Twizel Area School Charter - Web viewNB Place of Community of Schools/Learning proposal ... The...

Twizel Area School Charter2016

Twizel Area School and Community Description

There are 200 students at the school with just over half of them being in years zero to six and just under half in years seven to 13. The school services primary and secondary education in the Mackenzie Basin. Approximately 20% of our students are Māori, spread relatively evenly over eight iwi, 4% Asian and 2% Pasifika. We are not a ‘typical’ country school; unusually for an area school less than 10% of the children come from a farming background, more come from tourism and associated service industries. Nominally we are a decile 8 school but within that span an unusually diverse range of student abilities, parental backgrounds and expectations.

The area school was formed in 1985 by combining the then high school and primary school on the high school site. Until 6 years ago the roll had steadily declined as first the rundown from the hydro electricity construction project took its toll and then the downsizing of the SOE running the power stations took place. Over the last 6 years the roll has increased slowly but steadily from 165. Approximately 25% of our roll has been at our school less than two years (excluding New Entrants).

There are 20 teachers on the staff. They are innovative and dedicated, setting a high store on improving students learning.

The diversity of abilities, social skills and expectations has meant the school has had to work hard at providing a supportive environment where individual and collective student needs can be met by well targeted learning programmes.

We aim to provide a needs fulfilling environment where everyone does quality work without coercion. We value courtesy, co-operation and consideration, and work hard to ensure this school is a safe and comfortable place for all who work here, students and staff alike. We are proud of the family atmosphere of the school, which our small size enhances, as everyone is known to every other person.

A comprehensive schoolwide assessment and recording system has been developed to provide quality information on where students are performing in the different parts of the National Curriculum.

The community is very much involved in the school. The community library is housed at the school and community makes use of other school facilities such as the sports fields. The school makes good use of the Community Events Centre and pool. Parents are to be seen throughout the school during the day and are encouraged to be involved as helpers, spectators, and supporters. There is a weekly school newsletter, TAN, which is widely circulated.

Although the school serves a large geographical area, extending to Omarama, Irishman Creek, and Mount Cook Village, over 90% of the students live within the Twizel township. The isolation does make it hard for students and their families to have contact with other communities. The school is 30 kilometres from the next primary school in Omarama and 100 kilometres from the nearest high school in Fairlie.

The chief physical features are the wild and scenic surroundings and the isolation. The school makes use of the local environment with a strong outdoor education programme, including that which is based at our own facility, Huxley Lodge, situated in the Hopkins Valley.

Recognising New Zealand’s Cultural DiversityTwizel Area School will develop procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Māori culture. In recognising the unique position of Māori culture, Twizel Area School will take all reasonable steps to provide instruction in Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and additional Te Reo for those students whose parents request it.

Current Situation At Twizel Area School o We have teachers teaching Tikanga Māori in years zero to 10 as part of our

classroom programmes where appropriate.o Teachers of years zero to six incorporate elements of Te Reo Māori into their

existing programmes.o Most teachers of years seven to ten incorporate elements of Te Reo into their

programmes.o in 2016 we plan to have both Te Reo and Kapa Haka offered to years 7-10

through the language and Dance modules, although we are still searching for a suitable tutor.

o IN 2016 look at Local History develop units of learning related to local Maori.o Te Reo available Level 1 to 3 through NETNZ

Māori Responsiveness PlanIf Whanau request a level of higher Tikanga and/or Te Reo than is at present evident in our school’s Maori programme the staff will listen carefully and if necessary seek clarification on what the Whanau want. Staff and family will then discuss and explore the following options:

1. Further explain the existing plan.2. Further extend the existing programmes.3. Dual enrolment with the correspondence school.4. Provide in school support and resources, including consideration of employing

a Māori speaker to further enhance inclusion of Te Reo and Tikanga into the classroom.

5. Explore other schools who may offer programmes more in line with their expectations.

6. Other negotiated actions.

Twizel Area School

Strategic Plan 2015- 2017

VisionA learning community striving for excellence

MissionTo provide a high quality learning environment that encourages students to

strive for excellence and become confident connected lifelong learners with a passion.

