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Orleans Elementary School-wide Discipline Plan 2009-10

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Orleans Elementary School-wide Discipline Plan 2009-10 1400 McMillan Memphis, Tennessee 38106 Mrs. Dorothy Murrell, Principal Mrs. Kimberly Dorsey-Crochrell, PDSCC – PowerPoint PPT presentation

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Title: Orleans Elementary School-wide Discipline Plan 2009-10


1
Orleans Elementary School-wide Discipline Plan
2009-10
  • 1400 McMillan
  • Memphis, Tennessee 38106
  • Mrs. Dorothy Murrell, Principal
  • Mrs. Kimberly Dorsey-Crochrell, PDSCC

2
Guiding Principles Beliefs
  • Student learning is the foremost priority for the
    school.
  • All students can learn and will achieve at their
    highest levels.
  • Instruction must be pertinent, exceptional,
    authentic, stimulating and integrated across the
    curriculum
  • Real-life evaluative instruments will ensure that
    students have opportunities to demonstrate their
    achievements.
  • A committed staff will provide for individual
    differences, encourage creativity and promote
    problem-solving skills, which will produce
    quality student work.
  • Student learning will reach its highest potential
    in a safe, supportive and nurturing environment.
  • It is imperative that the school, parents and
    community unite to assume responsibility for the
    education of our children.
  • A dedicated staff must remain informed of present
    educational trends and techniques through
    professional development.

3
School Character Points
  • Art Club
  • Science Club
  • Computer Club
  • Orleans School Choir
  • Bluejay Store
  • Book Club
  • Title I School
  • 3

4
Values
  • The purpose of Orleans Elementary School is to
    develop our students academically, socially,
    emotionally, and physically to the best of their
    abilities. Therefore, the parents as well as the
    students, must realize that educational
    opportunities will not be available to those
    students who do not try to benefit from school
    attendance and whose continuing disruptive
    behavior hinders the progress of other pupils.
    The primary objective of classroom discipline is
    to insure proper work and learning conditions for
    all students.
  • It is expected that teachers will maintain a
    standard of student behavior, which is consistent
    with Board Policy, and standards established by
    the principal and other teachers at Orleans
    School. All children can be corrected or helped
    by all teachers or any adult working on the
    staff, if necessary. We all are here for the
    benefit of the students,
  • It is each teachers responsibility to promote
    respect for authority, to prompt prompt and
    regular attendance and to expect desirable
    behavior or conduct from the students.
    Discipline must be maintained in order for
    learning to take place.
  • Every effort will be made to instill in Orleans
    students the idea of self-discipline and respect
    for the rights of others. Proper conduct is
    required of all students at Orleans School.
    Principals and teachers are charged with the
    responsibility of using any necessary Board of
    Education policies or procedures in regard to
    discipline in order that schools can function
    effectively.
  • 4

5
Vision
  • Orleans Elementary School with the support of
    parents and the community is dedicated to
  • ? Providing a safe, caring, secure, and
    stimulating academic environment that meets
  • individual needs and ensures the success
    of each student.
  • Meeting individual needs and ensuring students
    will be able to read with
  • comprehension, write effectively, and
    compute accurately in order to meet the
  • challenges they will face in the future.
  • Facilitating a literate community where thinking
    critically and reasoning logically is encouraged
    and practiced among all stakeholders.
  • Setting and attaining goals, building self-esteem
    and instilling a sense of responsibility for
    learning in all students as well as celebrating
    their success.

6
Mission
  • The mission of Orleans Elementary School is to
    equip all students to become productive citizens
    by teaching them to read with comprehension, to
    communicate clearly, to compute accurately, to
    think critically, to reason logically, and to
    solve real-life problems in order to live
    successfully in a constantly changing and highly
    technological world.

7
Philosophy Statement
  • The Orleans Elementary School
  • Community has a shared philosophy that
  • Working together we can make a world of
    difference. Therefore, all
  • students will learn at higher levels given the
  • opportunity, motivation, resources and a safe
  • environment.

8
Previous Results
  • Limited discipline data was found for the
    2008-2009 school year.
  • Analyzing data through the SMS system,
  • Blue Ribbon/PBIS data website, and the Research,
    Evaluation Assessment Department is still being
    evaluated.

