ࡱ> CF@ABc #sbjbj DrW\W\dTV V 2228jf2\j" 4V V l &">d"x" 8$""&"$$V l ¤R)))$^8V l )$))'Ll `X .$sZH\͑B~x%>~~#t "#h)~#T#"""'"""\$$$$~"""""""""V > :  New Jersey Department of Education Division of Early Childhood Education and Family Engagement 2018-2019 Annual Update to 2017-2020 Three-Year Preschool Program Plan For school districts formerly known as Early Childhood Program Aid (ECPA) districts and for school districts formerly known as Early Launch to Learning Initiative (ELLI) districts. Purpose The purpose of the Three-Year Preschool Plan is to provide a comprehensive description of how the school district will implement each component of a high-quality preschool program for three- and four-year-old children over the next three years, as detailed in New Jersey Administrative Code 6A:13A and in the Preschool Program Implementation Guidelines. This 2018-2019 Annual Update once approved, works in conjunction with your approved three-year plan. Approval Approval letters will be mailed from the Division of Early Childhood Education and Family Engagement (DECEFE) on April 1, 2018 to school districts that submit timely and complete plans. Failure to follow the above submission instructions and deadlines will result in a delayed approval letter. Program Plan Components Please complete the information requested for the following components: District information District statement of assurances Outreach/program delivery Facilities Chronic absenteeism Administrative oversight Coaching Intervention and support services: Special Education and Inclusion Intervention and support services: Preschool Intervention and Referral Team (PIRT) / Intervention and Referral Services (I&RS) Health and nutrition Family and community involvement Curriculum and assessment Professional Development Supporting English language learners Program evaluation Transition Budget planning workbook District Information County: County Code: District: District Code: Chief school administrator: Address: Telephone Number: Fax Number: E-Mail Address: school Business administrator: Address: Telephone Number: Fax Number: E-Mail Address: Preschool Program Contact: Title: Address: Telephone Number: Fax Number: E-Mail Address: Attach a copy of the signed and dated Board Resolution. If not included, provide the date of expected approval. Your plan will only be approved when a board resolution approving submission of the plan is received by the department. Board Resolution Included____ If not, Expected Date of the Board Resolution: . Chief School Administrators Signature Date School Business Administrators Signature Date District Statement of Assurances The Chief School Administrator hereby assures that the following has occurred. The preschool program will serve eligible children in the preschool classrooms, pursuant to P.L. 2007, c.260 and New Jersey Administrative Code 6A:13A. I certify that the above item and Three-Year Preschool Program Plan are correct and complete. _________________________________________ _________________ Chief School Administrators Signature Date ______________________________________________________________________________ Outreach/Program Delivery Recruitment and Outreach: Multiple recruitment strategies are being used. Please describe your districts recruitment outreach/program strategies for 2018-2019. How are the recruitment strategies assessed for efficacy? ______________________________________________________________________________ Facilities Do all of your preschool classrooms meet the 950 sq. foot space requirement? If applicable, how many classrooms do not meet the 950 sq. foot space requirement? Have you received a waiver from the County Office for those classrooms that do not meet 950 sq. foot square requirement? Temporary Classroom Units (TCUs) Do you use TCUs in the district for preschool classrooms? If applicable, how many TCUs does the district have? Where are the TCUs located? How long have the TCUs been in use? Chronic Absenteeism Please review the guidance regarding HYPERLINK "http://www.state.nj.us/education/students/safety/behavior/attendance/"Chronic Absenteeism: What was your preschool absenteeism rate for 2016-2017? If your