ValuesQuality in everything we do and respect for ourselves, each other and learning

Beliefs Learning is paramount and is the core responsibility of

teachers and students supported by the school community. Learning encompasses the whole person: education is

about building character, skills, creativity and knowledge The expectation is that we all do quality work Behaviour is chosen and should reflect our values

Strategic Goals1. Whole School Goal

That respect, positive behaviours and pride in Twizel Area School are modelled throughout the school by all students, staff, board and community

2. Senior School Goal (Years 11 -13)To build engaged student cohorts who move successfully through the school achieving at a high level..

3. Middle School Goal (Years 7 – 10)To provide strong academic progress and rich learning experiences through a broad range of cultural, sporting and outdoor environmental opportunities.

4. Junior School Goal (Years 1 – 6)To provide quality teaching and learning opportunities across a rich curriculum with focus on reading writing and mathematics learning. Children showing increased ability to manage their own learning.

5. Management GoalThe performance management system reflects the school’s strategic goals and is further developed to improve learning goals.

6. Governance GoalThe board sets clear strategic direction and operates in a cohesive manner improving student outcomes and monitoring progress towards agreed goals through effective self review.

Twizel Area School Strategic Goals 2015- 2017 NB Place of Community of Schools/Learning proposal still to be finalised. Places where it could be relevant are labelled COS.

1. Whole School Goal

That respect, positive behaviours and pride in Twizel Area School are modelled throughout the school by all students, staff, board and community

Aspect 2016 2017Communication in timely fashionAnd acknowledging successes

Update contact details and TAN preferencesUse of TAN and FacebookPublish school calendar, ensure trips and camps have at least two weeks notice,Using media to celebrate success.Whole school production T2

Update contact details email addresses preferences for TANcontinueReinforcing Calendar of school eventsImplement full uniform

To effectively engage with the community, to enhance pride in school

Engage with community how to fill in surveys,Open day ordinary school day.Participate in Southern Area Schools Tournament. Link to COS

Next community oriented project

Pride in property Refurbish Room 8New curtains Rm 7&8 and MPRMLE oriented furniture.Rooms 7-9 projects5YA smoke stop doorsToilets

Plan for new school or 5YA part 2Heat control project and heating

2. Senior School Goal (Years 11 -13)

To build strong student cohorts who move successfully through the school achieving at a high level.

Tailoring subject choices including opportunities through distance learningSupporting an environment where each year 11-13 student achieves according to agreed individual plans including vocational pathways.

Careful course confirmationBusiness register for Review Gateway contacts. Individual career and learning plans backed by mentoring.Student self and career awareness course.COSSupporting NetNZ as quality provider and investigating further blended learning.Attention to what vocational pathways adds to this, incorporate into MUSACStudent set Academic goals for yearStudent achievement target of increase merits and excellences.

Incorporation of Vocational pathways into learning plans.Providing relevant tertiary courses for students.Continuing development of NET NZ

(2 Continued)Senior School Goal (Years 11 -13)To build strong student cohorts who move successfully through the school achieving at a high level.

Aspect 2016 201785% leavers achieving NCEA L2 (Building academic progress)

Supporting priority learners with a designed 3 year Level 1-2 course. Support from COS.

Continue supporting priority learners.

Leadership and Citizenship Implement further leadership training opportunities, include SAS tournament. COSReinvigorate student voice in learning and environment

Review and sustain the better experiencesEmbed vehicles of student voice into school organisation.

Investigate senior health course /Counselling Decide on senior health course

3. Middle School Goal (Years 7 – 10)

Strong academic progress and rich learning experiences through a broad range of cultural, sporting and outdoor / environmental opportunities

To provide strong academic progress

Student Achievement Goal to raise achievement of groups of identified students below the standard in in aspects of NZ Curriculum to be at the standard.

Next student achievement targets based on Dec data


Review NZC as it applies to Y7-10 and against our current practices with focus on successful transitions to year 11. Compare with COSDesign ways NZC could be better implemented in Y7-10 Scope blended learning /flipped classrooms/e-learningOptions restructure look at year length.(could link with Academy or FFP students) and or improving motivation/learning dispositions in Y9/10 by application of SOLO and/ or Caxton’s Learning Power

Implement preferred solutions to a better designed curriculum.

Continue development in Curriculum designSOLO / Blended learning / Learning Power

Developing strong academic progress (indicators used to track student achievement.

MUSAC Student achievement data rationalisation.Implement Edge or equivalent Improve reporting

Continue to refine data analysis to that we need.