9
Goals or Objectives
  • Goals
  • -To follow the procedures outlined in the
    Student code of conduct.
  • -To accurately document and track student
    discipline data.
  • -To create and implement the PBIS approach to
    eliminate negative behavior choices.
  • Objectives
  • -Utilize the SMS system effectively and track
    disciplinary accurately.
  • -Utilize a team approach to eliminate negative
    behavior.

10
MCS Discipline Committee Worksheet 2009-10
  • Name of School
  • Orleans Elementary
  • Discipline Committee consists of the school
    faculty, staff, and administration.

Principal Dorothy Murrell

Professional School CounselorLillie Pinkston
School Psychologist Laurie Moore
General Education Teacher(s) Tracie Webb, Angela Phipps, Drenda Herron
MEA Representative Coach Thomas
Elected Teacher(s) (2) Coach Thomas
Special Education Teacher(s) Yolanda Marshall
Related Arts Teacher(s) Patrice Gillespie
Students Peer Mediator Team
Educational Assistant(s)/ Non-Certified Staff Sharon Jones
Community Member Ms. Gladys Lowe
Parent(s) Vida Granberry, Wanda McGowan
Central Office or Board of Education Member
Cafeteria Staff Barbara Moore
Bus Driver
District PBIS Coach Carolyn Matthews
11
Bluejay Discipline Committee
  • The Bluejay Discipline Committee will meet
    monthly as scheduled.
  • The Special Education Teacher, Mrs. Marshall, or
    another designated PBIS member will be
    responsible for data from SMS 20-day reports.
  • Meeting Schedule is as follows

12
Meeting Schedule
20 Day Reporting Period Approximate Dates of Reporting Periods All data for period entered into system (A) Discipline Committee meeting dates (B) Faculty meeting dates to report interpretation of 20 day data (C)
1 8/10/09-9/4/09 9/11/09 9/9/09 9/16/09
2 9/8/09-10/5/09 10/9/09 9/23/2009 9/30/09
3 10/6/09-11/4/09 11/6/09 10/7/09 10/14/09
4 11/5/09-12/7/09 12/11/09 11/11/09 11/18/09
5 12/8/09-1/20/10 1/22/10 12/9/09 12/16/09
6 1/21/10-2/18/10 2/19/10 1/6/10 1/13/10
7 2/19/10-3/18/10 3/19/10 2/17/10 2/24/10
8 3/19/10-4/23/10 4/30/10 3/17/10 3/24/10
9 4/26/10-5/21/10 5/26/09 4/21/10 4/28/10
13
(A) Data should be entered promptly to enable
review of accurate data. Deadline for data entry
is the Friday following the end of the reporting
period. Principal should identify person
responsible for entering behavior data. Name and
title of data entry designee Yolanda Marshall,
Sped. Teacher (B) Committee should meet within
one week of final data entry for reporting
period. Enter projected meeting dates in this
column. Identify team member responsible for data
summary to report to Discipline Committee. Name
and title Drenda Herron, ISS Teacher Determine
how you wish to examine your data by location,
by student, by infraction, by time of day, number
of referrals per day per month. Also consider
office referral procedures and data integrity.
(C) Faculty meeting to discuss behavior should
be held within a week of the Discipline Committee
meeting. Enter projected dates in this column.
Identify persons responsible for sharing data
trends for previous reporting period with the
faculty. Name and title Vincent Thomas, Physical
Education Teacher Team may wish to lead faculty
in brainstorming intervention strategies based on
data. Share successes and areas of continued
efforts.
14
Monitoring Process
  • The Orleans Bluejay Discipline Committee will
    analyze discipline data once every 20 days. The
    committee will use the findings from the data and
    develop interventions that best meet the needs of
    the student. Input from all stakeholders is
    encouraged.
  • The Professional School Counselor will submit a
    feedback form for each student that is referred
    and inform the principal and teacher of the
    student status.

