RtI Innovations 16th Anniversary Conference
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Transcript of RtI Innovations 16th Anniversary Conference
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RtI Innovations 16th Anniversary Conference
PM Break out Session 8: Advanced MTSS/RtI in Early
Childhood Settings: Unlocking Systems’ Strengths to Meet
Children’s Needs
Friday, October 11th, 2013 Salt Lake City, Utah
Judith Carta, Ph.D.Co-director Center for the Study of RtI in EC (CRTIEC)
Juniper Gardens Children’s ProjectUniversity of Kansas
Robin Miller Young, Ed.D., NCSPDirector of Early Childhood Education
Rockford University, Rockford, IL
Charlie Greenwood, Ph.D. Professor and Director
Juniper Gardens Children’s ProjectUniversity of Kansas
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Kelly Justice Regional Coordinator
Florida PS/RtI Project
Corrie MervynEarly Childhood Coordinator
Ingham Intermediate School DistrictMason, MI
Mary Jo WegenkeLiteracy Consultant
Ingham Intermediate School District
Kim St. MartinState/Regional Administrator
MiBLSi, State of Michigan MTSS/RtI Project
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CENTER FOR RESPONSE TO INTERVENTIONIN EARLY CHILDHOOD
CRTIEC
A Multi-Site Research Center Focused on
Promoting Early Literacy and
Language
Our Goal and Mission Long-term Goal: Prevention of reading
disabilities by reducing the number of young children who enter school below benchmark in language and early literacy skills
Mission: To produce evidence-based tools and resources needed to support the application of RTI in Early Childhood Education
Our Key Partners University of Kansas
Charles Greenwood & Judith Carta
Dynamic Measurement Group; Eugene, OR
Ruth Kaminski University of Minnesota
Scott McConnell Ohio State
University/University of South Florida
Howard Goldstein Division for Early
Childhood-CEC
Who are you? How many of you have been
implementing RTI or MTSS models for many years?
How many of you have been implementing RTI/MTSS models in early childhood settings?
How many have not been implementing in RTI in EC but have that as a goal?
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Learner Objectives: Learn how the core features of
MTSS/RtI in EC are being implemented in various local, regional and state-wide settings.
Design action steps to ensure a strong program-, school-, district, and/or state-level start-up and procedural adherence to effective and efficient protocols.
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Learner Objectives Learn about latest developments
with regard to RTI models and its components
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Some Challenges of Implementing RtI Approaches in Early Education Pre-kindergarten settings are quite variable
(i.e., Head Start, state-funded pre-k, privately funded child care etc.); unclear who would implement measures and higher tier interventions.
Personnel in these settings often lack training and expertise; are underpaid and have high rates of turnover.
Including teacher-directed instruction in pre-kindergarten is often controversial.
Designing interventions that strike the balance between being developmentally appropriate and have the intensity to boost children who might be struggling to acquire early literacy skills.
What are your presumptions about RTI in Early Education? Can we assume that there
programs have a high quality Tier 1 in place?
Can we assume that there are evidence-based Tier 2 and Tier 3 available?
Can we assume that measures are available for universal screening/progress monitoring? 11
Tier 1 Curriculum and Instruction What do we know from research in
preschool? How do we promote it in practice? Tools and resources for promoting
high quality Tier 1?
What do we know from research? Not many evidence-based curricula exist (those reporting measurably
superior findings PCERs Findings Early Reading First Findings What Works Clearing House
Quality of instruction in typical preschools is low Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in
pre-k. The Reading Teacher, 62(5), 384-392. Justice, L. M., Hamre, B., & Pianta, R. (2008). Quality of language and literacy
instruction in preschool classrooms serving at-risk pupils Early Childhood Research Quarterly, 23, 51-68.
Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., & Clifford, R., et al. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Development Science, 12, 140-153.
What do we know from research? There are greater numbers of children needing instruction
more intense than Tier 1 in income eligible preschool programs (Pre-K, Title 1, Head Start) than in Tuition-based programs
Tier 1 must be strengthened, made more intense and cover the 4 domains of language and early literacy if MTSS is to work well in these programs
The performance of Tier 1 is first priority in implementation MTSS
Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a response to intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33(1), 48-64.
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What do we know about the quality of Tier 1?
