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Coastline ROP

Priorities: 2011-2012

FINAL STATUS REPORT

I. Improve ROP instructional programs to assist students in acquiring college and career-readiness skills.

A.    

Collaborate with district and school administrators to ensure the career technical education needs of students in participating districts are met.

Status:  To fully understand the CTE needs of students, career specialists meet with school guidance teams, survey students, visit classrooms, and have individual student conferences.  The superintendent and assistant superintendent meet with steering committee members and high school principals to discuss and plan course offerings for the school year.  The Labor Market Study was used at these planning sessions to better determine course offerings.  The High School Partner Perspective for 2010-11 enrollment points to the success of our classes.  This graph shows the percentage of districts’ eleventh and twelfth grade students enrolled in ROP classes.  The percentages are as follows:  HBUHSD 24%, same as the prior year; IUSD 28%, an increase of 4%; NMUSD 36%, an increase of 1%; SVUSD 40%, an increase of 1%; and TUSD 35%, an increase of 1%.  

Based primarily on input from site administrators regarding student needs, the ROP identified nine classes for summer school; all classes are full and have a waiting list.  The ROP is also offering CNA and Dental Radiology as fee-based classes for adults.

B.

Develop a plan to collect and use student data to improve curriculum, instruction, and assessment practices.

Status:  One of Coastline ROP’s instructional coordinators, Lisa Knuppel, attended a workshop in June of 2011 entitled, Data Driven Self-Analysis of Student Performance.  Here, she learned how to disaggregate and analyze student performance data and discern the relationship between the analysis of the data and our instructional practices.  This information was being used as the assistant superintendent, instructional coordinators, and manager of student services develop a plan to use student data to improve curriculum, instruction, and assessment practices. 

A series of workshops on data driven instruction has been planned, with the first in the series, “Get Smart – Empowering Teachers and Enhancing Student Achievement Using Data” offered on May 31.  Follow-up workshops for teachers are planned for the 2012-13 school year to augment our understanding and use of student data to evaluate and improve instructional practices and student outcomes.  Lisa Knuppel will complete additional training in analysis and application of student outcome data by attending a course entitled, Analysis of Program Effectiveness Based on Student Performance Using Research-Based Approaches.

Additionally, results of the student exit survey were analyzed by the cabinet members.  Data was selected for marketing purposes and for use with teachers in the “Get Smart” workshop. 

C.

Facilitate pathway development, professional development, and advisory structures by aligning Coastline ROP courses with the 15 state-adopted industry sectors.

Status:  All Coastline ROP classes have been organized into the15 state-adopted industry sectors.  We currently offer classes in all industry sectors except manufacturing and product development.  The project specialist aligned courses in the Labor Market Study with the industry sectors; the course listing in the summer schedule and on the website will also be organized by industry sector.  Additionally, employer advisory board meetings are organized by pathways or industry sectors.

D.

Continue to revise course outlines to incorporate CTE standards and Expectations for Students (ESs).

Status:  All course outlines have been revised to incorporate the CTE standards and Expectations for Students (ESs). 

E.

Submit at least two additional courses for UC/CSU a-g approval.

Status:  Coastline ROP’s project specialist is working with Ed Hernandez, Rapid Product Development teacher at Tustin High School, to rewrite the existing course outline to meet the UC a-g requirements.  One of Coastline ROP’s instructional coordinators is working with Matt Harward, Entertainment Art teacher at Huntington Beach High School, to revise the course outline for Entertainment Art.  Both courses will be submitted to the UC for approval prior to June 30.

F.

Implement the National Center for Construction Education and Research Certification at Laguna Hills and Marina High Schools.

Status:  Students in Coastline ROP’s Construction Technology classes have the option of participating in the National Center for Construction Education and Research (NCCER) certification program.  All students in the Construction Technology course at Laguna Hills High School have completed the curriculum and their exams were submitted to the California Department of Education for processing.  It is expected that students will receive their certificates before the close of the school year.  Five students in the program at Marina High School are in the process of completing the certification. 

The California Department of Education is making Coastline ROP an official training site allowing a Coastline ROP instructional coordinator to input and verify NCCER documentation.  This will streamline the certification process.

G.

Collaborate with SVUSD to design and equip a culinary arts facility at Laguna Hills High School.  Course to be offered in the 2012-13 school year.

