ࡱ> ce\]^_`abgIc`h#` Ybjbj 7) 4b4b4bXcpd MDqq"qqqމ~\,h ܜډܜܜ qq ֣֣֣ܜ q: q֣ܜ֣֣JF> q|q 4^b4bhBd,0M:~8 8T&Ɛd֣*.x^Mܜܜܜܜ 2p@! p@    SHAPE \* MERGEFORMAT  Assessment Committee 2002-2003 Lynn Barnett Executive Assistant Wesley Bird DESE, Director Curriculum & Technology Integration Don Bristow Director, Columbia Area Career Center Wanda Brown Principal, Hickman High School Diane Bruckerhoff Coordinator, Health Science K-12 Dana Clippard Literacy Support Teacher Linda Coutts Coordinator, Math K-5 Cheryl Cozette Assistant Superintendent Jerri Deming Coordinator, Early Childhood/Parents as Teachers Skip Deming Assistant Superintendent Karla DeSpain Board Member Curt Fuchs Director of Media Services Val Garton Coordinator, Language Arts 6-12 Nancy Gerardy Director, Gifted Programs Mary Ann Graham Coordinator, Staff Development John Hagar Data Analyst Sharon Hoge Coordinator, Language Arts K-5 Mary Humlicek Director, Title 1 Nyle Klinginsmith Principal, Jefferson Jr. High School Ann Landes Director, Guidance Becky Litherland Coordinator, Science K-12 Chris Mallory Assistant Superintendent Julie Marrone Parent Representative Jan Mees Media Director, Hickman High School Monica Naylor Coordinator, Multicultural Programs Judy Parsons Coordinator, Social Studies K-12 Kim Ratcliffe Director, Special Education Carolyn Roof Coordinator, Elementary Counselors Tom Schlimpert Principal, Lange Middle School Chip Sharp Coordinator, Math 6-12 Leslie Trogdon Coordinator, Grants JoNetta Weaver Principal, Shepard Elementary Bruce Whitesides Director, PE/Athletics Table of Contents Part I: Introduction 1 Part 2: Testing of Student Achievement 3 Part 3: Guidelines for Including Students With Special Needs in State and District-Wide Assessments 30 Part 4: Local Assessment of Standards Not Assessed by MAP 38 Part 5: Guidelines for Professional Development Related to Student Assessments 40 Part 6: Teaching Test-Taking Strategies for MAP and District-Wide Assessments 41 Part 7: Test Security Policy for all Standardized Tests 43 Part 8: Motivating Students to Do Well on State and District-Wide Assessments 47 Part 9: Making Changes as a Result of Data Analysis 49 Appendix A: i Approved by the Board of Education July 2003 Part 1: Introduction Philosophy Statement: Educators in Columbia Public Schools believe that assessment must be an ongoing, systematic, standards-based measure of student learning. Information about student learning and development will inform instruction, direct resources and lead to improved student achievement. Rationale: In September of 1997, the State Board of Education adopted a new assessment rule that requires districts to have a written assessment plan to assess all students (including special populations) and that, at a minimum, the plan shall include all components of the Missouri Assessment Program being developed as a result of the Outstanding Schools Act of 1993. The plan must also include strategies for assessing locally the Show-Me Standards not assessed on the statewide assessment. The plan does not have to be submitted to the Department of Elementary and Secondary Education, but will be reviewed by the visiting Missouri School Improvement Team as part of the MSIP review program. This rule gives districts flexibility in planning off-grade assessments. The Board supports the establishment of the Assessment Plan as one indication of the success and quality of the total education in the district. With time and effort, the Assessment Plan will produce: a comprehensive assessment program which monitors a variety of learning indicators for a variety of purposes; data driven decision making in regard to curriculum, assessment, instruction, and programs; teachers and administrators who are knowledgeable about types of assessments and their uses, data analysis, motivating students to do well on tests, test security policies, and strategies for teaching test-taking skills; increased public awareness of student achievement. Overview: This Assessment Plan includes all components as specified in MSIP Standard 6.2. In compliance to the standard, the Assessment Plan includes: a description of tests included in the district-wide assessment program, the purpose of each, and how the results will be used; guidelines for including students with special needs into the state and district-wide assessment programs; a description of how and in what subjects the district is assessing the Show-Me Standards which are not assessed by the MAP; guidelines for staff development in relation to state and local assessment; guidelines for teaching test-taking strategies; a test-security policy. Additional components of the Assessment Plan include: motivation of students to perform well on assessments; informing instruction through data analysis; glossary of important terms. Description of the Process and Involvement: The district used varied processes to develop the different components of the Assessment Plan. Representatives from the district attended an inservice on developing an effective assessment plan. Ideas from this inservice as well as input from teachers, administrators, parents, the Board of Education, community, and students were used to create the Assessment Plan. An Assessment Committee, comprised of central office administrators, principals, district-wide coordinators, and members of the Board of Education, met monthly during the 2002-2003 school year to develop each section of the Plan. Evaluation of the Assessment Plan: The district believes the Assessment Plan reflects local autonomy and will lead to improved student learning. The Assessment Plan will be reviewed on an annual basis in order to make necessary modifications as needed. This Assessment Plan document was updated by the Office of Research, Assessment, and Accountability in November, 2005, to reflect adjustments in assessments during the 2004-2005 and 2005-2006 school years and special education modifications. This document has also been updated to reflect testing dates for the 2005-2006 school year. The Office of Research updated the Assessment Plan once again in July, 2008, to address changes in assessments during the 2007-2008 and 2008-2009 school years. At this same time, the Office of Research inserted the 2008-2009 testing calendar. Part 2: Testing of Student Achievement Rationale: The district-wide assessment program is designed to facilitate and provide information for the following: Student Achievement: To produce information about relative student achievement so that parents/guardians, students, and teachers can monitor academic progress of the general population and subpopulations. Student Counseling: To provide data as a tool in the counseling and guidance of students for further direction and for specific academic placement and remediation. Instructional and Curriculum Change: To provide data which will assist in the preparation of recommendations for instructional and curriculum changes to: Inform classroom instruction Inform curriculum revision Inform instructional policy Inform the Board of Education in the adoption of instructional policy School and District Evaluation: To provide indicators of progress of the district toward the goals and objectives of the CSIP. The district-wide assessment program will implement the components of the Missouri Assessment Program to monitor the progress of all students in meeting the Show-Me Standards. Other assessments given on a district-wide basis to all students (large scale) and to selected groups of students (small scale) are described in the chart. In some cases, participants in Small Scale assessments comprise a large part of the student population at particular grade levels, such as those students who take the ACT. However, that assessment is not required of every student, so it is included in the small scale section. Although the chart is intended to be comprehensive, changes in assessment requirements and needs will necessitate changes in this plan. For that reason, the work of the district Assessment Committee and the Office of Research, Assessment, and Accountability will be ongoing, producing revisions as needed.    Selected Infants and One-Year Olds Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilization Dissemination of ResultsACADEMICDenver II A measure of development in the areas of language, fine motor/adaptive, gross motor and personal/social development as compared to other children of the same age  Administered by Parent Educator to all children in participating PAT families at 6, 12, 24, and 36 mos. of age   Identify children who need referral and/or further evaluation    Verbal and written summaries provided to parents Information stored in family file Hearing ObservationGather information about response to voice and ability to locate soundsHEALTH Parent QuestionnaireGather information regarding prenatal care, birth, health and developmental history, vision and appearance of eyes, responsiveness to auditory stimuli, immunization, etc.Functional Assessment of VisionIdentify potential problems with vision by examining pupillary response, corneal light reflex, blink reflex, alternate cover response, tracking and peripheral visionPhysical MeasurementCompare height, weight, and head circumference to expected standardsNutritional AssessmentIdentify possible nutritional deficitsDental CheckIdentify possible obvious problems with teeth or gumsHear KitScreen for possible deficits in hearing acuityAdministered by Parent Educator to eligible children at 6, 12, 18, 24, 30, and 36 mos. of ageTympanometryIdentify potential problems in the middle earAdministered by supervised MU audiology students to children from 6 mos. to school ageVerbal summary to parent Sign-in sheet Selected Two and Three Year Olds Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsACADEMICDenver II/DIAL R Identify potential problems in the areas of language, concepts, fine motor/adaptive, gross motor and personal/social development  Administered by Parent Educator to all eligible children in participating PAT families at 6, 12, 24, and 36 mos.   Identify children who need referral and/or further evaluation    Information stored in family file  Verbal summary to parentHearing ObservationGather information about a childs behavior, language, social skills, response to voice, ability to locate sounds, general physical development, etc.HEALTHParent Questionnaire Gather information regarding prenatal care, birth, health and developmental history, vision and appearance of eyes, responsiveness to auditory stimuli, immunizations, and parent concernsLighthouse Flash Cards or HOTV ChartScreen for possible deficits in visual acuityFunctional Assessment of Vision Identify potential problems with vision by examining pupillary response, corneal light reflex, blink reflex, alternate cover response, tracking and peripheral visionPhysical Measurement Compare height and weight to expected standardsNutritional Assessment Identify possible nutritional deficitsDental CheckIdentify possible obvious problems with teeth or gumsPure Tone, Hear Kit, Audiometry and/or TympanometryScreen for possible deficits in hearing acuity and/or the functioning of the middle earAdministered by Parent Educator, supervised MU audiology students, or preschool screener to children from 6 mos. to school age Selected Four and Five Year Olds Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsACADEMICDIAL 3Identify potential problems in the areas of language, motor and concept development  Administered by preschool screener to children whose parents request screening services  Identify children who need referral and/or further evaluation  Verbal and written summary provided to parentsObservation during and before testingGather information about a childs behavior, speech and language and hearing, cognitive skills, social skills, general development, etc.  Information available to elementary personnel upon request  HEALTH Parent QuestionnaireGather information regarding prenatal care, birth, health and developmental history, vision and appearance of eyes, hearing, immunizations and parent concernsFunctional Assessment of VisionIdentify potential problems with vision by examining pupillary response, corneal light reflex, blink reflex, alternate cover response and trackingLighthouse Flash Cards or ChartScreen for possible deficits in visual acuityPhysical MeasurementCompare height and weight to expected standardsNutritional Assessment Identify possible nutritional deficitsDental CheckIdentify possible obvious problems with teeth or gumsPure Tone, Audiometry and/or TympanometryScreen for possible deficits in hearing acuityAdministered by preschool screener or supervised MU audiology students to children from 6 mos. to school ageVerbal summary to parent KindergartenLarge Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsACADEMIC District Developed ChecklistAssess the progress in attaining skills considered important for children to develop during the kindergarten yearAdministered by classroom teacher throughout school year as appropriateInforms instruction Kept by kindergarten teacher to gauge progressComponents of the Observation SurveyDocument progress in literacy developmentAdministered by classroom teacher throughout school year as appropriateInforms instruction Shared with Asst. Supts. and principal to gauge progressDevelopmental Reading Assessment 2 (DRA2)Document progress in reading: comprehension, accuracy, and fluencyAdministered by classroom teacher in the winter and spring-Informs instruction and provides data for progress toward district reading goal -Identifies students needing literacy plansShared with Asst. Supts., principals, and Board of Education to gauge progress toward district reading goalParent QuestionnaireGather specific information concerning each childKept by kindergarten teacherTeacher-Student InterviewAssess the childs expressive language, book handling skills and word knowledgeCOMMON DISTRICT ASSESSMENTSMathematics: Investigations End-of-Unit AssessmentsDocument progress toward proficiency in mathematicsAdministered by classroom teachers at the end of each unit of studyInforms instructionShared with students, parents, principals and district math coordinatorGIFTED PROGRAMBias Controlled Teacher AssessmentScreen for participation in gifted program Administered by teacher in October/NovemberCollected in Office for Gifted Programs and sorted by percentile rankingUsed for screening onlyDistrict-made Creativity TestEvaluation for participation in gifted program Administered by teachers in Primary Gifted Program in October and November Collected in Office for Gifted Programs Used for evaluation only KindergartenLarge Scale (all students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentKept in permanent recordESL Teacher or CoordinatorHEALTHPure Tone and/or TympanometryScreen for possible deficits in hearing acuityHealth CheckMonitor health recordsSchool Vision Tests Titmus II School Vision Tester/Allen Preschool Cards/HOTV Chart/Snellen ChartScreen for possible deficits in visual acuity and muscle balance KindergartenSmall Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateGIFTED PROGRAMTest of Non-Verbal Intelligence 3rd EditionEvaluation for participation in Gifted Program Administered by teachers in Primary Gifted Program from November to January to students scoring in top 10-15% on Bias Controlled Teacher Assessment Collected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDistrict-made Behavioral ChecklistEvaluation for participation in Gifted Program Completed by parents of candidates for gifted program in December/JanuaryCollected in Office for Gifted Programs Used for evaluation only Grade 1 Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON DISTIRCT ASSESSMENTSLiteracy: Observation SurveyScreening of children at risk in literacy learning Document progress in literacy developmentAdministered by reading specialist individually to targeted children throughout school yearUtilized for determining need for additional instructional support Informs instructionFall and spring results shared with Asst. Supt. And principalReading: Developmental Reading Assessment 2 (DRA2)Document reading behaviors including accuracy, fluency and comprehensionAdministered by classroom teacher in the fall and spring-Assists teachers making instructional decisions for individuals and groups Provides cumulative record of change over time -Identifies students needing literacy plansFall and spring results shared with Asst. Supts., principals to gauge progress toward district reading goal Information shared with parents at conferences Cumulative record kept on fileRunning RecordDocument reading behaviors including accuracy, fluency and comprehensionAdministered 3-4 times per monthInforms instructional decisions for individuals and groupsGrade level teams, principalWriting AssessmentDocument progress toward district benchmarksAdministered by classroom teachers in the fall and springInforms instructionPerformance shared with Asst. Superintendents, principals, and parents.Mathematics: Investigations' End-of-Unit AssessmentsDocument progress toward proficiency in mathematics Administered by classroom teachers at the end of each unitInforms instructionShared with students, parents, principals and district math coordinatorESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentStudent placement ESL Teacher or Coordinator Kept in permanent recordHEALTHTitmus II School Vision Tester/Allen Preschool Cards/HOTV Chart/Snellen ChartScreen for possible disorders in visual acuity and muscle balancePure Tone and/or TympanometryScreen for possible deficits in hearing acuityHealth Check Monitor health records  Grade 1 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsGIFTED PROGRAMBias Controlled Teacher AssessmentScreen for participation in gifted program Administered by teacher in October/November to new students and advocaciesCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsTest of Non-Verbal Intelligence 3rd EditionEvaluate for participation in Gifted Program Administered by teachers in Primary Gifted Program from November to January to new students and advocacies Collected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDistrict-made Behavioral ChecklistEvaluate for participation in Gifted Program Completed by parents of candidates for gifted program in December/JanuaryCollected in Office for Gifted Programs Used for evaluation onlyDistrict-made Creativity TestEvaluate for participation in Gifted Program Administered by teachers in Primary Gifted Program in October and November to new students and advocacies Collected in Office for Gifted Programs Used for evaluation onlyESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to parents and teachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to parents, teachers, principals, District, StateSPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Grade 2 Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON DISTRICT ASSESSMENTSReading: Developmental Reading Assessment 2 (DRA2)Document reading behaviors including accuracy, fluency and comprehensionAdministered by classroom teacher in the fall and springAssists teachers in making instructional decisions for individuals and groups. Provides cumulative record of change over time for individuals and groups -Identifies students needing literacy planAggregated data shared with Asst. Supts., principals to gauge progress toward district reading goal Student information shared with parents Cumulative record kept in student permanent fileRunning RecordDocument reading behaviors including accuracy, fluency and comprehensionAdministered by classroom teacher 2-4 times per monthInforms instructional decisions for individuals and groupsGrade level teams, principalsWriting AssessmentDocument progress toward district benchmarksAdministered by classroom teachers in the fall and springInforms instructionPerformance shared with Asst. Superintendents, principals, and parentsMathematics: Investigations' End-of-Unit AssessmentsDocument progress toward proficiency in mathematics Administered by classroom teacher at the end of each unitInforms instructionShared with students, parents, principals, and district math coordinatorCOGNITIVECognitive Abilities TestDiagnose and screen for general abilities and gifted program Administered by classroom teacher in NovemberHelps to inform instructional planning Provides screen for special programsKept in student cumulative fileESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentKept in permanent recordESL Teacher or Coordinator Grade 2 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsHEALTHTitmus II School Vision Tester/Allen Preschool Cards/HOTV Chart/Snellen ChartScreen for possible disorders in visual acuity and muscle balancePure Tone and/or TympanometryScreen for possible deficits in hearing acuityHealth CheckMonitor health recordsESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateSPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Grade 2 Small Scale (selected students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsGIFTED PROGRAMBias Controlled Teacher AssessmentScreen for participation in gifted program Administered by teacher in October/November to new students and advocaciesCollected in Office for Gifted Programs and sorted by percentile rankingUsed for screening onlyTest of Non-Verbal Intelligence 3rd EditionEvaluate for participation in Gifted Program Administered by teachers in Primary Gifted Program from November to January to new students and advocacies Collected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDistrict-made Behavioral ChecklistEvaluate for participation in Gifted Program Completed by parents of candidates for gifted program in December/JanuaryCollected in Office for Gifted Programs Used for evaluation onlyDistrict-made Creativity TestEvaluate for participation in Gifted Program Administered by teachers in Primary Gifted Program in October and November to new students and advocacies Collected in Office for Gifted Programs Used for evaluation onlyWISC-III (Wechsler Intelligence Scale for Children - Third EditionEvaluate for participation in Gifted Program Administered by Psychological Examiners in JuneCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsStanford Binet - Fourth EditionEvaluate for participation in Gifted Program Administered by Psychological Examiners in JuneCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDivergent Thinking from WISC-IIIEvaluate for participation in Gifted Program Administered by Psychological Examiners in JuneCollected in Office for Gifted ProgramsUsed for evaluation only Grades 3-5 Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON DISTRICT ASSESSMENTSReading: Scholastic Reading InventoryScreen student reading performanceAdministered by classroom teacher in the fall and spring-Informs instruction and provides data for progress toward district reading goal -Identifies students needing additional assessmentAggregated data shared with Asst. Sup. for Elem. Ed, and principals to gauge progress toward district reading goalWriting AssessmentDocument progress toward district benchmarksAdministered by classroom teachers in the fall and springInforms instructionPerformance shared with Asst. Superintendents, principals, and parents.Developmental Reading Assessment 2Diagnose reading ability to determine instructional focus: comprehension, accuracy and fluencyAdministered by classroom teacher in the fall and spring-Assists teachers in making instructional decisions for individual students -Provides cumulative record of change over time -Identifies students needing literacy plansInformation shared with parents, teachers and principalsMathematics: Investigations' End-of-Unit AssessmentsDocument progress toward proficiency in mathematics Administered by classroom teacher at the end of each unitInforms instructionShared with students, parents, principals and district math coordinatorACADEMICMissouri Assessment ProgramLaw requires MAP Assessments. The assessments are used as a means to evaluate school districts and programs.Administered by teachers during the designated testing window. Communication Arts and Mathematics are tested in Grades 3, 4, and 5.Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.The board, administrators, and teachers annually review performance data both in aggregated and disaggregated form in order to effectively monitor student achievement. Results provide longitudinal data for comparative purposes. Students and parents are provided with student reports.Integrated Literacy Portfolio ProgramCollect representative samples of student work and current level of performanceCompiled by classroom teacher Grade 5Assist in curriculum planning, monitoring of academic achievement and individual program planningContents of portfolio are reviewed by teachers, shared with parents and used for student reflection Grades 3-5 Large Scale (all students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentStudent PlacementESL Teacher or Coordinator Kept in permanent recordPHYSICAL EDUCATIONPhysical Education Fitness TestDocument progress in physical development Screen for possible concernsAdministered by teacher in Grade 5Student self assessment, monitor student achievement and program evaluationPhysical education teacher, DESE, the student, parents, Director of PE, CoordinatorHEALTHPure Tone Screen for possible hearing deficits Grades 3 and 5 annually and Grades 4 as neededTitmus II School Vision Tester/Snellen ChartScreen for possible deficits in visual acuity and muscle balanceGrades 3 and 5 annually/Grade 4 as neededSpinal ScreeningScreen for possible spinal deformitiesGrade 5 - GirlsHealth CheckMonitor health records Grades 3-5 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOGNITIVECognitive Abilities TestDiagnose and screen for general abilities and gifted program Administered to new students in grades 3 and 4 and to all students in grade 5 by classroom teachersDetermine learning expectations Provides screen for special programsReported to parents. Kept in student cumulative fileESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateGIFTED PROGRAMWISC-III (Wechsler Intelligence Scale for Children - Third Edition)Evaluate for the gifted program Administered by Psychological Examiners in JuneCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsStanford Binet - Fourth EditionEvaluate for the gifted program Psychological ExaminersCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDivergent Thinking from WISC-IIIEvaluate for the gifted program Psychological ExaminersCollected in Office for Gifted ProgramsUsed for evaluation onlySPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Grades 6-7Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON DISTRICT ASSESSMENTSDevelopmental Reading Assessment 2/ SupplementalDiagnose for instructional focus. Document progress in reading: comprehension, accuracy, and fluencyAdministered to grade 6 students in fall and to grade 7 students in spring by classroom teacher or literacy support teacher as needed-Informs instruction and provides data for progress toward district reading goal -Identifies students needing literacy plansReported to Coordinator, Literacy Support teacher, Parents, and Students. District-wide data is reported to Assoc. Superintendent- for Curriculum and InstructionWritingSupport performance-based assessment and state established standards for writingAdministered and scored holistically by teachers in fall and spring.FallResults are used to establish instructional goals and to support instructional collaboration SpringResults are used to evaluate writing instruction and document student performanceReported to Coordinator, Literacy Support Teacher, Classroom Teacher, and PrincipalMathematicsDocument the progress of mathematical understandingAdministered by teacher at end of unitsTrack the progress of students on mathematical goals over grades 6-12Math Coordinator and Teachers ScienceDocument the progress of scientific understandingAdministered by teachers in the fall and springTrack the progress of students on science goalsScience Coordinator and teachersACADEMICScholastic Reading InventoryScreen student reading performanceAdministered by teacher and/or Literacy Support teacher in fall and springResults are used to identify students needing an individual DRA/Supplemental reading assessment and an instructional Literacy PlanReported to Coordinator, Literacy Support Teacher, Classroom Teacher, and PrincipalMissouri Assessment ProgramLaw requires MAP Assessments. The assessments are used as a means to evaluate school districts and programs.Administered by teachers during the designated testing window. Communication Arts and Mathematics are tested in 6th and 7th grades.Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.The board, administrators, and teachers annually review performance data both in aggregated and disaggregated form in order to effectively monitor student achievement. Results provide longitudinal data for comparative purposes. Students and parents are provided with student reportsIntegrated Literacy Portfolio ProgramCollect representative samples of student work and current level of performanceCompiled by Grade 6-7 teachersAssist in curriculum planning, monitoring of academic achievement and individual program planningContents of portfolio are reviewed by teachers, shared with parents and used for student reflection Grades 6-7Large Scale (all students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentKept in permanent recordESL Teacher or CoordinatorHEALTHSpinal ScreeningScreen for possible spinal deformitiesGirls: Grades 6 and 7 Boys: Grade 7  Grades 6-7 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateHEALTHPure Tone Screen for possible hearing deficitsAs neededTitmus II School Vision Tester/Snellen ChartScreen for possible deficits in visual acuity and muscle balanceAs neededHealth CheckMonitor health recordsSPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Grades 6-7 Small Scale (selected students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsGIFTED EDUCATIONWISC-III (Wechsler Intelligence Scale for Children - Third Edition)Evaluate for the gifted program Administered by Psychological Examiners in JuneCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsStanford Binet - Fourth EditionEvaluate for the gifted program Psychological ExaminersCollected in Office for Gifted Programs and sorted by percentile rankingShared with parents, counselors, teachers, principalsDivergent Thinking from WISC-IIIEvaluate for the gifted programPsychological ExaminersCollected in Office for Gifted ProgramsUsed for evaluation only Grades 8-9Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON ASSESSMENTSDevelopmental Reading Assessment (DRESS)/ SupplementalDiagnose for instructional focus. Document progress in reading: comprehension, accuracy, and fluencyAdministered by classroom teacher or literacy support teacher as needed-Informs instruction and provides data for progress toward district reading goal -Identifies students needing literacy plansReported to Coordinator, Literacy Support teacher, Parents, and Students. District-wide data is reported to Assoc. Supt. for C & IWriting Support performance-based writing assessment, state established standards, the integration of writing across content areas.Administered and scored holistically by social studies and English teachers in fall and springResults are used to evaluate writing and thematic instruction, and to document student performanceReported to Coordinator, Teachers and StudentsMathematics Document the progress of mathematical understandingAdministered by teacher at end of each unitTrack the progress of students on mathematical goals over grades 6-12Math Coordinator and TeachersScienceDocument the progress of scientific understandingAdministered by teacher in the fall and springTrack the progress of students on science goalsScience Coordinator and TeachersACADEMIC Missouri Assessment ProgramLaw requires MAP Assessments, including End-of-Course (EOC) Exams for students taking Algebra I, English II, and Biology. The assessments are used as a means to evaluate school districts and programs.Administered by teachers during the designated testing window. Communication Arts and Math are tested in Grade 8. In 2008-2009, students enrolled in Algebra I, English II, and Biology are required to take an EOC Exam upon completing the course. Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.The board annually reviews performance data both in aggregated and disaggregated form in order to effectively monitor student achievement. Teachers and administrators analyze the results. The students and parents are provided with student reports.EXPLOREAcademic assessment/career planning/college readinessAdministered in fall: Grade 8Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.Students and parents are provided with student reports and counselors use results in career planning curriculum units. Scholastic Reading InventoryScreen student reading performanceAdministered by teacher and/or Literacy Support teacher in fall and springResults are used to identify students needing an individual DRESS/Supplemental reading assessment and an instructional Literacy PlanReported to Coordinator, Literacy Support Teacher, Classroom Teacher, and Principal Grades 8-9Large Scale (all students), continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentKept in permanent recordESL Teacher or CoordinatorHEALTH - PHYSICAL EDUCATION Physical Education Fitness TestDocument progress in physical development Screen for possible concernsAdministered by teacher in Grade 9Student self assessment, monitor student achievement and program evaluationPhysical education teacher, DESE, the student, parents, Director of PE, CoordinatorSpinal ScreeningScreen for possible spinal deformitiesBoys: Grades 8SnellenHealth CheckMonitor health recordsTitmus School Vision Tester/Snellen ChartScreen for possible deficits in visual activity and muscle balanceGrade 9 Grades 8-9 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsAcademicACT/SAT College admissions and summer programsGrades 8-12; as appropriate to meet individual student needsResults are used to evaluate student achievement and to monitor achievement of subpopulations.Results are mailed to homes by ACT/SAT and counselors are available to interpret.ESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateHEALTHPure Tone Screen for possible hearing deficitsAs neededTitmus II School Vision Tester/Snellen ChartScreen for possible deficits in visual acuity and muscle balanceAs neededSpinal ScreeningScreen for possible spinal deformitiesAs neededAPTITUDEArmed Services Vocational Aptitude BatteryHelp students identify areas of potential vocational aptitude Administered once a year by Career Center staffResults are used by military when notified. Reported to Parents and StudentsSPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Grades 10-12Large Scale (all students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsCOMMON DISTRICT ASSESSMENTSDRESS /SupplementalDiagnose for instructional focus. Document progress in reading: comprehension, accuracy, and fluencyAdministered by classroom teacher or literacy support teacher as needed-Informs instruction and provides data for progress toward district reading goal -Identifies students needing literacy plansReported to Coordinator, Literacy Support teacher, Parents, and Students. District-wide data is reported to Associate Superintendent of Curriculum and InstructionWriting (10th Grade only)Support performance-based assessment and state established standards for writingAdministered by social studies and language arts teachers in Grade 10 fall and springEvaluate writing instruction and track student progress in writingReported to Coordinator, Literacy Support Teacher, Classroom Teacher, and PrincipalMathematicsDocument the progress of mathematical understandingAdministered by teacher in spring Grades 11 and 12Track the progress of students on mathematical goals over grades 6-12Math Coordinator and TeachersACADEMICMissouri Assessment Program, End-of-Course (EOC) ExamsLaw requires MAP Assessments, which take the form of End-of-Course (EOC) Exams at the secondary grades. The assessments are used as a means to evaluate student learning as well as school districts programs.Administered by teachers during the designated testing window when a student has completed coursework. In 2008-2009, the following EOC Exams are required: Algebra I, English II, Biology. Additional EOC Exams will be required in 2009-2010. Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.The board annually reviews performance data both in aggregated and disaggregated form in order to effectively monitor student achievement. Teachers and administrators analyze the results. The students and parents are provided with student reports.PLAN Academic assessment/career planning/college readinessGrade 10Scholastic Reading InventoryScreen student reading performanceAdministered by teacher and/or Literacy Support teacher in fall and spring Grades 10 and 11Results are used to identify students needing an individual DRA/Supplemental reading assessment and an instructional Literacy PlanReported to Coordinator, Literacy Support Teacher, Classroom Teacher, and PrincipalAssessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsESLHome Language QuestionnaireScreening for participation in English as a Second Language ProgramCompleted by parents as part of enrollmentKept in permanent recordESL Teacher or CoordinatorHEALTHHealth CheckMonitor health records Grades 10-12 Small Scale (selected students) Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsACADEMICPSAT Practice test for SAT, entry into the National Merit Program, and screening for Missouri Scholars AcademyGrades 10-11Results are used to evaluate programs, student achievement and to monitor achievement of subpopulations.Results are mailed to student by PSAT and counselors are available for interpretationACT/SAT College readiness, college admissions and summer programsGrades 8-12; as appropriate to meet individual student needsResults are used to evaluate student achievement and to monitor achievement of subpopulations.Results are mailed to student by ACT/SAT and counselors are available for interpretationAdvanced Placement TestsGive students the opportunity to earn college creditGrades 11 and 12Students can receive college credit as determined by the collegeResults are mailed to student by AP and to colleges and universities as requestedESLWoodcock Munoz Language SurveyDetermination of level of English proficiency and possible placement in English As A Second Language programAdministered by ESL Coordinator or ESL Teacher upon enrollmentKept in ESL OfficeReported to Parents and TeachersMissouri Assessment of English Language LearningMissouri Law requires this assessment. Determines adequate yearly progress in English language learningAdministered by ESL Teacher in spring during MAP windowResults are used for program placement, program evaluation and student achievement.Reported to Parents, Teachers, Principals, District, StateHEALTHPure Tone Screen for possible hearing deficitsAs neededTitmus II School Vision Tester/Snellen ChartScreen for possible deficits in visual acuity and muscle balanceAs neededSpinal ScreeningScreen for possible spinal deformitiesAs needed Grades 10-12 Small Scale (selected students) continued Assessment Instrument or ProcessPurposeAdministrative ProcedureUtilizationDissemination of ResultsAPTITUDEArmed Services Vocational Aptitude Battery Help students identify areas of potential vocational aptitudeAdministered by the Armed Services, at the Career Center. Students sign up through home high schools. Career Center schedules room for administrationResults are used by military when notified.Reported to Parents and StudentsSPECIAL SERVICESObservation, Evaluation of Classroom Performance, Formative Testing, Diagnostic Teaching, Parent/Teacher Referral, and Rating ScaleProvide information about speech and language, behavior, health, vision, academic performance, hearing and cognition that will aid in screening students for special programsAdministered by specialists as neededSpecial Education EvaluationEvaluation Team Part 3: Guidelines for Including Students With Special Needs in State and District-Wide Assessments Rationale: The No Child Left Behind Act of 2001 (No Child Left Behind) is an education reform act designed to improve student achievement in Americas schools. No Child Left Behind requires that all children be assessed. In order to show adequate yearly progress, schools must test at least 95 percent of the various subgroups of children, including their students with disabilities. States must provide reasonable accommodations for students with disabilities. No Child Left Behind requires that each state must measure every childs progress in reading and math in each of grades 3 through 8 and at least once during grades 10 through 12. No Child Left Behind and other federal and state laws have been enacted that call for higher standards of learning for all students, accountability for student learning, and the development of better assessments to measure the progress made in improving education. This legislation lays the foundation for the requirement that every student be accounted for in Missouris state assessment program and be included in districts assessment programs. PRIVATE "TYPE=PICT;ALT=Publications"Missouri school districts are accountable for the assessment of all students, regardless of disability type or severity, including those receiving special services via an IEP or 504 Plan. All students will participate in either the Missouri Assessment Program (MAP) assessments or the End-of-Course assessments (EOC) developed for specific content areas, or the MAP Alternate Assessment. Section 504 protects the rights of students with disabilities, ensuring that free appropriate public education will be provided to each qualified student with a disability. Under Section 504, a student may be considered disabled if he or she: has a mental or physical impairment which substantially limits one or more of such person's major life activities. has a record of such an impairment. is regarded as having such an impairment. Major life activities include functions such as caring for oneself, walking, seeing, speaking, learning, performing manual tasks, hearing, breathing, or working. Specific accommodations and/or modifications in testing are allowed for eligible students if determined necessary and appropriate by a group of individuals knowledgeable about the student (504 team). Tests are administered so as best to ensure that, when a test is