districts absentee rate is calculated by a technique other than the HYPERLINK "http://www.state.nj.us/education/students/safety/behavior/attendance/ChronicAbsenteeismGuidance.pdf"NJ SMART calculation method please explain. What strategies will the district employ to reduce preschool absenteeism? Administrative Oversight Administration: Administrators overseeing the preschool program facilitate the development, articulation, and implementation of the DOE approved program plan that is shared and supported by the school community. Refer to the section on Administrative Oversight in New Jersey Administrative Code 6A:13A, and in the Preschool Program Implementation Guidelines. The appointed supervisor/administrator responsible for the preschool program should hold the appropriate New Jersey Supervisors Certificate or New Jersey Principals Certificate and have experience in preschool education. Fill in the table below for each administrator, including the appointed supervisor(s) as described above, who will be involved in oversight of the preschool program. Table 1 Oversight of Preschool Program TitleNameCertificationPreschool experienceOther responsibilitiesContact Information What is your vision for the preschool program and how is consensus reached? Coaching Who is responsible for coaching the preschool staff and how is it facilitated? Intervention and Support Services: Special Education and Inclusion To the maximum extent appropriate, preschool children eligible for special education will be enrolled in general education preschool programs with their non-disabled peers with access to a high quality preschool curriculum. Refer to the Intervention and Support Services sections of the New Jersey Administrative Code 6A:13A and the Preschool Program Implementation Guidelines for current research and recommended practices for inclusion, intervention and support. Highlights of code and guidance are provided below. Supports for IEP goals are provided within classroom activities and routines. Special education staff, master teachers and PIRT and/or I&RS consult with teachers to address goals. Pull-out services are used on a limited basis. Classroom teachers participate in all meetings throughout the IEP process and provide input through utilization of the Review of the Preschool Day. Collaboration among teachers, special education staff and intervention teams is built into the schedule. In the table below, project the number of children with disabilities to be included in general education settings for 2019-2020 to ensure inclusion to the maximum extent possible. Table 2 Projected Number of Children with Disabilities estimated # of children with disabilities # in general education classrooms# in self-contained classroomsYear 2019-2020 What is the plan to return children with disabilities in out of district settings back to the home district? Intervention and Support Services: Preschool Intervention and Referral Team (PIRT)/Intervention & Referral Services (I&RS) Refer to the Preschool Program Implementation Guidelines for information about the PIRT. This team is in place to support preschool children with persistent challenging behaviors or learning difficulties in general education classrooms prior to the need for special education services. List the names and specialties of each person assigned to the PIRT/I&RS. Table 3 PIRT/I&RS Members NameRoleSpecialty Email How does the PIRT/I&RS support the preschool program? PIRT/I&RS functions are to be provided via consultation with the classroom teacher as needed. How will the district ensure regular collaboration (e.g. weekly meetings) with each of the following? PIRT/I&RS and teachers; PIRT/I&RS and families of children with challenging behaviors; Other special services staff; and Child Study Teams. If you have a Team: On average, how many total general education case files are opened each year for children who need PIRT services? Of those, how many are for children with challenging behaviors? Of those, how many are for children with other issues? How many children who were provided with an intervention were given IEPs? Health and Nutrition Refer to the section on Health and Nutrition in