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DC Public Schools
Reportcard to the people
SY 2001-2002 Accomplishments

March 2002




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District of Columbia Public Schools

Reportcard to the people


Dr. Paul L Vance, Superintendent

Table of Contents

Academic Services
Academic Reinforcements
Vocational Education - Schools to Career
Special Education
Staff Recruitment
Professional Development.
Parental Involvement
Technology Improvements
Administrative Operations - Setting Standards
Student Services
Legal Services
Communications and Public Information

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Academic Services

  • Developed a Standards Based Curriculum that establishes citywide, uniform academic standards that determine what teachers teach and what students are expected to know.
  • Developed Standards, proficiency levels, pacing charts and curriculum maps for English Language Arts, Mathematics, Science, Social Studies, Visual Arts, Health and Physical Education and Music for pre-kindergarten through grades 12. The Stanford 9 is administered to students in grades one through eleven in reading and mathematics. Science and writing have been piloted for grades 3,5,8 and 11. Specific bodies of knowledge and skills are to be mastered in each subject.
  • Received initial recommendations from our Blue Ribbon Panel on how to improve academics and resources at all Senior High Schools.
  • Created a new Advanced Placement Office and offered advanced placement studies to more students than ever before, in all sections of the city.
  • Established a city wide Family Literacy Consortium made possible by a $4.2 million Reading Excellence Grant Initiative. As a result of the consortium the school system received a two-year State Initiative Grant from the U.S. Department of Education to develop quality indicators, improve program evaluation and increase community awareness and support.
  • Adopted millions of dollars worth of new textbooks.
  • Identified nine of our historically lowest performing schools and began fast-tracking their reform by implementing our overall reform plan and vision. These transformation schools are distinguished by their on-site educational, social, public health, and recreational wraparound services for students and parents, and eventually, by their improved school building facilities.

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Academic Reinforcements

  • Successfully implemented after-school programs and a comprehensive Summer STARS/SEAS program, in which for the first time, we offered enrollment to 22,000 students;
  • Offered exemplary instruction in bilingual education to our culturally diverse student and family populations. We are one of the few school districts in the nation to have a multicultural coordinator in every school. We were also one of few school districts to offer school based training on Arab culture in the days following the September 11 terrorist attacks to help teachers prevent any negative reactions to our Arab students.

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Vocational Education - Schools to Career

  • Established and improved course offerings and classroom laboratories in our middle and high schools to include vocational exploration to help prepare students for the workforce just as we prepare them for post secondary education.
  • Offered students options for career and technical courses with teachers and artisans as instructors.
  • Equipped classrooms with technology that will link students to work place experiences.

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Special Education

  • Implemented the initial phases of a Seven Point Plan for strategic reform of our Special Education program.
  • Established four new centers to serve emotionally disturbed students and created new programs to serve autistic students, reducing the need to transport students with special needs to suburban facilities and saving transportation dollars.

  • Installed a new transportation software system to assist bus drivers and attendants in planning their routes and prioritizing their trips to get students to and from school on time.

  • Reached full compliance on five of eleven areas identified in the OSEP Compliance Agreement. Made significant progress in achieving compliance in the six additional areas.

  • Acquired and Installed a customized Special Education tracking System (SETS) which enables us to track the identification, assessment and placement of Special Education students.

  • Received a Safe Schools/Healthy Students grant from the Departments of Justice, Education, and Health and Human Services to provide direct services to 10 schools each year for three years on violence prevention. This grant is in the amount of $2.8 per year and will place two clinicians in each school in addition to providing extensive training to staff, parents and leadership.

  • Expanded the use of the SETS database, which allows DCPS to track special education students, initial evaluations and reevaluations, HOD/SA, and staff productivity.

  • Complied with IDEA has increased in those areas identified by OSEP and full compliance in five areas:

    • Reducing number of overdue hearing decisions
    • Implementing child find activities
    • Developing formal complaint procedure
    • Forming State Advisory Panel
    • Identifying LEP students and resources needed to serve them
  • Designed the DCPS-OCR Corrective Action Plan for LEP students (including those with disabilities) has been accepted by the Office of Civil Rights.

