Welcome-BSI_Noncredit by niusheng11


									     Welcome to the BSI
      Noncredit Spring
   Telling the Noncredit Story
through Accountability Reporting

SOUTH: Anaheim – February 26, 2010
NORTH: San Francisco – March 12, 2010
     Ad Hoc Noncredit Committee
            2009 - 2010

       Janet Fulks, Bakersfield College, Chair
        Reynaldo Ortiz, College of the Desert
     Vivian Ikeda, City College of San Francisco
          Sylvia Ramirez, MiraCosta College
Marsha Elliott, North Orange County CCD – Noncredit
   Marne Foster, San Diego Continuing Education
   Welcome and Introductions
 Today’s Agenda:
   Noncredit Student Voices
   Current Noncredit Accountability Reports
   Healthy Metrics and Accountability
   CB 21 Recoding for Basic Skills – Review of
     the Rubrics – Coding in Teams
   Data collection strategies – Examples from
   Group Work
      Student Pathways
      ABE / ESL to ASE to Credit
      Advising Issues – linkages with instruction
        and student services
 Participants will:
      Understand the main accountability indicators currently
      Illustrate the components of good reporting and
      Develop expertise in CB 21 coding of noncredit courses
      Evaluate the issues and limitations with indicators
      Report issues with current measures
      Brainstorm other possible measures of noncredit success
      Describe what some other colleges are doing in
      Collect other best practices
      Plan to assimilate information into local action
Student Success Stories!
Esperanza Alvarez
   (an ABE/soon-to-be
   college student)
The Important Role of Noncredit
   ETHNICITY    % Total       Credit      % Total     Noncredit     % Total
               Enrollment     Basic        Credit       Basic      Noncredit
                            Skills/ESL     Basic      Skills/ESL     Basic
                            Enrollment   Skills/ESL                Skills/ESL
   AFRICAN-       7%         38,265                    7,900
                                         11.3%                     3.5%
     ASIAN       12%         45,880                    34,933
                                          17%                      15.5%
   FILIPINO       3%         10,069         3%         3,012         1.3%

   HISPANIC/     30%        140,270       41.3%       117,232
    NATIVE        1%          3,067        0.9%         694          0.3%
    OTHER,        2%          6,471        1.9%        9,688         4.3%
      PAC         1%          2,912        .9%          688          .3%
    WHITE        35%         74,080                    27,724
                                         21.8%                     12.3%
   UNKNOWN        8%         15,931       4.88%        37,511      9.54%
    TOTAL                   339,278       100%        225,097       100%
CCC General Student Ethnicity 2008-2009 in the General, Credit and Noncredit
   Population Compared to California’s Current and Projected Population
                            % Total      % Total
                                                      California   Population
               % Total      Credit      Noncredit
ETHNICITY                                            Population     Ethnicity
             Enrollment      Basic        Basic
                                                        2010       Projection
                           Skills/ESL   Skills/ESL
                 7%         11.3%         3.5%          6%            5%

  ASIAN         12%          17%         15.5%          12%           13%

                30%         41.3%        52.1%          37%           52%
                 1%          0.9%         0.3%          1%            1%
                 1%           .9%          .3%          0%            1%

 WHITE          35%         21.8%        12.3%          42%           26%
“Metrics that tell the story…”
                    Noncredit is all things to all
 What kind of       people; everyone is on board
  ARCC do you       Gathering data is tough
  want to build?
                    In some cases we have good
                     data but can’t seem to get it
                     on the boat or in the report
                    In other cases we cannot get
                     good data about what is in
                     the boat or where the boat is
Considering Accountability
Healthy accountability should:
 Address higher level learning
 Report on authentic student
 Indicate potential interventions and
 Target improved practice not just
In Credit Education How Have
We Defined Accountability?
 Credit attached to units
 Grades
 Degrees, certificates