Status:  Construction has begun on the new culinary arts facility, and the appliances have been ordered.  The project is expected to be complete by mid-August. The principal of Laguna Hills High School and the leadership team at Coastline ROP are discussing staffing opportunities.  The culinary arts class is scheduled to begin fall semester 2012, with 153 students requesting Culinary Arts as their first-choice elective.

II. Ensure that ROP business operations are conducted in a fiscally sound manner.

A.  

Obtain a favorable audit review.

Status:  An independent audit of the 2010-11 fiscal year was completed in November 2011, with the auditors expressing an unqualified opinion. This type of opinion is the highest that can be received and in essence means that ROP financial statements were prepared in accordance with generally accepted accounting principles. There were no audit findings and/or adjustments.

B.

Revise and improve purchasing processes.

Status:  In August we implemented a new procedure for teachers and staff to request supplies, equipment, furniture, and services.  Requisitions are now submitted directly to the ROP purchasing agent who verifies all necessary information before forwarding to supervisors for approval.  The new procedure improved communication between the employee and the purchasing department, leading to greater efficiency.  In addition, receiving and delivery procedures have been reviewed which led to the creation of an internal procedures document outlining the duties and responsibilities of staff.

C.

Revise and update the Master School Safety Plan.

Status:  A review of the school safety plan is in progress, including the revision of information as it pertains to staff assignments in the Disaster Preparedness Plan and inclusion of procedures relating to student safety such as bullying and student use of technology.  Revised and/or new applicable board policies and administrative regulations will be included and/or referenced in the school safety plan. A thirty-minute presentation on workplace safety will be delivered by a representative from Keenan and Associates at the end-of-the-year staff meeting on June 8.

D.

Review internal budgetary and financial control procedures to ensure fiscal solvency.

Status:  The director of business services reviewed current financial control procedures resulting in new safeguards that were implemented to insure the timely and accurate collection, recording, and depositing of monies. Furthermore, the business director reviewed the segregation of duties within business services. Based on the results, the job descriptions for business services staff will be revised to better define and differentiate duties.

III. Improve strategies that utilize technology to increase the efficiency and effectiveness of the organization.

A.    

Pilot hybrid, online learning opportunities for students.

Status:  One section of Emergency Medical Responder is currently being offered as a hybrid, online course.  Coastline ROP is partnering with the Orange County Department of Education at the cost of $3 per student to use their online platform.  Class time was reduced by one hour per week to allow for the online component.  Students are able to complete some coursework online, take quizzes, and participate in discussion boards.  Both teacher and students shared positive feedback about the hybrid format. 

B.

Expand Acceptable Use Policies to protect and guide students and staff in the appropriate use of district-owned technologies.

Status:  Coastline ROP and the Board of Trustees have been working to update all Board Policies.  The employee Acceptable Use Policy was updated when the 4000 series was reviewed.  The student Acceptable Use Policy will be updated when the 6000 series is reviewed.

C.

Add a robust and secure Wi-Fi system to support the growing use of devices with wireless connectivity.

Status:  In July, the ROP purchased four SonicWALL wireless routers along with the SonicWALL security bundle.  The routers are placed strategically throughout the campus and provide secure online access throughout the Snyder Site.  Users must have the Wi-Fi password in order to get online and, when connected, are subject to Coastline ROP’s filtering.

D.

Develop a remote connection to the ROP server for all off-site staff.

Status:  The OCDE contracts with Stoneware Inc. and is utilizing a private/hybrid cloud to make applications, content, and services readily available.  The ROP Manager of Technology and the Network Specialist met with OCDE to discuss the Stoneware contract.  Unfortunately, we cannot ‘piggy-back’ onto their services.  However, if we purchase our own Stoneware licenses then OCDE would be willing to host the necessary servers and maintain required services.  Information is still being gathered to determine if this is a financially viable option.

E.

Increase bandwidth to support the need for more reliable and fast connectivity to county and state educational facilities and the internet.

Status:  In February, an order was placed with Time Warner Cable for a 20Mbps broadband connection.  It takes an estimated 60–90 days for installation, and Time Warner is in the last stages of installation.  The final inspection is scheduled for June 6.

F.

Research alternative solutions to eliminate the need for bell-schedule teachers to enter dual attendance.