  • Received assistance in developing a State Improvement Plan as required by the OSEP Continuous Improvement Monitoring Process. The University of Kentucky received a grant from OSEP to provide training to the State Advisory Panel so that they could assist DCPS in developing the DCPS has increased capacity of local and citywide schools to provide services to stunts with disabilities at all levels of intensity, including the establishment of new therapeutic day treatment centers.

  • Collaborated with Facilities Management to identify sites to increase capacity to serve special education stunts in local schools. The Division is also working with architects who are developing the educational specifications to be used in high schools as they are rebuilt or remodeled.

  • Requested statements of qualifications from potential providers using the Human Care Act resulted in several applications being reviewed by a panel from the Division of Special Education. An agreement will be finalized in March resulting in a rev partnership with a private provider who will serve students with emotional disturbances.

  • Provided technical assistance to the Board of Education in developing an RFP for a special education focus charter school to be established by fait 2002.

  • Provided extensive training to all special education staff in an effort to increase compliance with IDEA and DC regulations. In addition, general an! special education staffs have received training to improve instruction and behavior through the use of school-wide programs such as Project Achieve, Failure Free Reading and Fast ForWord.

  • Entered into a partnership with Catholic University to address the shortage of paraprofessionals with training for educational aides. At the completion of the program, the participants can elect to continue their studies and become special education teachers. To address the shortage of special education teachers, DCPS has a partnership with the George Washington University to retrain general education teachers who receive a master's degree in special education.

  • Collaborated with the Hospital for Sick Children to obtain Assistive Technology evaluations in an expeditious manner and have developed community partnerships so that assistive devices/equipment can be obtained for children with limited resources.
  • Established and trained teams of social workers and psychologists who can provide grief counseling. After the September 11 attack on the World Trade Centers and the Pentagon, these teams spent several days providing counseling to students and staff at those schools that were directly affected by the tragedy.

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Staff Recruitment

  • Hired 39 new principals and 527 new teachers.
  • Hired a new principal for the new Technology High School at McKinley.
  • Implemented the new DC Teaching Fellows and Teach for America programs to recruit mid career professionals and outstanding recent college graduates to be teachers in DCPS schools.

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Professional Development

  • Created a Principal Leadership Institute to help principals refine leadership and administrative skills.
  • Enforced our teacher certification policy to ensure a system wide corps of certified teachers.
  • Implemented a new professional development academy.
  • Conducted bilingual education workshops to offer training for teachers in working with students for whom English is a second language.
  • Conducted a Media Institute to train school principals and administrators how to effectively handle media queries and interviews.

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Parental Involvement

  • Strengthened our partnership with parent organizations such as the Congress of PTA's and parent advocacy groups, to help involve parents in the educational process.
  • Offered parent summits in several school areas to offer parents skills that will assist them in helping their children with schoolwork.
  • Created a year-long and system wide calendar of events and mailed to parents at the beginning of the school year to help them stay informed about and plan for school activities, exam schedules, and teacher conferences.

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  • Broke ground for a new generation of school buildings, which included renovating and modernizing some schools and beginning new construction on others.

  • Completed the first educational facilities master plan by the school district in more than 30 years. The plan provides the framework for all decisions regarding the improvement and utilization of school facilities. It calls for modernization or replacement of 143 facilities over a 10-to-15 year period at a cost of $2.4 billion. The plan, if completed as envisioned, will create state-of-the-art, nurturing learning environments that are needed for schools to become quality education centers.

  • Completed roof replacements & repairs on 118 schools since 1997. Twenty-three school repair projects in progress.

  • Replaced boilers at 32 schools since 1997. Work at 10 additional schools in progress.

  • Installed temporary boilers at 16 schools since 1997.

  • Installed HVAC systems at 12 schools since 1997.