Now – What are students able to do?
 Student learning outcomes
The Puzzle of Noncredit
Current statewide data
 Only 2.3 – 5.1% of noncredit students
    transition to credit
 All noncredit courses without grades report
    zero success. Without a grade or progress
    data point assigned it can not be captured e.g.
    noncredit classes 45 students enrolled – 0
 Wage data is incomplete because of SSN#s
 CDCP data is incomplete or programs are
Is this the noncredit story?
  The Puzzle of Accountability
Noncredit needs to:
 Describe noncredit work for funding and accountability
 Explain how and why noncredit is different from credit
 Identify metrics that reflect the work of noncredit
 Go beyond reporting numbers
    Numbers may measure what you want – or may not
    Numbers without context are misleading
    Numbers don’t correct problems
    Qualitative data is essential
    Most noncredit programs have no researcher
Healthy and Responsible
 Defines what a student should be able to do
 Identifies a way to assess it
 Collects accurate and relevant data based
  on the appropriate assessment
 Analyzes and discusses the data
 Changes practice

 You have always done this!!!
 Healthy and Responsible
                                            What could this mean in
Should acts like vital signs or a compass   noncredit?
informing practice
                                             Progress from ABE to ASE
                                             Completion of GED
                                             Citizenship
                                             Completion of ESL Civics
                                             Bridging to credit
                                             CDCP certificates
                                             CASAS
Reporting requires functional
processes at several levels
Existing Accountability Reporting
in Community Colleges
 Three annual accountability reports
  1. Focus on Results: Accountability Reporting
     for the California Community Colleges
  2. Career Development and College Preparation
     in the State: Supplement to the ARCC
  3. Basic Skills Accountability (ARCC

 “report cards” on a variety of measures
  How do we use COMIS* data?
                                   Accountability Reporting
Research Questions
  Mandated Reporting                Other Reporting
                                   Justification & Funding
  • Legislative Analyst Office         • Matriculation
 • Department of Finance
     Accountability Reporting         •Federal
  • California ARCC
     (ARCC, Postsecondary              • DSPS
    Education Commission           Career Integrated Postsecondary
                                         Technical Education
     supplemental, Aid
  • California Student etc)                Education Data Reports
                                     Perkins Core Indicator System
  Commission
     Career Technical Education            (IPEDS) Reporting
  • Public Policy Institute          Perkins Allocations
  • UC/CSU
      Perkins Committees and
  • Legislature – Core Indicator
         Reports                   BOGW Administrative Funding
                                     CCC Data Mart
    individual members
      Perkins Allocations
  • Community College              Federal Integrated Postsecondary
    Organizations                     Annual Staffing Report
  • Justification & Funding
  Newspapers                      Education Data System
      Matriculation
  • Labor Unions                      (IPEDS) Reporting
      EOPS
Data Matches                       CCC Data Mart
      DSPS
  • BOGW to UC/CSU/NSC             Annual Staffing Report
  Transfer Administrative
  • Dept. of Social Services
  • EDD/UI Match/Wage Study          *CCCCO                             17
                                               Management Information Systems
* Chancellor’s Office MIS Data
Statewide ARCC Data 2008-
          ARCC DATA                     Statewide Rates
           Indicator               2008       2009         2010
Student Progress & Achievement    51.2%      51.8%        52.3%
Completed 30 or more units        70.4%      71.2%        72.4%
Fall to Fall Persistence          68.3%      69.2%        68.7%
Voc Ed Course Completion          78.2%      77.7%        77.6%
Basic Skills Course Completion    60.5%      60.5%        61.5%
Basic Skills Course Improvement   50.0%      51.2%        53.8%
ESL Course Improvement            44.7%      50.1%        50.2%

 Is this the noncredit story?
CDCP– Career Development &
College Preparation
 Certificate = a simple accountability metric
 Noncredit is funded less per FTES than credit
 SB 361 increased noncredit funding from
  $2,626 per FTES to $3,092 per FTES
 CDCP includes basic skills, ESL, CTE and
     “workforce preparation” courses
 Applies to students enrolled in a sequence of
  courses leading to career development or
  college preparation (CDCP certificates)
 Problem with Minimum Qualifications
CDCP Progress and
Achievement Rate
   Cohort
     Students taking courses for the first time at any CCC
     Did not enroll in any credit courses during the first term
       they enrolled in CDCP
     Must have completed 8 or more positive attendance hours
       in CDCP courses within their 1st two terms of attendance
   Performance indicators – within 3 years
     Completed at least 1 degree-applicable credit course
     Earned a CDCP certificate
     Achieved “transfer-directed” status
     Achieved “transfer-prepared” status
     Earned an AA, AS, and/or credit certificate
     Transferred to a 4-year institution
Persistence Indicators