15
SAS/TIC Action Plan
  • SAS on-line results from December 2008 available
    if taken
  • www.pbssurveys.org
  • Get account number from Coaches
  • Develop your prioritized 2009-10 Action Plan
    based on 08-09 data
  • Self Assessment Survey (SAS)
  • SAS Summary form (on website)
  • Team Implementation Checklist (TIC)
  • Complete Action Plan (form on website) and submit
    with SWDP

16
Self Assessment Survey Analysis of School-Wide
System Chart
  • If significant number of your staff took online
    survey in December, 2008, go to
  • www.pbssurveys.org
  • Get account number from PBIS Coach
  • Copy table from Analysis of School Wide System
    and paste in next slide

17
Analysis of School Wide System
18
Celebration
  • Teachers celebrate success in faculty meetings,
    free-time and special recognitions.
  • Students celebrate success in the classroom,
    morning announcements, parties, sock hops, movie
    day, and treasure chest.

19
School Rules
  • Follow Instructions the first time given
  • Respect self, others and authority
  • Practice self-control
  • Keep our schools walls, floors, and grounds
    clean.

20
Sample Behavioral Expectation Matrix
Rules Classroom Cafeteria Hallway Restroom Bus
Always show respect to adults, classmates, and yourself. Work cooperatively, do your best, and raise your hand before speaking. Wait patiently and quietly in line, dont share food, and speak with an inside voice. Keep hands and feet to self in the hallway. Maintain good hygiene and no talking in the restroom. Stay seated on the bus at all times.
Use acceptable language. Say please, excuse me, and thank you. Use polite language and an inside voice. Do not talk in the hallway. Do not talk in the restroom. Use polite language and an inside voice.
Follow directions the first time given. Follow directions when given. Students obey rules posted in the cafeteria at all times. Walk quietly on the right side of the hall. Students enter the restroom quietly and exit swiftly. Students sit quietly and orderly while waiting for the bus.
21
General Procedure for Dealing with Problem
Behaviors
Observe problem behavior
Is behavior major?
Find a place to talk with student(s)
NO
YES
Ensure safety
Problem solve
Write referral Escort student to office
Problem solve
Determine consequence
Determine consequence
Follow procedure documented
Follow documented procedure
NO
YES
Does student have 3?
Follow through with consequences
File necessary documentation
Send referral to office
File necessary documentation
Follow up with student within a week
22
Teach the Rules and Procedures
  • Parents will be provided with a copy of the
    student/parent handbook and Student Code of
    Conduct. Procedures will be discussed and
    explained to parents during registration and Open
    House.
  • During the first week of school, each teacher
    discusses and explains the classroom rules and
    procedures with their students. Incentives are in
    place for students displaying positive behavior.
  • School Rules are also taught through
  • Assemblies
  • Role playing and Modeling
  • Morning Meetings
  • Afternoon Announcements
  • Guided Discovery
  • Student Agenda Books
  • Rules displayed throughout the school

23
Teach the Code of Conduct
  • The Code of Conduct is taught to students during
    the first weeks of school.
  • Students were administered the post-test on
    August 25th.
  • Students that scored below 80 were administered
    the test again until 80 mastery was achieved.

24
School Procedures
  • Procedures for Disciplinary Referrals
  • Prior to writing a referral, teachers must
    adhere to the following (unless student violates
    a non-negotiable which will result in an
    automatic office referral)
  • Verbal Warning
  • Utilization of Classroom Behavior Chart
  • Student-Teacher Conference
  • Team Intervention
  • Team Parent Conference
  • Guidance Office Referral
  • Office Referral
  • 24

25
School Procedures, cont
  • Refer to behavior Intervention Manual by
    Hawthorne and devise a Behavior Modification Plan
    tailored for the students particular behavior
  • Handle all routine classroom discipline problems
    in the room and follow up with parent phone call
    (Please refer to Behavior Incident List)
  • Time out in another classroom
  • Teacher or teachers assistant will escort the
    student to the office when referred. A completed
    Disciplinary Referral will be submitted to the
    office. Teachers will be notified when to come
    to the office for the student.
  • 25

26
School Procedures, cont
  • Procedures for Cafeteria
  • Classroom teachers are to
  • Escort students to and from the cafeteria.
  • Assign table monitors to see that tables are
    clean for the next class.
  • Students are expected to
  • Enter quietly and orderly.
  • Sit at designated tables.
  • Practice good table manners.
  • Keep hands, feet, and other objects to
    themselves.
  • Leave all food in the cafeteria.
  • Ensure their class cleans the table and pick up
    trash from the floor around their tables.
  • Line up in an orderly fashion and exit for
    dismissal with their teacher.
  • 26