administered to a 504 eligible student, the test results accurately reflect the student's aptitude or achievement level or whatever other fact the test purports to measure, rather than reflecting the student's impairment (except where those skills are the factors that the test purports to measure). Individuals with Disabilities Education Act (IDEA 2004) (Public Law 108-446) provides federal funds to assist states and schools in making a free and appropriate education available to all students identified with an educational disability as defined under IDEA 2004. This act provides clear direction for including students with disabilities in state assessment programs as well as district-wide assessment programs. With regard to assessment programs, IDEA requires that: States establish goals and standards for the performance of students with disabilities that, to the maximum extent appropriate, are consistent with the goals and standards established for all children in the state. States establish performance indicators that can be used to assess student progress toward meeting those goals and standards. Children with disabilities be included in state and district-wide assessment programs, with appropriate accommodations provided as necessary. States develop guidelines that allow children with disabilities who cannot participate in the regular assessment program to participate in an alternate assessment. States report to the public on the progress of students with disabilities with the same frequency and in the same detail as they report on the assessment of non-disabled students. The IEPs of all students with disabilities specify how the child will be assessed (regular or alternate assessment), the reasons for this decision and the accommodations needed. In order to comply with federal laws and state mandates, Columbia Public Schools has developed the following guidelines for including students with special needs into the state assessment program and district-wide assessment program. Decisions regarding participation in state-level testing (MAP/EOC) and accommodations will be made annually, based on a students instructional goals, curriculum, current level of functioning, skills, and learning characteristics. Students with special needs will participate in the MAP one of three ways: MAP/EOC Subject Area Assessments without Accommodations: Students with disabilities for whom this option is appropriate would participate in the MAP subject area assessments under the same conditions as other students. They would not use accommodations, so there would be no modifications in testing procedures. MAP/EOC Subject Area Assessments with Accommodations: Students with disabilities for whom this option is appropriate would participate in the MAP subject area assessments, but accommodations or modifications in testing procedures would be made to prevent their disabilities from interfering with their test performance. MAP Alternate Assessment: A very small number of students with significant disabilities will not be able to participate in the MAP subject area assessments even with accommodations. These students will participate in the MAP Alternate Assessment. Decisions regarding participation in the district-wide assessment program and accommodations will be made annually, based on a students instructional goals, curriculum, current level of functioning, skills, and learning characteristics. Students with special needs will participate in the district-wide assessment program one of three ways: assessments given district-wide without accommodations, assessments given district-wide with accommodations, or alternate assessments. Districts will develop/use alternate assessments that parallel (in purpose, type, and content assessed) assessments given on a district-wide basis. The IEP team will use the following key points as a premise when making state and local assessment participation decisions. Decision-makers should start from the premise that all students, including those with disabilities, will participate to the greatest extent possible in the state assessment (MAP/EOC) and the district-wide assessment program. Any decisions regarding participation in the state assessment program and the district-wide assessment program must be made by a students IEP team and documented in the IEP along with the reasons for those decisions. Decisions about how a student should participate in the MAP/EOC and the district-wide assessment program should be based on the goals and content of that students instruction. A student with disabilities should participate in all parts of the MAP/EOC subject area assessments and all parts of the assessments included in the district-wide assessment program that are instructionally relevant for that student. Decisions about participation should never be based on program setting, category of disability, or percent of time in the regular classroom. Students should not be exempted from any part(s) of the MAP/EOC subject area assessments or any part(s) of the assessments included in the district-wide assessment program simply because they are not expected to do well. The following information related to assessment will be included in the IEP. A description of how a student will participate in the state and district-wide assessment programs. Statements regarding any individual accommodations needed in the administration of the state and district-wide assessment programs. A statement of why the assessment(s) are not appropriate for the student, a description of how the student will be assessed, and a statement of why the alternate assessment selected is appropriate. MAP-A is the only alternate assessment for the MAP/EOC assessments. (Note: The statements are only needed if the IEP team determines the student cannot participate in the MAP/EOC assessments any part of an assessment contained in the district-wide assessment program.) The district will comply with IDEA 2004 guidelines in the reporting of state and district-wide test results. Note: District-wide assessment program is defined as assessments that are administered district-wide to a particular group of students (i.e. all 2nd grade students, all students enrolled in 6th grade reading classes, all boys in the district, all kindergarten students, etc.) DESE states that if an IEP team determines that a particular district-wide assessment (or part of an assessment) is not appropriate for an individual student, the IEP must include a statement of why the child cannot participate in the regular assessment and how the particular alternative assessment is appropriate. The IEP team must consider the purpose of the district-wide assessment and make sure the alternative method is consistent with that purpose. In other words, if the purpose of the assessment is to assess reading ability, the alternative method must also result in an assessment of the students reading ability. Students with disabilities must take all of the MAP/EOC subject area assessments or the MAP-A assessments that are developed for their grade level. IEP teams cannot excuse students from MAP participation. If students can take the regular assessment, they should. The IEP team must determine what accommodations, if any, the student needs in order to participate in the district-wide or state assessments. The IEP team should consider all areas and the impact on school functioning to make this determination. Students must be assessed with the same frequency as non-disabled students at their same grade level. Consideration for assessment, alternative assessment, and accommodations/modifications are IEP and 504 team decisions, must be based on evaluation data, and implemented as written in the IEP or 504 Plan. Part 4: Local Assessment of Standards Not Assessed by MAP Some of the Show-Me Standards require demonstrations, involve lengthy processes, or require the creation of a product and do not lend themselves to statewide paper-pencil assessment. Additionally, some standards require the use of equipment, tools, or manipulatives and/or interaction within student groups or the workplace. Assessing these types of standards at the state-level is impractical, and results in the need for these to be assessed locally. It will be a districts responsibility to assess student progress on those standards that are not assessed by MAP. For the reasons stated above, the district has developed an Assessment Plan to assess these standards. Below are factors the district considered when developing the plan to assess standards not assessed by MAP: the variance in staff, resources, course offerings, and curriculum among buildings and grade levels; the districts achievement scores and areas of weakness; the district and building level improvement plans; the achievement of disaggregated groups; documentation for MSIP; the validity and reliability of multilevel or multi-curricular assessments; the logistics and ease of administration; how to track student achievement on the standards not assessed by MAP; alignment with current assessment practice. Process Used to Develop a Plan for Assessing Standards Not Assessed by MAP Curriculum coordinators used the listing of standards specified for local assessment to examine the district's curriculum to determine where in the curriculum each of the locally assessed standards was addressed and assessed. In order to show where each of the locally assessed standards occurs in the written curriculum, a listing is provided. Locally Assessed Standards 4.4 Recognizes and practices honesty and integrity in academic work and in the workplace. Grade: 7 Subject/Course: Art Grade: 8 Subject/Course: Art Grade: 9 Subject/Course: Introduction to Art 4.8 Explores, prepares for, and seeks educational and job opportunities. Grade: 4 Subject/Course: Art Grade: 5 Subject/Course: Art Grade: 9 Subject/Course: Art Applies communication techniques to the job search and the workplace. Grade: 6 Subject/Course: Art Grade: 7 Subject/Course: Art Grade: 9 Subject/Course: Social Studies CA #6 Participates in formal and informal presentations and discussions of issues and ideas. E Grade: 5 Subject/Course: Math M Grade: Subject/Course: HS Grade: 9 Subject/Course: Health Exchanges information, questions, and ideas while recognizing the perspective of others. Grade: 4 Subject/Course: Math Grade: 5 Subject/Course: Math Grade: 8 Subject/Course: Social Studies Conducts research to answer questions and evaluate information and ideas. Grade: 4 Subject/Course: Health Grade: 8 Subject/Course: Social Studies Grade: 9 Subject/Course: Health CA #5 Comprehends and evaluates the content and artistic aspects of oral and visual presentations. E Grade: Subject/Course: M Grade: Subject/Course: HS Grade: Subject/Course: Performs and produces works in the fine and practical arts. Grade: K Subject/Course: Art Grade: 1 Subject/Course: Art Grade: 10 Subject/Course: Jewelry 2.7 Uses technological tools to exchange information and ideas. Grade: 4 Subject/Course: Health Grade: 6 Subject/Course: Health Grade: 9 Subject/Course: Social Studies CA7 Evaluates relationships between language and culture. E Grade: Subject/Course: M Grade: Subject/Course: HS Grade: Subject/Course: FA #3 Acquires a solid foundation which includes the knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts. E Grade: 5 Subject/Course: Art M Grade: 7 Subject/Course: Art HS Grade: 9 Subject/Course: Intro. To Art Part 5: Guidelines for Professional Development Related to Student Assessment The teachers and administrators in Columbia Public Schools will participate in professional development opportunities as related to the goals and objectives of the CSIP, areas of needed student improvement based on data analysis, MSIP requirements, the results of the Professional Development Committee's needs assessment, and the results of other needs assessments. This section addresses professional development related to student assessment. For a more detailed, comprehensive description of the district's Professional Development Plan, consult the district's documentation as required by MSIP Standard 6.7. The topics related to national, state, district-wide and classroom assessments that will be addressed in professional development opportunities include: how to use the results of data analysis as a means of making changes in programs, instruction, curriculum, and assessment; how to use disaggregated data (i.e. by race/ethnicity, gender, disability, LEP, or transient) to determine changes that need to be made to improve performance of subgroups; how to implement instructional and test-taking strategies that will promote success on MAP and other assessments; how to create and score a variety of assessments (i.e., performance, constructed response). The Professional Development Committee of Columbia Public Schools will work in conjunction with administrators to provide professional development opportunities for teachers, administrators, and support staff. The following will be used to attain the realization of the objectives contained in the CSIP: establishment of district-wide MAP teams/school improvement data teams/study groups; teacher collaboration during common planning/departmental meetings; attending state and regional workshops related to CSIP goals, areas of needed student improvement, and MAP; training for beginning teachers; early release days for buildings and district-wide collaboration; incentives, substitute pay and/or inservice credit for movement on the salary schedule are given by the district for a variety of assessment-related professional development opportunities including reflective analysis of student work and the development and scoring of common district-wide assessments. Part 6: Teaching Test-Taking Strategies for MAP and District-Wide Assessments Rationale: Columbia Public Schools developed guidelines for helping students acquire test-taking strategies to demonstrate their knowledge and skills on assessments. Background information: The MAP, MAP End-of-Course Exams, standardized, and district-wide assessments generally contain three question types. Multiple-choice items in which students select an answer from a given field. Constructed response items in which students write their own answers. Closed constructed response questions have a narrow range of acceptable answers and often require application of knowledge. Open-ended constructed response questions have a variety of acceptable answers and may require students to support their solution process. The answer is not obvious and students must infer and/or reason through the task. Open-ended constructed response questions are intended to be thought- provoking and demand a variety of reasoning processes. The performance event requires students to write an extended response. For example, on the MAP the performance event takes approximately 60-100 minutes to complete. In communication arts, the student is given a writing prompt. Students engage in a pre-writing activity, develop a rough draft, self-edit, and produce a final copy. In math, students formulate a strategy to solve a multi-step problem. Guidelines for Test-Taking Strategies: Test-taking strategies need to be integrated into the instructional process. Strategies should address adjusting to the conditions of testing and answering various testing formats. Teachers throughout the district will teach the skills and processes required for students to successfully respond to multiple choice and constructed response (open and closed) items and performance events. Explicit teaching in test-taking strategies will be provided, when appropriate, to introduce students to the novel conditions, item types, and strategies for managing anxiety. In order to prepare students for the environmental conditions and behaviors required for the MAP, the MAP EOC Exams, and other district-level assessments, teachers will teach students to: sit and work quietly for extended periods of time; work through challenging tasks with limited teacher interaction; engage in self-calming techniques when anxious; self-evaluate according to a specified standard; select appropriate activities while other students are working; manage their time during testing. In order to formulate quality answers to multiple-choice items, teachers will teach students to: determine what the question is asking by identifying key words in the stem; attempt to answer the question before reading the choices; read all of the choices and eliminate any distracters; avoid a choice with overly technical language; consider the longest answer choice as the correct answer; choose between related terms rather than unrelated terms. When a student is attempting to decide between two close answers, the teacher will teach students to employ true/false strategies. In most cases, do not choose an answer choice that contains an absolute (all, always, none, never). Read the question using both choices to determine which one makes a more true statement. Choose a middle answer (B, C, or D) versus a first or last choice when a guess is necessary. Consider all of the above, as it is often the correct answer choice. Avoid none of the above, as it is typically not the correct answer choice. In order to formulate quality answers to open-ended constructed response items, teachers will teach students to do the following: Read and identify the key words within a question. Initiate a response to a question using key words from the stem. Avoid using pronouns in the response. However, when necessary ensure the pronoun referent is clear. Address all parts of the question. Include specific examples from the text. Provide specific examples to support a position. Show the major steps in the solution process (math). Provide multiple likenesses and corresponding differences when asked to compare and contrast. Include a title and labels when creating graphic organizers. In order to formulate quality answers on performance events, teachers will teach students in the following strategies. Develop and implement a strategy or plan to complete a complex problem or task (e.g., writing to a prompt). Consider multiple possibilities when completing a problem or task; select the most effective possibility, and justify the response when appropriate. Recognize and respond to all required specifications. Interpret data (i.e. a picture, graph, data, etc.) needed to answer a question. Organize data in different forms to show meaning (construct a graphic organizer that shows make a chart to show draw a series of pictures to show design a poster that shows etc.). Describe the process used for solving a problem or explain why the proposed solution is optimal. Part 7: Test Security Policy for all Standardized Tests Individuals Responsible for Testing Program: The District Testing Coordinator (DTC) will be the Director of Research, Assessment and Accountability. Assistance for the testing program will be provided from Office of Research and IITS personnel (referred to as District Testing Coordinator Assistants (DTCA)). The principal of each building will either assume the responsibility of the Building Testing Coordinator (BTC) or will name a designee for his/her school. The designee should be accessible throughout the day and have the authority to implement this policy. Principals must submit in writing the name of the BTC designee for their buildings to the DTC each year. Storage and Access Before Test Administration Herein, secure items are defined as student test booklets-any material that has the actual test questions that has not been released to the public by the publisher for viewing. Examiners manuals/instruction manuals and student practice test booklets are NON-secure items. All standardized student test booklets used by the district will be kept in a locked storage facility when not in use. Student test booklets will remain in this facility except during those time periods necessary for processing, for scoring, or delivery to and from locations as part of the testing process. The District Testing Coordinator Assistant (DTCA), should receive the Examiners Packets and District Testing Coordinators Packet a few weeks prior to the testing. The DTCA will check all Building Testing Coordinators Packets and the District Testing Coordinators Packet to ensure all documents and materials have been received. Each BTC will receive an examiners manual in advance of testing to allow for copying (as needed) and distributing and to give an inservice about test administration (see next sectionInservice Prior to Testing). Testing materials will be delivered to each building approximately a week before the testing period. The BTC will be responsible for recording the number of test materials per grade level received in that building. Test materials will then be kept in locked storage until distributed to teachers. If there are shortages, the BTC will contact the DTCA. The DTC will contact the test distribution center for additional materials. Teachers should not have access to student test booklets until they are distributed one working day before the testing period. No teacher (regular classroom, specialist, or special education) will have access to the test booklets or be told their contents before the test is distributed. On occasion, schools within the district may be asked to, or volunteer to, administer tests with secure materials that are on loan to the district. Common examples are secure