Is this the noncredit story?
CDCP: Wage Trends

Is this the noncredit story?
CDCP: Wage Trends
CDCP Wage Reporting
Potential Problems with the CDCP
 Cohort
   Students taking courses (CDCP or CDCP plus
    other noncredit courses) for the first time at
    any CCC
   Like ARCC, this excludes students who take
    a CDCP course subsequent to a credit course
   Only system-level data reported – noncredit
    students across the state (no college-level
Potential Problems with the
New ARCC Supplemental Report
 Reports progress through English, Reading,
  Math, ESL levels to transfer
 Needs work on ABE/ASE, VESL
 Reports transition to credit
 Reports degrees or certificates in credit

 All of these are currently zero for noncredit
  because there are no grades or way to
  track successful progress to outcomes
 See Handout
ARCC Supplemental

Is this the noncredit story?
    ARCC Supplemental
   Volume and Percentage of First Time Noncredit Students Receiving Matriculation Services

                     Total   Received            Placement            Received              Received
     College       Students Orientation Percent Assessment Percent   Counseling   Percent   Followup   Percent
 Mt. San Antonio   2728       396     14.5%       165       6.0%        40        1.5%        92       3.4%
 Mt San Jacinto     422        9       2.1%        36       9.5%         4        0.9%         7       1.7%
       Napa         426        1       0.2%         0       0.0%         2        0.5%         0       0.0%
North Orange Adult 3942       509     12.9%       509      12.9%       157        4.0%        38       1.0%

   Is this the noncredit story?
(CB) Course Basic Data Elements

   Every course is described or defined by 24
    course basic data elements (CB)
   Some examples:
       Course title (CB 02)
       TOP code (CB 03)
       Credit status (CB 04)
               Credit – degree applicable
               Credit – not degree applicable
               Noncredit
             Transfer status (CB 05)
             Basic skills status (CB 08)
             Course Prior to Transfer Level (CB21)
             Noncredit Category (CB22)

  11/5/2010                                           29
CB 21 Rubrics Created to Describe
Levels Courses Prior to TRANSFER

Discipline Credit                      Noncredit              Likely bridge
                                                              to credit
Math       Four levels CB 21 A, Six levels CB 21              Levels C & D
           B, C, D              A, B, C, D, E, F
English    Four levels CB 21 A, Seven levels CB               Level B or C
           B, C, D              21
                                 A, B, C, D, E, F, G
Reading    Four levels CB 21           Five levels CB 21      Level A or B
           A, B, C, D                  A, B, C, D, E
ESL        6 levels ESL Reading        8 levels ESL           Most noncredit
           CB 21                       Integrated CB 21       end 2 levels prior
           A, B, C, D, E, F            A,B,C,D,E, F, G, H     to English 1 A at
           6 levels ESL Writing                               Level B
           CB 21                       Includes
           A, B, C, D, E, F            vocational and
           6 levels ESL Speaking       Cultural skills
           & Listening CB Student Success Conference
                            21                         2009                  30

           A, B, C, D, E, F
TOP code changes
  Deleted T.O.P. codes                      New T.O.P. Code or Existing Codes
  4930.21 – Writing                         1501.00 – English (writing)
  4930.70 – Reading Skills Development      1520.00 – Reading
  4930.71 – Reading Skills, College Level
  4930.40 – Career Technical Computational 1701.00 – Mathematics, General
  Skills                                   1702.00 – Mathematics Skills
  4930.41 – Pre-Algebra (Basic
  4930.42 – Elementary Algebra
  4930.20 – Communication Skills           1506.00 – Speech Communication
                                           or 4930.33 – Learning Skills, Speech
                                           or Other appropriate T.O.P. codes
  4930.80 – ESL–Intermediate               4930.84 – ESL Writing
  4930.81 – ESL–Advanced                   4930.85 – ESL Reading
  4930.82 – ESL–Elementary                 4930.86 – ESL Speaking/Listening
  4930.83 – ESL–Degree-applicable          4930.87 – ESL Integrated
  4930.91 – ESL Civics                      4930.87 – ESL Integrated
 11/5/2010                                  or 4930.90 – Citizenship            31
        CB21 Rubrics
  “Design to Implementation”
 Sample ESL course outline
 Breakout groups:
     Review your course
     How will the rubrics be used?
     Who will be involved?
     What challenges/barriers do you anticipate?
     What strategies will you use to implement?