Status:  Two options have been researched.  The first is to purchase the

K-12 Import Utility from Harris School Solutions, the provider of our current attendance system.  This solution is fairly expensive and requires someone at each of the school district offices to ‘package’ the information and send it to us.  This could not be done on a daily basis so attendance would only be updated weekly or possibly monthly, depending on what district personnel agrees to do.  This is not a viable option.

The second option we have explored is to switch from AIM, our current attendance system, to Eagle Software’s Aeries.  Four of the five school districts we serve are currently using Aeries.  Uploading data from their systems into ours would not be very difficult and could happen on a daily basis.  Eagle Software is willing to develop uploading capabilities for the fifth district we serve.  Additionally, Central County ROP switched to Aeries from AIM this year and has already paid for the development of ROP-specific software.  Based on feedback we have received, the transition from AIM to Aeries is viable.  However, this solution is quite expensive: $40,000 for the initial setup and $7,300 annually for hosting and maintenance. 

IV. Provide a professional growth program to improve and enrich practices for all staff.

A.    

Inservice teachers on reinforcement of student expectations (ESs) during the internship experience.

Status:  Coastline ROP’s teacher on special assignment developed, The Internship Experience, a series of activities for students to complete at their internship site that are designed to reinforce the ESs.  Teachers with an internship component to their class participated in an in-service on August 26, 2011 where they were trained on the new curriculum. 

B.

Offer a workshop on implementing sound customer service techniques with colleagues.

Status:  We strive to provide high quality training to our staff and create a supportive learning culture with an emphasis on outstanding customer service—service to one another.  We had intended to hold a workshop on customer service skills; but after discussing this with the leadership team, we decided that what the classified staff needed most right now was a workshop on stress management.  Like many other educational organizations, all staff has been asked to assume additional responsibilities, they are receiving less pay due to the implementation of furlough days, and it is taking a toll on employee morale.  A suggestion was made to offer a workshop entitled, The Well-Balanced Professional: Resilient and Relaxed.  This workshop was held on May 11 at Coastline ROP; it is part of the Orange County Department of Education’s Student Mental Health Initiative.  The workshop, presented by Dr. Lucy Vezzuto, was well attended by our classified staff as they learned about adapting to change in healthy ways, facing daily stressors, maintaining resilience, and staying calmly engaged.  Dr. Lucy sent me an email because she wanted to share a written comment from one of our staff members who wrote, “I am grateful for leadership who values this kind of training.”  I am glad we changed the subject of the workshop.

C.

Develop Core Values for Coastline ROP at an all-staff meeting or professional development activity.

Status: Since organizational core values should represent the collective personal core values of a staff, the development of the Coastline ROP was a collaborative effort.  At the end of April, I sent an email message to staff asking them to respond with four or five values that they live and work by: values that define them and are significant and meaningful to the work they do.  The Coastline ROP cabinet members then looked at the most commonly named values by staff.  The cabinet created a list of eight appropriate core values including integrity, professionalism, responsiveness, excellence, accountability, respect, collaboration, and dedication.  At the end-of-the-year staff meeting on June 8, staff will discuss and vote on five values which will become the Coastline ROP Core Values. 

D.

Provide an inservice for teachers on data-driven analysis of student performance.

Status:  A workshop entitled “Get Smart – Empowering Teachers and Enhancing Student Achievement Using Data” was conducted on May 31 at OCDE.  Attendees included both contracted and direct teachers.  The workshop content included using student outcome data to drive instructional decisions, analysis of different types of data, and applications of analyses for program and instructional improvement.  Teachers also actively participated in a collaborative analysis of student exit survey results.  The workshop will be offered again in fall, 2012, for teachers who did not attend this event.

V. Implement the reorganization plan to better meet the needs of students, staff, and school communities.

A.    

Implement a cabinet consisting of the leadership team, management staff, and coordinators of instructional programs to guide decision making.

Status:  The cabinet has been instituted.  The inaugural meeting was held on September 20, 2011.  The cabinet meets every other Tuesday morning and consists of the leadership team: Darlene Le Fort, Carol Hume, and Lynn Simmons; management staff: Jeanne Bennett and Traci Eggert; and coordinators of instructional programs: Lisa Knuppel, Lisa Snowden, and Stacy Robison; and the human resources administrator, Siteria Edwards.  The three main purposes of the cabinet are to improve effectiveness of Coastline ROP by efficiently administering programs, to enhance communication and unify our team, and to act as a collaborative decision-making body.  I believe we have instituted a broader shared leadership approach by empowering, engaging, and elevating these staff members. 