Rich learning experiencesInvestigate Diploma programme or equivalent Learning Power graduation for Y10 to mark the above

Implement stage one of graduation or equivalent programme

3 ContinuedMiddle School Goal (Years 7 – 10)


Aspect 2016 2017

Rich learning experiencesProvide quality teaching and learning opportunities across a rich curriculum

Continue to strengthen EOTC ProgrammeReactivate passion days term 3SAS tournament COSWork with Sports SC and community to widen sports opportunities for students.Trial and review Radio stationFind opportunities for service learning in Civics or community work

Review EOTC SAS Tournament to see if still meeting learning needs.

Continue worthwhile rich learning experiences

4. Junior School Goal (Years 1 – 6)

Provide quality teaching and learning opportunities across a rich curriculum with focus on reading writing and mathematics learning. Strong cohorts moving through the levels with increasing self-management

Focus on building skills in reading, writing and maths to National Standards and children’s enthusiasm for the same.Assessment for supporting learning

Continue to strengthen Reading WritingTarget moving some identified students from below standard to :at” Teachers normal work

Consider next Student achievement target in light of Dec 2016 results

Implement Accelerated learning in Mathematics (ALiM) part 2 for identified group below standard.Maths annual target

Rich Curriculum and self-management

Review written version of TAS Curriculum to see that it reflects current practices including Teacher Inquiry

Continue to develop students sense of next steps in learning, using SOLO and other meansWork with Sports SC and community to widen sports opportunities for students.

Review Y1-6 Curriculum balance between richness and 3 Rs

Quality teaching and learning Review of assessment data and reporting via MUSAC including portfoliosImplementing MUSAC Edge or equivalent

Further MUSAC edge development in data tracking and training

Aspect 2016 20175. Management

GoalThe performance management system reflects the school’s strategic goals and is further developed to improve learning.

Use of data and evaluation Work with BOT to rewrite evaluation and data systems to produce what they want

Refine rewritten evaluation

Appraisal

The way we workBuilding CollegialityPutting our passion into learning

Review Professional learningConsolidate and refine use of new appraisal system, Appraisal Connector.

Continuing :Practice Analysis conversations (PAC)Review of what it means to be a professional colleague KCs

Implement own version of online appraisal

Continue PAC. Review at end of year Peer support networks Using G+ Communities

Professional development SOLO continuedPractice working in online environments and staying abreast of developments

SOLO continue development according to identified needs

7. Governance GoalThe direction and operates in a cohesive manner improving student outcomes and monitoring progress towards board sets clear strategic agreed goals through effective Self Review.

Effective Self review PD Evaluation for Boards Review and refine processes for EvaluationRewrite “Self review 2016 and 2017” docUse current issues as examplesHuxley Lodge planRebuilding school

Embedding Policy review systems

Setting clear directions and goals

Considering what we want for COSTrail foreign fee paying students and O Ed / Academy proposals

Planning according to outcome of scope

Policy and processes will that will outlast our personnel

Running successful election and reorientation of new BOT

Preparing for next BOT elections

Annual Plan sectionStudent Achievement Target 1: To increase the quality of student work in 2016 with a view to boost the proportion of merits and excellence’s obtained where possibleFrom Strategic goal 2. Ensure that strong cohorts of senior students are moving through school achieving at a high level.Baseline data: from 2015 NQF Results. Overall 17% of all standards achieved were at merit or better. Internal standards had 13% at merit, 4% at excellence to make 17% for internals. A much smaller number of externals saw 49 standards achieved with 8 at merit (16%) and 1 at excellence (2%) to make 18% of externally assessed standards at merit or better. Action to achieve targets Who Budget/Resource Timeframe

1. Analyse QA results further (after reconsiderations) to get a true picture of relative proportions including the results analyses from HODs.

Principal (overall), teachers (particular standards)

0.1FTTE End of March

2 Share results with staff at senior syndicate meeting Principal and senior school teachers

NA End of March

3 Identify students with potential to attain NCEA (Levels 1 – 3) and those that may gain merit or excellence. Incorporate into mentoring programme.

D.P. & Teachers NA On-going through the 4 cycles

4 Develop and teach rubrics for merit and excellence (Blooms/Solo Taxonomy) for particular standards identified by teachers. Share this with parents

Teachers; report back to Senior Syndicate.