 Report Out
ESL Course Outline
Write a paragraph of 125 words that has a topic sentence and supporting details
     Write a narrative paragraph in chronological order
     Write a descriptive paragraph in spatial order
     Write a persuasive paragraph with supporting reasons and evidence
     Write simple and compound sentences using correct word order
     Apply the writing process of brainstorming, drafting, revising, and editing
     (including peer reading and instructor feedback) to paragraph writing
     Identify subjects and verbs in a sentence.
     Edit their own writing for the following:
     Correct verb tense (simple present, simple past, future, present continuous, past
     continuous, present perfect, present perfect continuous)
     Irregular verb forms
     Subject verb agreement
     Run –on sentences and comma splices
     Identify the passive voice and its uses
     Identify gerunds, infinitives, and base form verbals
     Identify dependent clauses
     Demonstrate correct use of coordinating conjunctions
     Demonstrate ability to use a dictionary to edit their own writing
    Reading Course Outline
Upon completion of Reading 961 the student will:
 Condition of Learning: Students will be able to demonstrate the following
   outcomes on readings approaching college level.
1. Apply vocabulary-building strategies to improve their analysis of
2. Demonstrate a literal comprehension of readings, through identification
   and analysis of main ideas, supporting details and rhetorical patterns of
   organization and development.
3. Critically analyze and evaluate reading material; make inferences;
   determine a writer’s purpose and tone; and apply rhetorical reading
4. Monitor positive and negative comprehension signals and apply
   appropriate strategies to correct incomplete comprehension in a variety
   of reading modes.
5. Perceive themselves as achieving college level reading skills.
CB 21
 Coding the CB 21 information
 Problems
 Feedback on rubrics
What is going on with these
Problems                   Solutions
 Definitions are           Define from the field
  incomplete                Educate about metrics
                             – benefit and value
 Metrics are not            along with negative
  valued                     consequences
                            Describe useful data
 Data tracking is often     tracking - e.g. College
  not meshed with MIS        of the Desert
                             committee, Mira Costa
 No way to indicate         method, North Orange
  progress or                DREAM TEAM
  completion                Discuss progress
                             markers or grades
Potential Additional Metrics
 Citizenship
 Student identified outcomes – help
  children with homework, get a job,etc
Examples of Solutions to these
Accountability Problems
 Is this REALLY the NONCREDIT Story?
 College of the Desert
 San Diego Continuing Education
 School of Continuing Education
 MiraCosta
Lunch 12-12:30 and come back for the
  solutions and local college work
Is This ReallyOur Story?
 Rey Ortiz – College of the Desert
College of the Desert
BSI Research Project for Academic Improvement

 Mission Statement
      The BSI Research Project for Academic Improvement will
       close the loop between research and effective action in
       all areas requiring basic skills by providing the right
       information to the right people at the right time.

 Values Statement : We value a research project that is:
      Informative: It delivers data in ways that effectively
       inform efforts to improve learning;
      Supportive: It includes mechanisms to help faculty and
       administrators understand, value and use research;
      Readily available: It makes data and information easily
       available in user-friendly formats.
College of the Desert
BSI Research Project for Academic Improvement

 Data sets for research agenda
      All new students each year
      Affective and practical data (SSTK, CCSSE, others)
      Academic data

 Baseline data
      FA/SP 2005 through 2009

 Longitudinal data
      Each year, new cohort
      Research, Report
College of the Desert
BSI Research Project for Academic Improvement

 Gathering data
     Committee
     Contractor
     Data Warehouse
 Providing Information
     Data based
     Usable formats
     Standardized
     Customized
 Closing the Loop
     Training
     Research Projects
Is This ReallyOur Story?
 Marne Foster - San Diego Continuing Education
Is this really our story?
 San Diego Continuing                San Diego
  Education                            Continuing Education
                                          Actual CDCP Progress
     Recorded CDCP Progress
                                                       2005-2006 to
                    2005-2006 to                       2007-2008
                                   CDCP Progress and
                                   Achievement Rate

CDCP Progress and     4.2%                              Could be
Achievement Rate
Is this really our story?
 CDCP Progress and Achievement Rate
  Three Year Span       05/06 to 07/08