  • Replaced air conditioners at nine schools since 1997. Replacements being installed at 10 additional schools.

  • Installed spot coolers for summer classrooms in 74 schools.

  • Installed underground storage tanks in 26 schools since 1997. Performed oil-to-gas conversions at four schools since 1997.

  • Completed emergency asbestos abatement at most schools.

  • Finished major asbestos abatement at five schools.

  • Completed moderate asbestos abatement on 180 school facilities.

  • Completed bathroom renovations at 67 schools since 1997. Renovations in progress at 38 other schools.

  • Worked on and completed ADA Accessibility projects at 42 schools. Projects are also on-going at 13 more schools.

  • Installed emergency generators at 12 schools.

  • Completed computer upgrades at 17 schools.

  • Replaced windows at 11 schools since 1997. Replacement projects going on at 10 additional schools.

  • Installed carpet flooring at 10 schools since 1997.

  • Completed paint and plaster repairs at 97 schools since 1997.

  • Replaced lockers at two schools.

  • Installed security systems at 30 schools.

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Technology Improvements

  • Rebuilt DCPS' data communications network, moving from a low-speed hybrid of dial-ups and leased lines to a robust Wide-Area-Network, providing T-1 connections at every school. Future enhancements include, moving to higher bandwidths via networks more conducive to video content delivery.
  • Wired classrooms and learning spaces at 18 schools so that students would have high speed internet use and also intranet capabilities for instructional purposes. Middle and junior high schools are also being wired and schools will be able to take advantage of voice, data, video and wireless options.
  • Accepted numerous grants, which have enabled the Technology Department to build a robust platform count in excess of 10,000 units. When the platform reaches 20,000 units DCPS will have a 3:1 ratio of computers to students.
  • Acquired Follet Library Management software and hardware for each school library to help librarians better manage their local school collections and share information about their holdings with other school libraries. The system will also index internet-based accounts.
  • Sponsored a professional development and training program that offered specialized technology training and gyre to classroom teachers who have technology resources where they teach. Offered specialized training to administrative staff who use productivity software applications. Also conducted small group classes for office staff or workgroups who need immediate and individualized software training.
  • Initiated on-line training via the Internet for instructional and administrative staff.
  • Implemented a new web-based Student Information System that uses a state-of-the-art database that will promote data exchange and support student test score disaggregating for quicker informing, which will lead to prescriptive changes to students' individual education programs.

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Administrative Operations - Setting Standards

  • Opened the school year on time.
  • Received newly adopted textbooks early so they would be available at the start of the school year.
  • Implemented first stages of plan to transform Central Office into an administrative structure that better supports local school needs.
  • Developed and integrated a new financial management system that will encompass budgeting, accounting and procurement options and allow DCPS to produce cogent, coherent and timely financial reports.
  • Implemented a world-class routing system to efficiently transport special education students.
  • Launched several new automated data collection and reporting systems. These include a web-based employment application for summer school, summer school report cards, principal's logs and the Special Education Compensatory Education Tracking System.
  • Customized a state-of-the-art Middleware system that uses XML technology. The upgraded system will facilitate the exchange and updating of information between arid among all school systems. This system will reduce the need for schools to re-enter the same data on multiple systems.
  • Acquired and installed a state-of-the-art Food and Nutrition formulation and distribution system. Features of the new system include improved menu planning and free and reduced lunch verification.
  • Installed a customized Special Education Tracking System, which allows local school and central administration staff to track the identification, assessment and placement of students referred for special education. The system will allow for reporting on IEP development, 504 compliance, TAT meeting activities and the provision of special and related services, in accordance with Medicaid reimbursement protocols.
  • Launched one of the most ambitious public awareness immunization campaigns this community has ever seen.
  • Installed the PeopleSoft software that will come on line later this year and will effectively integrate and manage personnel and financial data.
  • Restructured the Communications Office to make it more proactive in getting information to the community and promoting community/school activities.