0.4 FTE April Week 2 T 2

5. Identify students we consider ‘at risk’ of not achieving and develop individual learning programmes to enable them to achieve.

D.P., Mentors and Teachers

Gateway Budget March - August

6. Identify vocational pathways for specific students. Expose students to a variety of potential vocational pathways and successfully transition them in their final year.

Career Advisor, Mentors & Teachers

Career Visits, Conferences/Professional Development

On-going throughout the year

7. Mentors monitor performance of students, to be able to report on progress to parents at 3 way conference.

Mentors Allocated mentor time End of Term 2

8. Portfolio work (e.g. art, DTG, Literacy & Numeracy and DVC) aim to achieve milestones throughout the year to avoid a bottleneck in term 4.

Individual Teachers Set Milestones

9 Raise profile of the end of year practice exam, with required study build up. Use Inform Mentoring Programme in Term 3 to encourage quality study habits. Teachers provide study opportunities during exam leave.

Teachers Study time FTE Term 3 & 4

10 Evaluate success Principal NA Feb 2013

Target: Student Achievement Target 2 To move a group an identified group of Y9 and Y 10 students whose achievement is ‘below’ to ‘at’ the national expectations ‘at’ by December 2016.

Strategic Goal 3: Ensure that the majority of Year 9 and 10 students experience strong academic progress .

Teachers to trial using benchmarks at Y9 (Level 5 Proficient) and 10 (Level 5 Achieved), and reporting using OTJs, by December 2016..Baseline Data: At the recommendation of the Education Review Office to develop assessment and evaluate achievement for Year 9 and 10 with

respect to NZC.

Action to achieve targets Led by Budget/FTE Timeframe1. Review assessment data with staff and determine the target students.

Teachers and DP N/A Term 1

2. Ensure that where practical teacher aide and specialist teacher time is available to support teachers and students.

Assistant Principal Special Needs Budget

Term 1

3. Teachers and identified students form goals and strategies necessary to reach the learning target.

Teachers N/A Term 1 – 4 (Individual learning goals may alter throughout the year)

4. Review existing programmes and tailor these to meet the target

Teachers and DP N/A Term 1 - 4

5. Deliberate acts of teaching to the specific needs of these students.

Teachers N/A Term 1 - 4

6. Provide opportunities for plenty of practice in a variety of learning activities for these students


7. Professional Development for teachers where applicable Principal, Deputy Principal, Assistant Principal, Teachers

Yes Term 1 - 4

8. Work with parents and caregivers to help support their children’s learning and achievement

Teachers N/A Terms 2 & 3

9. Hold meetings to discuss and monitor students’ progress and achievement

Deputy Principal, Teachers N/A Term 2 - 4

10. Analyse end-of-year data to inform of progress against the target as well as planning for 2017

Deputy Principal and Teachers Some teacher release may be needed

Term 4 (December)

Student Achievement Target 3a To move a group of identified Year 4 and 5 students from Below to At or from At to Above by December 2016.

Under Strategic Goals 3 and 4: Ensure that the majority of students will achieve at or exceed national expectations in Year 1-6 and make academic progress in Years 7-10

Baseline Data: At December 2015 20.1% of students are either Well Below or Below the standard. 21.4% of Maori students are either Well Below or Below the standard, (this equates to 6 students).

Action to achieve targets Led by Budget/FTE Timeframe1. Establish baseline data. Teachers and Maths Leaders N/A Term 12. Professional Development from a maths advisor through UC Plus. Advisors/ UC/Others? Costs and Travel Term 1-43. Professional Development around ALIM 2 and from lead teacher sessions shared with other

teachers..Maths lead teacher, maths teachers, maths HOD

N/A Terms 1-3

4. Focus on specific teaching of problem solving strategies and relating maths to everyday life. Provide multiple opportunities to practice problem solving and apply learned strategies.

All maths teachers Problem solving books.

Terms 1-4

5. Lead teachers attend workshops and share their learning at maths meetings, including hands-on problem solving. Meetings to include time for professional readings and related discussion.

Maths lead teacher, maths teachers Teacher release. Course fees. Professional Readings

Terms 1-4

6. Lead teachers modelling problem-solving strategies in class lessons to other teachers and / or opportunities for teachers at similar levels to observe and feed back to other teachers.