New Jersey Administrative Code 6A:13A, and in the HYPERLINK "http://www.state.nj.us/education/ece/guide/impguidelines.pdf"Preschool Program Implementation Guidelines. Does your district preschool program participate in the National School Breakfast Program and the National School Lunch Program? If not please refer to: HYPERLINK "https://www.fns.usda.gov/nslp/national-school-lunch-program"National School Breakfast Program and the National School Lunch Program Do your districts contracted providers (if relevant) participate in the Child and Adult Care Food Program (CACFP)? If not please refer to: HYPERLINK "https://www.fns.usda.gov/cacfp/child-and-adult-care-food-program"Child and Adult Care Food Program (CACFP) Are the preschool children served family style meals in their classrooms? If not, where do they eat their meals? Nurses who work with preschool children and their families must provide the following services (N.J.A.C:6A:13A): Conduct health screenings (vision, hearing, dental, height, and weight screenings). Monitor and follow up on individual child health records. Document and communicate with staff and parents about allergies or other health issues. Assist in written policies related to health, safety and nutrition. Assist parents in locating appropriate medical and health resources, as needed. Assist in the development of written emergency procedures. Provide health-related training to staff and/or children, as needed. How will nurses be provided for the preschool program? Check all that apply. __Nurse(s) employed solely by the district with no other district responsibilities. _ Nurse(s) employed solely by the district who also have other district responsibilities. _ Nurse(s) shared with collaborating districts. (List collaborating districts below.) As per code (N.J.A.C. 6A:13A), at a minimum, vision, hearing, dental, height and weight screenings of each eligible child upon enrollment in preschool. To accommodate district scheduling constraints and late registrants the DECEFE recommends that screenings occur within the first 30 days of school. What specific services will nurses provide to preschool children in district classrooms and provider and Head Start classrooms if relevant? Submit a copy of the 2018-2019 proposed schedule of health screenings for preschool children. What health-related family education programs (e.g. nutrition, lead screening, asthma will be provided in 2018-2019? Submit a copy of the 2018-2019 proposed family health education workshop schedule? _____________________________________________________________________________ Family and Community Involvement Refer to the sections on Family and Community Involvement in New Jersey Administrative Code 6A:13A, and Family Services in the Preschool Program Implementation Guidelines. What district staff will be responsible for coordinating social services and programs to families? Table 4 Coordination of Social Services and Programs Name RoleSpecialty Email List the activities and supports that will be available for families in the preschool program (attach a schedule, if available). Submit a copy of the survey and community needs assessment that will be used to plan for meeting the particular needs of the community and families. List the names and titles of the members of the school districts Early Childhood Advisory Council). New Jersey Administrative Code 6A:13A requires the membership of the council include families, contracting private providers and Head Start agencies (if applicable), and stakeholders in the community, who can provide resources to address identified needs. Table 5 Early Childhood Advisory Council Members NameTitle  5. What is the projected focus, goals, and objectives of the Early Childhood Advisory Council (ECAC)? The DECEFE recommends that the ECAC meets at least semi-annually. Please submit the proposed meeting schedule. Please provide a brief narrative and sample of the method(s) used by the council to assess and evaluate their role and work? Curriculum and Assessment Refer to the section on Curriculum and Assessment in New Jersey Administrative Code 6A:13A, and in the Preschool Program Implementation Guidelines. Which of