27
School Procedures, cont
  • Procedures for Assemblies
  • Assemblies will begin promptly at scheduled time.
  • Students should be seated prior to the start of
    the program.
  • Teachers will sit with their class during the
    assembly.
  • Students must enter and exit the assembly in a
    quiet and orderly manner.
  • 27

28
School Procedures, cont
  • All students will walk quietly on the right side
    of the hallway.
  • Students have designated stopping points to
    ensure safety in the hallway.
  • If possible, a student will have a hallway buddy.
  • Students must have a hall pass.
  • 29

29
Annual PBIS Kick-off
  • Teach MCS Code of Conduct
  • Administer Code of Conduct Post-tests
  • Teach School-wide rules and Behavior Expectations
    from matrix
  • When district and school universal rules and
    expectations are understood, celebrate the
    beginning of a new, positive school year

30
Classroom Procedures
  • Each class will devise its own set of rules and
    procedures which will include logical
    consequences and regards in regards to
  • - Getting up from seat
  • - Asking for help
  • - Cooperative groups
  • - Turning in Homework
  • - Writing Assignment Protocol
  • Hall Passes are required when exiting the
    classroom without a teacher.

31
School Wide Incentives
  • Attendance
  • -An incentive is given for the grade level that
    receives the highest attendance average for each
    six weeks.
  • Cafeteria
  • - The class with the best behavior in the
    cafeteria will have a special table designated at
    the appropriate time.

32
Bluejay Traits at School Student Name
__________________________________ Displayed the
Bluejay Trait of Respect Self Respect
Property Respect Others (Circle the trait you
observed) Signature _____________________________
________________ If you would like to write on
the back the details of what you observed feel
free! 32
Incentive Ticket for School
33
Teacher Incentives
  • Monthly Attendance Prizes
  • Teacher of the Month
  • Give me a Break-extended lunch or breakfast.
    Classes will be covered.
  • Public recognition or shout outs via
    announcements, faculty meetings, etc.

34
Teacher Recognition
35
Identify Your Resources for Incentives
  • Monumental Baptist Church
  • First Congregational Church
  • PTSO

36
Communication with Parents Community
  • Specific information about PBIS will be discussed
    during parent-teacher conferences.
  • Our school office is always open for questions
    about our School-Wide Discipline Plan.
  • Information can be distributed through PTSO for
    parent review

37
Character Education
  • Character Education Bulletin boards are displayed
    throughout the school.
  • General ed. and support teachers will promote
    character education vocabulary words weekly to
    their classes. Periodically, character education
    will also be conducted during the lunch period.
  • Professional School Counselor conducts small and
    large groups using the Character First
    Curriculum.
  • Students are encouraged to exhibit character
    traits throughout the instructional day.

38
ATOD Prevention
  • The professional school counselor,
    administrators, all teachers, staff and community
    partners teach students about ATOD prevention.
  • The PE teacher includes ATOD prevention lessons
    within each 9-week period for all students.
  • Work with community organizations to teach
    students about prevention.
  • Information is given to the students, parents and
    the community to promote awareness.

39
Sexual Harassment Prevention
  • The annual sexual harassment prevention training
    video was shown by our Professional School
    Counselor during teacher in-service and
    information about the policy was given to each
    person in the school.
  • A refresher video will be shown in the month of
    February to all staff members.
  • Library is source for student materials
    416-7880.

40
Bullying Prevention
  • The Professional School Counselor will provide
    bullying prevention training for faculty.
  • The Professional School Counselor will be
    responsible in providing the staff with specific
    information as to what bullying looks like and
    the strategies we can conduct to deal with
    bullying.
  • Students will receive bullying prevention
    training during each 9-week period with
    additional trainings as needed.
  • Our peer mediation team, as directed by the
    Professional School Counselor, will train
    students about the importance of bullying.