forms of the NAEP, SAT or other tests needing to be standardized. In addition to the security measures above, when such testing materials arrive the BTC will carefully check and sort them in preparation for administration, making a written record of the number of booklets that will be used. The BTC will also assume responsibility for providing for the secure storage of these materials and will contact the proper authorities if the number received is inaccurate. The regular within-district mail system should not be used for the transportation of student test booklets. A special mail delivery and pickup will be arranged. Signed receipts will be required from either the BTC or principal. Inservice Prior to Testing Prior to testing, each BTC will distribute an examiners manual and a testing coordinators manual to each teacher and will provide an inservice. The inservice will emphasize the following: The importance of test security during test administration and close adherence to the standardized procedures as stated in the examiners manual should be covered. Other security issues that will be addressed will include the handling and storage of the test booklets, providing directions to students, responding to questions, and monitoring the test setting. Teachers/examiners will also be asked to make sure that items that give clues to correct answers be removed from the walls of the rooms in which tests are to be administered. Some examples include: maps, multiplication tables, periodic tables, etc. Anything that may give specific clues to correct answers should be removed. Completing all forms, i.e., student information sheets, inventory sheets, validity forms, completed testing envelopes, etc. The test administration including publisher security and administration guidelines. Procedure for collecting completed student test booklets. Special procedure for IEP students, make-ups for absentees, required time schedules, etc. Any staff member unable to attend this meeting must contact the BTC and obtain a summary of the guidelines and instructions for the administration of the test. Test Administration Regular, certificated staff members will normally administer standardized tests in the classroom. When this is not the case, the BTC must contact the DTC for clarification and approval. For each major standardized test, the BTC shall prepare a testing schedule for their building. When necessary, end-of-period bells will be altered to accommodate the testing schedule or eliminated altogether to reduce distraction. Sending the test schedule to the Director of Building Services can help minimize distractions. Students will not receive test booklets until the time for testing has begun. Teachers/examiners will actively monitor students at all times during the test administration. Building administrators/BTC will discretely move between classrooms during the test administration to assist in monitoring and to provide assistance as needed. Each day, prior to testing, the examiner will get his/her test booklets from the secure area and will return them to this same area each day after test administration. The BTC will count test booklets each day upon return to ensure all booklets are accounted for. Make-up tests will be given during the testing window as set forth in the district testing calendar. A designated individual or individuals (but not volunteers) in each building will administer the test according to the specified administration procedures, taking all previously mentioned precautions to ensure test security. Make-up tests are given to students that were absent or, for one reason or another, unable to take an entire subject area of the test. Make-ups should not be given to students to finish sections started and not completed on the previous day. Once a test section is started, it must be completed that day, in the time allotted according to the examiners manual. As a result, the BTC should try to avoid scheduling un-timed MAP testing periods to begin near the end of the school day. Collection of Test Materials Following Testing The BTC will collect all answer documents and test booklets from the teachers/examiners immediately following the last testing session. The BTC will be responsible for counting test materials, organizing them according to instructions and storing them in a secure area. The BTC will prepare all student test booklets, answer sheets, examiner manuals, etc. for pick-up and delivery to the DTCA. They should include missing items noted and tracked down. No parent or volunteer should be involved with the handling of the test booklets or scoring sheets. The BTC must send the necessary information and materials to the DCTA on or before the announced final district collection date. Sanctions for Unfair Practices The security measures outlined in this document should help prevent unfair practices; however, should they occur, the sanctions specified in this section will be put into motion. Following is a list of practices this district considers inappropriate. Copying any part of a standardized student test booklet for any reason. Removing a student test booklet from a buildings secure storage area without the permission of the BTC. Failing to return all student test booklets (used and unused) following test administration. Directly teaching any test item included on a standardized test (teaching practice test items and approved materials from published teachers guidebooks for assistance and guidance in teaching test taking strategies are excluded). Failure to follow testing guidelines as specified in the examiners manual. Altering a students responses to items in the booklet. Indicating to the student during testing that they have missed items and need to change them, giving answers or clues to questions, allowing students to give each other answers, or altering test administration procedures to give students an unfair advantage. Grading tests with the students. Altering test administration procedures in any way that violate agreements with the test publisher or sponsor. Undue pressure or encouragement on the part of the administrators for examiners to engage in any of the aforementioned inappropriate or unfair practices. If a district staff person is suspected of engaging in any of the aforementioned unfair practices, an immediate investigation will be initiated. If allegations are proven, a report will be forwarded to the DTC and appropriate disciplinary action will be taken. Part 8: Motivating Students to Do Well on State and District-Wide Assessments Columbia Public Schools has implemented strategies to motivate students to take required tests seriously and to recognize those who perform well on all assessments. While we would like to believe that each student is inherently motivated to demonstrate his/her personal best with regards to learning and achievement, we realize that some students need additional information and incentives to perform at their optimal level. Administrators, teachers and parents need to be informed and need to communicate the same message to students regarding the importance of assessment. Consistent messages to students are a powerful motivator. Each building within the district will decide what strategies to use to motivate students to do their best on all assessments. These sample strategies have been divided into Pre-Assessment, During Assessment and Post Assessment. Pre-Assessment: Schools will send an informative letter to parents regarding test dates, schedule, and tips for successful testing. Information can also be provided on Channel 16. Secondary students record a commercial for parents and students on the auto dialer the weekend before test begins, including information about importance of sleep, breakfast, and being mentally prepared to take test. Parent groups organize healthy snacks or treats, and rewards. Schools provide informational parent sessions regarding the importance of the assessments, including common language on how to interpret test scores. Schools emphasize learning as the most important thing a school does all year. Assessment is one important way to demonstrate that learning. Posters are placed in halls to remind students about test, self-pride, pride in school, and accountability for their learning. Motivational posters are used throughout school year. Students not taking the test in K-8 send cards of encouragement to older students taking the test. This may help to raise the awareness of the entire student body that this is an important event. Schools provide motivational assemblies or classroom visits. During Assessment: Healthy snacks and stretch breaks are provided to increase alertness and attention, e.g., cold water, peanut butter, cheese, crackers, apple slices. Minimal or no homework is assigned across the building during test week. Motivational books or stories about doing ones best are read/told at the beginning of the testing window, e.g., Hooray for Diffendorfer Day! Author: Dr. Seuss. Slogans and treats are used for motivational purposes, e.g., You were mint to score high. (Give mint with slogan attached.) Youre on a roll (tootsie roll). Building-wide raffles are held to reward attendance during testing window. Team level smaller raffles can be used for attendance each day. Post Assessment: Certificates or medals for individual students. Incentives such as field trips, coupons, tickets, books, etc. Class recognition or rewards such as parties, flags, etc. Applications for state reimbursements for Advanced Placement/dual credit classes based on student MAP results. Required summer school attendance or remedial instructional requirements. Drawings for a grand prize. Raffle tickets given to students who were identified by teachers as putting forth their best effort. Celebrations on the last day of testing for whole school. In elementary, this may be extra recess, room parties. For secondary, it may be an assembly, special event during lunch, etc. Since MAP scores do not come back until the fall, teachers in each building may develop a program for providing incentives to students in the spring, shortly after the MAP testing. Testing behaviors such as a positive attitude during testing and the demonstration of effort during testing may be used as a means of determining whether or not a student earns the incentives. In the fall, when the district receives the MAP testing results, a special recognition ceremony may be held for high achieving students. Applications for reimbursement for Advance Placement/dual enrollment will be sent to the state. Part 9: Making Changes as a Result of Data Analysis The district believes it is imperative to use data as a means of making decisions for instruction, assessment, programs, policies, and student placement. All types of data, both aggregate and disaggregate, are reviewed on an ongoing basis. To ensure the results of analyzing data are being used to make needed changes for all subpopulations, progress toward school improvement goals is monitored. Changes made resulting from this process are documented. This will be done as part of the building level school improvement plan and will include: all types of data reviewed; the findings based on the review of data; a description of how the areas deemed as weaknesses were/will be addressed (strategies or action steps and how their effect will be measured); the impact of the changes; and a description of further action (if any) to be taken. The strategies or activities to be implemented are defined based on teacher/team evaluation of the available data identifying students strengths/weaknesses, etc. (Note: The classroom teacher collects a wealth of data through in-class assessments, reading logs, observations, one-on-one student teacher conferences, etc.) In many cases, the curriculum coordinators are also consulted for appropriate strategies and methods of implementation. Annually, schools evaluate the effectiveness of their strategies and degree of goal attainment before revising and updating their school improvement plan. The individuals involved in the data analysis process will include, but not be limited to, administrators, curriculum coordinators, guidance personnel, teachers and the Director of Research, Assessment, and Accountability. The types of data to be analyzed will include state and district-wide tests, AP/ACT/SAT results, common district assessments, dropout data/persistence to graduation, and post-graduation studies, with most analyses disaggregated based on demographics, special needs, etc. The district realizes that using data to make needed changes is an on-going process. Schools have invited the Director of Research, Assessment, and Accountability to review with them their school test results and explain the test reports. The Director of Research, Assessment, and Accountability meets individually with administrators, principals and curriculum coordinators as needed to review test scores or develop specialized data analyses. Curriculum coordinators, principals, and staff members use this information to fine-tune the curriculum, lesson plans, and instructional strategies. The same data analyses are used to facilitate teacher collaboration and team planning as some reports can be used to facilitate identification of best practices. The results are also used to assist in determining future staff development activities. Appendix A: Definition of Assessment and Related Terms Academically Deficient Schools those schools that have been identified as schools that have not successfully met state performance standards. Schools are identified as being academically deficient based upon recommendation of educational audit. Achievement Gap - the difference between how well low-income and minority children perform on standardized tests as compared with their peers. Achievement Test - a test that measures knowledge of acquired information and skill mastery, usually attained as a result of planned instruction or training. Action Research - a form of collective, self-reflective inquiry undertaken by educators in order to improve instructional practices, as well as their understanding of these practices and the situations in which these practices are carried out. An action research project proceeds through cycles of planning, acting, observing, and reflection systematically and self-critically implemented and interrelated. Adequate Yearly Progress is an indicator of a districts or schools progress determined by critical variable such as student levels of proficiency, narrowing test-score gap between advantaged and disadvantaged students and providing quality instructors. "Adequate Yearly Progress" is the minimum level of improvement that states, school districts and schools must achieve each year. Alignment, external - the process of aligning the measurable learner objectives and related activities and assessments to reflect the demands of the Show-Me Process and Knowledge Standards at the appropriate learning level. Alignment, internal - the process of determining a clear correlation among measurable learner objectives, instructional activities, and assessments (all having external alignment to the Show-Me Standards). Alignment, vertical - the process of aligning measurable objectives across grade levels within a content to build a coherent instructional program. Anecdotal Records - a description of behavior; recording of information (instructional, behavioral) observed by the recorder. Annotated Frameworks - Show-Me Standards Frameworks that contains information regarding which framework items are assessed locally or at the state level. Annual Performance Report (APR) - a report given to each Missouri school district describing the school district's performance on 12 MSIP Performance Standards. Aptitude Assessments - assessment of an individuals ability to learn or develop proficiency in a particular area, based on native or acquired characteristics. Articulation of Objectives or Content - the communication of objectives or goals across grade bands. Assessment System a series of assessments of student performance at different grade levels, which are based on, adopted standards to provide data on student achievement and curriculum implementation. An assessment system may consist of a norm-referenced or criterion-referenced assessment, an alternative assessment system and classroom assessments. Assessment - the process of collecting, analyzing, and interpreting information about academic performance related to educational goals. Assessments, as opposed to tests, typically employ a variety of procedures for evaluating student work and learning. Assessment Data - information on individuals and groups of students gathered from standardized tests, district level tests, individual tests, classroom evaluations, etc. Authentic Assessment - a type of assessment demanding the application of skills and knowledge in a "real-life" situation. Benchmark an expected or anticipated skill or understanding at various developmental levels; a specified step along a path toward achievement of a goal or standard. Building Annual Performance Report (B-APR) - a report given to each Missouri school describing the school's performance on12 of the MSIP Performance Standards. Building-level School Improvement Plan - a plan written at the building level that includes strategies and action steps that will help the district realize its improvement objectives as identified in the Comprehensive School Improvement Plan. Building Test Coordinator distributes testing materials to examiners, collects and checks materials, and forwards them to the District Test Coordinator for shipping. Classroom Assessments - an assessment developed, administered and scored by a teacher or set of teachers with the purpose of evaluating individual or classroom student performance on a topic. Classroom assessments may be aligned into an assessment system that includes alternative assessments and either a norm-referenced or criterion-referenced assessment. Ideally, the results of a classroom assessments are used to inform and influence instruction that helps students reach high standards. Cognitive Assessments - assessment of that which is known or perceived. Common Assessments - district level assessments that are used to determine student level of performance against district level standards. These assessments may reflect district Power Standards and content standards. Comprehensive School Improvement Plan (CSIP) - long-range plan developed by the district with involvement by staff, board, parents, patrons to address the needs of the district. It is a plan created by the district to serve as a "road map" to the long-range improvement the district hopes to realize over a five-year period. Constructed Response - these items ask a student to give their own short answer rather than choosing from a list of possible answers. The MAP uses two types of constructed response formsopen and closed. An open constructed response item has multiple responses that can be considered correct. A closed constructed response item has just one response that is correct. Content (Knowledge) Standards - the forty knowledge standards listed under six content areas of the Show-Me Standards. Content Validity - evidence of validity gained by showing that the test content is representative of a specified behavior domain. Criterion Reference Assessments - an assessment where an individuals performance is compared to a specific learning objective; tells how a student is performing on a specific goal or standard rather than how their performance compares to a norm. Data-driven Decisions - decisions regarding program, instruction, finances, etc based on data collected about district identified priorities. Data Teams a team of teachers (and principal) who use formative and summative data to regularly monitor and measure their professional practices and impact on student learning. Data teams design specific improvement strategies based on classroom data. Data teams provide for reflection and feedback on the impact of instructional strategies. While annual local, district, and state test scores give information of where to start, data teams use classroom data to indicate, how we are getting better in moving all students to proficiency. Disaggregated Data - assessment data that is compiled looking at various groups within the tested population, generally by race, ethnicity, gender, socio-economics, etc. This practice allows parents and teachers to see more than just the average score for their child's school. District-Wide Assessments assessments that are administered district-wide to a particular group of students (i.e., all 2nd grade students, all students enrolled in 6th grade reading classes, all kindergarten students, etc.) District Test Coordinator (DTC) receives, distributes, collects, assembles and ships district testing materials. Development Reading Assessment (DRA) - an assessment administered by classroom teachers to determine a student's developmental reading level. This information is used to determine a level of instruction as well as to determine district-wide reading growth. Equity - is the concern for fairness, i.e., that assessments are free from bias or favoritism. An assessment that is fair enables all children to show what they can do. At minimum, all assessments should be reviewed for (a) stereotypes, (b) situations that may favor one