the following preschool curricula is the school district currently using? ___ Creative Curriculum ___ Curiosity Corner ___ HighScope ___Tools of the Mind ___ Other (Describe) The DECEFE strongly discourages the use of district-developed and supplemental curricula. What is the districts stage in implementing the preschool curriculum? ____1st year ____2nd year ____3rd year ____4th year ____5th year When was curriculum training provided by the curriculum developer(s)? When does the district plan on scheduling curriculum training updates provided by the curriculum developers? The school district will measure the quality of curriculum implementation in classrooms and determine areas for professional development using which of the following instruments: Curriculum Specific: __ Fidelity Tool (Creative Curriculum) __ Implementation Self-Assessment Guide (Curiosity Corner) __ Preschool Quality Assessment (HighScope) __ Preschool Teacher Self-Reflection (Tools of the Mind) __ Other (please describe) Cross Curricula: __ Early Childhood Environmental Rating Scale Third Edition __ Other (please describe) What performance-based assessment will the school district use in preschool to inform instruction? __ Teaching Strategies GOLD __ Child Assessment Tool (Curiosity Corner) __ Child Observation Record (HighScope) __ Work Sampling System (Tools of the Mind) Screening: A system of screening is in place. Screening instruments are carefully selected and used appropriately. The NJ Division of Early Childhood Education and Family Engagement recommends use of the Early Screening InventoryRevised. If the district is planning to use another instrument, please describe below. The NJ Division of Early Childhood Education and Family Engagement recommends the following protocol for screening preschool children: Screening instruments are administered within the first 6 weeks of school by the childs teacher. The NJ Division of Early Childhood Education and Family Engagement recommends allowing sufficient time for the child to acclimate to the classroom before administering the screening. Screening is used to determine if further evaluation is necessary; it is never used as a sole means of identifying children needing special services or for providing intervention. Screening is not used as a pretest/posttest measure. Children who fall into the "re-screen" category are screened within the time frame recommended by the screening instrument (usually within six weeks). Children, who fall into the "refer" category, or fall below the predetermined cutoff, after parental consent, are referred to the child study team (via written referral) for further, more in-depth evaluation. Parents are advised as to the purpose and results of the screening and notified both before and after the screening takes place. Please describe any deviation from this protocol below. _____________________________________________________________________________ Professional Development: Instructions for Creating a Preschool Professional Development Plan Professional development for preschool programs should be planned and implemented as a comprehensive, multiyear strategy for improvement. The creation of the plan must be a collaborative endeavor. Through a formal needs assessment and through open dialogue with educational staff, targeted professional development can be determined. To optimize its effectiveness, professional development must also have the following qualities: Be aligned to the Standards and focus on the implementation of the comprehensive preschool curriculum; Reflect current research and understanding of best practices for preschool learners and include a long-term vision for preschool through third grade education; and Include systematic ongoing training that is based on childrens development and adult learning. Prior to the development of the plan, the educational staff should reflect on past professional development experiences to determine how previous trainings have impacted teaching practices and childrens learning outcomes. Future professional development experiences should be planned using a systematic, multiyear approach to further strengthen, sustain, and/or