yet systemic, limiting the impact on staff retention. For example, some principals receive incentives for leading high-needsschools on an as-needed basis, though the practice is not systematic, limiting impact. In the fall, Title I funds will begin to be used by some schools to recruit and retain staff with 3 or more years of experience in designated areas (ELA, math, science, EC, ELL), creating the potential to positively improve the quality of staff hired and increase the likelihood of retaining them. In addition, staff in Project LIFT schools receive signing bonuses as well as performance bonuses based on a rubric, offering incentives for staff to work in a high-needs feeder pattern. Career fairs are held to recruit teachers specifically for hard-to-staff schools, and the transfer period stays open longer for Title I schools, increasing opportunities for schools to hire experienced candidates from other schools within the district. The district adopted an initiative entitled “Opportunity Culture” as a means of developing potential teacher leaders in 40 schools by providing them with flexibility to select and adapt job models to fit the needs of the specific school as a retention option for some schools. The district’s human resources department provides new staff with a tool kit, in addition to a general orientation session, as part of the district’s strategic plan for addressing retention. However, the impact on teacher retention is not yet known, thus teacher turnover is closer to the state average, according to the NC Report Card for CMS.In an effort to improve principal retention, CMS has strategies in place. For example, new principals are required to participate in a mandatory Summer Leadership Institute to assist with onboarding new leaders, offering the potential to impact retention of new leaders. The district also has partnerships with several universities that provide additional training for developing potential leaders, creating potential to increase the leadership capacity of principals and to impact the principal turnover rate, which is just below the state average, according to the NC Report Card for CMS. CMS implemented retention/recruitment bonuses for the principal position in the three Beacon high schools in an effort to recruit and retain strong leadership. Other Beacon principals received a 10% bonus for taking on the challenge of a turnaround school.PlanAssigned to:Not yet assignedDimension E - Families and CommunityFamily EngagementIndicatorE1.06 - The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5182)Status In Plan / No Tasks CreatedAssessmentLevel of Development:Initial: Limited Development 10/05/2016Index:9(Priority Score x Opportunity Score)Priority Score:3(3 - highest, 2 - medium, 1 - lowest)Opportunity Score:3(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)Describe current level of development:Sedgefield Elementary communicates with parents/guardians about its expectation of them and the importance of the home through a variety of methods. Critical attributes of effective, on-going, two-way communication include the following:? Consistent focus of student achievement and well-being ? Courteous and respectful interactions between all stakeholders at all times? Open minded exchange of ideas and information between student, family and staff related to achievement, organization, and/or behaviorExpectations for two-way communication include:? Telephone and email communication will be used for extended discussion related to student performance and/or well-being.? All parents/guardians will provide the school with a current telephone contact number and/or email address.? All teachers will provide parents/guardians with contact information the school, includingthe school's email address.? School staff and parents/guardians will respond to phone messages and emails promptly.? The student agenda is an essential tool for establishing efficient and effective organizational habits in our students. In addition to the expectation that the planner will be used for recording student learning goals, assignments, and special events. Meetings Designed to Communicate Expectations include:? Title I Meetings? Coffee with the Principal - Scheduled monthly? School Leadership Team Meetings - Scheduled twice per month? School Calendar - Distributed to parents monthly? Teacher Newsletter - Distributed from teacher monthly? Blackboard Connect Messages - Messages communicated each FridayPlanAssigned to:Not yet assigned ................
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