Efficacy of Tier 1 Depends on:
Evidence-based curriculum Use of evidence-practices and
intentional teaching Fidelity of Implementation Data-based decision making for its
improvement
What We Have Learned So Far? Teacher focus on literacy skills is associated
with a sizeable increase in children’s academic engagement.
But, these teacher behaviors were relatively infrequent in occurrence, highlighting potentially fruitful targets for intervention:
Literacy focus – 15% of the time, or less than 30 minutes during a 3-hour period
How much support did teachers provide students in their classroom?
Low
Mid-range
High
How often did teachers focus on literacy with the children observed?
What was the level of children’s engagement?
Relationship between Teacher Literacy Focus and Student Growth in Language and Literacy Indicators
Pre-K Title 1 Tuition-based Head Start0
0.51
1.52
2.53
3.5
0
5
10
15
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25Picture Naming Sound ID Literacy Focus
Program Type
Rate
of G
row
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Perc
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itera
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ocus
Teachers Divergent on Literacy Focus and Students’ Growth in Literacy
Charlie will change graphs that go in here.
Challenges Related to Tier One in Pre-K Finding evidence-based curricula Having the resources to carry out the
ongoing professional development necessary for implementing the curriculum with high fidelity
While everyone wants all children to be successful in kindergarten, we don’t all agree on the path to getting there.
Resources for Evidence-Based Tier One Curriculum in Early Literacy What Works Clearinghouse: Early Childhood Education
http://ies.ed.gov/ncee/wwc/reports/Topic.aspx?tid=13.
Center for Early Literacy and Language: OSEP-funded TA Center
http://www.earlyliteracylearning.org. Preschool Curriculum Evaluation Study: IES funded
study of 14 curricula to promote school readiness http://ies.ed.gov/ncer/pubs/20082009/index.asp
National Early Literacy Panel: NELP Report http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
How do we promote it in practice?• Strengthen the value of
– “Intentional teaching”– Evidence-based practice– Fidelity of implementation– Teacher literacy focus
• Adopt an early childhood MTSS model/framework to guide planning and implementation
• Provide professional development and technical assistance– Practice-based teacher coaching– Measurement and use of data in decision making
• Seek stakeholder and administrative “buy in”
High Quality Curriculum and Instruction
Tools and Resources
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Primary Grades• reading vocabulary• reading
comprehension
• decoding of words• fluency and spelling
Preschool• oral language• background
knowledge
• phonological processing
• print knowledge
Connect expectations to those that lay ahead…
Early Reading
Link Preschool Skills to Kindergarten Skills
From Landry, 2011
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What do we know about
universal screening and
progress monitoring measures?
Currently available tools for early literacy screening progress monitoring
My-IGDIs: Tools for screening and progress monitoring in early literacy and language—Scott McConnell and colleagues http://www.myigdis.com/.
• mCLASS CIRCLE: Observational and assessment tools for progress monitoring on handheld devices—Susan Landry• http://www.amplify.com/assessment/mclass-
circle.
• Get Ready to Read (for screening only) • http://www.getreadytoread.org/)
My-IGDIs: Tools for screening and progress monitoring in early literacy and language—Scott McConnell and colleagues http://www.myigdis.com/.
• mCLASS CIRCLE: Observational and assessment tools for progress monitoring on handheld devices—Susan Landry• http://www.amplify.com/assessment/mclass-
circle.
• Get Ready to Read (for screening only) • http://www.getreadytoread.org/)
myIGDIs and Assessment in RTI myIGDIs are designed for two primary
functions of assessment common in RTI Universal screening, where all children in a
class or program are evaluated briefly to identify those individuals who might benefit from more intensive intervention
Progress monitoring, where individuals receiving supplemental or adapted intervention are monitored regularly to determine if intervention services are appropriate for the child
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Include slide about 5 areas of universal screening for My-IGDIs
Math IGDIs
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EC RtI Measurement Architecture
Screening
Progress Monitoring
Tier
One
Tier
Two
Tier
Thr
ee
+
+
+
-
-
-
Tier One
Tier One
Current or Less-Intensive
TierMore Intensive
Tier
Identification
Primary Functions of Assessment
Screening To efficiently identify subsets of children who might
meet standard(s) for more intensive intervention Identification
To identify whether individual children meet standard(s) for Tier 2 or Tier 3 services in one or more domains
Progress Monitoring To assess whether individual children are
increasing growth rates at rate sufficient to meet general outcome goals
[Diagnostic/Planning Assessment] To identify specific instructional goals and/or
procedures to promote increased development
Psychometric Standards - General
Time- and resource-efficient Reliable across time(?) and examiners/raters Various validity standards
Construct or concurrent validity viz ‘criterion’ measures
Discriminant validity Treatment validity viz T1, T2, and T3
interventions Predictive validity Face validity
The Narrative Language Measures (NLM)
Narrative Language Measures (NLM)
• Three Subtests– Test of Narrative Retell (TNR)– Test of Personal Generation (TPG)– Test of Story Comprehension (TSC; Preschool only)
• Preschool, Kindergarten, First, Second, Third– 25 equivalent stories per grade level
• 9 Benchmark stories (3 Fall, 3 Winter, 3 Spring)• 16 Progress Monitoring stories
Time Efficient, EconomicalBrief Administration • Three benchmark TNRs take about 5 minutes • A single TNR for progress monitoring takes less
than 2 minutes.