B.

Develop strategies to unify instructional and student services departments and improve communication.

Status:  The assistant superintendent now supervises instructional services and student services.  The assistant superintendent, instructional coordinators, and the manager of student services meet monthly.  Last fall, the career specialists were surveyed and asked for suggestions to improve communication.  The assistant superintendent, instructional coordinators, and the manager of student services met to develop strategies to address the suggestions.  A three-tiered plan was developed and shared with the career specialists.  Additionally, the manager of student services organized a series of meetings to review the registration and enrollment process in an effort to improve communication between multiple departments and streamline the registration process.   

C.

Use teachers on special assignment or lead teachers to assist with mentoring and create a better balance of administrative responsibilities.

Status:  Teachers on special assignment were tasked with assisting in the planning and implementation of several board priorities.  One of the teachers on special assignment also served as our mentor for new teachers.  They also assisted the instructional coordinators with a variety of administrative tasks.  The two teachers on special assignment were promoted to the positions of instructional coordinators; the teacher on special assignment position is currently open.  Several teachers assisted the instructional services staff with projects related to the CTE standards, the establishment of an educational foundation, and follow-up training on attendance procedures.

D.

Redefine job titles and tasks to more accurately reflect the needs of the organization.

Status:  Changes in personnel as a result of resignations and retirements and continued budget reductions made it necessary to reorganize staff.  The leadership team carefully reviewed the existing ROP structure in relationship to the needs of the organization.  Additionally, the superintendent met individually with district staff to discuss perceived needs.  The following changes were made and approved at the August board meeting: Eliminate the position of Director of Student Services.  Eliminate the position of Director of Instructional Services and appoint Carol Hume to the position of Assistant Superintendent.  Add the new position of Manager, Student Services.  Promote Traci Eggert to that position.  Promote Bridget Garrison to the position of Student Services Program Assistant.  Add the responsibilities of Receptionist to the Student Services Administrative Assistant and increase the use of the automated telephone service.  Have the Facility Maintenance Technician report to the Manager, Technology Services.  Have the Media Specialist and the Printing Services Technician report to the Director of Business Services.  Change the title of Purchasing/Risk Manager to Risk Management Purchasing Agent.  This plan has resulted in a more efficient organization, improved communication between instructional services and student services, a slight reduction in personnel cost, a better matching of job titles with responsibilities, and the preparation of staff for future promotions.

VI. Assess the Coastline ROP organization using the 11 Elements of a High-Quality CTE System as defined by the California Department of Education.

A.    

Convene a task force to research the 11 Elements of a High-Quality CTE System.

Status:  The task force consisted of the nine Coastline ROP cabinet members.  This group researched the 11 Elements of a High-Quality CTE System in the California State Plan for Career Technical Education.

B.

Develop an assessment tool to evaluate the ROP program against the state-defined high-quality CTE program.

Status:  The CAROCP statewide curriculum and instruction committee, of which Carol Hume and Darlene Le Fort are members, developed a draft assessment tool to evaluate ROP programs against the state-defined high quality program.  The task force analyzed the tool, wrote a description for each element, researched other assessment tools used by CTE organizations, and developed an assessment instrument to be used by Coastline ROP.

C.

Conduct an assessment and analyze the results.

Status:  The Coastline ROP cabinet conducted an informal assessment using the tool described above. It was discovered that the only criterion not met is under Element Four, Student Support and Leadership Development, which states: An official Career Technical Student Organization (CTSO) has been applied for and/or chartered by the state association.  We currently do not have a CTSO; we are looking for a teacher who would be willing to be the sponsor for a student organization.   

VII. Strengthen business and industry alliances.

A.    

Increase the number of business memberships in the California Association of Regional Occupational Centers and Programs (CAROCP).

Status:  Strategies for increasing the number of CAROCP business memberships have been developed.  Invitation letters to businesses and an interest survey have been drafted.  ROP internship teachers have each been asked to recruit a minimum of four training site supervisors as business members.

B.