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  • Received the Reading Excellence Act Grant Initiative, a $4.2 million grant from the U.S. Department of Education designed to teach every child to read by the end of the third grade; provide every child with the skills needed to learn to read once they enter school; expand the number of family literacy programs; provide early intervention to children at risk of being inappropriately identified for special education, and base instruction on scientifically based research.
  • Received $200,000 to fund activities and staffing to support startup of the wraparound services component of the T9 initiative.
  • Awarded a one-time grant of $25,000 from the Norwegian Prime Minister to promote Olympic Ring Day. The money will be used to support athletic activities.
  • Received a grant of $3,000 from the American Nuclear Society to purchase equipment and to pay for field trips to conduct advanced level critical thinking activities at R.H. Terrell Junior High School.
  • Awarded a grant of $11,672 from the Pre-professional program at Howard University to assist in the school's efforts to increase the level of interest of Terrell's students in health-related professions.
  • Received a one-time gift/grant of $1,300 from the United States Secret Service Presidential Protection Division to promote a student uniform policy.
  • Established a citywide Family Literacy Consortium, which resulted in the awarding of a two-year State Initiative Grant from the U.S. Department of Education to develop quality indicators, improved program evaluation and increased community awareness and support.
  • Raised over $30,000 in grants, as a result of efforts by a Teach for America teacher who established a laptop computer lab in his classroom and created a digital photography course.
  • Implemented the DC School to Careers four-year grant of $9.6 million. It is designed to represent a comprehensive systems approach to learning and workforce development for the city's youth.
  • Supplemented, during the last four fiscal years, the DCPS budget by more than $110 million in grant monies.
  • Recognized by The US Department of Education for the integrated program review.
  • Received and spent in 1998, $86.4 million in non-appropriated grant money.
  • Received and spent in 1999, $92.5 million in non-appropriated grant money.
  • Received and spent in 2000, $107 million in non-appropriated grant money.
  • Received and spent in 2001, $118 million in non-appropriated grant money
  • Pending $17 for fiscal year 2002
  • Implemented new grants tracking system online using the Filemaker Pro database management system
  • Provided new support equipment in 106 public schools through Grants office activities.

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Student Services

  • Initiated an Immunization program, which alerted parents, the public and students that all students must have the required childhood immunizations.
  • Provided immunizations to over 21,000 students in just eight weeks.
  • Implemented new truancy policy to capture students who still remain out of compliance with the immunization requirement.
  • Developed new and expanded programs serving students in all disability categories.
  • Created seven (7) new programs to serve students with emotional disturbances who require a separate school placement.
  • Initiated new programs to serve students with autism, learning disabilities, mental retardation, communication disorders and hearing impairments.
  • Implemented new technology driven programs to facilitate the educational status of students.
  • Provided summer school to over 21,000 students
  • Broke ground for construction and renovation of (6) new school buildings.
  • Improved the school system's food services operation.
  • Established dress codes for DCPS students. One hundred (100) schools have adopted uniform policies - eighty-nine (89) elementary schools, six (6) middle schools and five (5) junior high schools. Approximately 41,352 district students wear uniforms to schools.
  • Accepted Out of boundary applications from parents who wish to enroll their children in schools other than their neighborhood schools. Reponses will be delivered to parents on or before March 29, 2002.

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Legal Services

  • Achieved a collective bargaining agreement after more than 8 years of a non-negotiated contract. This agreement covers more than 700 educational aides, clerical and support personnel between DCPS and the American Federation of State, County and Municipal Employees, represented by local 2921.
  • Successfully concluded negotiations with AFSCME Local 2921 using interest-based bargaining. The Board approved the tentative agreement between labor and management on February 20, 2002, and the agreement is being forwarded to the Mayor for transmittal to City Council.
  • [Please, only use the following if this publication is dated after March 20, 2002.] Successfully concluded negotiations with the Washington Teachers' Union using interest-based bargaining. The Board approved the tentative agreement between labor and management on March 20, 2002, and the agreement is being forwarded to the Mayor for transmittal to City Council.
  • Settled on an agreement between defendants and plaintiffs' counsel in the Nelson, et al. v. D.C., et al. class action relating to emergency evacuation plans for mobility impaired students, which requires maintaining updated records of mobility impaired students, and updated evacuation plans as children move into and out of various schools. Training of staff to implement the evacuation plans is also required. The court approved the agreement on February 20, 2002, with no objections from the public or members of the bar. The agreement will automatically expire (sunset) on or around February 20, 2004, absent any court order to the contrary.