culture over another, (c) excessive language demands that prevent some students from showing their knowledge, and (d) the assessment's potential to include students with disabilities or limited English proficiency. Formative Assessment - assessment conducted during a performance/course/program with the purpose of providing feedback that can be used to modify, shape, and improve a performance/course/program. Observations which allow one to determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Grade Equivalent grade equivalents show the grade level of students whom a particular score is average or typical. For example, a grade equivalent of 1.5 means that a childs score is the same as what the average score of children in the sixth month of the first grade would have been if these children had taken the same test. Grade equivalents do not show the level of the test. For example, a grade equivalent of 3.5 on a kindergarten test does not mean that the child can handle third grade work. It means that if third graders took that test in January, the typical score would be the same as that kindergarten childs. Informal Assessments - spontaneous assessment that may or may not include written and/or verbal feedback. Inter Rater Reliability - the level of accuracy between different graders for the consistency of the scores. It is an index of concordance between different raters of the same test(s). This is usually used for subjective ratings such as constructed response and performance events, and also with such things as the DRA2, where the rater's perception is subjective. Locally Assessed Objectives - objectives that have been mandated at the state level to be assessed locally. See Show-Me Standards not assessed on the MAP. MAP Alternative Assessment (MAP-A) - an alternative of the MAP designed to assess the Missouri Performance and Content Standards for those students for which it is deemed inappropriate to administer the MAP. The MAP-A allows students with severe disabilities to be assessed using a portfolio system that evaluates their progress toward their IEP (Individual Education Plan) goals and related Show-Me Standards. Measurable Learner Objectives - descriptors of expected learner outcomes in terms of observable learner behavior including a clear delineation of the content to be learned and the learning level. Missouri Assessment Program is a performance-based assessment system for use by all public schools in the state, as required by the Outstanding Schools Act of 1993 mandated by Senate Bill 380. The assessment has three sections: nationally normed, constructed response and performance events. The assessment is designed to measure student progress toward meeting the Show-Me Standards, 73 rigorous academic standards that were adopted by the State Board of Education in January 1996. Missouri School Improvement Program (MSIP) - has the responsibility of reviewing and accrediting the 524 school districts in Missouri within a five-year review cycle. State law mandates the process of accrediting school district, and the specific responsibilities of this section are outlined both by State Board Rule and in Senate Bill 380. National Assessment of Educational Progress (NAEP) - a congressionally mandated project of the National Center for Educational Statistics, U.S. Department of Education, which since 1969 collects and reports information on what American students, in both public and private elementary and secondary schools, know and can do in several subjects including reading, mathematics, science, writing, history and geography; "the nation's report card." National Norms - the range of test scores that represent the average or usual performance in a nationwide sample rather than in a local one. Note: National norms vary widely with respect to such factors as sample size and the degree to which they represent the population from which the sample is drawn. Normal Curve Equivalent (NCE) - is derived from percentile ranks and is used primarily for research or for averaging scores. No Child Left Behind (NCLB) Act 2002 - the most recent reauthorization of the ESEA. The Act embodies the four principles of President George W. Bush's education reform plan: stronger accountability for results, expanded flexibility and local control, expanded opportunities for parents and an emphasis on teaching methods that have been proven to work. Under NCLB, tests are aligned with academic standards. Beginning in the 2002-03 school year, schools must administered tests in each of three grade spans: grades 3-5, grades 6-9 and grades 10-12 in all schools. Beginning in the 2005-06 school year, tests must be administered every year in grades 3 through 8 in math and reading. Beginning in the 2007-08 school year, science achievement must also be tested. Norm Referenced Assessment - an assessment where student performance or performances are compared to a larger group. Usually the larger group or "norm group" is a national sample representing a wide and diverse cross-section of students. Students, schools, districts, and even states are compared or rank-ordered in relations to the norm group. The purpose of a norm-referenced assessment is usually to sort students and not to measure achievement towards some criterion of performance. National Percentile Rank (NPR) - percentile ranks are useful because they can be compared from one subject area to another. A percentile rank shows the percentage of students in the comparison group whose scores were equal to or lower than the score given. Percentile ranks range from the low of 1 to the high of 99, with 50 meaning, average. Percentile ranks do not stand for actual amounts of a childs knowledge. A percentile rank of 42, for example, does not mean that the child answered 42 percent of the questions correctly or that that child has learned 42 percent of the skills taught. A percentile rank of 42 means that the child has done as well as or better than 42 percent of the group with which he/she is being compared. (National means that the comparison group is a national group.) Percent a comparison of the number of problems answered correctly to the number of questions asked. Performance Indicator - a discrete objective or learner outcome that leads to meeting a broader learner objective or outcome. May be considered a "measurable learner objective" for MSIP purposes in some instances. Performance Levels - a level of achievement or performance as indicated by an assessment. The Missouri Achievement Program uses five levels of performance: Step 1 (lowest level of performance), Progressing (2), Nearing Proficiency (3), Proficient (4), and Advanced (5) (highest level). Performance task/event (performance assessments) - complex demonstration of student knowledge (i.e., project, speech, essay, concept map, experiment, research paper, etc.) Portfolios - organized collection of artifacts meant to represent the work of an individual or organization. Power Standards - an agreed-upon set of standards that guide decisions, not only regarding curriculum, but also personnel and financial resources. Priority Schools - any school that is academically deficient, unaccredited, provisionally accredited, or does not meet any of the accreditation standards on student performance based on the MAP. School districts and/or buildings, which do not meet any of the Missouri Assessment Program (MAP) grade span and reading standards, as based on the districts or Buildings Annual Performance Report (B-APR), for two (2) consecutive years. Process (Performance) Standards - thirty-three performance standards listed under the four broad goals of the Missouri Show-Me Standards. Qualitative Assessments - assessment data that does not lend itself to quantitative methods but to interpretive criteria. Quality Assurance Visits are annual visits conducted by DESE, in Missouri schools, through a random selection process. The purpose of the visits is to assure the proper administration of the MAP, assure security of the MAP, provide feedback to DESE/test contractors, and assist schools in better understanding MAP Quality Assurance expectations. Quantitative Assessments - assessment based on analyzed data. Raw Score is the number of questions that the student answered correctly. Since different test or subtest within a battery of tests could have a different number of questions as well as the difficulty level of the questions may vary from test to test or subtest to subtest, raw scores should not be compared. Reliability - consistency in measurements and tests; specifically, the extent to which two applications of the same measuring procedure rank persons in the same way. Results Indicators are a listing or collection of evidence gathered on a regular basis throughout the year to determine if the strategies implemented are proving effective in increasing performance. Running Records a written notation of a students reading behavior. The teacher's recording of the student's reading of the different levels of text. From that record, the teacher figures an accuracy score, determining the appropriate instructional level. Scaled Scores are determined by the number of items and difficulty of the items answered. Scoring Guides - a rubric with written expectations or levels necessary to earn a certain point value or grade. A holistic scoring guide examines the entire performance awarding an overall point or level value. An analytic scoring guide breaks the performance into sub skills or component skills and awards or evaluates each section separately. Selected Response Items - test that requires the student to choose a correct answer from a limited lists of possibilities (multiple-choice, true-false, matching, etc.) Show-Me Standards - thirty-three performance standards listed under the four broad goals and forty knowledge standards listed under the six content areas. The standards represent what high school graduates in Missouri should know and be able to do. Authority for the Show-Me Standards: Section 160.514 RSMO. Show-Me Standards Not Assessed on the MAP - effective with the Third Cycle of the MSIP, beginning in July 2001, districts are required to assess Show-Me Standards that are not assessed through the MAP Standard - expected level of quality or excellence against which judgments and accreditation decisions are made. Stanine like percentile ranks, stanines show how a student performed in relation to a group and can be compared from one subject are to another. Stanines range from a low of 1 to a high of 9, with 5 meaning average. Stanines 1, 2, and 3 are below-average scores; stanines 4, 5, and 6 are average scores; and stanines 7, 8 and 9 are above-average scores. Summative Assessments - evaluation at the conclusion of a unit or units of instruction or an activity of plan to determine or judge students skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of a teaching/learning process for a unit, subject, or years study. Test Bias - the difference in test scores, or predictions from those scores, between two or more subgroups of the population that are matched on the underlying construct being measured. Validity - the extent to which an assessment measures what it is intended to measure and the extent to which inferences and actions made on the basis of test scores are appropriate and accurate. For example, if a student performs well on a reading test, how confident are we that the student is a good reader? A valid standards-based assessment is aligned with the standards intended to be measured, provides an accurate and reliable estimate of students' performance relative to the standard, and is fair. An assessment cannot be valid if it is not reliable.     PAGE  PAGE 1 Updated December 2008 Office of Research, Assessment, and Accountability  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Assessment Plan Columbia Public Schools Columbia, Missouri July 2003 !AB !#7GcdezT]ήΑΦui^h -6CJ]^Jh -B*CJ^Jphh -CJ^JaJ h -CJh -56CJ\]h -56\]h -5CJ\^Jh -CJ^Jh -6CJ]^Jh -6CJ]h -56CJ\]h -jhOUmHnHuhOjhOUjh -UmHnHu h -CJ$ !6@ABc2 Y |  " H s  !X 8d^8 $ !a$   P !P7`X - d % W / R  $a$$a$ !X $ !X 8d^8a$ !X 8d^8 jkMN"#$$a$$a$$ $ 0^`0a$$ $ |^`|a$$%&'()*+,-./01234567GZdez{|$a$$dha$$a$|uvAB STmnWX$ & Fa$$ & Fa$$ a$$ a$$a$%&]^1223y !!$a$ $ Th^ha$ $ & F Ta$$ & Fa$$a$2S2N V [ e w y '''''''''''''(((¼¼¸Φθzjf` h :CJh(jhCJUmHnHujhFUmHnHuhFjhlUmHnHuhlhQGhW&sh -5CJ\h -5CJ\h - h CJ hg`CJ hCJ h -CJh -CJ^Jh -6CJ]^Jh -56CJ\]^Jh -5CJ\^J%!!"(#E#`#|##B$C$&&''''''''''''$a$$a$$ & F ^a$gd -$ & F hh^ha$gd -''''''''''''''''''(((((((((+(gdZgd :$a$((+(,(((((R)S)))))**"*#*_*`**********+++++x,|,},,,,,,---,-b-f-g-p--........ȸȸȸȸȸȸȭצצΦΦΦΦΟΦh :5CJ\ h :5^J h :\^Jh :^JmHnHujh :U^JmHnHu h :^Jh :5\^Jh :56\]^Jh :56CJ\]h : h :CJ hZhZ:+(,(M(U(n({(( $$Ifa$gdl"$a$gd :((kd$$Ifl4ru !,@8u  @   20@84 lalf4p2ytl"(((((( $$Ifa$gdl"((kd$$Ifl4ru !,@8u  @   20@84 lalf4p2ytl"(((Q)R)T)U)V)W)X)Y)Z)[)\)])))))))))  !$Ifgdl" $$Ifa$gdl" $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl")))))))****** *!*"*$*%*&*'*(*)***+*,*-*.** $Ifgdl"  !$Ifgdl"****1(( $Ifgdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"***** $Ifgdl"  !$Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl"***/$qq$If]q^qa$gdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"*+++++ $Ifgdl"++++x,1((( $Ifgdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"x,y,z,{,|,(kdH$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl" $Ifgdl"|,},,,,,, $Ifgdl",,,,-1((( $Ifgdl"kd|$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"-----(kd $$Ifl4ֈu !,@8 @    0@84 lalf4p ytl" $Ifgdl"--,-b-c-d-e- $Ifgdl"e-f-g-p-1( $$Ifa$gdl" $Ifgdl"kd $$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"p----- $Ifgdl"-...<.1((( $Ifgdl"kd $$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"<..... $Ifgdl"....1))$a$gd :kdG $$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"..G/M/V/h/////f0i0m0n0000011 1!1"16111112222333&3333344444[4_4`4m444445555B6H6Q6W6X666ֹh :6]^Jh :5CJ\h :5\^J h :5^Jjh :U^JmHnHu h :^J h :\^Jh :56\]^Jh :h :56CJ\] h :5\>.//!/-/F/ $$Ifa$gdl"F/G/kdq$$Ifl4ru !,@8u  @   20@84 lalf4p2ytl"G/H/I/J/K/L/ $$Ifa$gdl"L/M/kd$$Ifl4ru !,@8u  @   20@84 lalf4p2ytl"M/V/h/////////////g0h0i0j0k0l0m0o0p0q0r0s0 $Ifgdl"$qq$If]q^qa$gdl"s0t0u0v0w0x0y00000000000000000000000 $Ifgdl"00000000000000001111111 1  !$Ifgdl" $Ifgdl" 1!1"1611(( $Ifgdl"kdo$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"611111 $$Ifa$gdl" $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl"111/$qq$If]q^qa$gdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"112222 $$Ifa$gdl" $Ifgdl"22221%% $$Ifa$gdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"23333 $$Ifa$gdl" $Ifgdl"333&331((( $Ifgdl"kd)$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"3333 $$Ifa$gdl" $Ifgdl"333341((( $Ifgdl"kd]$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"4444 $$Ifa$gdl" $Ifgdl"44444[41((( $Ifgdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"[4\4]4^4 $$Ifa$gdl" $Ifgdl"^4_4`4m441((( $Ifgdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"4444 $$Ifa$gdl" $Ifgdl"4444451((( $Ifgdl"kd$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"45555 $$Ifa$gdl" $Ifgdl"55551%% $ !a$gd :kd-$$Ifl4ֈu !,@8 @    0@84 lalf4p ytl"5566(6A6 $$Ifa$gdl"A6B6kd\$$Ifl4rc !,.8Q  @   2084 la~f4p2ytl"B6C6D6E6F6G6 $$Ifa$gdl"G6H6kd$$Ifl4rc !,.8Q  @   2084 la~f4p2ytl"H6Q6X666666666666666677777 $$Ifa$gdl"  !$Ifgdl" $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl"666677c7d777777I8M8N88888888S9W9X9Y9x9y9 ::::0:1:^:b:c:d:x:y:::::::::::::4;8;9;:;c;d;;<<<<E<F<h :5CJ\h :5\^J h :5^J h :5 h :\^J h :\h :56\]^Jh : h :^Jjh :U^JmHnHuA7777777 7!7"7#7a7b7c7e7f7g7h7i7j77 $$Ifa$gdl" $Ifgdl"77771(( $Ifgdl"kdZ$$Ifl4ֈc !,.8 @     084 la~f4p ytl"7J8K8L8M8O8P8Q8R8S8T8U8V8W8X88888 $Ifgdl" $$Ifa$gdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl"888/$qq$If]q^qa$gdl"kd $$Ifl4ֈc !,.8 @    084 la~f4p ytl"88T9U9V9W9 $$Ifa$gdl" $Ifgdl"W9X9Y9y91%% $$Ifa$gdl"kd!$$Ifl4ֈc !,.8 @    084 la~f4p ytl"y9 : ::: $$Ifa$gdl" $Ifgdl":::1:_:1((( $Ifgdl"kd#$$Ifl4ֈc !,.8 @    084 la~f4p ytl"_:`:a:b:c:%kdQ$$$Ifl4ֈc !,.8 @    084 la~f4p ytl" $$Ifa$gdl"c:d:y::::: $$Ifa$gdl" $Ifgdl":::::1((( $Ifgdl"kd%$$Ifl4ֈc !,.8 @    084 la~f4p ytl":::::%kd&$$Ifl4ֈc !,.8 @    084 la~f4p ytl" $$Ifa$gdl":::5;6;7;8; $$Ifa$gdl" $Ifgdl"8;9;:;d;;/&&& $Ifgdl"kd'$$Ifl4ֈc !,.8 @    084 la~f4p ytl";<<<<%kd%)$$Ifl4ֈc !,.8 @    084 la~f4p ytl" $$Ifa$gdl"<E<F<g<o<<<< $$Ifa$gdl" $ !a$gd :<<kdO*$$Ifl4rc !,8Q  @   20 84 la~f4p2ytl"F<<<<<M====*>>>>>0?k??T@U@V@j@k@@@@@@@@@'A(A,AHA~ASBbBBB>C?C@C^CCDDHDQDSDDDDDD$EEEEEEEEEEE÷h :5\^Jh :6\]^Jh :56CJ\]h :5CJ\ h :\^Jh :56]^J h :^J h :\h :56]h :h :56CJ\]@<<<<<< $$Ifa$gdl"<<kd+$$Ifl4rc !,8Q  @    20 84 la~f4p2ytl"<<<M==== $Ifgdl"$qq$If]q^qa$gdl"===>*>/&&& $Ifgdl"kd[-$$Ifl4ֈc !,8 @     0 84 la~f4p ytl"*>r>>>>&kd.$$Ifl4uֈc !,8 @     0 84 la~f4p ytl" $Ifgdl">>>0?k???T@ $Ifgdl" $Ifgdl"T@U@V@k@@/&&& $Ifgdl"kd[0$$Ifl4ֈc !,8 @     0 84 la~f4p ytl"@@@@@(kd1$$Ifl4ֈc !,8 @     0 84 la~f4p ytl" $Ifgdl"@@@(A)A*A+A $Ifgdl"+A,AHA/qq$If]q^qgdl"kdQ3$$Ifl4ֈc !,8 @     0 84 la~f4p ytl"HA~AAA BRB $Ifgdl"RBSBbB/$qq$If]q^qa$gdl"kd4$$Ifl4aֈc !,8 @     0 84 la~f4p ytl"bBBBBB&C>C $Ifgdl">C?C@C/qq$If]q^qgdl"kdh6$$Ifl4zֈc !,8 @     0 84 la~f4p ytl"@C^CCCCDD $Ifgdl"DDDD/**gd :kd7$$Ifl4zֈc !,8, @    0 84 la~f4p ytl"DRDSDtD|DDDD$$& #$/Ifa$b$gdl"gd :$a$gd :DD kd8$$Ifl4rc !,8Q  @    6 20 84 la~e4f4p2ytl"DDDDDD$$& #$/Ifa$b$gdl"DD kde:$$Ifl4rc !,8Q  @     6 20 84 la~e4f4p2ytl"DDD%EPEiEE $Ifgdl"$qq$If]q^qa$gdl"EEE/qq$If]q^qgdl"kd<$$Ifl42ֈc !,8 @    0 84 la~f4p ytl"EEEEEE $Ifgdl"EEE/$qq$If]q^qa$gdl"kd.=$$Ifl4ֈc !,8 @    0 84 la~f4p ytl"EEFFFF $Ifgdl"EFFFFFhFiFFFFFFEGFGKGOGnGGNHOHPHHHIIIIIIJ3K4K5KXKKLL;L$$Ifl4ֈc !,8 @    0 84 la~f4p ytl"FFiFFFFF $Ifgdl"FFFF/## $ !a$gd :kd?$$Ifl40ֈc !,8  @    0 84 la~f4p ytl"FFGG+GDG $$Ifa$gdl"DGEGkd@$$Ifl4rc !,@8Q  @   20.84 la~f4p2ytl"EGFGGGHGIGJG $$Ifa$gdl"JGKGkd.B$$Ifl4rc !,@8Q  @   20.84 la~f4p2ytl"KGOGnGGH-HNH $Ifgdl"$qq$If]q^qa$gdl"NHOHPH/# $$Ifa$gdl"kdC$$Ifl4ֈc !,@8 @    0.84 la~f4p ytl"PHHH"IvII $Ifgdl"III/$qq$If]q^qa$gdl"kdD$$Ifl4ֈc !,@8 @    0.84 la~f4p ytl"IIJJJJ3K $Ifgdl"3K4K5K/$qq$If]q^qa$gdl"kdF$$Ifl48ֈc !,@8 @    0.84 la~f4p ytl"5KXKKKKKL $Ifgdl"LL;LV$$Ifl4ֈc !,@8 @    0@84 lalf4p ytl"UU8U@UYUeU~U $$Ifa$gdl" $ !a$gd :~UU kdcW$$Ifl4rc !,@8c  @   20@84 l` alf4p2ytl"UUUUUU $$Ifa$gdl"UU kdX$$Ifl4rc !,@8c  @   20@84 l` alf4p2ytl"UUUUU.VwVV $Ifgdl"  !$Ifgdl"$qq$If]q^qa$gdl"VV&kdZ$$Ifl4@ֈc !,@8 @    0@84 l` alf4p ytl"VVV W WwWWW $Ifgdl"$qq$If]q^qa$gdl"WW&kd[$$Ifl4@ֈc !,@8 @    0@84 l` alf4p ytl"WWXHXIXXXX $Ifgdl"$qq$If]q^qa$gdl"XX&kd\$$Ifl4zֈc !,@8 @    0@84 l` alf4p ytl"XXX"Y#YYYY $Ifgdl"$qq$If]q^qa$gdl"YY&kd*^$$Ifl4hֈc !,@8 @    0@84 l` alf4p ytl"YYYaZZZZ $Ifgdl"$qq$If]q^qa$gdl"ZZZ[& $Ifgdl"kda_$$Ifl4ֈc !,@8 @    0@84 l` alf4p ytl"ZZ[p[7\8\I\\\z]]]]]]]^^d^^^^````aaaaaavbwbxbbbbyczccudvdzdddd9e[p[[[7\ $Ifgdl"7\8\I\($qq$If]q^qa$gdl"kd`$$Ifl4ֈc !,@8 @    0@84 l` alf4p ytl"I\\{]]]] $Ifgdl"]]]]( $ !a$gd :kda$$Ifl4ֈc !,@8 @     0@84 l` alf4p ytl"]^^8^D^]^ $$Ifa$gdl"]^^^kdc$$Ifl4rc !,@8c  @   20@84 lalf4p2ytl"^^_^`^a^b^c^ $$Ifa$gdl"c^d^kdd$$Ifl4rc !,@8c  @    20@84 lalf4p2ytl"d^^^^5___]```  !$Ifgdl" $Ifgdl"$qq$If]q^qa$gdl" ```1$qq$If]q^qa$gdl"kd f$$Ifl4ֈc !,@8 @     0@84 lalf4p ytl"``aFaaa  !$Ifgdl" $Ifgdl"aaaaa1((( $Ifgdl"kdg$$Ifl4ֈc !,@8 @     0@84 lalf4p ytl"ab/bvbwb(kd'i$$Ifl4ֈc !,@8 @     0@84 lalf4p ytl" $Ifgdl"wbxbbbc0cyc $Ifgdl"yczccc1( $Ifgdl" $Ifgdl"kdj$$Ifl4ֈc !,@8 @     0@84 lalf4p ytl"cc d0dUdud $Ifgdl"udvdzd/$qq$If]q^qa$gdl"kd5l$$Ifl4ֈc !,@8 @     0@84 lalf4p ytl"zdddee9e $Ifgdl"9e:e;e/&  !gd :kdmm$$Ifl4ֈc !,@8 @    0@84 lalf4p ytl";efegeeeeee $$Ifa$gdl" $ !a$gd :eekdn$$Ifl4rc n!,@8c  R   20@84 lalf4p2ytl"eeeeee $$Ifa$gdl"eekdp$$Ifl4rc n!,@8c  R   20@84 lalf4p2ytl"ee*flfmfnfof $Ifgdl"$qq$If]q^qa$gdl"ofpfqfff1((( $Ifgdl"kdq$$Ifl4ֈc n!,@8 R     0@84 lalf4p ytl"fffff(kdr$$Ifl4ֈc n!,@8 R     0@84 lalf4p ytl" $Ifgdl"fffffff $Ifgdl" $Ifgdl"fffffffgggg!hhQiRiciiijjjkk kkkklllllmmmnnnooooppppqqqqrrrrߢߚ߷ h :H*^Jh :56]h :5CJ\h :56CJ\]h :5CJ\ h :5 h :\h :6]^Jh :56\]^Jh : h :^J h :\^Jh :5\^J h :5\5fff1$qq$If]q^qa$gdl"kdt$$Ifl4ֈc n!,@8 R     0@84 lalf4p ytl"fg{gggg $Ifgdl"ggg!hh/&&& $Ifgdl"kd4u$$Ifl4Zֈc n!,@8 R     0@84 lalf4p ytl"hhiQiRi&kdqv$$Ifl47ֈc n!,@8 R    0@84 lalf4p ytl" $Ifgdl"Riciijjjj $Ifgdl"$qq$If]q^qa$gdl"jjk k/$qq]q^qa$gd :kdw$$Ifl47ֈc n!,@8 R    0@84 lalf4p ytl" kAkIkbknkk $$Ifa$gdl"kkkdx$$Ifl4rc n!,@8c  R   20@84 lalf4p2ytl"kkkkk1lzll $Ifgdl"$qq$If]q^qa$gdl"lll/$qq$If]q^qa$gdl"kd*z$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"llll\mmm $Ifgdl"mmmn-n/&&& $Ifgdl"kdY{$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"-n.nxnnn $Ifgdl"nnnno1((( $Ifgdl"kd|$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"oosooo $Ifgdl"oooo'p1((( $Ifgdl"kd}$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"'p(pXppp $Ifgdl"pppp&q1((( $Ifgdl"kd~$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"&q'qWqqq $Ifgdl"qqqq&r1((( $Ifgdl"kd$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"&r'rWrrr $Ifgdl"rrrr1( $ !a$gd :  !gd :kd$$Ifl4ֈc n!,@8 R    0@84 lalf4p ytl"rrrrss+s $$Ifa$gdl" $ !a$gd :+s,skdA$$Ifl4rc n!,@8c  @   20@84 lalf4p2ytl"r,s2sNss"ttttttttttuuuGwHwIw}wIxJxRxSxnxzzz{P|R|{||||||||}}S}}}}} ;<noŸů𝘑 h :5^J h :5h :6\]^Jh :6\]h :5CJ\h h :56CJ\h :5CJ\h :56]h :^JaJ h :^Jh :56\]^Jh :h :56CJ\]9,s-s.s/s0s1s $$Ifa$gdl"1s2skd$$Ifl4rc n!,@8c  @    20@84 lalf4p2ytl"2sNsusss"tUtt $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl"ttt*$qq$If]q^qa$gdl"kdM$$Ifl4\ֈc n!,@8 @     0@84 lalf4p ytl"tttttt $Ifgdl" $Ifgdl"tttt*!! $Ifgdl"kd$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"tuLu`uu $Ifgdl"uuuu,## $Ifgdl"kdw$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"u-vfvvvwGw $Ifgdl"GwHwIw~w,## $Ifgdl"kd$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"~wwwxIx $Ifgdl"IxJxSx,$qq$If]q^qa$gdl"kdM$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"Sxoxxbyyz $Ifgdl"zzz,$qq$If]q^qa$gdl"kdƌ$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"z{{b{{{P| $Ifgdl"P|Q||, $ !a$gd :kdE$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl"||||||||| $$Ifa$gdl" $ !a$gd :gd :||kd$$Ifl4rc n!,@8c  @    20@84 lalf4p2ytl"||}T}}}}}  !