Identify a business partner for each of the 15 state-adopted industry sectors.

Status:  Coastline ROP’s project specialist created a spreadsheet with the 15 state-adopted industry sectors and the corresponding ROP classes.  The process of identifying a business partner for each industry sector will be completed by the end of this academic year.  Internship teachers are providing leads and new partners are being recruited where necessary.

C.

Create a database of business partners interested in serving as legislative advocates, advisory committee members, internship sites, mentors, and guest speakers.

Status:  The administrative assistant for instructional services created a database of existing employer advisory board members, training site mentors, and internships sites.  This is a continual process where new partners will be added as they are identified.

D.

Develop strategies to recognize business partners.

Status:  Coastline ROP’s administrative associate to the superintendent and project specialist developed a variety of strategies that can be used to recognize business partners:  (1) list CAROCP business partner names and/or logos on Coastline ROP website as well as on the Distinguished Student Recognition program; (2) provide new business members with Coastline ROP note pads, along with a note of appreciation from the superintendent; (3) create a calendar using student work and recognize the business partners on the calendar; or (4) provide business partners who are also internship site mentors with a framed certificate recognizing their contributions.  In addition, mugs with the Coastline ROP logo have been purchased and will be given to identified business partners. 

VIII. Improve human resources processes and procedures.

A.   

Revise and update all Coastline ROP Board Policies.

Status: Board Policies are currently be reviewed and submitted to the Board of Trustees at regularly scheduled meetings.

B.

Improve the process for recruiting, interviewing, and hiring staff.

Status:  Current revisions to the recruiting process include the human resources administrator posting all job openings as appropriate, screening all applications and forwarding qualified candidates to the hiring supervisor and/or manager, scheduling interviews, compiling all information required for the interview session, participating in all interview sessions, and informing candidates of the outcome of the job vacancy.  In the past, several of these activities were conducted by the directors rather than the human resources administrator.

C.

Update the new hire orientation and exit interview process.

Status: The exit interview process has been streamlined and now includes

a checkout process.  The human resources administrator will contact the employee, conduct the exit interview and retrieve all Coastline ROP property.  Individuals separating from employment with Coastline ROP will need to checkout with the human resources administrator instead of making contact with multiple staff members.  The new hire orientation now includes information regarding the early orientation requirement for new teachers that must be completed within the first 30 days of employment.  Many new hire informational items and forms have been revised; this will be ongoing and completed on an as-needed basis.

D.

Update and revise all job descriptions.

Status:  Current job descriptions were forwarded to employees for evaluation and/or updates. The human resources administrator received the revisions and forwarded changes to the employee’s supervisor for additional evaluation and assessment.  The human resources administrator used the feedback and is in the process of updating all job description; the updates will be finalized by the end of the fiscal year.

E.

Utilize technology to expedite the absence tracking procedure and update personnel forms.

Status:  The absence tracking procedure has been automated. Employees are now notified of their available sick, personal necessity, non-duty days and vacation time quarterly instead of once a year.

Personnel forms are being revised; this will be ongoing and completed on an as-needed basis.  A variety of forms including the Notice of Employment, Time-Off Request, Exit Interview, Change in Status, and Benefit Enrollment, have been updated and are now available in an electronic format.

F.

Continue to revise the Coastline ROP compensation plan.

Status:  The compensation plan has been updated and is now available in an easy-to-understand format.

IX. Develop additional marketing strategies and public relations opportunities to promote ROP.

A.    

Raise awareness of Coastline ROP, its mission, and expectations for students with new district superintendents.

Status:  The superintendent met with the new district superintendents, Terry Walker, Greg Plutko, and Greg Franklin in the fall.  All superintendents have been extremely cooperative and supportive of the ROP.

B.

Utilize ROP website to showcase student work.

Status:  Coastline ROP’s website showcases student work in a variety of ways:  (1) through the ROP Facebook page which can be accessed by a link on our website’s home page; (2) via the website section entitled “Success Stories” and; (3) in the Coastline ROP Achieve Magazine also found on the website.

This spring, Coastline ROP digital media arts students and engineering pathway students participated in the Orange County STEM and Digital Media Arts Showcase; their submissions have been downloaded and will be posted to the ROP’s website and shared with the community at large by the end of June. 

C.