address a newly identified need. The long-term plan should be revisited periodically and, when necessary be adjusted so that the intended outcomes are achieved in terms of teaching practice and childrens learning outcomes. Professional development needs to be evaluated periodically to help plan for positive learning opportunities. Role of Childrens Learning Childrens learning must be examined when planning for professional development. Administration and educational staff need to examine aggregated data generated from the performance-based assessment used. Based on trends reflected in the data (e.g., missing or low performance areas), professional development should be provided to strengthen teaching practices in those particular areas. Small group sessions for the educational staff to meet to reflect on collected evidence for the performance-based assessment should be built into the school calendar. Time should be set aside for the educational staff to share portfolios and check for reliability in scoring. Differentiated professional development should also be provided for individual classrooms with specific low performance or missing areas in childrens learning. Role of the Results of Structured Classroom Observations Summarized and individual results of the administration of structured observation instruments should determine professional development focus areas. Using systematic program observation data as well as curriculum implementation reports to plan for professional development is essential for improving quality. Goals are established for educational staff as a whole as well as individually. Guidance on the use of structured classroom observation instruments can be found in the professional development section of the Preschool Program Implementation Guidelines. Description of Training Differentiated training should be provided based on the experience and needs of the educational staff (i.e., new teachers and assistants are provided with an initial training of districts curriculum). Curriculum training for districts in late stages of implementation should be designed for the delivery of updated research and sustaining quality (i.e., classroom visits) with a minor role for curriculum developers. The professional development offered should include a variety of delivery methods to reach multiple learning styles and maximize adult learning. Techniques to disseminate information include coaching, peer coaching, self-assessment, learning communities, observation and feedback, classroom walk-throughs, small and whole group workshops, and modeling. Conference attendance should be limited due to the lack of retention and follow-through support that is associated with this delivery system. Professional Development Refer to the section on Professional Development in the HYPERLINK "http://www.state.nj.us/education/ece/guide/impguidelines.pdf"Preschool Program Implementation Guidelines. How will the school district assess the professional development needs of preschool teaching staff? Attach a copy of the staff survey that will be used to assess professional development needs. Check the classroom evaluation tools (below) that will be administered and summarized to help guide professional development focus areas. Curriculum Specific: __ Fidelity Tool (Creative Curriculum) __ Implementation Self-Assessment Guide (Curiosity Corner) __ Preschool Quality Assessment (HighScope) __ Fidelity Checklist (Tools of the Mind) __ Other (please describe) Cross Curricula: __ Early Childhood Environmental Rating Scale Third Edition __ CLASS __ Supports for Early Literacy Assessment __ Preschool Classroom Mathematics Inventory __ Classroom Assessment Scoring System __ Other (please describe) Is your district enrolled in Grow NJ Kids, New Jerseys Quality Rating and Improvement System? If not, please explain and/or refer to HYPERLINK "http://www.grownjkids.com/"Grow NJ Kids. Is your district enrolled in the Kindergarten Entry Assessment (KEA)? If not, please explain. For more information, please visit HYPERLINK "http://www.state.nj.us/education/ece/rttt/njkea/"KEA. Is your district enrolled in the Kindergarten Seminar? If not, please explain. Is your