$Ifgdl" $Ifgdl" $Ifgdl"}}}/qq$If]q^qgdl"kd*$$Ifl4.ֈc n!,@8  @     0@84 lalf4p ytl"}}#~@~c~~ $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl" /$qq$If]q^qa$gdl"kdb$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl" ;<klm $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"mno/&&& $Ifgdl"kd$$Ifl4ֈc n!,@8 @     0@84 lalf4p ytl" BCSVWcdz{&^_cbcdńƄՄ ÆĆņ`ar!܉CɊFCٍfghp#$ h :\^Jh :56\] h :5^Jh :56\]^Jh :5CJ\h :5CJ\ h :5 h :^Jh :J $$Ifa$gdl" $Ifgdl" C1((( $Ifgdl"kdה$$Ifl4ֈc n!,@8 @    0@84 lalf4p ytl"CSTU $$Ifa$gdl" $Ifgdl"UVWd{/&&& $Ifgdl"kd$$Ifl4Qֈc n!,@8 @    0@84 lalf4p ytl"{|}~ $$Ifa$gdl"~/&  !gd :kd%$$Ifl4uֈc n!,@8 @    0@84 lalf4p ytl"π׀ $$Ifa$gdl" $ !a$gd :kdN$$Ifl4rc n!,@8Q  @   20.84 la~f4p2ytl" $$Ifa$gdl"kd͙$$Ifl4rc n!,@8Q  @   20.84 la~f4p2ytl"&?}(^ $Ifgdl"$qq$If]q^qa$gdl"^_c*$qq$If]q^qa$gdl"kdL$$Ifl4ֈc n!,@8 @     0.84 la~f4p ytl"c.Ab $Ifgdl"  !$Ifgdl" $Ifgdl"bcd*!! $Ifgdl"kd$$Ifl4ֈc n!,@8 @     0.84 la~f4p ytl"6ń $Ifgdl"ńƄՄ*$qq$If]q^qa$gdl"kd$$Ifl4iֈc n!,@8 @    0.84 la~f4p ytl"Մ9:j7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl" ,## $Ifgdl"kd$$Ifl4ֈc n!,@8 @    0.84 la~f4p ytl" +,DÆ $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl"ÆĆņ,## $Ifgdl"kd$$Ifl4ֈc n!,@8 @    0.84 la~f4p ytl"G` $Ifgdl"  !$Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl"`ar,$qq$If]q^qa$gdl"kd:$$Ifl4ֈc n!,@8 @    0.84 la~f4p ytl"rʈ $Ifgdl",'gd :kd_$$Ifl4ֈc n!,@8 @    0.84 la~f4p ytl" !BJco $$Ifa$gdl" $ !a$gd :kd$$Ifl4r$ d,@86 @    20R84 laZf4p2ytl" $$Ifa$gdl"kd$$Ifl4r$ d,@86 @     20R84 laZf4p2ytl"ω܉CɊF $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl" ,$qq$If]q^qa$gdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"CC $Ifgdl" $$Ifa$gdl",$qq$If]q^qa$gdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"ٍGef $Ifgdl" $$Ifa$gdl"fgh,$qq$If]q^qa$gdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"hpҎ# $Ifgdl" $$Ifa$gdl"#$-,$qq$If]q^qa$gdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"$,-m:&'( &*EF()PV'Wú庥 h :5^Jh :6]^Jh :6\]h :5CJ\h :56CJ\]h :5CJ\ h :5 h :\h :56]hh :H*^J h :^Jh :h :56\]^Jh :56]^J7-Jm; $Ifgdl",## $Ifgdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl" & H$If]Hgdl" $Ifgdl"&'(N,## $Ifgdl"kd $$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"N $Ifgdl",$gd :$a$gd :kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl"ٔ !"#$%&*FΕ $Ifgdl" $Ifgdl"Ff(Ff$$& #$/Ifa$b$gdl"gd :*$qq$If]q^qa$gdl"kd$$Ifl4ֈ$ d,@8T@      0R84 laZf4p ytl")@PQR $$Ifa$gdl" $Ifgdl"RSU* $ !a$gd :kdH$$Ifl4@ֈ$ d,@8T@      0R84 laZf4p ytl"Ŗі $$Ifa$gdl" $ !a$gd :kd$$Ifl4rH R,@86     20.84 la~f4p2ytl" $$Ifa$gdl"kd$$Ifl4rH R,@86     20.84 la~f4p2ytl"ӗ $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl"'*!! $Ifgdl"kd~$$Ifl4 ֈH R,@8}      0.84 la~f4p ytl"'ȘW $Ifgdl"WX_,$qq$If]q^qa$gdl"kd$$Ifl4ֈH R,@8}     0.84 la~f4p ytl"WX_ijə %@AR՚כٛyԜƝ~Cğ'q"#$1h :6\]^Jh :5CJ\h :56CJ\h :5CJ\h :56] h :\^Jh :56]^Jh :5\^J h :^J h :5^J h :5h :6]^Jh :<_j $$Ifa$gdl" $Ifgdl" $Ifgdl"ʙ,## $Ifgdl"kd$$Ifl4ֈH R,@8}     0.84 la~f4p ytl"ʙ  $Ifgdl"&,## $Ifgdl"kd $$Ifl4ֈH R,@8}     0.84 la~f4p ytl"&=>?@ $Ifgdl"@AR*$qq$If]q^qa$gdl"kd0$$Ifl4ֈH R,@8}      0.84 la~f4p ytl"R֚Ǜכ $Ifgdl"כ؛* $ !a$gd :kdg$$Ifl4nֈH R,@8}     0.84 la~f4p ytl"2:S_x$$& #$/Ifa$b$gdl"gd :xy kd$$Ifl4rH R,@86      6 20.84 la~e4f4p2ytl"yz{|}~$$& #$/Ifa$b$gdl"~ kd"$$Ifl4rH R,@86      6 20.84 la~e4f4p2ytl"Ԝ%n7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"$qq$If]q^qa$gdl"*$qq$If]q^qa$gdl"kd$$Ifl4*ֈH R,@8}     0.84 la~f4p ytl"ƝH~7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"~*$qq$If]q^qa$gdl"kd$$Ifl4ֈH R,@8}     0.84 la~f4p ytl"ٞ7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"BC* $ !a$gd :kd$$Ifl4ֈH R,@8}     0.84 la~f4p ytl"Cdl $$Ifa$gdl"kd@$$Ifl4rH R,@86     20.84 la~f4p2ytl" $$Ifa$gdl"kd$$Ifl4rH R,@86      20.84 la~f4p2ytl"ğb'q $Ifgdl" $Ifgdl" $If^gdl"  !$Ifgdl"$qq$If]q^qa$gdl",$qq$If]q^qa$gdl"kdL$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"1" $Ifgdl""#$,$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"$1eף $Ifgdl",$qq$If]q^qa$gdl"kdJ$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"1` $Ifgdl",$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"פ>?@˩Oͪת٪AGKfg (HQRSTdʭ˭ϭЭIvw߮ 0 h :5^Jh :56]^Jh :5CJ\h :6]^J h :\^JhO h :5h :5CJ\h :56CJ\h :5CJ\ h :^Jh :h :6\]^J:ؤ H$If]Hgdl" $Ifgdl"*$qq$If]q^qa$gdl"kd,$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl">]ƨ=> $Ifgdl">?@,$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"@]˩P $Ifgdl"ת, $ !a$gd :kd.$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"תت٪'@ABCDEFGKg֫ $Ifgdl"$qq$If]q^qa$gdl"FfFfC$$& #$/Ifa$b$gdl"gd :$a$gd : (*$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[     0.84 la~f4p ytl"(HrR $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$IfgdO $Ifgdl"RST*$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[     0.84 la~f4p ytl"Te $Ifgdl"*$qq$If]q^qa$gdl"kd$$Ifl4ֈmH R,@8[     0.84 la~f4p ytl"˭̭ͭέ $$Ifa$gdl" $Ifgdl"έϭЭ*$qq$If]q^qa$gdl"kd?$$Ifl4ֈmH R,@8[     0.84 la~f4p ytl"Э=EFG $$Ifa$gdl"  !$Ifgdl" $Ifgdl"GHI*!  !gd :kdn$$Ifl4ֈmH R,@8[      0.84 la~f4p ytl"IvwŮޮ $$Ifa$gdl" $ !a$gd :ޮ߮kd$$Ifl4r 4 !,@8     20@84 lalf4p2ytl"߮ $$Ifa$gdl"kd*$$Ifl4r 4 !,@8     20@84 lalf4p2ytl"[ $Ifgdl"$qq$If]q^qa$gdl" *$qq$If]q^qa$gdl"kd$$Ifl4ֈm 4 !,@8m;       0@84 lalf4p ytl"0ܰ $Ifgdl" $Ifgdl"*! $Ifgdl"kd$$Ifl4ֈm 4 !,@8m;       0@84 lalf4p ytl"Cst{345EyzJkl}-2z˷A8ѺҺۺ;<ﶭ丹hOh :5H* h :\^Jh :6\]h :5CJ\h :5CJ\h :5\^Jh :56]h :56]^J h :5^J h :5h :6]^Jh : h :^J h :6]8C8s $Ifgdl"st{*$qq$If]q^qa$gdl"kd$$Ifl4 ֈm 4 !,@8m;      0@84 lalf4p ytl"{ $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"*!! $Ifgdl"kdG$$Ifl4ֈm 4 !,@8m;      0@84 lalf4p ytl"'123 $Ifgdl"345F,## $Ifgdl"kdv$$Ifl4ֈm 4 !,@8m;      0@84 lalf4p ytl"Fmwxy $Ifgdl"yz*$qq$If]q^qa$gdl"kd$$Ifl4ֈm 4 !,@8m;      0@84 lalf4p ytl"Jk $$Ifa$gdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"kl}*$qq$If]q^qa$gdl"kd$$Ifl4ֈm 4 !,@8m;      0@84 lalf4p ytl"}յ $Ifgdl",-* $ !a$gd :kd$$Ifl4ֈm 4 !,@8m;      0@84 lalf4p ytl"-NVo{ $$Ifa$gdl"kd$$Ifl4r 4 !,@8     20@84 lalf4p2ytl" $$Ifa$gdl"kd$$Ifl4r 4 !,@8      20@84 lalf4p2ytl"˶2z˷A $Ifgdl" $Ifgdl" $Ifgdl"*! $Ifgdl"kd$$$Ifl4ֈm 4 !,@8m;       0@84 lalf4p ytl"_ $Ifgdl" $$Ifa$gdl"*! $Ifgdl"kd$$Ifl4nֈm 4 !,@8m;       0@84 lalf4p ytl"8mѺ H$If]Hgdl" $Ifgdl"ѺҺۺ*! $Ifgdl"kd*$$Ifl4nֈm 4 !,@8m;       0@84 lalf4p ytl"ۺؼA; H$If]Hgdl" $Ifgdl";<=C*!! $Ifgdl"kd$$Ifl4 ֈm 4 !,@8m;       0@84 lalf4p ytl"<=ƾ"bcg&'.:;QRW9:;Dstughlklm򸰩h :6]^J h :\^Jh :5\^J h :5 h :\ h :5\h :56]h :56]^Jh :5CJ\h :5CJ\h-h :5CJ\h :56\]^J h :^Jh :h :56\]4Cy $Ifgdl"*!! $Ifgdl"kd0$$Ifl4uֈm 4 !,@8m;       0@84 lalf4p ytl"ƾ" $Ifgdl"*kd$$Ifl4ֈm 4 !,@8m;       0@84 lalf4p ytl"$=Ibcg & $Ifgdl"$qq$If]q^qa$gdl"Ff$$& #$/Ifa$b$gdl"$qq$& #$/If]q^qa$b$gdl" &'.*$qq$If]q^qa$gdl"kd $$Ifl4.ֈm 4 !,@8m;       0@84 lalf4p ytl".;RSTU $Ifgdl"UV* $ !a$gd :kdC$$Ifl4.ֈm 4 !,@8m;       0@84 lalf4p ytl" $$Ifa$gdl"kd{$$Ifl4r 4 !,@8     20@84 lalf4p2ytl" $$Ifa$gdl"kd$$Ifl4r 4 !,@8     20@84 lalf4p2ytl"mz9 $Ifgdl" $Ifgdl"$qq$If]q^qa$gdl"9:;D,## $Ifgdl"kdy$$Ifl4ֈ 4 !,@8)       0@84 lalf4p ytl"D~s $Ifgdl"stu,$qq$If]q^qa$gdl"kd$$Ifl4ֈ 4 !,@8)       0@84 lalf4p ytl"ug $Ifgdl"7 Y0hp@ P !$`'0*-/2p5@8;=@CPF I$Ifgdl" $Ifgdl"ghl*$qq$If]q^qa$gdl"kd $$Ifl4ֈ 4 !,@8)      0@84 lalf4p ytl"l7Jk $Ifgdl" $Ifgdl"klm*!! $Ifgdl"kd $$Ifl4ֈ 4 !,@8)       0@84 lalf4p ytl"? $Ifgdl"*$qq$If]q^qa$gdl"kdQ $$Ifl4%ֈ 4 !,@8)      0@84 lalf4p ytl" $Ifgdl" $Ifgdl"@Axyfg:;hkop4zqzqhOvCJ\^Jh1'hOvCJ\^Jh1'hOv5CJ\^JhOvCJ^JhOv56CJ\]^J hOv^Jh(h :56\]^Jh :6]^Jh :5CJ\h :5CJ\ h :^J h :\^J h :\h : h :^Jh :5\^J*A,## $Ifgdl"kdz $$Ifl4ֈ 4 !,@8)      0@84 lalf4p ytl"A $Ifgdl",## $Ifgdl"kd$$Ifl4ֈ 4 !,@8)      0@84 lalf4p ytl" $Ifgdl"*%  !gd :gd :kd$$Ifl4Dֈ 4 !,@8)      0@84 lalf4p ytl"2:S_x $$Ifa$gdl" $ !a$gd :xykd$$Ifl4r 4 !,@8     2084 laf4p2ytl"y $$Ifa$gdl" $Ifgdl" $Ifgdl"/$qq$If]q^qa$gdl"kdP$$Ifl4Wֈ 4 !,@8<      084 laf4p ytl"g;Xh $Ifgdl"hijk/&&  !gd :kdu$$Ifl4t ֈ 4 !,@8<      084 laf4p ytl"klmnopqrstuvwxyz{|}~$a$gdOv$a$gdOvgdOvgd :$a$op34In;qQR)5 $ & Fa$gdOv$ & Fdd[$\$a$gdOv$a$gdOv$a$gdOv45YZciq:;qw{,imSX`adhĵwwslsesww hnhOv h1'hOvhOvh1'hOv5CJ\^JhOv5CJ\^JhOvCJOJQJ^Jo(hOvCJ^JaJhOvCJOJQJ^JaJhOvCJOJQJ^JaJo(#hOv5CJOJQJ\^JaJo(h1'hOvCJ^JhOvCJ^JhOvCJ^JjhOvCJU^J'?@+,`aGH h^`gdOv & F hh^hgdOv$ ^a$gdOv$ & F ^a$gdOv & F hh^hgdOv$a$gdOv $ & Fa$gdOvuyx|!^+fru axncxnh ->*CJ^JaJh -CJ^JaJh -5CJ\^JaJh -56CJ\]^JaJh : h|hOv hOv5\h1'hOv5CJ\aJh1'hOv5CJaJh1'hOvCJaJ!h1'hOv5>*CJ\^JaJh1'hOvCJ\^Jh1'hOvCJ^JhOvhOvCJ^J&2<$a$gdOv$ @ h^ha$gdOv$ & F @ ^a$gdOv$ & F ^a$gdOv$ & F hh^ha$gdOv $h^ha$gdOv $ & Fa$gdOv }$ & F ^a$gd -$ & F ^a$gd -$h^ha$$a$$a$gd :gdOv$a$gdOv$a$gdOv+wab4_  0^`0$ 0^`0a$$ ha$$a$$ & F ^a$gd -4y+=gj       z } ~       w.giʾʳʳʳʳʳʳʳʒʳʈ}h -6CJ]^Jh -CJ^JaJhVZCJ^Jh -6CJ]^Jh -56CJ\]^Jh -5CJ\^Jh -56CJ\]h -CJ^J h -aJh -CJ^JaJh -CJ\^JaJh -5CJ\h - h -CJ0+Nrs-.Qq$ & F h0^`0a$gd -$8^8a$$ ^`a$$^a$$ & F h0^`0a$gd -$a$ $^`a$+Uxy#EF+M$`a$$ & F h0^`0a$gd -$8^8a$$ & F h0^`0a$gd -$a$ $^`a$Mo<=6hi !$a$$a$  0^`0$8^8a$$a$$`a$ $^`a$6U     9 }   L { }     uvwSr$a$$a$$ & F ^a$gd -ghi%&Y=_`abcdM$ a$$ & F ^a$gd -$a$%&d({\SRV}!!X!Z!!!!*"F"P"Q"""""#-$.$.ߺǥלh -CJOJQJ^Jh ->*CJ^Jh -56CJ\]hVZ5CJ\h -5CJ\hVZh -h -B*CJ^Jphh -CJ^Jh -6CJ]^Jh -5CJ\^JhVZ5CJ\^J8'(j[\S5j$ & Fh^h`a$$a$$ & F ^a$gd -}~  !X!Y!Z!!!""##-$.$@%A%v&w&$ & F ha$gd -$a$$a$$a$$a$$ & F ^a$gd -$a$w&''((L*M*n+o+--.....////i2j222;3<3$ & F ha$gd -$a$$a$$ & F ha$gd -.%....42<2x444880<_<`<<?/?0??,@E1F2FIIIDNFNZNOO%P)PiPmP QS"V#VXVZV\]]CaDa|a}aavbbccccAeYeff٣٣ٗh -56CJ\] h -^Jh -6CJ]^Jh -CJOJQJ^Jh -6CJ]^Jh -56CJ\]^J h -CJh -h -5CJ\^Jh -CJ^Jh ->*CJ^J;<3w3x333u4w4x444H5I56666@7A77788.<$ ha$$ & F ha$gd -$^a$$ & Fa$$a$$a$$ & F ha$gd -.</<0<_<`<<<o=p='>(>>>???/?0?,@3@$ & Fh^h`a$$ & F  hh^ha$gd - $ hh^ha$ & F  hh^hgd -$a$$a$$h^ha$3@{@@AA'BsBBBCC@DDzzzf$ & F ^a$gd -$ & F ^a$gd - $ ^a$$ & F ^a$gd -$ & F ^a$gd -$ & F ^a$gd -$ & F ^a$gd -$ & F ^a$gd - DDDEE2F3F4FHHIIIIINJ)KiKKLBMNDN$ & F ^a$gd -$a$$`a$$ & Fh^h`a$$a$DNENFNYN\NN:OOP Q Q QQQ QPQQQ7RRSSS $ & F a$$ & F a$$a$$ & F ^a$gd -$a$$h^ha$S!V"VXVYVZV~XXXSYrYYY\\]]CaDa|a}aubvbcc $h^h`a$$a$$ & Fa$$a$$a$$a$ccc@eAeffgguhvh i iii&j'jjjikjkkk1m2m1n2n$h^ha$ $h^h`a$$a$fggvhh i!iii'jEjjjjjjkkkk2mrUr.tGtvttRuuvv x)xxxy'yyzzzz|||}}F~H~s~u~~~~#H'.'h -6CJ]^Jh -5CJH*\h -5CJ\ h -CJh -CJ^JaJh -5CJ\^Jh -CJ^JK2nnnXoYoppppqq>r?r.t/twtxtQuRuvv x xxxyy$ a$ $h^h`a$$a$yyyzz||}}~~#$&' !4$^a$ $7$8$H$a$ $h^h`a$$a$i!6ˇ̇5R=o+IΑĔǙ&;֚P̜֜:IΝ %&'%/^ih -6CJ]^JhVZCJ^JaJh -CJ^JaJh -B*CJ^JaJphh -5CJ\^Jh ->*CJ^Jh -CJ^JH45<=+,%& $h^h`a$$a$˜̜9:͝Ν  $%]^ΤϤӥԥ23$a$$a$ $h^h`a$Ϥҥӥ23A;Ls<E/FP 678:;=>@ACFGMNOQRXYZ[\]_`hu߹ӤߘhjhUh6pehh6pe0JmHnHu h \0Jjh \0JU h -0Jjh -0JUhjhUh -h -CJ^JaJh -CJ^Jh -5CJ\^J83:;rs<=F679:<=?@BC ! $h^h`a$$a$CEFOPQ\]^_`vŰư  $a$ &`#$gd \ !H°ðİŰưǰݰް߰   -/02DFGʹʭzr]]]])hO5B*CJ&OJQJ\^JaJ&phj_hfU!j qL hfOJQJUVaJhFjhFUhO#hOB*CJROJQJ^JaJRphh(j1hYU!j qL hYOJQJUVaJhljhlUhW&shjhUjhYU!j qL hYOJQJUVaJ$./12EFHISTVWXY !GIRTUWYh -)hO5B*CJ&OJQJ\^JaJ&phhO@ 00&P1hP:p \/ =!"#$%  3 0&P1h/ =!"#$%  3 0&P1h/ =!"#$%  70&P1hP/ =!"#$% @0&P1h0P:p o= /!"#$% @0&P1h0P:pY= /!"#$% < 0&P1h0:pF= /!"#$%`@ 9&P1h0:pF= /!"#$%`@ < 0&P1h0:pF= /!"#$%  < 0&P1h0:pF= /!"#$%  6&P1h:pF/ =!"#$`%  6&P1h:pF/ =!"#$`% @00&P1hP:pF/ =!"#$`% @=M&,"LsdY0C=U|x&x]tŵHED%J$X+('@ ľgZ۾ت?`&ACF-\"W ylz,{#o6=z9yO|=123xHwvv \/v'H'ی0͈m-yuy3@3$8Pb>?Tgt6fP2܆ةtWd?c/>Gd?qLdİd?İmN'ѣAO "+rZsMd%YMϮɎOHiͫfw>:/Ceg4gH7o%OgvL1 w{hǥ~Muź]{VpBRdGN}`I6hGmih/Csq=?ǿѧq٨G)7jRJ=2 ͯ\g4 jy TQ9XCx2uyn==Kź3b3"q󸾮G 빟8`qX7-lOy_u =X;PIF-ΧӬ>iC3Pwj~uBsqG{߇݅L_c MRz~=F*]AkZzDϫ)/ݎR M C`hIn r.Iv=jVieqe^tZr =V t|_H.fgW2eHeHC Bkn,9Ȳ6d>96d$:2\ehe7Y>,ae&i.mt1,~̌% ^M5_YFFjV6J7ں9[IQq7Ɛnu fӪ=W#/R餁^]N2N2;bTQu3gπ$泗qu=m]r1E3WyLUgE0z B\An'/d9}YțNuq*ߌȺq^2\KuV! S\AkBD>KO8gqia Vk`m%jRAؕQȾ69.t/3%: +!%C&>h94=x\PhsCʓq8SmTOYco ZxBeq+|wYe i(CÖ^8Uuw>v%ϧ < uYuh[OJE} lwTiLY<1B"F%`?C GZ-I܊坋ǧp jT)R  @O@OJ>XǨ0FΎQǨǝ-TzL 4k4AA\d|<8gNB^ⷻV>.J-yw kYf^kVrLcE̦&7c' c'<q|Jغ1֍V\7'0ZaZgFqx#x7>rwSq,> pomn݆m @cwmxG&w2\ڶ'QG 'DrO>y֟?$:qOv*8!yk =* 3m# 7N5-q9,Zu՜F;GY'C||C!3,qg1z|I}=.x\5vq kb[k.VL ^yګyTߕLܞ=\6֯)I!vϦot.Y( r \1 rݿw# nr~7V[~H[\?D;i*=ǵR=^,gv*ʻP_?pd鿾ojq}wgQc{Nޗs= &=0?yͽzܙ&OX5YҜ~7ͣ}5}I۠Ior@\}d2_i5})UF{ :j.n!YG.]I[s Ku 1Gԏ eO~.k )D!tWLR<u}R)zƖEhhӮW-h]BBnf7P[ص5nf5+y,`F'GMe4|3|~Y.qZ SHcGhOl{c!kV+i-3kʪ0֑d8-a"@E#_s qW)D;G!Ra2y |}4&fwx+rDs CbSLKӅPKngBr~}E/ph{BBۇkGı}d<&o^:(var.IU7bݏ<{@ы!#7CQ^{rۖQfrݬ.>͈Qwү"SMaЄ:ȕYxZg1@Zg,@x_Xg>Ln, 䃅w7|sQw³1A1u6u&ae)7I^ FW=/ﳴ栾5Cz7GZ}J{[ ~ w2UG*Mˇto@g3G8%s-45Q,['5~KPYU?ۡ>evg'z-1`_ʳ{l Ȟ++`^tE{Hcﴎ9iv۱AKLv\E9S`;v'؎m؎/;ci؎zmi[ ˧&{d~̵%3oR nf>%{2RfoBާYx=\`qI)/Ƴ+\N桭a&3ⲅ{sy^5PWgHr4^G4co%M3S)xeVYLޅli=]%gQ}K5+ߙq^kgR4bߦ8yer=`n_%^qif"HZq+2PE0,3ԇQ1Tn; 0|mU$rmڪTqc?rG}dғ4+=|wTuV*7$|*r-Br=Kҿٔ*uRBw .fkyyB% gH~Qw BuL\1Mzqx4юƽN28'P.lS&g`.cQsLeaW81o+X@myonZۄǥ^ɪ}]iqg`_BsǢj~zw#IӾn6f m7[c)Jmg9^q^>뙿o^SOվI ^}Kꛣz4D>#pGvy>2$և=m}׭|+=wE>2gt#xC,vlm.<Ϋ?BG.hw; >Cv8}O}8g`օ_祿'Ew_]ǥwRmȋ8_>D9֌g$z45Gbwx ?JX?w_a\ϟ7:Ķz}=k>r/Kq;#h {k%j> /ٙ<0y .OgoIqiBIw>=6\=rm4ĥh?t0ЁEd"[# xLDoeb7z]|f>ke)WdsP/Jx=WT<0~ Ν MX_/ C4 Wtbl\?iX R9;ܰA Ľ!M6ۍ! F uaiGl_u!kzd%iy٩Oyux#R8>K79h>݌${.*%0W> k\#rǝi>4wnOh ?Yǝ krM/†[aSVXEmBaƳ0Pz [x [ HU;| 6 n-XA^A~9ySx?i_rڣK:Ӿo37P,tCs7?AП ~1Mh1,Kz-1hvn9cZO3ڶrkk@G[r=׈/u4"퇟򬐰U(U DI~& ?mc:Zl^M5±-6~o*QKt*J-~Aģ1hI߹rddg=i8〵9꣒+Q _y$ 9oG9o +Q _y$ 9oG9o9'7Sy>.CUI2x{p:'lp(+G" TY9*QEY9*A_LͽO{dh6ycn"aqIVޗd O af >,-N&f#o4"?=B!(k6d~fAEy? ?IX22ͦBX|8Qcďe ~,C~,l:v['V+DgUMRXOl:}b:uPf~IVI{l:~jIU+tP5jͦ@jᾌ \gf~2JP!+ QVj6헬T7DݠWclZc-ڶ;6UMo~ctLB6Vi6zK֘طit%mQh#ݚM}E/Zͦh_H:E3[Pgh6}(~BQl:Ed_(/Z4gZ:h5jtPBjl::UA Ԋ:Ui?uI*t=j6t*VjEԪt8mM!m{4s#bݱre⟬ldM!+[PFl:&JBVPV4K] ~Bݥٴ)afA.؅إt-ح~[i69cd?v+n5-nFԭٴ:h:h7ꞷ5tPBul:}G?~Ǐ?lO?;~<Џ[i6QCPѶLivOr$'rLTC@Z8*~y$ ݦniOaq:}XNEy 9$nxZ6>\l0 88GAE tꞑM]I:HP64ԡy<-#u>Ʋ)ӓ(@)t9G6t^$"n/B^tg+\i?$~,W()M/%~,Wc9cnA5FIF;m Q+ [mZݦhkmޡ(3O anAns]os \:V S%^SQ6t[V ^V %)t[:ݦ ~Cפ{Azr or'38&J3~km:HC[NT5^=tNz+t2:ݦSɯhz8=>Q^Sa:ɖ^C}NiIr 6pzϸ#Jl<-uNƸMFdtBF@ܨ۴_z$l= l&J9Qў[C@lzj(qAE2?>l$aA>c+ƀglBV --b5Iؚb31`31`3v [{ }ƶO¶/l|vTv4lG}}3,-[=6_FHFĀm$le1`+[:l>c[(a[>cMv[ n[%l->ckƀglmK.uKغc3$lŀ#}.a<lM| 'luI؊bV3r [y }V+a[$lu1`[)lM>c$aM>c&am>c)a>c+a>c둰Āgl$lbvgl\aS=,c3 H bV3 [I J|6E6%lS͌܎8w7K<>?W#O,gWVUWXG ec5Ǝ d$߁glyfѫu:%c؛)B3'?yЬ+*|,$ߩJ2;nyCf[;VV#ca/ Z뾏k~u뾏` +0 `?Ȑ 'Nަ7 sw_-MHvdžh~!wEL1 Ϟz d9sLU9kD,zBrd&A\#突0 I a% w|O, 4h {il7κoZ}N+J<#(WQ1eQMhNC hM(MUQCMcaC܁ y<~vCH^M(sP1=d9N ?SUk 㓣$QKS롪o ;ZeaEЪ< p޵Wgݷ}UyFQFHHi4z,($ߨQj9*5;4zz@XZEhCBޟhYܜ?SU^=N^㗣$QU+$U|`dqe xϥ| M;472J}?ʷ'TN rtjHEVei|4j^d 5cㅽ20yѸh.zM#ytqG~2]"za/T$Qb|BpVc[,׽g[93:!h {iv=GC}`QvGCռ\5v89@ eaj9 ]1E501)kxIp:>4>"g*W_)qiu䢿t:l:i;88=|IS>UUǺP @=-q['zr=tV,x} xTյyLɄh! $L Q&|R1PWԪ7^-T+MZ[^P~4ڗ>kٳ9̜d&|u:kks,II;ᒤ $ЍT*I/Y& DUȒG1KjzVHBHsE2)<\ I!*aגNpI$.Ph[.5YsUH|I_LFBҙ$I4}}x}Dnr:tmȘXSGp2֕9ChH|n5&j컀򙗸rk?h-)>o;::BxO5c!=-\y^6` [W^^U>&iZZAD\Z'm$W`f(E~{zsON7?ayFjTا;l.ϝȡpKz_~# ϐ}fR{|5RHJƀ-XXN#:,l[=A=؋Rc N =x/s>Ihx+XN_h{[۹&#kTOl$E{F9A5$m#$TBbyihGJ"Kk \'5HLn:q[{ ڳ5t< ЎA7=@g+Z۔pX^"S-[ 6/R~f@KD^>h{N7˳C ټaiw%qn杌NM wv4/;);.,';㜟?^Ny5v `A\{6>OV婖p eIJ~RM{ ҲN@0g ]S ]+]O@$zI3H%R]IBr2F0Dϭ x}~o,/fWOX[y6X}3@zUEkg'?<&|o \`fr} ӷ ) )p~$̯V2|HW=<(y3 sׅ1gy&c~[IƵ%dnuX% 9Vg%d+J8,o wGK+GUIf$&j ?'ܵlm$} h v|3_"˳i~WJ"4;<hI%YSy(\5B'7X#tѝGlzD]ا,^ I_ NG a;\>(3FU=r蘳ӄey&cB/KhءHˋ-vxΐY, Xxo,tӶ}YtQOȝ]h$ ^F5I2w$i .34zgٲ0˹:^zʋv\m=z9|= &_~?@۰>eyYWځUrB^+$ҘwAmV[ n+ |n5軭4j-3-IgZ>K tk3- &3-Sii~Eg!}p%ˉgZC۟LK;i]1Kup._$6 y`GMvr 2HjYz~[I†j)p k4^= q=H|5_0/^ArKxa}eqzm6Q` `q!nGP 3nǸqOӸx .q{Lq i8.#-(-1%1.A\٦uzl(N;q}i fz vs8>QOhx['c<-xB 콍<Պ k[alY-&w0^5x.JYr8=,o =MdȘ&mWJ+Ef9j@JDLuzc^' b^oǼym48cNMfƼlyA,żDz! ˉ1gYfJx'G9@IBlb,{?r='3AY^\:=hX!)i!54uY`%YqCܹxU(HMl=$:=N?~!y:—[c8{cnǘ1iLw;t7niLwuW1W1+C-!T_!/v2-`3̓$w5~co<|8ՠ9t qW1+8qώ>q^80 cw5; f.I neƒM|Fk?+uka/Dn5OQ&yM|O5x:<GN/h;Exȅj;E N CMEcrJ3?Y.x]=$9-,WU⯹d r2㞩ߋ_44:4qnOZ|W:Ng^;FHw7P kW+{WJht{=cJ,ءZj&9-MaO;Š-Ob7E6hW&y:f# Lqsb?ƪj=z cY蚗U)v4]ǡ\άpƃC<CR!7X񐡖kb93dyIqP05iCQ5K?GYxq|5pyf+d|7S3:y@YzC(3c\Gm4f H*ikCR,PK'c,_ 4 v-yp꣰n3p06p-מ``9P5msMbyߔsM(ױpv xD~D?$ X}x }+4U]|d {gN~."zRJA2!"V̓8g!ޢ#*!9x_i8Fi諥#Śs J8?Pw^v<;\{_>x4(ܧ~w=~ ǣq8.U1y2"fb)w\SYPn4wm$ P+<?=co.}sh ~0\YISK;#$+rJpϱg4>&ckF\/{ǽAm,mD+!q9N|i+h+3 i)p;h+, )lS%6Kkm)6KHvjjOCykV.9/(dt2Z+(u+d7Lg Z-x!aLW0>~ht>Kkd dzPN`<v dp;_pp{yݏe~bϼ 68[6V0P6Я{{'m,8#mإXD=E|#WsϑtEVB\6gV <14#hce#mˣʣX9Lk]c^|Ϭ,8c^qge?2 acw<`bw|sóm%%2m~ ŸK׭|}dnE8^vVv1ݭ?phu&m ;Kǃx}TtD{Q6{9NtD{Q6{9.[+zM^^s)9tXN_'H~ay6V cqd>Cd'JT ؝RRE팣 v)Ut9z*&2:es@WRR;qʏ9U&|Eǝ~>JQLlE(U;qs=23ԕ?(:3̠}gb+GSt܉>c`LlPڠ>E}OStϧjd]up'龫*٪&{*٪:D]Yng0_Gpc&~eڥڠ<B3Jqxgb:D'ؠ<6(Oq;m/ ڞQ;Y; gb:D/ؠ"gNAE *2AEhTw  E&62 ǚ!+R S#~U)W|U|U:ngܼRJ9D9Tuεc`+Mlq%JUOO{KUMQlx$`82z>>!m5r<:cL=A6x||Uǁו b߁v؏XGq|q^ k"|+h6Ѽ-Qu<?"}ShMAx2X2fY aL&Iب߸[2<D+ p6m@~XH~i H7:nm`ח sBɜ E &'6]nWhY3=.lmgmgL[@[AL)Q6fʢfڪڪf56ӶEmKmmۣmʹhm{l@ہ(h;`3mGڎFAQih덂^iYmj#d^-fڊڊfʣfڪڪfV U6(m6@CQʹDA[ʹ EA[ʹh;mm[; ںmE-hS{i+66 L[@[iL[@[UUL[@[]L[@[C5L[@-mi+ж7 L[@[WuL[@[_Lֳ䬧ἠڼhˋ)I{v ޑ,G;l.*^!IoGkw<Bɏ8*8vxήceM YA.߳KH+|w>:Bd=+)ljp1w9qwc{;{XkJH2'nMIlLG.x$i|No%B#,.&}6t1=g$-ԡ;5[MҶ,O^^AdZ$l#6.iw#kF~QkH{ ~'ۓ/M+9>W|ϐY:􂼻*s5A@gztKDE8jGŤ4[J(:f)\AS8ѾC8aiXo:iy H =!zpr7_hL5ףzéOzwIGR6O3޻3۞SԞ&kA8LT=OEwG8Q5=A2̩-JM;}{f͡pss)\«ޙ{SPPo֫zWa_% =Ja^,3/}2V3Fee6=2zHH iEFH}62ISI3Qu. nSbѣ8QJ=y"˿R a9ow/ͦp/<\2"eϦ0CW4zΘ8Q /et=ss's#)|v_[5-G8NV{krkz{c.=Gi[YuyIZίm&dXxһ($ޕ$ݑqn&[STi>gt"=_I2GzT4][)*gPL wOMW |c 0zx7a3|Z3 (3Gң]I3̷Fґ`!@pE!ߙzmU"ml3'gi 3Lsiq0&G^C@ƤGYqУlc=r[)3k]U^N{>( ލXo ֻmoifGA=r$z2I:,+=ڒU U_Aҁ6hK6?@GE.mbz4mA`-[aG ׏roPZt PdSI}RqZi b}> 茠pm#zc.{}9;Ha:pa\v4/hWSIWQ}3joɨmh av 'Gn}\]&ף Ӎ~CLu'Gem\<$™[ߑ%,F)`_/b_|Нrp!8W?1%8q$;>OP(I;}k)\: w?WOֿ)iA[b[ޭff{GĖKyfnti/Dn. d'SϮ,w. 7y~J;Y|+,MM<۲{r%79Ld= \FA"QSRGoacJ '//7A. 8{HRilMQSnE^PF9L~IǝS@RI/YOs=Zx$=iBFǼ2O'cGŜ|&~òԋ1Q~hta ߇|>BIzwWa KƷo,:N-|Ow:ջSk_Gz}D"6<xtK+X'{U𞧤 ?€g>ImbIs'L>IUD֣3mޜ~|AhlPsɩY:_f\K.O:zipqRV?zgkWј8L'2OfOI'0h&{5{Kψ6{&tDn͞M\qO'H 9Ld=zYhlh\d=0ԟ=ӯ'\y)mtt>"PI[5;mVo9ZhWzt XQ}|T_C"~.yk5}}7? Q3fmTʹnyg|%N>U go Ϙh|[G[rŽ[)J?yq.˾8Ry~A`z[5(DXwVB}OG xQ|Ia.˯:g4?!IKv̴m3oXppf}A HcHgjk/n^,s3Q2"1 GgF#24Q%JuYŏݟ줰}w< s3dN)0CO58YjmOh̠:Hd."U9%`aX}gtR7me{騯GH0h6'G"OɘhBhbkGK(NWxB Ž⓾;&oXFazNiw_ inTk3`M 'GY{63#XOt1:Wcx NQ8z5c6~4"^ޞqE=D=aNN>UE;S_7)z49ye2J!a̢E> 7qu#|AhJ"~ߒO6v_w 'mjII6j&[uO;890dQH'G"}%8ƅ)ykz9\ˀ2ꦑߍ,k; ^j2&=ǍZtϹXx<0?~@=#}Zg[qʱdXOx]}TEvz@i"|234il +3*9xg8&1q9lt,l2Fc⺻(eRޭyo[iNQᆰW{u^U %4ghGٿB[Eȝń ʏ=GBD)!iPȵ,DX`]CY+H=Gɝ ,ļ&)-5QermѢ43Jz,^ 0^p)^+d2`+w?GC[WSޯ#n{d1|eP ۿ?'T;t2l.| ,K\|'eda=d^P)>A>>w}fh;Im7E:fP6lt4jly8Gm:u:.P:.bJæ] u7l$&KۘXpCt]>Nע={Z؎d"t 3=haxGHxm$ciˏ[e(Hj^>_ & [lءTQ߁w| x1sOw.7_iF{> {ØX/b9>>tدoV?xDZ ]NbaoLW[ Y(@ ¾{^t[˺=Tu>uv)_b,]HҞ{mFme,T k8ɮoa^5 }']zr݇7.\s ߘ|)-TS \Tuԑ4:LF:2;0ѽ)3,#.sy]>e$,_Q[q͠/rN""ͫ/Z<[-3ԳYUgGy陛= n|m?MzXWS]ڳ:Lx5%],d_1m.EsZ{?\ci"~0c߳*%({%آc 4*rآ@iC /1dR;:{,<F y?dN.GVkڡPi7!=c,1?UHbw`jfuVkֆx~{5fp$HYZW1#ϡhlQ I]"O)[]fStyfn_709ޯ6}7M~^* ^VR^N;Eh .o?T 0I}vq۾DsҴb2ZciXe28VRxdw3KSG$pYD/>kK*5(c#iS@CT4LuW ,E>; Yua)'&I?MrC0c*iԅW+O`^jW4%=}ͼ߯fJsҷa'$ N»|IvuJd'wvRų劝,|lK\2m,Na $b7~s슴laԌ u4.N?r4}+֐U$3"r?yW:DH5fsG ctu]$b)1Moj#ҼeSG(rk5q5qGњ .s 5s PWB~V>}, ?Wgw6υ'IխhZj X],X}jGZn'BiMb_v'$HSFaLWgۺrZh3}i uj{of:,ʘ% C9B(o-v3o5XE\n\sOۄxϖM>K֦))AJGb*_}bݍܫ\ll013xIlݬ0f}#U{!$=KѶg[u:eґt47A& /8 sDl:*M?6Ouj w埯=ص 4z/RC>5?}?v!t>AVmh4[Gudzl^U1ź6V*D 6ӕ L?Roe遥QkЪ^f=Ӵ(E[7Wo棟"!~Cwt}ڟRw\ :0eZkHd>dO-v(>Hx)̍}l8g~ZW=X_k^h~Ezí{жg2h[1' mEZIZ&gh7M&nhӶgˠς3n~鷡>Kyq۷꾬|yl ۆ%WuBy!X½|4Z`>iX&o,_LHw?h 8 /l &i:{wO k?֙u2?Ez0𤶰^f^XP G*K^˱"g$M[q; O) 0럪\/6gAG9?˙١SvȞc(U席7 03vZg~@tϡoSk%dic8WxM1`}U?i|fV{BRE |8T#Ҽmo~ @p tf 4.G@A0}݆e{R9sk8sV| +C%u(^<_"-W%1 _z}-LJiymthn}"I3i_6=tb"DC:Q:1_U_:јNԢNܢщ/Nݿ3u/Oi׽sZǡB"{z]NKS/2Bi 2|x"a_Fno딶7W+qcy^\/|r)T*KS!!TSWWkt])Q"ϋF(yN }O*y?z?[y/hx١kXk?SOMvѿG{{l}*N-t+db9[ic=SV>ikaΤ =n*aԿc*crqBBimRyJyC]/3㚵,bwӳ0zW[D]"/焦pZgAjZ9#uMϜQǦf?|ÜSf- G!w&D> =yTޔ( sNm~{*bcZ3I׌AZ=`{H3= pJYC2!~ gni,ڧki$7o:w)6r}3wyX;ѶO%yp^y?KSv^^9aLi@.ipDZOVKp(nF9mCw UVsun,f6dJ+ؿe3Yi|n*ν"Jiާ J)hmZ|)UOM8xOSΙӵOKx x&Hߘty<2M.*z[ zRA`L2:32囑 TgsIQ:'Fy t%݊tv%ч ~pD>5u72$:ui @$:uPa2+z_C} Mq:\?%IA?>"HЯe*憑0pzgw.t _qEewyREP$:Q~wy1q<3^&BDS|GVҥ-_}@#QΰE{Jte@~:ay!~KSy4ĶQzPmE/]]gr'D W~}>_OWEQ%:(m(;S(|>ߥO>_Pc9u܃2jِGmv&B\Fm:62jí< `y H< NpJ+MvMÝ_@ :p{\YXAkDyz]DlMkx1&gs\bA8b9gIΦ6m>?g\_}:2h\Fm 2qD" .Xrt> S <6ccy81Q] qzj>ѥO68b=qYW]tezjí+ k7otqEF[]d4y/|[_եhE_t>ꭊηRW+v.ۃԦy}viG_t>q޷{qԦ}]]|vکM磯ޡ.vC:;MA{yp=(Rlc".؁Am:CjG/1X f=p=Bm:u vѭçbԦ'><1dMluآh6KcNtA׹0ڡ:][M t6w4<D M OM G=ᢣGQ7Bm:(l} >l"ob N+mzEN6 s ]P]pv]6$6{2J<xxlxæV`vVت FR&B\e4^ND^  [ۇҦQyE RV)V`[V6$F[ Fht~qlGIp( fom 6w&b06O*>63lu dM [MFlckRMij7ؤYbO[_yݰ+KlvI&(&6!`l3l3|`0z[lckR50] ]> >>퐂l֥`+`l ^z֯`?`ll}`;0 M?UMmB(6'`l ֤`k)`l VZ֮`k=`l :vDv#c;`;ۉVt)v.`ll|`06MoF*ʀ+6>`l jتUE}`mml֨`k1Lg_u1Ng:ݗύ!gw`ZXr_ c,ܼ|5WGgcl~Y.#{ށJ<4~N6Gi ?c~A^ǷkLJ^_ZY1$i|n->w'>oY8 Ag .3V6 II25x |c"PH+YmuKɩQ..,j_c2O5L>fj+ycwqMx 2>/w&( O85jJ\Ey A$u[>Y d>d\:xAͨ6ˆ t&G3KqOZzddABzԶ7VAxky|q޾ۗ e(w= GMh g\ ]lQU|~?^ޣ鑙=*pУeYy rtc| 6: c~<}z埊YQyGǘ.<},z,|r#zQحcNGU|1T=9|-E|5GUkM]L|TuS'OCtm 7,L'移ؐx\<&h`sDd%2D  3 @@"?