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  • Completed the plan for Transforming Procurement for the District of Columbia Public Schools: A Blueprint for Action, which outlines both a new mission for the Office of Contracting and Acquisitions, and the six strategies identified by a team of DCPS school and program personnel for creating a procurement operation that will serve as a model for the city and other school systems.
  • Hired an award-winning procurement expert to work with the Contracting and Acquisitions staff to develop an implementation plan to realize the six strategies.
  • Created a dedicated team to manage procurement for the DCPS capital program and develop an annual procurement schedule to support the execution of capital projects.
  • Completed a scope of work for a procurement pilot that will enable selected schools, programs within academic services, and facilities management to order goods and services directly from suppliers, thereby shortening delivery times and providing them with greater choice and control over the goods and services they receive;
  • Completed a draft Blueprint implementation plan, which includes instructions for organization of staff, transformation of business practices, and other improvements required to realize the six strategies outlined in the Blueprint.

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Communications and Public Information

A. Educational Campaigns

  • Held community meetings in areas around Transformation (T-9) Schools since last May. School officials, traveling in caravans, shuttled city officials and other community leaders to tour the schools. They also handed out buttons, hats, clipboards and ink pens.
  • Launched the "Readiness For School" Campaign - During the summer of 2001, DCPS officials provided parents with tips on getting their children ready for a successful school year. Suggestions included having immunization and other health records up to date and close at hand, having proof of residency, practicing personal safety and other related information. Practical tips were also offered to parents to help them prepare their children for the night before, and the morning of, the first day of school. The aim of the outreach effort was to get parents involved early in the process and keep them involved throughout the school year.
  • Developed and Implemented the Crisis Preparation Information Campaign after September 11 to keep DCPS students and families informed about the emergency plans of the school system. DCPS officials spoke with parent groups; placed information on the DCPS website about school safety; distributed anthrax information following the deaths of six people exposed to anthrax spores, and designed a crisis plan. Also, the school system distributed weather radios and mailed emergency preparation home guides to more than 60,000 households. DCPS also ran crisis information tips on DC28.
  • Produced a document in conjunction with the DC Department of Health and the Emergency Management Agency that informed the public about biochemical warfare and how they should respond.
  • Launched a broad-based Immunization Public Awareness and Information Campaign with the DC Department of Health and a wide range of community partners to get 21,()00 District school children immunized. Officials traveled throughout the city encouraging parents with the slogan, "Why Take the Risk and Be Missed." Healthcare professionals, social service representatives and school employees visited homes and searched communities to reach as many children and parents as possible. Pep rallies and press conferences were held and presentations were made at a variety of social, civic and community meetings. School and health officials appeared on radio and television programs to discuss the outreach effort and encourage those who were not yet in compliance to do so. Student Street Teams comprised of DCPS students and roving leaders, distributed more than 400,000 fliers in neighborhoods throughout the city. DCPS sent seven mailings to parents encouraging them to get their children immunized.

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B. DC28

  • Aired information vital and pertinent to parents, students and the wider community. For example, in the aftermath of the September 11 tragedy, DC28 broadcast special information letting parents and students know how the school system was responding to the crisis.
  • Broadcast messages from school and health officials during the weeks-long Immunization Campaign, encouraging parents to immunize their children. Since then, the station has been regularly broadcasting Immunization updates.