Reduced Scoring Time• Scoring can be done in real-time while the
child is retelling the story. • Scoring can be done by listening to an audio
recording
Trina D. Spencer & Douglas B. PetersenGraphics & illustrations by Olivia Petersen
LanguageDynamicsGroup.com
How are we setting standards? One essential of RtI – Assigning Students to
Tiers By whatever standard, identify groups of children
most appropriate for intervention in each tier of intervention
Standards and indices vary across RtI models Possible standards
“The Pyramid” – 85% at Tier 1, 10% at Tier 2, 5% at Tier 3
Functional standards – who needs to learn what? Empirical standards – likelihood of meeting future
expectations Early Childhood and the Pyramid Percentages
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What do we know about
problem-solving in early childhood?
Working Through the RtI(MTSS) Problem Solving
ProcessDefine Problem
Defining Problem/Directly Measuring Behavior
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
EvaluateResponse to
Intervention (RtI)
Data-Based Decision-Making General Principles
Try to “triangulate” the data; that is, use data from one or more types (observation, rating scale, checklist, CBA aligned with instructional units, CBM, GOM, standardized), informants [teacher, related service provider, parent(s)], and settings.
Norms needed; national, local, classroom. For some decisions, group data are best. For some decisions, single subject data are
best. Try to graph data and do visual inspection.
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Problem-Solving Model
Tilly, 2006
Individual Child Progress Monitoring
Olive had 3 quarterly assessments
Olive was below benchmark
Intervention implemented
Provides ‘before’ and ‘after’ slope estimates
Problem Solving ProcessDefine Problem
Teacher identified students below 25th %ile on IGDIs in January; the local norm
benchmark. Slow rate of progress from September.
Problem AnalysisEight students are at-
risk for developing early literacy learning
difficulties due to limited skill mastery from implicit Tier 1
learning opportunities done in large group.
Implement Plan with IntegrityKeep Tier 1, add Tier 2 for 8 Ss (more intentional
teaching, some small group), and Tier 3 for 5 Ss: (small group “Model, Lead, Test” on Sound Blending)
Evaluate Classroom data were
reviewed.The IGDIs Rhyming
scores increased at a faster rate for 8 “at-risk” students than
for “typical students”Students in Tier 3
demonstrated progress on specific
intervention targets.
Data-Based Decision-Making
Data-Based Decision-Making “Standard Protocol” approach; all students
at or below a given score on some measure all get the same evidence based intervention
“Individualized Problem-Solving” model; every child gets an individualized intervention
Best practice may be a hybrid of the two for EC. If 6/20 students need supplemental phonological awareness for 6 weeks, they get it twice a week as a small group rather than each student receiving it individually.
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Growth in Rhyming
520.000
2.000
4.000
6.000
8.000
10.000
12.000
14.000
16.000
Jan-07 Feb-07 Mar-07 Apr-07 May-07
Num
ber C
orre
ct
PM - Typical PM - At-riskLinear (PM - Typical )
IGDIs: Owl PM class
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What do we know about Higher Tier Interventions?
Common Features to Tier 2 Small groups Focus on critically important
concepts known to predict later success
More explicit instruction More response opportunities
Current approaches being used for Tier 2 and Tier 3Key idea is to supplement children’s
exposure to the content—give them more opportunities to practice skills they are learning.
Children might get individual tutoring in specific content areas.
Children might get additional explicit instruction in small groups
Children might get more learning opportunities embedded across the day.