  Cohort Identified         11,456

  Number of Students
  who achieved any of
  the outcomes
  CDCP Rate                  4.2%
 Is this really our story?
        San Diego Continuing Education-        CERTIFICATES
              English as a Second Language (2008-2009)

               Reported       Estimated                    Potential
               Certificates   Promoted                     CDCP
                              Students                     Certificates

CBET/VESL 0                   360         Multilevel       180
(Multilevel)                              (follows plan)
Beg. Low       0              180                          180
Beg. High      0              180
Inter. Low     0              180                          180
Inter. High    0              180
Advanced       0              180         Advanced           90
Total          0              1,140                         630
 Is this really our story?
                         Potential               % of                Old            What New
                         CDCP                    Cohort              CDCP           CDCP
                         Certificates            (11,456)            Rate           Could Be?

ESL                      0 to 630                5.5%
Parenting                0 to 838                7.3%
                         (700 from Effective

Clothing     0 to 100                            0.9%
Totals                   1,568                   13.7%+ 4.2%                        =17.9%
                                                                                    & UP!
*Effective Parenting was listed as zero on CE Awards Conferred Report 2004/05 - 2008/09
Is this really our story?
       SDCE Reports Many Indicators of Progress
   Certificates
   Transitions
   SLOs
   Pre-Post Test Scores
     TABE
     CASA Benchmarks
     EL Civics
 Students Personal Goals Achieved
 Good News Website
  Is this really our story?
                    San Diego Continuing Education
Accentuate the Qualitative: What Students Are Saying About SDCE BSI!
52% of the students strongly           they have made progress in     =100%   Wow!
agree                                  their academic skills ….
48% of students agree                  they have made progress in
                                       their academic skills

64% of the students strongly           the instructors understand     =100%   Wow!
agree                                  their learning needs
36% agree                              the instructors understand
                                       their learning needs

40% of the students strongly           The counselor(s) are           =92%    Wow!
agree                                  available for them when they
                                       are needed
52% of students agree                  The counselor(s) are
                                       available for them when they
                                       are needed

ECC 4th Cohort –John Lindem/Martin Smith
         Is this really our story?
  2007-08 SCE Award Data from MIS
                                                               SCE Actual Data
Award hours      Program Type                        Counts
                 Unknown (Top code 99)
                                                          9   Program Type                        Counts

192 – to fewer   Business and Management
                                                              Administrative Assistant
than 288
288 – to fewer   Family and Consumer Sciences
than 480                                                      Early Childhood Education
288 – to fewer
than 480
                                                        20    Pharmacy Technician
960 or more      Interdisciplinary Studies
                                                       214    High School Diploma
                                                       279                                Total

                                        Data Link
Data Collection Strategies
 SCE’s “You Count!” Campaign
    Collecting more SSN’s

 DREAM team efforts
    Program improvement
    Tracking student progress

 Benefits of Banner
    Assessment scores
    Enrollment trends
    Certificates earned
Data Collection (cont’d)
 Who is your district
  ARCC contact?
 Who on your campus is
  sending data to CCCCO?
   If it’s an IT person, it’s
    simply data
 Establish a relationship
 Find out what’s in the
  CCCCO Data Mart
       Is this really our story?
 2008-09 SCE Award Data from MIS                         SCE Actual Data

Award hours      Program Type                 Counts   Program Type                        Counts
192 – to fewer
than 288
                 Business and
                                                32     Administrative Assistant
288 – to fewer   Family and Consumer
than 480         Sciences
                                                       Early Childhood Education
288 – to fewer   Health
than 480                                               Pharmacy Technician
960 or more      Interdisciplinary Studies
                                              303      High School Diploma
                                              409                                  Total
MiraCosta Noncredit ESL
Data 2008 - 2009
Term I            Persistence %                    Promotion %
Morning Classes   80%   (10% Perfect Attendance)   43%
Evening Classes   80%   (7% Perfect Attendance)    47%
Term II
Morning Classes   79%   (9% Perfect Attendance)    50%
Evening Classes   79%   (7% Perfect Attendance)    56%
Term III
Morning Classes   81%   (8% Perfect Attendance)    30%
Evening Classes   76%   (5% Perfect Attendance)    54%
Term IV
Morning Classes   78%   (10% Perfect Attendance)   63%
Evening Classes   74%   (8% Perfect Attendance)    46%
MiraCosta Noncredit ESL
Data 2008 - 2009
 Overall Persistence Rate – 78%
 Overall Promotion Rate – 49%
 Overall Persistence in open entry and
  off site – 77% (range from 65% -
Note: We have averaged 79%
  persistence and 50% promotion rates
  since 2002
MiraCosta Noncredit ESL
Data 2008 - 2009
We also report:
1) FTES and CASAS Benchmarks
1) Statewide Performance Goals and our
   actual performance
2) Drop out/Stop out reasons
3) Demographics
4) Student Learning Outcome Data
MiraCosta Noncredit ESL Data
Does it make a difference?
The Superintendent/President of our
   college wrote,
 “This is an outstanding newsletter
   highlighting the outstanding work of
   our ESL colleagues. Congratulations
   and please extend my thanks to our
   folks in ESL.”
We think it does!
Divide into 4 Groups
 Counseling on student pathways
   Rey to determine counseling discussions
 Noncredit to credit transition