}$$Ifl!vh5u 5 5@ 5 5 #vu #v #v@ #v #v :V l4 20@8+++++,5u 5 5@ 5 5 4alf4p2ytl"}$$Ifl!vh5u 5 5@ 5 5 #vu #v #v@ #v #v :V l4 20@8+++++,5u 5 5@ 5 5 4alf4p2ytl"F$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v++++,555 5@ 5 5 / 4alf4p ytl"6$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"8$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"-$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+++,555 5@ 5 5 4alf4p ytl"($$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++,555 5@ 5 5 4alf4p ytl"}$$Ifl!vh5u 5 5@ 5 5 #vu #v #v@ #v #v :V l4 20@8+++++,5u 5 5@ 5 5 4alf4p2ytl"}$$Ifl!vh5u 5 5@ 5 5 #vu #v #v@ #v #v :V l4 20@8+++++,5u 5 5@ 5 5 4alf4p2ytl"F$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v++++,555 5@ 5 5 / 4alf4p ytl"6$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"8$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"2$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8++++,555 5@ 5 5 4alf4p ytl"-$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+++,555 5@ 5 5 4alf4p ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 208+++++,5Q 5 5@ 5 5 4a~f4p2ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 208+++++,5Q 5 5@ 5 5 4a~f4p2ytl"O$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08)v+++,555 5@ 5 5 / / 4a~f4p ytl"6$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"8$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08)v++++,555 5@ 5 5 4a~f4p ytl"2$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"2$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"2$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"2$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"6$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++++,555 5@ 5 5 4a~f4p ytl"($$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  08++,555 5@ 5 5 4a~f4p ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20 8+++++,5Q 5 5@ 5 5 4a~f4p2ytl"$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20 8+++++,5Q 5 5@ 5 5 / 4a~f4p2ytl"$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8)v+,555 5@ 5 5 / / / /  / / 4a~f4p ytl"{$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4u  0 8+,555 5@ 5 5 / / / / / / 4a~f4p ytl"{$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8+,555 5@ 5 5 / / / / / / 4a~f4p ytl"w$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8+,555 5@ 5 5 / / / / / / 4a~f4p ytl"$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8+,555 5@ 5 5 / /  / / / /  / 4a~f4p ytl"$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4a  0 8)v,555 5@ 5 5 / /  / / / /  / 4a~f4p ytl";$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4z  0 8)v+,555 5@ 5 5 / 4a~f4p ytl"-$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4z  0 8)v+,555 5@ 5 5 4a~f4p ytl"$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4  6 20 8+++++,5Q 5 5@ 5 5 4a~e4f4p2ytl"$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4  6 20 8+++++,5Q 5 5@ 5 5 / 4a~e4f4p2ytl"($$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l42  0 8)v,555 5@ 5 5 4a~f4p ytl"-$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8)v+,555 5@ 5 5 4a~f4p ytl"'$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0 8+,555 5@ 5 5 4a~f4p ytl"'$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l40  0 8+,555 5@ 5 5 4a~f4p ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20.8+++++,5Q 5 5@ 5 5 4a~f4p2ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20.8+++++,5Q 5 5@ 5 5 4a~f4p2ytl"-$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v+,555 5@ 5 5 4a~f4p ytl"'$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8+,555 5@ 5 5 4a~f4p ytl"-$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l48  0.8)v+,555 5@ 5 5 4a~f4p ytl"-$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v+,555 5@ 5 5 4a~f4p ytl"}$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 4alf4p2ytl"$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 / 4alf4p2ytl"}$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / / / /  / / 4alf4p ytl"i$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / 4alf4p ytl"i$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / 4alf4p ytl"i$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / 4alf4p ytl"w$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / /  / / /  / 4alf4p ytl"D$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v,555 5@ 5 5 / / 4alf4p ytl")$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 4alf4p ytl"#$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 4alf4p ytl"#$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 4alf4p ytl"$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 4` alf4p2ytl"$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 4` alf4p2ytl"5$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4@  0@8)v+,555 5@ 5 5 4` alf4p ytl"5$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4@  0@8)v+,555 5@ 5 5 4` alf4p ytl"5$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4z  0@8)v+,555 5@ 5 5 4` alf4p ytl"5$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4h  0@8)v+,555 5@ 5 5 4` alf4p ytl"5$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 4` alf4p ytl"+$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 4` alf4p ytl":$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v,555 5@ 5 5 / 4` alf4p ytl"}$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 4alf4p2ytl"$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 / 4alf4p2ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / / / / /  / / 4alf4p ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / / / / /  / / 4alf4p ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / / / 4alf4p ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / /  / / / /  / 4alf4p ytl"6$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v,555 5@ 5 5 / 4alf4p ytl"($$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v,555 5@ 5 5 4alf4p ytl"}$$Ifl!vh5c 5 5R 5 5 #vc #v #vR #v #v :V l4 20@8+++++,5c 5 5R 5 5 4alf4p2ytl"}$$Ifl!vh5c 5 5R 5 5 #vc #v #vR #v #v :V l4 20@8+++++,5c 5 5R 5 5 4alf4p2ytl"7$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8)v+,555 5R 5 5 / 4alf4p ytl"1$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 / 4alf4p ytl"1$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 / 4alf4p ytl";$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4Z  0@8)v+,555 5R 5 5 / 4alf4p ytl"'$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l47  0@8+,555 5R 5 5 4alf4p ytl"($$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l47  0@8)v,555 5R 5 5 4alf4p ytl"d$$Ifl!vh5c 5 5R 5 5 #vc #v #vR #v #v :V l4 20@8,5c 5 5R 5 5 4alf4p2ytl"-$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8)v+,555 5R 5 5 4alf4p ytl"-$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8)v+,555 5R 5 5 4alf4p ytl"#$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 4alf4p ytl"#$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 4alf4p ytl"#$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 4alf4p ytl"#$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 4alf4p ytl"#$$Ifl!vh555 5R 5 5 #v#v#v #vR #v #v :V l4  0@8+,555 5R 5 5 4alf4p ytl"}$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 4alf4p2ytl"$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8+++++,5c 5 5@ 5 5 / 4alf4p2ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4\  0@8)v++++++,555 5@ 5 5 / /  / /  / / 4alf4p ytl"$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v++++++,555 5@ 5 5 / / / / / 4alf4p ytl"i$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / 4alf4p ytl"i$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / 4alf4p ytl"w$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 / / / / / / 4alf4p ytl"}$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / / / / / / 4alf4p ytl"o$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / / / / / 4alf4p ytl"r$$Ifl!vh5c 5 5@ 5 5 #vc #v #v@ #v #v :V l4 20@8,5c 5 5@ 5 5 / 4alf4p2ytl"6$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4.  0@8)v,555 5@ 5 5 / 4alf4p ytl"6$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v,555 5@ 5 5 / 4alf4p ytl";$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8)v+,555 5@ 5 5 / 4alf4p ytl"#$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0@8+,555 5@ 5 5 4alf4p ytl"'$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4Q  0@8+,555 5@ 5 5 4alf4p ytl"'$$Ifl!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4u  0@8+,555 5@ 5 5 4alf4p ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20.8+++++,5Q 5 5@ 5 5 4a~f4p2ytl"}$$If~!vh5Q 5 5@ 5 5 #vQ #v #v@ #v #v :V l4 20.8+++++,5Q 5 5@ 5 5 4a~f4p2ytl"6$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v,555 5@ 5 5 / 4a~f4p ytl";$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v+,555 5@ 5 5 / 4a~f4p ytl"'$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4i  0.8+,555 5@ 5 5 4a~f4p ytl")$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v+,555 5@ 5 5 4a~f4p ytl"#$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8+,555 5@ 5 5 4a~f4p ytl"#$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8+,555 5@ 5 5 4a~f4p ytl"$$$If~!vh555 5@ 5 5 #v#v#v #v@ #v #v :V l4  0.8)v,555 5@ 5 5 4a~f4p ytl"}$$IfZ!vh56 5@ 5 5 5 #v6 #v@ #v #v #v :V l4 20R8+++++,56 5@ 5 5 5 4aZf4p2ytl"$$IfZ!vh56 5@ 5 5 5 #v6 #v@ #v #v #v :V l4 20R8+++++,56 5@ 5 5 5 / 4aZf4p2ytl"}$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v+,55T5@ 5 5 5 / / / /  / / 4aZf4p ytl"}$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v+,55T5@ 5 5 5 / / / /  / / 4aZf4p ytl"o$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v+,55T5@ 5 5 5 / / / / / 4aZf4p ytl"}$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v+,55T5@ 5 5 5 / / / / / / 4aZf4p ytl"$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v+,55T5@ 5 5 5 / / / / / / / 4aZf4p ytl"$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8+,55T5@ 5 5 5 / / / / / / / 4aZf4p ytl"$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8+,55T5@ 5 5 5 / /  / / / /  / 4aZf4p ytl"$$IfZ!vh56 5@ 5 5 5 #v6 #v@ #v #v #v :V l4  6 20R8+++++,56 5@ 5 5 5 4aZe4f4p2ytl"kd$$Ifl4r$ d,@86 @     6 20R84 laZe4f4p2ytl"$$IfZ!vh56 5@ 5 5 5 #v6 #v@ #v #v #v :V l4  6 20R8+++++,56 5@ 5 5 5 / 4aZe4f4p2ytl"kd$$Ifl4r$ d,@86 @      6 20R84 laZe4f4p2ytl"6$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4  0R8)v,55T5@ 5 5 5 / 4aZf4p ytl"6$$IfZ!vh55T5@ 5 5 5 #v#vT#v@ #v #v #v :V l4@  0R8)v,55T5@ 5 5 5 / 4aZf4p ytl"}$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4 20.8+++++,56 5 5 5 5 4a~f4p2ytl"}$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4 20.8+++++,56 5 5 5 5 4a~f4p2ytl";$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4   0.8)v+,55}5 5 5 5 / 4a~f4p ytl"#$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8+,55}5 5 5 5 4a~f4p ytl")$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8)v+,55}5 5 5 5 4a~f4p ytl"#$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8+,55}5 5 5 5 4a~f4p ytl"5$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8+,55}5 5 5 5 / 4a~f4p ytl"($$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4n  0.8)v,55}5 5 5 5 4a~f4p ytl"$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4  6 20.8+++++,56 5 5 5 5 4a~e4f4p2ytl"$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4  6 20.8+++++,56 5 5 5 5 4a~e4f4p2ytl"-$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4*  0.8)v+,55}5 5 5 5 4a~f4p ytl"-$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8)v+,55}5 5 5 5 4a~f4p ytl"-$$If~!vh55}5 5 5 5 #v#v}#v #v #v #v :V l4  0.8)v+,55}5 5 5 5 4a~f4p ytl"}$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4 20.8+++++,56 5 5 5 5 4a~f4p2ytl"$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4 20.8+++++,56 5 5 5 5 / 4a~f4p2ytl"}$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / / / /  / / 4a~f4p ytl"}$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / / / /  / / 4a~f4p ytl"o$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / / / / / 4a~f4p ytl"o$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / / / / / 4a~f4p ytl"$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / / / / / / 4a~f4p ytl"}$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / /  / / /  / 4a~f4p ytl"}$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / /  / / /  / 4a~f4p ytl"$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4  6 20.8+++++,56 5 5 5 5 4a~e4f4p2ytl"kd$$Ifl4rH R,@86      6 20.84 la~e4f4p2ytl"$$If~!vh56 5 5 5 5 #v6 #v #v #v #v :V l4  6 20.8+++++,56 5 5 5 5 / 4a~e4f4p2ytl"kd+$$Ifl4rH R,@86       6 20.84 la~e4f4p2ytl"($$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v,5[55 5 5 5 4a~f4p ytl"-$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 4a~f4p ytl"-$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 4a~f4p ytl"-$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 4a~f4p ytl";$$If~!vh5[55 5 5 5 #v[#v#v #v #v #v :V l4  0.8)v+,5[55 5 5 5 / 4a~f4p ytl"}$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 4alf4p2ytl"}$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 4alf4p2ytl"6$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v,5m5; 5 5 5 5 / 4alf4p ytl";$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v+,5m5; 5 5 5 5 / 4alf4p ytl"'$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4   0@8+,5m5; 5 5 5 5 4alf4p ytl"-$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v+,5m5; 5 5 5 5 4alf4p ytl"#$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8+,5m5; 5 5 5 5 4alf4p ytl"'$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8+,5m5; 5 5 5 5 4alf4p ytl"($$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v,5m5; 5 5 5 5 4alf4p ytl"($$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v,5m5; 5 5 5 5 4alf4p ytl"}$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 4alf4p2ytl"$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 / 4alf4p2ytl"$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v+,5m5; 5 5 5 5 / / / /  / / 4alf4p ytl"$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4n  0@8)v+,5m5; 5 5 5 5 / / / /  / / 4alf4p ytl"$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4n  0@8)v+,5m5; 5 5 5 5 / / / / / / 4alf4p ytl"$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8)v+,5m5; 5 5 5 5 / / / / / / 4alf4p ytl"{$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4u  0@8+,5m5; 5 5 5 5 / /  / / /  / 4alf4p ytl"{$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4  0@8+,5m5; 5 5 5 5 / /  / / /  / 4alf4p ytl"$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4l  6 <0@8)v,5m5; 5 5 5 5 / 4ale4f4p<ytl"'kd*$$Ifl4lֈm 4 !,@8m;       6 <0@84 lale4f4p<ytl"6$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4.  0@8)v,5m5; 5 5 5 5 / 4alf4p ytl"6$$Ifl!vh5m5; 5 5 5 5 #vm#v; #v #v #v #v :V l4.  0@8)v,5m5; 5 5 5 5 / 4alf4p ytl"}$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 4alf4p2ytl"}$$Ifl!vh5 5 5 5 5 #v #v #v #v #v :V l4 20@8+++++,5 5 5 5 5 4alf4p2ytl"7$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8)v+,55) 5 5 5 5 / 4alf4p ytl"1$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8+,55) 5 5 5 5 / 4alf4p ytl"-$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8)v+,55) 5 5 5 5 4alf4p ytl";$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8)v+,55) 5 5 5 5 / 4alf4p ytl"'$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4%  0@8+,55) 5 5 5 5 4alf4p ytl")$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8)v+,55) 5 5 5 5 4alf4p ytl"#$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4  0@8+,55) 5 5 5 5 4alf4p ytl"'$$Ifl!vh55) 5 5 5 5 #v#v) #v #v #v #v :V l4D  0@8+,55) 5 5 5 5 4alf4p ytl"[$$If!vh5 5 5 5 5 #v #v #v #v #v :V l4 208,5 5 5 5 5 4f4p2ytl"#$$If!vh5<5 5 5 5 5 #v<#v #v #v #v #v :V l4W  08)v,5<5 5 5 5 5 4f4p ytl"#$$If!vh5<5 5 5 5 5 #v<#v #v #v #v #v :V l4t  08)v,5<5 5 5 5 5 4f4p ytl"cDd L"+b  c $A? ?3"`?"#}Zg[qʱ#@=#}Zg[qʱdXOx]}TEvz@i"|234il +3*9xg8&1q9lt,  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[adGijklmnopqrstuvwxyz{|}~Root Entry F y^bfData WordDocumentObjectPool&^b y^b_1282476990  F&^b`+^bOle EPRINThԢCompObjm !"#$&'()+,-./01345679 F!Microsoft Office Excel WorksheetBiff8Excel.Sheet.89q Oh+'0HPp Columbia Public SchoolsColumbia Public SchoolsMicrosoft Excel@*tʒ@1å0@PHlo//= EMFԢ $("F, EMF+@XXF\PEMF+"@ @ $@ 0@?!@ @     !" !" !  " !   z" !   z'%     Ld[[!??LdZW!??'% (  LdZ? W!??'% (  LdT 7 T t!??LdT7  T7 t!??LdT  T h!??LdT x T h!??LdTx  Tx b!??'% (  LdT:  T: h!??LdT T h!??LdToT h!??Rp@Comic Sans MS0XX". 0&T0I 00I 0I  0ArialI0$  &  !I &Xdv% Rp@Comic Sans MS0XXe$ 0e&T0H 00H 0H < 0ArialI0$e S&e S!H &Xdv% % % " !% %   % %     Tx/@@ L`AssessmentC--3--G30+% % % % TdY + x/@@Y LTDateB3+3% % % % Tx/@@ L`AssessmentC--3--G30+% % % % TdLx/@@LLTDateB3+3% % % % T x/@@  L`AssessmentC--3--G30+% % % % Tdx/@@LTDateB3+3% % % % " !% %    zRp@Comic Sans MS0XXt\! 0\&T0tJ 00tJ 0tJ , 0ArialI0$G &G !tJ &Xdv% % % " !% %   % %   T`q=/@@qLTDWA<U<% % % % T  /@@ LhAugust 25 - 28<+,+('33"33% % % % " !% %    z% % " !% %   w% %   T$s/@@$LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % % % T  s/@@ LhAugust 25 - 29<+,+('33"33% % % % T s/@@ L|Word Study Inventory, U,)1:'+1+-+(-+',)+% % % % " !% %    z% % " !% %   % %   T`$/@@yLTSRI:4-% % % % T/@@yLhas appropriate*(*,,),,)*'-% % % % " !% %    z% % " !% %   i% %   T)e/@@)LtDRESS as appropriate<44::*(*,,),,)*'-% % % % " !% %    zRp@Comic Sans MS0XXs[ 0[&T0 M 00 M 0 M  0ArialI0$ J& J! M &Xdv% % Rp@Comic Sans MS0XX_K 0K&T0N 00N 0N  0ArialI0$E &E !N &Xdv% %   Th k/@@h kL*EOC Exams for Douglass HS,4B241*@(*,)<,+,*((@:Tdk/@@dkLlDecember 15 - 19<-+-@1-)%3"%3% % " !% %   i% %   T$i/@@c$LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % % % T i /@@ cLhAugust 25 - 29<+,+('33"33% % % % T i/@@ cL|Word Study Inventory, U,)1:'+1+-+(-+',)+% % % % " !% %    z% % " !% %   k% %   T[/@@Lhas appropriate*(*,,),,)*'-% % % % " !% %    zRp Arial0? xO O x0J&T0  00 0 t 0ArialI0$R! &R! ! &Xdv% % % % " !% %   s% % % % %   T !s/@@!m#LWord Study Inventory, as appropriatU,)1:'+1+-+(-+',)+*(*,,),,)*'% TT/@@LPe.% % % % TbsY/@@bm LhApril 20 - 24<,)33"33% % % % " !% %    zRpArial0XX\J %J&T0F  00F 0F  0ArialI0$" `&" `!F &Xdv%   T5zV/@@5LtDRESS as appropriate<<777.*.......% % % " !% %   c% %   T:\/@@LDress / DRA2 as appropriate<)-((*<4<3*(*,,),,)*'-% % % % T \/@@ LlApril 27 - May 8<,)33"I*+3% % % % " !% %    z  T$e/@@e$LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % " !% %   k% %   T k /@@ eLhAugust 25 - 29<+,+('33"33% % % % T k/@@ eL|Word Study Inventory, U,)1:'+1+-+(-+',)+% % % % % % " !% %    z% % " !% %   U % %   TQ /@@Lhas appropriate*(*,,),,)*'-% % % % " !% %    z% % " !% %   ]  % %   T$"]  /@@"N $LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % % % Tb] Y /@@bN LhApril 20 - 24<,)33"33% % % % " !% %    z% % " !% %    ; % %   T) 4 /@@) LtDRESS as appropriate<44::*(*,,),,)*'-% % % % T :4 /@@ LDress / DRA2 as appropriate<)-((*<4<3*(*,,),,)*'-% % % % T  4 /@@  LlApril 27 - May 8<,)33"I*+3% % % % " !% %    z%   TlkD g /@@kD 0LAll Assessments are required except where noted.=$=((.((@.+'($.(.$(.++(.1$.1+.,'$90.(.$+,'.1$% Td , /@@d =L*Required EOC Exams are Biology, Algebra I/Integrated Math I <.....7A<7*.G*..7...'7..........E..TdD  /@@dD Lp and English II....7..*.Td B /@@d HL -English II/DWA Grade 10 testing dates are April 15th - April 24th. 7..*.<S7A......*.....*..7....7....Td Is /@@d 9L -AlgebraI/Integrated Math I and Biology testing dates 7..........E.....7...'.*.....*% % " !% %   |    Td|  /@@d| L are April 15 - May 14...7...E.'..% % " !% %    z  TdA  /@@dA BLEOC Exams in English I, Algebra II, Integrated Math II, Integrated7A<7*.G*.7..*.7..........E........% % % % % % % " !% %    k% % % % %   Tde j/@@e LT % T j/@@3Lfield tested in Spring; exact dates to be announced...*...7....*.*...*.........*..% % % % " !% %    z% % % % % % " !% %   eo% %   T/@@LpApril 15 - May 14<,)%3"I*+%3% % % % % % % % " !% %   Tm]% %   T:/@@LDress / DRA2 as appropriate<)-((*<4<3*(*,,),,)*'-% % % % % % % % " !% %   m]% %   T /@@ LlApril 27 - May 8<,)33"I*+3% % % % % % % % " !% %   gY % %   T /@@LpApril 15 - May 14<,)%3"I*+%3% % % % % % % % " !% %   Teo% %   T/@@ L`*EOC Exams,4B241*@(% % % % % % % % " !% %   gLY % %   T /@@LhJanuary 5 - 167*++*)+3"%3% % % % % % % % " !% %   L% %   T8/@@8LhJanuary 5 - 167*++*)+3"%3% % % % % " !% %     T</@@<LhAs of 9/9/2008V93>;3G<G<GGGG% % % " !% %   R]% %   TX#/@@LP10%3% % % % % % % % % " !% %   T[% %   Tp[6/@@ZLXSpring@1,01% % % % % % % % % " !% %   O{( m% %   T $/@@L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % % % % % % " !% %   ZmO]% %   TdkD/@@kLTPLAN,.=C% % % % % " !% %   eR_% %   TX/@@LP11%%% % % % % % " !% %   TgY % % % % %   T /@@ L`*EOC Exam,4B241*@% TT /@@LPs*% % % % % % % % " !% %   eLo% %   T/@@LhJanuary 5 - 167*++*)+3"%3% % % % " !% %   0 o_  Th /@@h L*EOC Exams for Douglass HS,4B241*@(*,)<,+,*((@:% % " !% %   oL_  Td/@@dLlDecember 15 - 19<-+-@1-)%3"%3% % % % % % " !% %   ZO % %   T` $ /@@ LTSRI:4-% % % % % % % % " !% %   O( 7 % %   TI /@@I L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % % % % % " !% %   ZO% %   T` $/@@ LTSRI:4-% % % % % % % % " !% %   O( _% %   T\ /@@\L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % " !% %   Y L7   Td  /@@d LlDecember 15 - 19<-+-@1-)%3"%3% % " !% %   gR7 % %   TX  /@@ LP12%3% % % % % " !% %     T8/@@8ALColumbia Public Schools Large-Scale Assessment Calendar 2008-2009H> =[E!A3>=E !<3Q<D>> 93@A8>AGQ<A A3V99A99[A=73HA A=EA83GGGGGGGGG% % % % % % % % % % % % % % % % % " !% %   Om( ]% % % % % % % % %   T,0 m' /@@0 k%LOctober - November B+',1-)"B,(-@1-)% T8 L N/@@8 L(dates set by counselors)'" %!!% (#"###!%# !% % % % % % % % % % " !% %   T{% % % %   Thk/@@k}/L*EOC Exams (see note below for English ll exam ,4B241*@((--+,'-1-,8*,)4+,(0-1*@Tpu/@@LXdates)1*'-(% % % % % % % % " !% %   {% %   T2/@@LpApril 15 - May 14<,)%3"I*+%3% % % % % % " !% %   T % % % % %   Tde /@@e LT % T  /@@ =LMath lll, Geometry, American History, and Government will be E..A..G.'7G.*..<*.'...A.)..G..;..% % % % " !% %   T{m  T$"$/@@"$LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % " !% %   {m  TbY$/@@b LhApril 20 - 24<,)33"33% % " !% %   0 Y 7   Th  /@@h L*EOC Exams for Douglass HS,4B241*@(*,)<,+,*((@:% % % " !% %   S  T\ @/@@\ LtHIGH SCHOOL (10-12)Z@PZ3QHZ]]@3+GGGGG+% % % % % % % " !% %   [R% %   Tl/5$/@@/LXGrade?,363% % % % % % % % " !% %   Z[( % %   Td[/@@ZLTFall83% % % % % % % % " !% %   0 [L% %   Tp[/@@ZLXWinter`0+3,% % % % " !% %    z% % " !% %    s' % (   &% bw6( w% Ldbw' ~bw !??