Conduct a superintendent’s community advisory committee to enhance communication and solicit input for program improvement.

Status:  The district superintendents’ meeting was held on May 14.  Agenda items included: the California Career Readiness Initiative, Implementation of AB 1330-CTE Options for Graduation, Budget/Weighted Student Funding Formula, District and High School Enrollment Data, Student Exit Survey Results and Follow-Up Study, and District CTE Goals and Objectives.  Once again the superintendents expressed their support of the ROP; I felt we bonded as a group and making this an annual event was mentioned by two of the superintendents.

D.

Develop industry-specific marketing pieces with student testimonials to use in developing training sites.

Status:  Coastline ROP has contracted with Linda Kannow to assist with this project.  She has created a template that will be used for each internship course.  Teachers will obtain testimonials from current site supervisors which will be included in the industry-specific marketing materials. The materials will be developed this summer for use in the fall semester. 

E.

Research the possibility of creating a Coastline ROP student foundation.

Status:  In February, Kathe Hayden, Carol Hume, and the superintendent attended the California Consortium of Education Foundations (CCEF) Conference.  CCEF is a nonprofit organization designed to strengthen public education by facilitating the creation, growth, and effectiveness of local education foundations.  In April, we met with the treasurer and secretary of the North Orange County ROP student foundation.  Their foundation has been in existence for over 30 years, and we gleaned a great deal of good information from them.  In May, Kathe Hayden and Linda Doone, our accounting technician, attended another CCEF workshop entitled, Education Foundation Fundamentals. 

As a result of our research, we have learned about the legal, fiscal, political, and organizational issues related to local education foundations.  The benefits of starting a foundation are many, including generating additional funds for student scholarships and student fees, the ability to promote the ROP in the community, linking the ROP with other LEAs, and creating stronger bonds with the ROP staff as we work together on fund-raising events.  Creating a foundation, however, would be a labor intensive endeavor and I am not sure if the current fiscal climate supports such a move.  We will continue to weigh the benefits and the costs of creating a Coastline ROP education foundation.

X. Collaborate with the Orange County Department of Education and other educational partners to secure alternative funding.

A.    

Develop a data matrix with educational partners to identify areas of priority and interest for future educational grant opportunities.

Status:  The Coastline ROP project specialist, in collaboration with the dean of career technical education of Irvine Valley College, developed a data matrix identifying areas of priority and interest for future grant opportunities.  Members of CTEoc (a countywide collaboration of career technical education providers from participating high schools, ROPs and community colleges) have completed the matrix which will be referenced as grant opportunities become available.

B.

Collaborate with UCI, Vital Link, and other partners to submit a grant proposal to enhance existing engineering programs.

Status:  With Coastline ROP facilitating the process, UCI collaborated with Vital Link and Orange County ROPs and submitted an application for the U.S. Department of Education’s Investing in Innovation Fund (I3) Grant.  Unfortunately, only a small number of applicants were funded; and our grant application, Performance Engineering for High Needs Student Achievement (PEHNSA), was not selected.  However, this grant writing process brought together CTE educators from the entire county who decided to continue to collaborate and implement several components of the project with UCI, one of which was participation of high school students in the UCI Energy Invitational at the Adams Motor Sports Park in Riverside.  The Energy Invitational was the culmination of a year-long effort between high school/ROP engineering teachers and UCI.  Through this partnership, high school students gained practical college-level learning experiences.  Furthermore, UCI is continuing to look for other grant funding opportunities and expressed interest in including high school/ROP partners on grant applications where appropriate.

C.

Serve in a leadership role on the CTEoc Rapid Response Grant Initiative sub-committee.

Status:  Coastline ROP’s project specialist co-chairs the CTEoc Rapid Response Grant Initiative sub-committee.  She created a data matrix, identifying areas of priority and interest for future grant opportunities with input from Orange County schools and colleges.  She obtained countywide CTE program and student data from the California Department of Education for use in future grant applications.  She collaborated with the Rapid Response Grant Initiative co-chair and will continue to work with him during the summer to further develop a framework that can be adapted for various grant applications.

D.

Attend Tech Prep Transition meetings.

Status:  Throughout the year, the project specialist attended CTE Transition meetings at Saddleback College and Coast Community College District in an effort to continue existing articulation agreements, strengthen relationships, and secure alternative funding.

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