   Work on TOP and CB 21 issues
 People with lingering CB 21 questions
Noncredit: “Student Pathways –
 Work

 Credit

 A Better Life
Credit students use Noncredit
Statewide (Since 1992) –

                 1 out of 6
                      credit students
                            have enrolled in

Source: Patrick Perry, Vice Chancellor Technology, Research & Information
    Systems, System Office.
          Linking Noncredit to Credit
   Individual Quick Write: Three Guiding Questions
   What are the critical skills my noncredit students require to successfully transition
    to credit academic and vocational courses?
   What has my college done to establish pathways for students to transition from
    noncredit to credit academic and vocational courses?
   What are the obstacles? What has worked well?
   How do I define my role in assisting students in my program transition to credit
    academic and vocational courses?
   Panel Presentation of current projects that promote the successful transitions
    from noncredit to credit academic and vocational courses.
   Discussion Groups
   Small group discussion, having participants share/discuss the Three Guiding
    Questions from Quick Write.
   Convene whole group. Share summary of responses from each group
   Close with research statements about the importance of the transition process
    and a discussion of next steps.
       Linking Noncredit to Credit
 Matriculation Services: Career Awareness, Career
  Assessment, Educational planning, AB 540 implications
  Educational Opportunities: Basic Skills, Work
  enhancement, Certificates, Degrees, Transfer,
  Issues: Foreign Transcript Evaluation, Navigating the
  community college process, Support Programs and
  Services, English and Math Flow - non-credit to credit
  Prerequisite skills and knowledge: Computer skills, Form
  completion, Time management
Statewide Efforts
 Noncredit Paper and
 Adjunct
 Title 5
 MQs
Minimum Qualifications
   Noncredit Minimum Qualifications
   Whereas, Noncredit education is an integral component of the California Community Colleges and is essential to
    our mission and role in serving California;
   Whereas, Issues of access, equity, adult educational advancement, vocational training, citizenship, and the health
    and well being of many communities from new parents to older adults are all embraced within the allowed areas
    of noncredit offerings in the California Community Colleges;
   Whereas, Noncredit educational rigor, processes and high standards of quality should be integrated with the
    similar credit parameters in a manner consistent with public higher education in California; and,
   Whereas, Currently, noncredit disciplines and minimum qualifications for noncredit faculty are not contained in
    the Minimum Qualifications for Faculty and Administrators in California Community Colleges (disciplines list)
    because they were instead directly included into Title 5, reflecting outdated K-12 regulations, and are
    consequently more difficult to maintain in a manner that best meets community needs and legislated
    expectations (particularly with regard to recent SB361 regulatory changes such as CDCP Career Development
    College Preparation);
   Resolved, That the Academic Senate for California Community Colleges recommend existing noncredit faculty
    minimum qualification regulations be examined by a task group of noncredit faculty in consultation with the
    appropriate constituents for the potential purpose of placing them in the Minimum Qualifications for Faculty and
    Administrators in California Community Colleges (disciplines list) thereby implementing the same processes that
    are currently used for all other disciplines, faculty and administrators; and
   Resolved, That Academic Senate for California Community Colleges recommend the noncredit minimum
    qualifications be removed from Title 5 §53412.
What is the Future?
   Best Practices on 3X5 cards
   Name
   College
   Email

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