41
Violence Prevention Programs
  • Peer Mediation (team already established and
    trained)
  • Conflict Resolution (implemented in the classroom
    and throughout school)
  • Bullying Prevention Program

42
Multi-hazard Emergency School Plan
  • Multi-hazard Emergency School Plan is completed
    and will be submitted on October 30, 2009.
  • Dates for training 10/12/2009-
    10/14/2009

43
Intervention Plan
  • Individualized Incentive Plan (Behavior
    Modification Plan)
  • Group counseling with Professional School
    Counselor
  • Buddy system (teachers ask their buddy teacher
    for support/assistance with challenging
    behaviors).

44
In-School Suspension Plan
  • Review and adhere to district procedures for
    In-School Suspension
  • Procedures for ISS Referral(s) are provided to
    administrators, teachers and staff by the ISS
    teacher, Ms. Drenda Herron.
  • The ISS teacher has also provided all
    participants with the social skills/reconnection
    component.

45
Memphis City Schools IN-SCHOOL SUSPENSION
PROGRAM Student Intervention and
Behavior 416-7880 Location 043 Goal To create
an educational environment where students are
held accountable for their actions, learn the
skills and attitudes necessary to prevent
misbehavior and act appropriately when they
return to the regular classroom. Objectives 10
reduction in the amount of suspensions as
compared to the previous school year. Each nine
weeks there will be a 2 decrease in the number
of repeat offenders, resulting in a 10 decrease
by the final nine weeks period.
Components Academics Students will complete
academic assignments while assigned to ISS to
ensure continued academic progress. Social Skills
Students will receive social skills/character
education training by ISS teacher, professional
counselor and/or other mental health
professionals. All ISS teachers will receive
training in the MCS Character Education Model.
Service Learning Students will participate as
resources are available in their school
community. Alternative Student Transition
Student will spend a specified period in the ISS
program upon their return from the Alternative
Program. This period will allow students to
receive orientation regarding policies/procedures,
strengthen pro-social skills, and form a
positive relationship with school staff. This
will afford administrators, teachers and
counselors the opportunity to plan appropriate
interventions for students and integrate them
back into the school community. Reconnection
Students will have an opportunity to reconcile
with the adult and/or student with whom they had
conflict. This can be facilitated through
written communication and/or a mediation
session. Evaluation The following areas will be
formally evaluated recidivism rate, ISS
teacher/administration satisfaction, individual
teacher referral rate, and suspension rate. MCS
Research and Evaluation will assist with the
design of this component.
46
Selection of Students Students will be assigned
to an In-School Suspension for an infraction that
warrants an out of school suspension. Only
administrators can refer students to the ISS
program. ISS should be utilized as one of the
interventions available in the disciplinary
continuum. Students should be assigned for a
period of 1-3 days. Conditions Administrators
have the discretion to increase the length of
stay or utilize other disciplinary actions if a
student does not adhere to ISS rules and
regulations. ISS capacity should not exceed
15-20 students per day. Conclusions The Memphis
City Schools ISS Program is an extension of the
classroom/school discipline plan which seeks to
help students improve behavior while remaining in
an educational setting. This strategy provides a
specific disciplinary action a school can utilize
to assist with students displaying inappropriate
behavior. ISS is a positive approach that
prioritizes the needs and long-term goals of
students.
47
Procedure for Use
  • Administration determines ISS referrals.
  • Teachers will send daily assignments.
  • The ISS teacher monitors and evaluates student
    progress
  • The ISS teacher will spend their day performing
    duties related to the operation of the ISS
    program. All other extended assignments (i.e.
    substitute teaching, cafeteria duty, and hall
    monitoring) should be paid using school budget.
  • Administrators should make provisions (internet
    access) to support daily or weekly data entry by
    ISS teacher.

48
  • The ISS Teacher should received the 30 minute
    duty-free lunch as outlined by Human Resources.
  • The ISS Teacher will assist students with
    re-entering regular classroom setting.
  • Special Education students will receive services
    mandated in their IEP during the suspension
    period.
  • The ISS Teacher should be evaluated at mid-year
    and end-of-year intervals.
  • Administrators should communicate with ISS
    Coordinator/Teacher regarding program
    implementation as necessary.