Children might get more exposure and practice through skill-focused instruction delivered in listening centers.
What are the responses within each tier?• Tier 2: Explicit small group
interventions augmented with embedded interventions
Explicit: structured, teacher-directed, content-specific interventions
Embedded: occur within daily activities, build on children’s strengths & interests, complement explicit interventions
Story Champs - Tiers Large Group Small Group Individual
Intensity increases as group size decreases
More opportunities to respond More explicit and individualized targets More specialized prompting More contingent feedback More frequent sessions Increasing duration More reliance on instructors with
greater expertise
Multi-tiered Language Instruction
Multi-tiered Curriculum Manualized Flexible
Key Features Carefully structured stories Engaging visual materials Explicit teaching procedures Fun and motivating
Multi-tiered Language Instruction
Multi-tiered Curriculum Manualized Flexible
Key Features Carefully structured stories Engaging visual materials Explicit teaching procedures Fun and motivating
Free NLM materials available atLanguageDynamicsGroup.com
For more information, contact:Doug Petersen: [email protected]
Trina Spencer: [email protected]
Teaching Procedures Based on the effective teaching literature and
principles of instruction Frequent opportunities to respond Explicit and individualized targets Systematic scaffolding Corrections Least restrictive prompting Curriculum-based measurement
An Example of a Tier 2 Intervention
Read It Again! (Justice, McGinty, Beckman, & Kilday, 2006)
Language & literacy supplement for pre-k programs: Guidelines for implementing lessons
(before, during, & after reading) Repeated use of storybooks, picture cards,
& other literacy materials Repetition of key concepts Appropriate for small groups
Response to Intervention: EMERGE
Tier 3 Focused
Tutoring & Repeated Readings
Tier 2Daily Teacher-led Small-group
SOAP and Theme-related activities and instruction
Tier 1Scholastic Early Childhood Program Curriculum
Shared Book ReadingTheme-Related Activities
SOAP StrategiesLiteracy-Rich Environment
Stoiber & Gettinger
Tier 1: Core Class InstructionFocus
Program
Interventionist
Setting
Grouping
Time
Assessment
All students
Professional development; SECP curriculum; SBR; SOAP strategies; Small-Group activities; Progress Monitoring; Coaching; Literacy Rich Environment
Classroom teacher(s)
Head Start or other EC classroom
Flexible grouping
Goal: 90 minutes or more per day
Screening at beginning, middle, and end of the academic year
Tier 2: Supplemental Interventions
Focus
Program
Interventionist
Setting
Grouping
Time
Assessment
Students at-risk for early reading difficulties who have not responded to Tier 1 efforts
Classroom teacher(s)
Classroom
Homogeneous small group 20-30 minutes per day in small group in addition to 90 minutes of core reading instruction (50-100 sessions)
Progress monitoring monthly on target skill(s)
Specialized, research-based interventions
Download and make your own
curriculum supplement at the
CLI website:http://www.childrenslearninginstitute.org/our-programs/program-overview/developing-talkers/default.html
Examples of Tier 2 Instruction
Developing Talkers Curriculum Supplements to promote
oral language that follow a P-RTI framework.
Developed by Children’s Learning Institute-UT Health Science Center-Houston
Teach listening comprehension and vocabulary skills in book reading context.
Make your own kit: after completing a short online training OR
Order pre-made kits
Lesson Plans Available for Tier 1 and Tier 2: 12 wks. Tier 1—Whole Group Read Aloud (15 mins)
Before, during and after reading activities Extension activities that help teachers guide
children in use of target vocabulary or explore science topics in centers
Tier 2-Small Group Targeted Language Activities Review book Find, define, and discuss vocabulary Explicit comprehension or vocabulary
activities Shuffle and review.
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Focus on Rare Words (alongside important basic words)
More Explicit Vocabulary and Comprehension Activities
Assess Tier 2 students’
target vocabulary on
Thursdays
Plan Friday Review Day
lessons using these data
Tier 2 Embedded Storybook Interventions
As part of an RTI model, there is a need for high-quality interventions to improve early language and literacy skills for preschool children who are falling behind.
Oftentimes, there is a scarcity of trained personnel who can provide the additional opportunities for explicit instruction in vocabulary and comprehension.
Story Friends Program
Small groups of children participate in ‘listening centers.’
Prerecorded storybooks and explicit embedded lessons are delivered under headphones.