district familiar with the HYPERLINK "http://www.state.nj.us/education/ece/rttt/ImplementationGuidelines1-3.pdf"First through Third Grade Guidelines? Supporting English Language Learners (ELL) Refer to the section on Supporting English Language Learners in the HYPERLINK "http://www.state.nj.us/education/ece/guide/impguidelines.pdf"Preschool Program Implementation Guidelines. Note that the optimal model for enhancing the learning and development of English language learners is through the support of both home language and English. Bilingual and dual language classrooms are optimal. How many children based on the Home Language Survey speak a language other than English at home? Of this amount how many students based on teacher observation seem to have difficulty communicating in English? How many bilingual preschool teachers will be employed in 2018-2019? What language(s) do they support? How many bilingual preschool assistants will be employed in 2018-2019? What language(s) do they support? How many preschool classrooms do not have a bilingual teacher or assistant? What is the name and title of the person(s) responsible for making decisions about serving preschool English language learners in the district? List the primary strategies the district will use to ensure that English language learners receive needed supports in preschool classrooms below. Language proficiency screening tools are not appropriate for making placement decisions about 3- and 4-year-olds. What types of services are provided by the preschool master teacher or coach If your district does not have a master teacher how are services provided to support preschool English language learners? How are families of preschool English language learners supported? How does the classroom environment support preschool English language learners and their families? Program Evaluation Refer to the sections on Program Evaluation in New Jersey Administrative Code 6A:13A and the Preschool Program Implementation Guidelines. It is recommended that the school district use an annual self-assessment to assess the status of its preschool program and to inform the Three-year preschool program plan and annual updates. Use the checklists below to indicate the classroom and program evaluation tool(s) that will be used to inform the assessment and improvement process. Classroom Evaluation Instruments: ____The Fidelity Tool Teacher Checklist ____Curiosity Corner Implementation Self-Assessment Guide ____High Scope Preschool Quality Assessment ____Tools of the Mind Fidelity Checklist ____Early Childhood Environmental Rating Scale Third Edition ____Supports for Early Literacy Assessment ____Preschool Classroom Mathematics Inventory ____Other (please describe) Program Evaluation Tools: __Parent surveys _Staff surveys _Administrator surveys _Center director surveys _Other (please describe) How will the results be summarized and used? _____________________________________________________________________________ Transition Refer to the section on Transition in New Jersey Administrative Code 6A:13A, and in the Preschool Program Implementation Guidelines. What methods will be used to communicate to receiving teachers about? Children with disabilities transitioning from early intervention programs to preschool? Children transitioning from preschool to kindergarten? All school districts should have a transition team. Which positions will make up the districts team? Table 6 Transition Team Members NameTitle  How often will they meet? What strategies will be in place for preschool and kindergarten alignment of curriculum, standards, assessment, and professional development? List projected transition activities for teaching staff, children and families for each of the categories below. Table 4 Projected Transition Activities From early intervention to preschoolTeaching StaffChildrenFamiliesFrom home to preschool From preschool to kindergarten From kindergarten to third grade      District Name: County: Date: PAGE  PAGE 19 PAGE 1 Submission Instructions: Please complete, submit and/or upload the following documents by the submission date noted. Please ensure that all PDF documents are signed and