Maths lead teacher, all teachers Teacher release. Terms 1-4

7. Opportunities made available for out-of-school PD (maths symposium, number workshops, Numicon). Available to all maths teachers Normal PD costs. Symposium May.

8. Provide teacher support in basic problem solving for low achievers, encouraging a positive attitude and articulation of maths thinking.

Lead Teachers and Teachers and Teacher Aides

N/A Term 1 - 4

9. Promote the use of correct maths language. Maths teachers, teacher aides N/A Terms 1-410. Continue to explore the relationship between SOLO and teaching and learning in maths. Maths Lead Teachers and Principal N/A Term 1

11. Collaborative teaching to ability groups between some classes. Classroom teachers N/A Terms 1-4

12. Find and provide extension opportunities for able maths problem solvers (Maths Week, National Competitions, Aoraki Maths, community people).

Lead Teacher/DP/AP Entry Fees & Travel Terms 1-4

13. Analyse progress and achievement of students against the goal Lead Maths Teachers Teacher Release Term 2 and 414. Purchase / access resources to enable this goal to be enacted. Lead Teachers (Junior and

Secondary)Maths Budgets Term 1 and 2

15. Explore and share a wide range of resources. All Maths Teachers N/A Term 1-416. Promote number knowledge support-booklets for parents. Promote home use of Mathletics, Study

Ladder and other programmes.Lead Maths Teacher (Junior) N/A Term 1-4

Student Achievement Target 3b To move a group of eight students whose achievement is ‘below’ to ‘at’ the National Standards and 33% of identified Maori students in Years 1 to 8 who are ‘at’ the standard to ‘above’ by December 2016.

Strategic Goal 1: Ensure that the majority of students will achieve at or exceed national expectations in writing.

Baseline Data: Analysis of Years 1 – 10 writing data at the end of 2015 indicated that some students were below the national expectations for their year groups. Maori students were achieving over the whole range.

Action to achieve targets Led by Budget/FTE Timeframe1. Review assessment data with staff and determine the particular learning needs of the target students

Assistant Principal (AP) and Teachers

N/A Term 1

2. Ensure that teacher aide and specialist teacher time is available to support teachers and students.

Assistant Principal Special Needs Budget

Term 1

3. Teachers and students form goals and strategies necessary to reach the learning target

Teachers N/A Term 1 – 4 (Individual learning goals may alter throughout the year)

4. Review existing programmes and tailor these to meet the target

AP , Specialist Teacher (ST), Teachers

N/A Term 1 - 4

5. Deliberate acts of teaching to the specific needs of these students.


6. Provide opportunities for plenty of practice in a variety of genre for these students

Teachers N/A Term 1-4

7. Professional Development for teachers where applicable AP, ST, HOL English and/or specialist literacy practitioners

Yes Term 1-4

8. Work with parents and caregivers to help support their children’s learning and achievement

Specialist Teacher and Teachers N/A Terms 2 & 3

9. Hold meetings to discuss and monitor students’ progress and achievement

Assistant Principal, Specialist Teacher, Teachers

N/A Term 2 - 4

10. Analyse end-of-year data to inform of progress against the target as well as planning for 2017

Assistant Principal and Specialist Teacher

Some teacher release may be needed

Term 4 (December)

Other Key Improvement Strategies to Achieve Strategic Vision in 2016Personnel Health and Safety Short Report Self review Short ReportReview MU allocationAppraisal Connector link with InquiryReview and refine for 2016.Review office admin functions and rationaliseReview policies around CRT and non contacts

Read about evaluation and rewrite self review programme.Review Y7-10 CurriculumTrial Foreign Fee Paying students*

Professional development Short Report ICT Resources Short ReportReview Professional Learning systems.Link to AppraisalContinue SOLOLook for other schools interested, ask for expert input.Provide also for individual needs arising from appraisal

Revise ICT Strat planProfessional developmentExtend wireless infrastructureimplement BYODPurchase appropriate devicesMove MUSAC to cloudSupport middle school Robots

Community Engagement Short Report Property, Finance and other Short ReportContinue and strengthen Maori knowledge and engagement.Plan and implement large community consultation survey,(include students) followed by focusReview and Improve communications especially e coms. Website emailCelebrate successes