Intervention Component Examples
Explicit Teaching
•Vocabulary words are presented with systematic instructional language in which words are emphasized, definitions are stated, information about words’ meanings are provided.
•Responses are provided after a pause for child’s response. ‘Think-aloud’ models of the evidence for the appropriate response are provided.
Enormous. Say enormous. Enormous means really big. Can you think of something that is enormous? What about…. a school bus! A mountain! Or a building! Those are things that are really big.
Why is Ellie happy? [pause for child response] Because she made new friends! I would be happy to have some new friends too.
Intervention Component Examples
Selection of Appropriate Targets for Instruction
•Challenging vocabulary targets are selected to have high utility for academic achievement.
• Inferential questions are selected to facilitate reading comprehension.
protect, greet, selfish
Do you think the Jungle Friends will go to the beach again?
Why did Suki’s mom take her to the movies?
The Forest Friends are thrilled! They are excited to go to the carnival. Thrilled. Say thrilled. (2) Thrilled means excited. Tell me, what word means excited? (2) Thrilled! Good work! When are you thrilled? (2) What about… when you get a present! …Or your friends come over to play! I bet that makes you feel excited. Now, lift the flap. Look! These boys are at a birthday party. They are excited. They are thrilled! Tell me, what does thrilled mean? (3) Excited! That’s right.
Repeated listening provides many opportunities to respond.
Monday
Tuesday
Wednesday
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Year 4 Results: Vocabulary
0
2
4
6
8
10
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UT1 Pre UT1 Post UT2 Pre UT2 Post UT3 Pre UT3 Post
Participant Comparison
Places to find Tier 2 and Tier 3 literacy and language interventions
Read it again—Laura Justice-Ohio State U.
Center for Early Literacy and Language (CELL)
Early Childhood Research & Practice Get Ready to Read CRTIEC Developing Talkers--www.ChildrensLearningInstitute.org
For more information
Tricia Zucker, Ph.D.Assistant Professor [email protected]
Susan Landry, Ph.D.Professor and Director [email protected]
www.ChildrensLearningInstitute.orgUniversity of Texas Health Science Center at Houston
Implementing Higher Tier Interventions
What do we know from research?
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Discussion with Participants Classroom-level Challenges: How to fit everything into a
preschool day . . . Corrie and Mary Jo Ingham County
ISD
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THE SITE ADDRESS IS:
HTTP://EARLY-YEARS-RTI.WIKI.INGHAMISD.ORG/HOME CINDY ANDERSON [email protected] MERVYN [email protected] JO WEGENKE [email protected]
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Discussion with Participants Classroom-level Challenges
Identified by Participants
Break from 2:00 to 2:15
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Building the Infrastructure in Your Setting
Tools for getting started
Kelly Justice, USF, Florida PS-RtI Initiative
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Getting Started with RTI
• Strategic planning• Model demonstration sites
• Program evaluation
More on Strategic Planning (at the local level)
Get Support from program administrators
Consider organizational & contextual factors
Engage in long-range planning Develop a plan for communicating
with families
Planning cont… Create core problem-solving team Assess key dimensions of Tier 1 quality/make
necessary improvements Select assessment tools Carry out universal screening and determine what
proportion of children need additional tiers of support
Select Tier 2 and Tier 3 interventions Provide intensive, ongoing professional
development Continue to evaluate and make changes
Building an Infrastructure that Supports High Quality
Implementation Leadership Teams
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Building an Infrastructure that Supports High Quality
Implementation Coaching
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Building an Infrastructure that Supports High Quality
Implementation Other
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Scaling up MTSS in EC in a state – Lessons Learned
Kim St. Martin, MiBLSi State/Regional Administrator in Michigan
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Building an Infrastructure that Supports High Quality
Implementation Other
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Judy Carta, Ph.D.Juniper Gardens Children’s Project
University of Kansas444 Minnesota AvenueSuite 3Kansas City, KS 66101Phone: [email protected].
Planning cont… Create core problem-solving team Assess key dimensions of Tier 1 quality/make
necessary improvements Select assessment tools Carry out universal screening and determine what
proportion of children need additional tiers of support
Select Tier 2 and Tier 3 interventions Provide intensive, ongoing professional
development Continue to evaluate and make changes
Building an Action Plan Where are you now?
Where do you need to go?
Closure to the session; the day
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