49
Secondary Intervention (Tier 2) Evaluation
  • Teacher, Counselor and Administrators
    Documentation Folder of students behavior and
    incidents.
  • Observed changes in student behavior and the
    number of office referrals are used to evaluate
    effectiveness of secondary interventions
  • Indicators for progress include
  • A decrease in the number of office referrals.
  • Observed and documented changes in students
    behavior.
  • Increased academic achievement.

50
Tertiary Interventions (Tier 3)
  • The Bluejay Support Team will meet monthly to
    monitor students who are in secondary
    intervention. After reviewing all the students
    data and Documentation Folder, plans will be made
    to fit the needs of the individual student.
  • Success will be monitored by identifying
    decreases/increases in behavior and/or incidents.

51
Green zone 0 1, yellow zone 2 5, red zone 6
office referrals
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT

Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior

Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
100 of Students
52
Computation for Triangle
  • Number of students with 6 office referrals (red
    zone)
  • Divide this number by total enrollment for
    in red zone
  • Number of students with 2 5 office referrals
    (yellow zone)
  • Divide this number by total enrollment for
    in yellow zone
  • Number of students with 1 office referral
  • Add together totals from 1, 2, 3 and subtract
    from total enrollment to get students with 0
    office referrals
  • 01 office referral (green zone)add totals from
    3 4. Divide by total enrollment for in green
    zone
  • Total students referred (total of first 3 lines)
  • Divide by total enrollment body for students
    referred
  • Computation template on MCS website

53
Plan for Support Monitoring
  • Verification of administration of Code of Conduct
    Post-tests due August 27, 2009 fax to 416-4221
  • September 30, 2009 submit School Wide Discipline
    Plan electronically to District Coach for your
    area. Includes
  • Team Members and Team Leader/Internal Coach
  • Meeting Schedule for year
  • Also submit separate forms as part of SWDP
  • SAS Summary
  • Action Plan (based on SAS TIC results)
  • TIC (also submitted to Coach Jan. Apr.)
  • Ratification-acceptance form faxed 416-4221
  • Ongoing training for Team Leaders/Internal
    Coaches and others will be provided throughout
    the school year

54
District PBIS Coaches
  • Northeast Region, Regional Supt. Kevin McCarthy
  • Ann Sharp, sharpa_at_mcsk12.net
  • Northeast Region, Regional Supt. Catherine Battle
  • Brady Henderson, hendersonb_at_mcsk12.net
  • Southeast Region, Regional Supt. Dr. Terrence
    Brown
  • Ashley Faulk, faulka_at_mcsk12.net
  • Southwest Region, Regional Supt. Willie Rhodes
  • Carolyn Matthews, matthewscarolynt_at_mcsk12.net
  • Center for Safe Drug Free Schools
  • 416-4240, fax416-4221

55
Additional CSDFS Staff
  • James Bacchus, Chief of Student Support
  • Kenneth Pinkney, Director, Student Intervention
    Behavior
  • Linda Delaney, Emergency Management
  • Janice Johnson, Student Leadership, Peer
    Mediation
  • Charlotte Baucom, ISS Assistants Behavior
    Specialists
  • Adrian Stitt, Special Project Assistant for ISS
  • Robert Williams, Technology Project Administrator
  • Ruth Watson, Program Project Specialist
  • Brenda Harper, Program Project Specialist
  • Shanddeikka Beecham, Clerical
  • Dorinita Clark, Clerical
  • District Behavior Specialists Morrice Apprey,
    Willa Broom, Ptorey Crutchfield, Dana Gaston,
    Angeletta Giles
  • Center for Safe Drug Free Schools, Loc. 172,
    Rt. 2
  • 220 N. Montgomery, Memphis, TN 38104
  • 416-4240

56
Resources
  • MCS Data Website
  • Web address of PBIS Data website will be e-mailed
  • User name
  • Principal is DorothyMurrell043
  • MCS Website
  • Forms will be under PBIS site (Go to Student
    Support, then Student Behavior and Intervention,
    then PBIS or go to Student Heading on MCS
    homepage and Schoolwide Discipline Plans)
  • TN PBIS links http//web.utk.edu/swpbs
    https//umdrive.memphis.edu/g-coe-rise/
  • Maryland PBIS http//www.pbismaryland.org
  • PBIS http//www.pbis.org
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