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C. Publications

  • Published the Overview of the Business Plan for Strategic Reform, which outlines highlights of the Stendent's Transformation Plan for DC Public Schools. The overview was mailed in August acrd September 2001, to approximately 60,000 households in the District of Columbia. Another 13,000 copies are being distributed to citizens at community meetings, public libraries, parent conferences, special events, neighborhood summits, etc. Full copies of the plan have been placed in public libraries, ANC offices, and in each district school.
  • Distributed the Family/Student School Guide SY-2002. This guide was DCPS' first consolidated effort to provide families and students with important information as students began the new school year. The School Guide was designed to provide parents with tips on how to make the 2002 school year a successful one. It also provided the public with information on the new initiatives being implemented by Superintendent Paul L. Vance to transform the District's school system into a model for the nation. The guide was mailed and distributed to approximately 75,000 families, students and citizens.

  • Mailed "Dates to Remember" Postcards each month since November 2001. More than 45,000 postcards that highlight DCPS district-wide events and activities are mailed to households in the District and to DCPS stakeholders.

  • Created DCPS Master Calendar of Events, a compilation of all events and activities in the school system. Beginning, July 2001, more than 600 copies of the calendar are being distributed each month to schools, parent groups, libraries and community agencies.

  • Mailed Holiday/Seasons Greeting Card, a Holiday card from the Office of the Superintendent sent in December to parent/advocacy groups, community organizations, stakeholders and others, wishing them a happy holiday season and thanking them for their participation in the progress made by the school system and requesting continued support for a successful school year.

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D. Special Events

  • Planned and co-hosted the DCPS and DHS Multicultural Information Fair, the first information fair for multicultural families in the Adams-Morgan section of the city. Held in May 2001, the fair was designed to increase family awareness of DCPS policies, rules and regulations and to provide families with information on all programs, activities and events of the school system. Various government agencies and community support agencies were on-site to present information on a range of family and youth support services. Ethnic food was served and a cultural arts exhibition and a performing arts show were presented. Approximately 1,500 people received information at the outdoor event, which was held on the grounds of DC Department of Parks and Recreation's headquarters and Lincoln School.

  • Co-sponsored the Parent Involvement Conference in collaboration with District of Columbia parent groups, community organizations, and neighborhood advisory commissions. The conference, held October 190' and 20'", 2001 at Eastern Senior High School, featured workshops, exhibitors, and school personnel from all school divisions sharing meaningful ways to improve services to DC's students and their families. Participants addressed specific reds in special education, career development, college preparation, community-based programs, and school system operations. Solicited community involvement in several ways, including posting fliers on DCPS and DC Government websites; handing out material in neighborhoods with the help of the City Year organization; distributing fliers to every student at the elementary school level; videotaping messages aired on DC 28; and sending internal e-mail messages to DCPS staff and faculty.

  • Co-hosted The District of Columbia Public Schools Superintendent's Prayer Breakfast. More than 1,000 people, parents, pest advocacy groups, unity leaders, city officials attended the breakfast on November 3, 2001. The event was planned and hosted by the Ministerial Partnership, which is a coition between DCPS and the faith community. Proceeds went to the Superintendent's Student Services Fund and the September 11 Memorial Fund.
  • Presented the DCPS Enrollment Fair at the NBC 4 Your Health and Fitness Fair. The Enrollment Fair, held January 19, 2002, gave school officials the opportunity to tout the schools' achievements and to interact with parents and other adults. DCPS staff set up booths, answered queries and handed out the "Children First" Family/Student School Guide for SY 2002, a DCPS contact list, school directories, Immunization fliers, refrigerator magnets and other DCPS paraphernalia. More than 5,000 people attended the Fair and approximately 200 families visited the DCPS booth.

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E. Customer Service

  • Serviced and processed over 9,573 contacts since May 2001. Contacts include telephone calls and walk-ins of DCPS personnel, parents, students, community members and representatives from government agencies, and school advocates. The Call Center handles calls on school issues such as attendance, enrollment, school records, tutoring resources, human resources, special education and other general information.

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