Review decision to paint / not paint roof in conjunction with new schoolImplement 5 year plan items:Acoustic improvementToiletsHuxley Lodge long term and immediate needs plan

Review Schedule 2016Term 2 Term 3 Term 4

REVIEW Area for Review

FEB MAR MAY JUNE AUG SEP NOV DEC

Strategic Review

Charter Confirm Charter. Approve and send to MOE

Review Strategic Plan - Approve

Review Plan for 2017

Analysis of Variance - Annual

Plan

Strategic Aims/ Goals

Goal 1 - w hole School

Goal 2 - Senior School

Goal 3 - Middle School

Goal 4 - Junior School

Goal 5 - Management

Goal 6 - Governance

Policy Governance Policies 2.8, 2.10

& 2.12

3.4 Spec Needs 3.6 Disadv Studnt 3.8 Equity 3.9 IT

6.5 Privacy 4.5 EEO Policy 4.6 Exit Interview

2.19 Complaints 4.2 Appointments 4.3 Discipline

4.4 Complaints against Staff

4.7 Perform Mngmnt 4.8 Staff

Leave 4.9 Protected Discl

Learner Progress and Achievement

NCEA First Cut Results

National Standards - target variances 15/16

NCEA departments

results moderation

Gifted and Talented

Mid Year National Standard Update

Y 1 - 8

Special Education Needs / Maori/

ESOL

NCEA Progress Pre Exam

End of Year National

Standards Update Y 1 - 8

Curriculum HPE / Outdoor Education

Sciences Languages

Regular Review

HR - Personnel - Principal and Staff Appraisals- Professional Development

Principal Performance Agreement Approved

Principal Informal Review

Staff Appraisal Mid Year Report

Principal Informal Review

Staff Appraisal End of Year

Report

Principal Appraisal Formal

Report

Finance Budget Approved Monitor Monitor Mid Year Review Monitor Monitor 2017 Draft Monitor

Six Dimensions 3 4

Emergent Reviews

Business as Usual

Health and Safety

Hazard ID Evacuation Report Term 1

Feeling Safe Survey

Evacuation Report Term 2

Hazard ID Evacuation Report Term 3

Feeling Safe Survey

Evacuation Report Term 4

Property Property Update Term 1

Property Update Term 2



BOT Timeline 2016 Approved Meeting dates set

2017 Timeline Draft

BOT Communications

BOT New sletter Term 1


Community Survey



BOT Processes Accounts to Auditor

Annual report approved and sent to MOE - Trustee Election

National Stds parent reporting. Roll Return 1 July

Student Rep Elections

National Standards reporting to parents

Term 1

Other plans TO MEET PLANNING REQUIREMENTS

Plans for: LocationCurriculum Plans and Organisation AP’s office

Timetable, Day to Day operational, Emergencies

DP

Teacher Responsibilities Principal

Meeting learning needs of students with special needs

SENCO’s Office

Behaviour Management Plans SMT

Performance Management Plan Principal

Staff and Board Development PD CoordinatorBOT

ICTPD Stra Plan ICTPD coordinator /Principal

Health and Safety Procedures/Policies reporting and monitoring arrangements with respect to staff and students

Procedures fileAlso hazard reports to Property Committee

EEO Programme EEO person

Policy/Procedures Review Plan Principal

Procedures for controlling, monitoring board/school expenditure

Procedures fileExec Officer/Principal

Annual Budget Exec Officer/Principal

MNA , NQF Liaison DP

10 Year Property Maintenance Plan Principal, Property Committee

Procedural informationConsultation: and Key dates for the planning year.Targets for improvement will be suggested by staff and BOT as the result of self review and achievement information at the first meeting of the Board for the year. A draft annual plan will then be available at the office, community library and with the Māori representative for community comment. The January meeting of the Board will then adopt the plan with such alterations as it sees fit and submit the revised charter to the Ministry by the first of March 2016 onwards.

Variance for Y1-8 targets Submitted along with revised charter 1st March

Twizel Area School will consult with its community including its Maori community regularly each year as part of its annual planning process to look at specific targets for the following year. Specific aspects of policy and procedures will also be the subject of consultation according to the three year cycle of review.

Twizel Area School Charter - Web viewNB Place of Community of Schools/Learning proposal ... The...

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