dated. Document File TypeSubmission ToSubmission MethodSubmission Date2018-2019 Annual Update to Three-Year Preschool Program Plan WordHomeroom Executive Country Superintendent Upload via Homeroom Standard MailFebruary 1, 2018Program Plan Signed Cover SheetPDFHomeroom Executive County SuperintendentUpload via Homeroom Standard MailFebruary 1, 2018District Statement of Assurances SignedPDFHomeroom Executive County SuperintendentUpload via Homeroom Standard MailFebruary 1, 2018Table 1 Enrollment & Table 2 Class SizeExcelHomeroom Executive County SuperintendentUpload via Homeroom Standard MailFebruary 1, 2018District Signed Board ResolutionPDFHomeroom Executive County SuperintendentUpload via Homeroom Standard MailMarch 5, 2018Professional Development Plan PDFHomeroom Executive County SuperintendentUpload via Homeroom Standard MailMarch 5, 2018Budget Workbook: Table 4 Pre-K Teachers Credentials, Table 4A Pre-K Teacher Assistant Credentials, Schedule A Personnel, & Budget Statement ExcelHomeroom Executive County SuperintendentUpload via Homeroom Standard MailMarch 5, 2018If you have any questions, please direct them to the ECPA ELLI Team at:  HYPERLINK "mailto:ECPA.ELLITeam@doe.state.nj.us" ECPA.ELLITeam@doe.state.nj.us  J`abc~b c d k l   E F T Z p ɾɜwokgk`kYkgkOhho`m6] h3ho`m h h hbho`mh;Tho`m5hWho`mCJaJ hSNhw hSNhq huvhFqE h775hwhw5CJ aJ h==hFqEOJQJh==hbOJQJh==hQ&OJQJh==hvu'OJQJ hvu'5 hw5h==hQ}>*h==ho`m>*h==hw5CJ,aJ, hM |5%abcb c d l > f g gdo`m & Fgdo`m  ^gdW & F gd==gdlcgd_$a$gdo`m$a$gdq!gd==$a$gdo`mgd==$a$gd9  # 2 3 4 5 = > g < ^ e f g h o t ~  ºyqlql ho`m5hho`m5hWh35 h.5 h?]Dh h3 hmhw hmh%h%h ,Shwh6h,F hlch,FhXagh,F5jhXagUmHnHuhQ&hm<\hMxChh"h h \ho9}ho`m6ho`m ho`m6])g    ( ) = V _ $:[u & Fdgd>#cn`ngd>#cgd?]DgdT & Fgd>#c^gdT & F*gdlcgd_gdo`m    ' ( ) < = U V ^ _ #$9:ȾȰȃȍȍ||ȍ||||ȍrhTph15\ hTp5\hTph 5\hTpho`m5\hTph?]D5\h?]Dh?]D5 h?]D5\ hT5\ hTphThTphT5\hTphTp5\hTphT5 hlchThTphTp5hlchj >ho`mh h hMxC,:EZ[tu ,/>BEKLRS^`djktvuulchY>*CJ\h.5CJ\h`ho`m5;CJ\h`ho`m5CJ\h*Qho`m>*CJ\ho`m>*CJ\ ho`mCJ\ ho`m5hTpho`m5\hTpho`m5hlchTp5\ hlc5\hTph$\5\ hTp5\hTph15\hTphTp5\hTphTp5& !"CDEkl}~$a$gd3>$a$gdo`mgdo`mdgdTp & Fdgdlcvx|)*+/>ACFIbchnoqs{7ž紫 h.vCJ\ hgFCJ\ho`m6CJ]hgF6CJ]hgF6CJ\] h3>CJ\h3>>*CJ\h`ho`m5CJ\h`ho`m5;CJ\ ho`mCJ\ho`m>*CJ\h.>*CJ\: -./GHIrs RS$a$gdo`m  RST[\ab o:;<UVֿϸ~wplpd\hTpho`m>*hTphTp>*hTp h.5\ h{5\ h?]Dh{hTph{5h]PhCPh{6h{hPGSh{5\hPGShTp5\ hTp5\ hnEa5\h{5>*\h.5>*\ ho`m5\ho`m5>*\ ho`m>*CJho`m6CJ]h >*CJ\ho`m>*CJ\$STb   jkgdo`m$a$gd?]D$a$gd{gd.m$$a$gd.;<VW$a$gdo`m$a$gdTph^hgdTpgdo`mVWq4560123ʿջշ{j`[V h\ hTp\h]lhTp0J\!jh]lhTp>*U\h]lhTp>*\jh]lhTp>*U\ h Q\ h Q5\ hTp5\ho`mh?]Dh?]D5 h?]D5h?]Dh_hqhWOJQJhWhqOJQJh( hqhq h2hE5hTphE55hTphE556 ho`m5\ W67878 & F)gd?]Dgd?]D^gd?]D & F)gd?]Dgd?]Dv^vgd?]DgdW & FgdK hgdE5gdTpGHef34lmYZgd. & F gd]lgd* hd5\ h Q5\h]lh.\ h uhh uhCJaJjh u0JU hTp0JjhTpUhTpjh uUh uCJaJhXCJaJhCJaJ h\ hzV\ h.\ h Q\hhTpCJaJ (  4 $Ifgd/ $h^ha$gdo`mddgdg%ddgdR+ hgd Q$a$gdTp $dNgdR+%(u|89AE 345;<BCIJKLû󑍉xphhdehde5hTphd>*hTphTp>* hTp5h.h!g,hKAhGh!hg@B*CJaJphhg@ hw$hg@h!ho`mCJ\aJh!h!6h!hj >h{(hg% he%ho`mho9}ho`m6 ho`m6]hho`m6]ho`mh Qho`m5%45kdf$$Iflֈ>$ r(T~ $ t0)44 lap<ytq}56789:;<=>?@ABCDEFGHIJKL $h^ha$gdG$a$gdo`mFf Ff!Ff $Ifgd! $$Ifa$gd!L@AH!I!! & F gdK gd_gdW$a$gdo`m$a$gd^gdWgd. & FgdK gdde$a$gdTp $dNgdWgdR+$a$gd!g, $ & Fa$gdK  ?@A ) * . ` !!F!H!d!m!!!ʿzocoXTPTLhL6h"(ho`mhWh"(CJaJhWho`m6CJaJhWhvyCJaJhWhvy6CJ]aJhWh%[CJaJhWhx5CJaJhWhj >CJaJhWh BCJaJhWhWCJaJhWho`mCJaJ ho`m5\hho`m>*hh>* h>* hTp5\ h.\ hc\hdehKA\!!!!!!!!"*"+","u"""'#(#=######$)$G$$$$$$$$$ %%ɾwlaw]h+XehWhWCJaJhWhy.CJaJhWh BCJaJhq h;X5\hi!Wh05\ hKA5\hi!Who`m5\ h!6] ho`m6]h\)hKAhWh{(CJaJhWho`mCJaJ hWhL6 hWho`m h{(ho`m h{(h{(hL6h/2h#ho`m#!!,"")#*###$$$H$j$$ $Ifgd/ $h^ha$gdo`m $ & Fa$gdK gd_ & F gdK  & F gdK $$$+ $$Ifa$gd;Xkd $$Ifl\$ l$ p $  t(0$644 lap(ytB$$$$ $$Ifa$gd/$$$$+##$a$gdqkd$$Ifl\$ l$ p $  t(0$644 lap(ytqZ$ %%%%%%&&&&&'''!','2' $$Ifa$gdi $$Ifa$gdi!W $h^ha$gdo`m$a$gd$a$gdo`mgd0}$a$gdj $dNgdW $^a$gd+Xe & FgdK %4%]%c%%%%%%&&&&&&&&&&''' '!'*'2'3'Q'R'S'`'e''''''1(F(P(Q(S(¾ۺۧ{w{sowokoheh7$hWh$Ph9* hL6hWh/ hWh$Ph!hiB*phh!h$PB*phh!h/B*phh!h!6h!hhcPh} hW\ hW\ho9}ho`m6ho`m ho`m\ h65\ ho`m5\ h%[5\ h5\)2'3'4'5'6'7'G;;;; 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