% bi6( i% Ldbi' pbi !??% 8 k6Lk% Ld8 kKr8 k!??% 8 U 6LU % Ld8 U K\ 8 U !??Ld F K !??Ld F  ; !??LdRcaF Rc!??Ld( c7 F ( c!??LdLc[F Lc!??LdGVG!??Ld  !??Ld!??Ld  !??Ld Sb S!??Ldbb!??Ld  !??% b6( % Ldb' b !??% \w6w% Ld\w~\w !??% 8 6L% Ld8 K8 !??% \i6i% Ld\ip\i !??Ld ]l ]!??% b6( % Ldb' b !??% \k6k% Ld\kr\k !??% \6% Ld\\ !??Ld _n _!??% b6( % Ldb' b !??% \U 6U % Ld\U \ \U !??% \ 6 % Ld\  \ !??Ld 7 F 7 !??% ( % " !%    z% " !%   ( 8 0  F(GDIC&vaF(EMF+*@$??@D8@A@ED"EDEՒDEUDEDEʝDED EDEDEDEUDEzDED"EDED@!b K$$>>_8 882% % ;LAt$X(At$lB$lB$6lB#'X4lBo'B'C'B'lB'lB6(6lB[*X(lB*A*LA*<@%va% % $$AA( " FEMF+@ FGDICF(GDIC&}UF(EMF+*@$??@D8@A@EDEDE DEDEDE`D2EPDEPD2EPDEDEDETEE0IEEEEE@!b K$$>>_8 882% % ;LA8X(A8B8B86Br<X4B<CP=CP=CP=B=B.>6BAX(B!BABLAB<@%}U% % $$AA( " FEMF+@ FGDICF(GDIC? F(EMF+*@$??@D8@A@E@EE@EE;EEEEEEŴEExE`ExEExEE;;EE,EE!EE"EE#EE#EC@!b K$$>>_8 882% % ;@GX(AGBGBvH6BKX4BWLDCL,DLDCLBMBM6BPX(BsQAQ@Q<@? % % $$AA( " FEMF+@ FGDICK@0 ( 8( 8  % % % ( ( ( ( ( ( ( " F4(EMF+*@$??!b Ld@ u)??" FEMF+@ ObjInfo WorkbookSummaryInformation( DocumentSummaryInformation8 8      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ \pColumbia Public Schools Ba=October - November (dates set by counselors)% Large-Scale Assessment CalendarDRESS / DRA2 as appropriateDRA2 as appropriateDRESS as appropriateas appropriate$Word Study Inventory, as appropriateDress / DRA2 as appropriateApril 10 - May 15 as appropriateWord Study Inventory,ELEMENTARY SCHOOL (K - 5)MIDDLE/JUNIOR HIGH SCHOOL (6-9)*EOC Exams for Douglass HS *EOC Exams and English II and English II.BEOC Exams in English I, Algebra II, Integrated Math II, Integrated9 -AlgebraI/Integrated Math I and Biology testing dates  are April 10 - May 15.April 10 - June 15<*Required EOC Exams are Biology, Algebra I/Integrated Math I=*Required EOC Exams are Biology, Algebra I/Integrated Math I C -English II/DWA Grade 10 testing dates are April 10th - May 1. FOctober - November (dates set by counselors)>October - November (dates set by counselors)8EOC Exams in English I, Algebra II, Integrated Math II, 9 Integrated Math lll, Geometry, American History, and > Government willbe field tested in Spring; exact dates to  be announced6*Required EOC Exams are Biology, Algebra I/Integrated  Math I and English II.0All Assessments are required except where noted.MIDDLE SCHOOL (6-9)December 15 - 19Missouri Constitution TestDecember 15-19Word Study InventorySeptember - October$Word Study Inventory, as appropriate#7 field tested in Spring; exact dates to be announcedA Math lll, Geometry, American History, and Government will be 7 field tested in Spring; exact dates to be announced$Word Study Inventory, as appropriate# *EOC Exams *EOC Exam for Douglass HSApril 15 - May 15C -English II/DWA Grade 10 testing dates are April 15th - May 1.  are April 15 - May 15.5*EOC Exams (see note below for English ll exam dates)Math FACT Assessment May 4 - May 8 January 20 - Feb. 4AColumbia Public Schools Large-Scale Assessment Calendar 2008-2009 As of 09/03/2008As of 9/3/2008As of 9/9/2008April 15 - May 14H -English II/DWA Grade 10 testing dates are April 15th - April 24th.  are April 15 - May 14.z 3!S!"d##$%o&('H( * |+ , -   dMbP?_*+%(Rq Page &P&?'?(?)?M\\CPS1\ADM-STAFFDEV-455N.Admin odXXLetterSCPI0SH2EADM-STAFFDEV-455N.Administratio( odXXLetterP@t$dd**** o****d{"ArialddXdddd$$dddZ 222222< q $"KXX??U} m} &} $} $} $)} $} $ } $   @ @ @ @   w  w  J@ ,@ ,@ ,@  , J@ J@ ,@  ,@ , ,@ ,@ ,@  ,@ ,@ ,@ ,  w  J@ ,@ @ ,  w l m B      N & & % & %   %  +%  %   A4 1 1     k       ~ ? +%  +%  +%   1    '   F $   i j ~ @ E%  %  %       $ '   L '! F@ Q '/ i j~ @ %  --   1 %   $ '    8& # ,   ?!  Q ? i 'j~ @ 3%  +( $ " 1 %  ,%  7$ #  1 7& # ,    ?!L i 'jD l(((\lpFlDpF>hp@DP0TLPDP0TZLZ8 X@! ,@" J@# ,@$ ,@% J& w ' h( -@ ) @* @+ @, @- @ . w / w 0 ,@1 ,@2 ,@3 ,@4 ,@5 @ 6 J@7 J@8 ,@9 ,@: ,@ ; ,@< ,@= ,@> ,@? ,@~ @ 3%  +( $ "  ! !1 !F@ !.% ! ! " "2 "3 "% " " " # #7$ #7 #L #< ## # $ $7& $7 $.$ $2 $4 $F % %s %'!%FF &H/ &;i &j &F ' 'W'- ( )l)F *F +n+F ,F -C-F\ . .. .. ..F / /2 / /2 / /2 / /F ~ 0@ 0B 0" 0 0 0$ 0" 0F1 15% 1## 1 1<E 1=e 1F2 2& 2 2 2,% 2 23 31 34 4$ 4 4: 4 45~ 6@ 6\ 6" 6 6$ 6" 67 7% 7# 7' 7<E 7=e 7 8 8 8' 8  8! 89 9& 9 9F@ 9$ 9 9: :*::'~ ; @ ;E= ;( ;M- ;$ ;I ;< <5% <## <F <<E <=e <= =& = =. = =0 =@1 =F > ><> >^ >= >F? ?5% ?# ?D ldTb`j>@2***^np^^2Rb^V^0b^lR@ ,@A ,@ B ,@C ,D h@E ,@F ,@G ,@ H hI @J @K @L @M @N @O @P @Q @ R S T U V  W w X w Y ,@Z ,@[ ,\ ,] ,^ ; _ ,@ @ @5 @ @9 @@A*~ B"@ BC= BI BEA B B2 B=4BC C.% C'# C @C C<E C=eCD D2 D] D+ D- D^ DD E EZE ER% E#EF F& F Fd F[ F9 FFG G[9GH HWHI IL IJ JF JK Kf KL LI LM Mg MNO OH OP P`P Q Q_Q RlR S ToT U VV W WW WW WW X X X XT XU X2 XX ~ Y$@ YC% YP6 YM0 Yh YpY Z Z5= Z Z* ZZ [ [& [ [ <[ [= [[ \ \;\F@ ] ] ]7 ]D ]Y ]> ]] ^S ~ _&@ _D= _P _E* _ _E _p_ D lZldhNh..00000066, , ,`pfXl4p ` h@a ,b ; c ,d ,e @f ; g Jh i j k l @m @n o @p @q r s t u v w x y z { | } ~  ` `& ` ` < ` a aD aY a<b a#b bF; b b*> b~ c(@ c= c( c* c cc cpd d& d d1< d e eD eY e<= e#f f*; f f*> fg gWghJ hMhiJ iGij jqjk kIkl lrlmYKn nHno o`o p papqrstuvwxyz{|}~D.lDHDbDHD,,,,,,,,&                                Dl                                 Dl                                 Dl                                 Dl                          "   (  ^B O@ c $D@%]O`ZR S C A@ M]S`ZR T C A@:]T` ZR V C A@ @A ]V`ZR Z C A@M$]Z` ZR [ C A@"F%][`ZR ] C A@ @ 3]]` ZR ^ C A@KFY]^`ZR _ C A@R &I ]_` ZR ` C A@DZq]``ZR p C A@N2MI3]p` ldB  s *D@jJ ]`ZR  C A@9&1:]`$ZR  C A@f2315]`ZR  C A@ MK ]`$ZR  C A@MF]`ZR  C A@MQ]`$ZR  C A@FK]`ZR  C A@ &Q!]`$ZR  C A@N!@I"]`ZR  C A@M]`|ZR  C A@&]`܏ZR  C A@FH]`\ZR  C A@[3 \]`ܐZR  C A@`K&b]`\ZR  C A@d31g]`ܑZR  C A@D YE]`\ZR  C A@=&+?]`ܒ`X  S GA@G3Y]`\>R@2dlllu_`]^]^PPFGFGcd9:@A+,0505@A_`BCcdZ[TUY^WW[\]^_bcd_`ababdedf`a`befcf;ABG4545@ARS052325@A"$..9:!"DEFG 45$%$%        %]^YZYZ !..23--78DE>?=>789:=?)*..6:./ooFGFG[\[\efVVWXWWWW7   dMbP?_*+%$KM\\CPS1\ADM-STAFFDEV-4600.Admin?dXXLetter.HP Color LaserJet 4600 PCL 5c2xeQMkSQ3&T+~Q|h袱V4MYEk AQk */kōCѵ񾠡Ys3l ޒCcC2Zb3֔G ǡG!ÐCvSc$dڌsvpɸpU۸Ba5rz r2@iV>8m뛨bM(>8 Y75r S7|"V`p+o~"9 njo?I6HB<5gƽ7:3 t'kt:f+)]4rXu袳1x <g92zeEIke5i_/D/*/dl{v)`MуNsTz+D ҪGcJP%ڬGKl&L\,岣b֣JKg3)x Hv!)P[7o]u"dXX??U} I]} ]} ]} ]} ]} ]} ]} $ ]} $ ]   @ @ @ @   Y  Y  J@ ,@ ,@ ,@  , J@ ,@  ,@ , ,@ ,@  ,@ ,@ ,@ X 9  J@ ,@ @ @ g@  @ ,@ J@ ,@ 8]^      ]^ ]^]^ B]^       ]] _ ` ` a ` a ]]  %  +%  b%  ]] cd 1 1 ]]    ~ "   ]]     ]]~ ? +%  +%  +%  ]]  1  1 ]]  $      ]]~ @ E%  ^%  %  ]]     ]] $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  ~ @ 3%  +( | " 1 %  ,%  7$ #  1 7& # , < ? G ! 9)  & i'~ @ 3%  +( | " 1 je ,%  ]2 ]3 %  1 7$ 7 L < #D0 l(((\lpFlDpFhpFDPTLPDPTZLZPTDZ ,@! Y " J# -@ $ z% z& z' z( z ) Y * Y + ,@, ,@- ,@. ,@/ ,@0 @ 1 J@2 J@3 ,@4 ,@5 ,@ 6 X@7 ,@8 ,@9 :@: ,@; ,@< ,@ = g@> ,? I@  7& 7 .  k2 l4 ]j] ! !: !! !mf !*& !g' !]j] " "W"^^^]^] #]]]]]]^]]] $8$xyy %xyy &&xyy 'xyy (X(x{y ) )) )) ))j]] * *n *o *n *o *n *o *j]] ~ +@ +B +" + + +| +" +j]] , ,5% ,## , ,<E ,=K ,j]] - -& - - -,% - -]]] . .1.^]] / /) / /]& / /^]] 0 0]: 0^]~ 1@ 1p 1" 1qh 1| 1" 1^]2 2% 2# 2' 2<E 2=K 2^] 3 3 3' 3  3! 3^]4 4^& 4 4je 4j& 4 4^]5 5*: 5* 5*) 5^]~ 6 @ 6E= 6( 6qb 6W 6I 6^]7 75% 7## 7j^ 7<E 7=K 7^]8 8r& 8 8. 8 8j0 8e1 8^j9 999 9<9 9= 9i 9^j: :5% :# :^]; ; ;O ; ;R9 ; ;^]<* <6& <^]~ ="@ =C= =I =EA = =k2 =i4 =^]> >.% >'# > @> ><E >=K >^]? ?2 ?3 ?+?e ?}= ?e ?^]Dd lj`2***^nr``4T2b^V^Fb^ld>^2ph@ ,@A ,@B ,@ C JD @E @F @G @H @I @J ^ K yL KzM izN zO z P Y Q Y R ,@S ,@T ,U ,V W ;@ X @Y h@Z :@[ ; \ ,] ,^ @_ ; @ @- @R% @#@^]]] A Aj& A A,A AQ& AA^]]] B B[9 B B69B]]]] Cs CWC]]]]]]] Ds DLD]]]]] Es EFE]]]]] Fs]]]]] Gs GQG]]]]] Hs HRHZ]]]] Is ISIZ]]]] Js JTJZ^^^^ K8Kyyyy Lzyyy MMzyyy Nzyyy OOzyyy P PP PP PPQ Qo Qo Qu Qv Qn Qo~ R$@ RC% RP6 Rqh RC& R" S S5= S S* S S.E S'?T T& T T <T T= TU U;U UD U/ UV V VP V V> VW~ X&@ XD= XP X= X XD& X" Y Y& Y Y Y5E Y#? Z ZD Z/ ZV= Z#[ [j; [ [*> [~ \(@ \q= \( \* \ \E( \X ] ]& ] ]1<] ]kE ]#? ^ ^D ^/ ^<= ^#_ _*; _ _*> _D lNlJ466 6666, , ,V^T^ZLPbPHDbZHa b c d e @f @g h @i @j @k l m n o p q r s t u v w x y z { | } ~   a]^ aUaw b]^ bVbw c^] cNcw d^] dIdw e^] eJewf^]tw g^] gQgw h^] hRh i^] iSiZ j^] jTj]k^]]]l^]]]m^]]]n^]]]o^]]]p^q^r^s^t^u^v^w^x^y^z^{^|^}^~^^BX&&&&&&&&&                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]`(ZR  C A@  M]`ZR  C A@:q]`ZR  C A@ @F ]`ZR  C A@M2]`ZR  C A@F!]`ZR  C A@ @q 3]`ZR  C A@FP]`ZR   C A@ &B ] `ZR   C A@Zf] `ZR   C A@-MB.] `ZR   C A@43B6] `ldB   s *D@jJ ] `ZR  C A@4&55]`ZR  C A@e-350]` ZR  C A@ MR ]`ZR  C A@ML]` ZR  C A@MX]`ZR  C A@FR]` ZR  C A@,X]`ZR  C A@@B]` ZR  C A@M]`ZR  C A@&]`ZR  C A@AC]`ZR  C A@T3#U]`\ZR  C A@YK)[]`ZR  C A@AIB]`ZR  C A@]35`]`ZR  C A@@ZqC]`ZR  C A@/MB0]`ZR  C A@;&;<]`ZR   C A@8f5;] ``X ! S GA@3P]!`>?@KKjRj        ! +0-.-0$%&'(()*))))))-./0/01523234545+0+089;<;<9:;<=B=>?@?@@BABAB6<8:PQPPPPPPTUVWVWVWVWX[XYYZY[Z[Z[RWSTTU\_\]]^]_^_^_hh?@ABUWUWXYTUKLMNOO7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J 8        B       _ ` ` a ` a  %  +%  b%  cd 1 1    ~ "       ~ ? +%  +%  +%   1  1   $     ~ @ E%  ^%  %      $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  L WS4R$$$V^b@^@b@Zb@DPTLPDP0 (  R  C A@ Q U]`NZR  C A@&63]`@RZR  C A@ ) I]`RZR  C A@ 6 b]`@SZR  C A@!&%@]`XZR  C A@( & 3]`8YZR  C A@Z/@]`pZldB  s *D@jJz ]`ZZR   C A@ M/ 3] `HoZR   C A@M,3] `ZR   C A@M33] `԰ZR   C A@q=M] `TZR   C A@x D] `Ա>@?        7         ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]` ZR  C A@  M]`l!ZR  C A@:q]`!ZR  C A@ @F ]`l"ZR  C A@M2]`"ZR  C A@F!]`l#ZR  C A@ @q 3]`#ZR  C A@FP]`l$ZR   C A@ &B ] `$ZR   C A@Zf] `l%ZR   C A@-MB.] `%ZR   C A@43B6] `l&ldB   s *D@jJ ] `&ZR  C A@4&55]`'ZR  C A@e-350]`(ZR  C A@ MR ]`(ZR  C A@ML]`)ZR  C A@MX]`)ZR  C A@FR]`*ZR  C A@,X]`*ZR  C A@@B]`+ZR  C A@M]`+ZR  C A@&]`,ZR  C A@AC]`,ZR  C A@T3#U]`-ZR  C A@YK)[]`-ZR  C A@AIB]`.ZR  C A@]35`]`.ZR  C A@@ZqC]`/ZR  C A@/MB0]`/ZR  C A@;&;<]`0ZR   C A@8f5;] `0`X ! S GA@3P]!`T1>?@KKjRjhh?@ABUWUWXYTUKLMNOO\_\]]^]_^_^_VWX[XYYZY[Z[Z[RWSTTUTUVWVWVWPQPPPPPP;<=B=>?@?@@BABAB6<8:89;<;<9:-./0/01523234545+0+0+0-.-0$%&'(()*))))))!         7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J(Large-Scale Assessment Calendar 2008-2009"ELEMENTARY SCHOOL (K - 5)Grade FallWinterSpring_ Assessment `Date` Assessment aDate` Assessment aDate K DWASeptember 8 - 12 +DWAJanuary 12 - 16 bDWA April 20 - 24 cd1Word Study Inventory1Word Study Inventory   Letter I.D. September 8 - 19$ ~Letter I.D., As Appropriate January 20 - Feb. 4 DRA2 April 27 - May 8  DRA2, As Appropriate  DRA2, As Appropriate ~ ? +DWA September 8 - 12 +DWA January 12 - 16 +DWA  April 20 - 24  1Word Study Inventory  1Word Study Inventory   DRA2  September 8 - 19 Word Study Inventory  DRA2 April 27 - May 8~ @ EDWASeptember 8 - 12 ^DWAJanuary 12 - 16 DWA April 20 - 24 Word Study Inventory Word Study InventoryDRA2 'September 8 - 19Word Study Inventory !OCognitive Abilities Test>November 3 - 13 fg DRA2April 27 - May 8~ @ DWASeptember 8 - 12 bb& MAP Math & Communication ArtsMarch 30 - April 171Word Study Inventory DWAJanuary 12 - 16  DRA2 'September 8 - 19 Word Study Inventory April 20 - 24 8SRI"#September 29 - October 17,Word Study Inventory SGJ*Cognitive Abilities Test given to all students new to CPS in grades 3 & 4November 3 - 13 99 DRA2April 27 - May 8L90All Assessments are required except where noted.S42 B,<gffffkoq0 (  R  C A@ Q U]` 4ZR  C A@&63]`4ZR  C A@ ) I]`5ZR  C A@ 6 b]`5ZR  C A@!&%@]`6ZR  C A@( & 3]`6ZR  C A@Z/@]`7ldB  s *D@jJz ]`7ZR   C A@ M/ 3] `8ZR   C A@M,3] `8ZR   C A@M33] `9ZR   C A@q=M] `9ZR   C A@x D] `:>@?        7 ՜.+,0 PXx  Columbia Public Schools  2008-2009 Formatted for Assess Plan ReporSheet1  Worksheets F!Microsoft Office Excel Worksheet_1282476766 F`+^b-^bOle EPRINT JCompObjmabl/TX EMFM $("F, EMF+@XXF\PEMF+"@ @ $@ 0@?!@ @     !" !" !  " !   " !   '%     Ld!??LdZ&W!??'% (  LdZ&Z!??Ld&ZG&W"!??Rp@Comic Sans MS0XX". 0&T0h; 00h; 0h; n 0ArialI0$ & ~!h; &Xdv% Rp@Comic Sans MS0XXe$ 0e&T0: 00: 0: `n 0ArialI0$E &E ~!ڄ: &Xdv% % % " !% %   "% %     T/@@ L`AssessmentC--3--G30+% % % % TdY + /@@Y LTDateB3+3% % % % T/@@ L`AssessmentC--3--G30+% % % % TdL/@@LLTDateB3+3% % % % T /@@  L`AssessmentC--3--G30+% % % % Td/@@LTDateB3+3% % % % " !% %    Rp@Comic Sans MS0XXt\! 0\&T0L< 00L< 0L< Po 0ArialI0$R! x&R! x~!L< &Xdv% % % " !% %   *% %   T`q*=/@@q*LTDWA<U<% % % % Tp * /@@p *LlSeptember 8 - 12:-,'-@1-)3"%3% % % % T`=* /@@=*LTDWAD<U<% % T`*p/@@*LTDWAs<U<% % " !% %    % % " !% %    % %   T ]/@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % TP/@@PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % " !% %   (% %   T(/@@" LdLetter I.D..-''-)-<% % % % T (/@@ "LLetter I.D., As Appropriate.-''-)-<<(<,,),,)*'-% % % % " !% %    % % " !% %   % %   T(/@@(LtDRA2, As Appropriate<4<3<(<,,),,)*'-% % % % T R/@@ LtDRA2, As Appropriate<4<3<(<,,),,)*'-% % % % " !% %    % % % % " !% %   % %   T`q=/@@qLTDWA<U<% % % % T`= /@@=LTDWA<U<% % % % T`o/@@LTDWA<U<% % % % " !% %    % % " !% %   % %   T/@@LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % TP/@@PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % " !% %   % %   Tdx/@@LTDRA2<4<3% % % % T /@@ LlApril 27 - May 8<,)33"I*+3% % % % " !% %    % % " !% %   % %   Tphx /@@hLXDRA2 <4<3% % % % Tp  /@@p LlSeptember 8 - 19:-,'-@1-)3"%3% % % % T ] /@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % T< /@@<LtMath FACT AssessmentI*'02<28<((-((@-+'% % % % TJq /@@J LhMay 4 - May 8I*+3"I*+3% % % % " !% %    % % % % " !% %   % %   T`q=/@@qLTDWA<U<% % T`> /@@>LTDWA<U<% % T`o/@@LTDWA<U<% % % % " !% %    % % " !% %   % %   T/@@LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % " !% %   y% %   Tphxu/@@hLXDRA2 <4<3% % % % Tp  u/@@p LlSeptember 8 - 19:-,'-@1-)3"%3% % % % T ]u/@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    Rp@Comic Sans MS0XXs[ 0[&T0> 00> 0> p 0ArialI0$ u& u~!> &Xdv% % % " !% %   % %   T/@@|L|Cognitive Abilities Test3,,+'(.$=1'.($:.('% % % % % T  /@@ {LlNovember 3 - 13B,(-@1-)3"%3% % % % Tdx/@@{LTDRA2<4<3% % % % T /@@ {LlApril 27 - May 8<,)33"I*+3% % % % " !% %    % % " !% %   k % %   T<g /@@<LtMath FACT AssessmentI*'02<28<((-((@-+'% % % % TJqg /@@J LhMay 4 - May 8I*+3"I*+3% % % % " !% %    % % % % " !% %   s  % %   T`qs = /@@qm LTDWA<U<% % % % % % " !% %    % % " !% %    ] % %   T Y /@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % T`= Y /@@= LTDWA<U<% % % % " !% %    % % " !% %   e  % %   Tphe x /@@h_ LXDRA2 <4<3% % % % Tp e  /@@p _ LlSeptember 8 - 19:-,'-@1-)3"%3% % % % " !% %    % % " !% %    O % %   T` $K /@@ LTSRI:4-% % % % T K /@@ LSeptember 29 - October 17:-,'-@1-)33"B+',1-)%3% % % % T ]K /@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    Rp@Comic Sans MS0? x? ? x0R&T0|0 00|0 0|0 0q 0ArialI0$ P& P~!|0 &Xdv% % % " !% %   ^W K) % % % % % %   TlW 8 /@@M 0L*Cognitive Abilities Test given to all students (.'('#$*!7,#*%!4*%#!($*'!#'!*!%#',*'#%!T ( /@@ Lnew to CPS in grades 3 & 4'*3!#'!.(4!'!($*,*%!.!1!.% % % % % " !% %   W ) % %   T  /@@ LlNovember 3 - 13B,(-@1-)3"%3% % % % Td x /@@ LTDRA2<4<3% % % % T   /@@  LlApril 27 - May 8<,)33"I*+3% % % % " !% %    % % " !% %   1  % %   T<:  /@@<: LtMath FACT AssessmentI*'02<28<((-((@-+'% % % % TJ: q /@@J: LhMay 4 - May 8I*+3"I*+3% % % % " !% %    % % % % " !% %    E % %   T`q =; /@@q LTDWA<U<% % % % % Tp ; /@@p LMAP Math & Communication ArtsI=,$I.'0$6$3,@@+++.',+$=('(% % % % % T ; /@@ LtMarch 30 - April 17I*)+033"<,)%3% % % % " !% %    % % " !% %   M  % %   TM  /@@G LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % T`=M  /@@=G LTDWA<U<% % % % T`M o /@@G LTDWA<U<% % % % " !% %    % % " !% %    [% %   Tph xE/@@h LXDRA2 <4<3% % % % Tp  E/@@p LlSeptember 8 - 19:-,'-@1-)3"%3% % % % TP E/@@P LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % " !% %   c% %   T`c$/@@]LTSRI:4-% % % % Tc /@@]L September 29 - October 17:-,'-@1-)33"B+',1-)%3% % % % T c]/@@ ]LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % % " !% %   ^K% % % % % %   Tl89/@@0L*Cognitive Abilities Test given to all students (.'('#$*!7,#*%!4*%#!($*'!#'!*!%#',*'#%!TI/@@ILnew to CPS in grades 3 & 4'*3!#'!.(4!'!($*,*%!.!1!.% % % % % " !% %   % %   T  y/@@ LlNovember 3 - 13B,(-@1-)3"%3% % % % " !% %    % % " !% %   E% %   T<2/@@<LtMath FACT AssessmentI*'02<28<((-((@-+'% % % % TJq2/@@J LhMay 4 - May 8I*+3"I*+3% % % % " !% %    % % % % " !% %   M7% %   T`q=/@@qLTDWA<U<% % % % % T0^/@@&LMAP Math, Communication Arts & ScienceI=,$I.'0$$3,@@+++.',+$=('($6$:+.++.% % % % % T/@@LtMarch 30 - April 17I*)+033"<,)%3% % % % " !% %    % % " !% %   ?% %   T?/@@9LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % T`?o/@@9LTDWA<U<% % % % " !% %      T-+/@@-LxPhysical Fitness Tests+0+(+*2'+-((8-('(T g +/@@ LtSeptember - October:-,'-@1-)"B+',1-)% % " !% %   5% %   T`= +/@@=LTDWA<U<% % % % TP+/@@PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % " !% %   =% %   Tph=x/@@h7LXDRA2 <4<3% % % % Tp = /@@p 7LlSeptember 8 - 19:-,'-@1-)3"%3% % % % Td=x/@@7LTDRA2<4<3% % % % T =/@@ 7LlApril 27 - May 8<,)33"I*+3% % % % " !% %    % % " !% %   '% %   T`$#/@@LTSRI:4-% % % % T #/@@LSeptember 29 - October 17:-,'-@1-)33"B+',1-)%3% % % % T ]#/@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % % " !% %   /% %   T0/@@0L|Cognitive Abilities Test3,,+'(.$=1'.($:.('% % % % % T / /@@ /LlNovember 3 - 13B,(-@1-)3"%3% % % % " !% %    RpArial0XX\J %J&T07  007 07 l 0ArialI0$ N& N~!7 &Xdv%   TG*/@@GLtMath FACT AssessmentE..37<47**.**G..TZa*/@@Z LhMay 4 - May 8E.'.E.'.% TlkRg /@@kR0LAll Assessments are required except where noted.=$=((.((@.+'($.(.$(.++(.1$.1+.,'$90.(.$+,'.1$% % % % % % % " !% %   o a % %   T  /@@ LtMarch 30 - April 17I*)+033"<,)%3% % % % % % % % " !% %   a S % %   Tb Y /@@b LhApril 20 - 24<,)33"33% % % % % % % % " !% %   T_% %   Tdx9/@@LTDRA2<4<3% % % % % % % % " !% %   _% %   T 9/@@ LlApril 27 - May 8<,)33"I*+3% % % % % % % % " !% %   L+% %   T-/@@-LlJanuary 12 - 167*++*)+%3"%3% % % % % % % % " !% %   }% %   TbY/@@b LhApril 20 - 24<,)33"33% % % % % % % % " !% %   I _% %   Tb Y/@@b LhApril 20 - 24<,)33"33% % % % " !% %   L}  T/@@LlJanuary 12 - 167*++*)+%3"%3% % % % % % " !% %   T}% %   TP4/@@PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % % % % % " !% %   I L% %   T A/@@ LlJanuary 12 - 167*++*)+%3"%3% % % % % % % % " !% %   ;9% %   TbwY/@@bw LhApril 20 - 24<,)33"33% % % % % % % % " !% %   % %   TbRY/@@bR LhApril 20 - 24<,)33"33% % % % % % % % " !% %   O( % %   Tp H /@@p HLlSeptember 8 - 12:-,'-@1-)3"%3% % % % % % % % " !% %   Oo ( a % %   Tp   /@@p LlSeptember 8 - 12:-,'-@1-)3"%3% % % % % % % % " !% %    LS % %   T[  /@@[ LlJanuary 12 - 167*++*)+%3"%3% % % % " !% %   T  T_a/@@_LxPhysical Fitness Tests+0+(+*2'+-((8-('(% % " !% %     T6a/@@ LdApril - May<,)"I*+% % % % % % % " !% %   To a % %   Tp  /@@p LMAP Math & Communication ArtsI=,$I.'0$6$3,@@+++.',+$=('(% % % % % % % % % " !% %   &R% %   TTP/@@LPK8% % % % " !% %   R % %   TTF/@@LP18% % % % % % % % % " !% %   &L$% %   Tb/@@bLlJanuary 12 - 167*++*)+%3"%3% % % % % % % % % % % % " !% %   $L% % % % % %   TF$=/@@FLt January 20 - Feb. 7*++*)+33"2-1TT /@@LP43% % % % % % % % " !% %   L % %   T@/@@LlJanuary 12 - 167*++*)+%3"%3% % % % % % % % " !% %   O$( % %   Tp V /@@p VLlSeptember 8 - 19:-,'-@1-)3"%3% % % % % % % % " !% %   O( % %   Tp R /@@p RLlSeptember 8 - 12:-,'-@1-)3"%3% % % % % % % % " !% %   &$% %   TbbY/@@bb LhApril 20 - 24<,)33"33% % % % % % % % " !% %   T$% %   TdVx/@@VLTDRA2<4<3% % % % % % % % " !% %   $% %   T V/@@ VLlApril 27 - May 8<,)33"I*+3% % % % % " !% %     T8/@@8ALColumbia Public Schools Large-Scale Assessment Calendar 2008-2009H> =[E!A3>=E !<3Q<D>> 93@A8>AGQ<A A3V99A99[A=73HA A=EA83GGGGGGGGG% % " !% %   =  T E5/@@ Lp As of 09/09/200833V93>;3GG<GG<GGGG% % " !% %   =  T =/@@ ;LELEMENTARY SCHOOL (K - 5)I@IgI_QVKJ3QHZ]]@3+G3G3G+% % % % % % % " !% %   R% %   Tl/B5/@@/BLXGrade?,363% % % % % % % % " !% %   Z( % %   Tdv/@@LTFall83% % % % % % % % " !% %   0 L% %   Tpv/@@LXWinter`0+3,% % % % % % % % " !% %   T% %   Tp6v/@@LXSpring@1,01% % % % " !% %   R% %   TT:/@@LP28% % % % " !% %   o R- % %   TT  /@@ LP38% % % % " !% %   IR% %   TT3/@@LP58% % % % " !% %    R% %   TT q/@@ LP48% % % % % % % % % " !% %   Ta S % %   TP  /@@P LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % % % % % " !% %   OI( % %   Tp  //@@p LlSeptember 8 - 12:-,'-@1-)3"%3% % % % % % % % " !% %   O ( % %   Tp  s /@@p LlSeptember 8 - 12:-,'-@1-)3"%3% % % % " !% %    % % " !% %    '% (   &% b 6( % Ldb ' 'b  !??Ld( 7 -( .!??% 8 6L % Ld8 K'8 !??Ld   !??% b] 6( ] % Ldb] ' d b] !??% bO 6( O % LdbO ' V bO !??% b[6( [% Ldb[' bb[ !??% b56( 5% Ldb5' <b5 !??% b6( % Ldb' b !??Ld !??Ld !??LdRaNRO!??Ld( 7 N( /!??LdL[NLO!??LdGV-G!??Ld - !??Ld-!??Ld  !??Ld  !??Ldbb!??Ld - !??% \ 6 % Ld\ '\  !??Ld  !??% b6( % Ldb' b !??Ld  !??% b6( % Ldb' b !??% \y6y% Ld\y\y !??Ld g v g !??% \] 6] % Ld\] d \] !??% b 6( % Ldb ' b !??% \O 6O % Ld\O V \O !??Ld  !??% \E 6E % Ld\E L \E !??% b 6( % Ldb ' b !??% \[6[% Ld\[b\[ !??% b6( % Ldb' b !??Ld AP A!??% \767% Ld\7>\7 !??% b6( % Ldb' b !??% \565% Ld\5<\5 !??% \6% Ld\\ !??% b'6( '% Ldb'' .b' !??Ld?N?!??% ( % " !%    % " !%   ( 8 0  F(GDICWF(EMF+*@$??@D8@A@E`DE`DElgDEDEDEDg EDXEDg EDElDEDE8DEDEDED@!b K$$>>_888% % ;NHjX(Hj|I|I6|I?X4|IJJJ|I|Ia6|IX(|IH6NH6<@V% % $$@@( " FEMF+@ FGDICF(GDIC <zF(EMF+*@$??@D8@A@hEPDOEPD EQD EJTD EUueD E gDȒEiDEiDȒEiD EkD E nD EU5D EʀDOEDhED@!b K$$>>_888% % ;2H X(H I IC 6IVX4I|bIIbIII6IX(IH62H6<@;z% % $$@@( " FEMF+@ FGDICF(GDICG:F(EMF+*@$??@D8@A@ED ED(ED(EUʼnD(EڑD(EYDBED EDBED(EǔD(EUD(ED(EYD EDED@!b K$$>>_8882% % ;TB!X(C!C&"Cn"6Cs$X4C$D$D$D$C.%Cv%6C{'X(C'C'TB'<@F9% % $$AA( " FEMF+@ FGDICF(GDICe F(EMF+*@$??@D8@A@EVEɁEVEEzWEEXEE`EE]aE7EbE`EbE7EbEEcEEdEEmEE]5nEɁE oEE oE@!b K$$>>_888% % ;H5X(?I5I5I%66I18X4Iz8rJ8.K8rJ8I8I796IC;X(I;?I;H;<@d % % $$@@( " FEMF+@ FGDICF(GDIC+F(EMF+*@$??@D8@A@ АEEIEE|E3E|EE|E E|E͆E7EE(EE7EE|E3QE|EΔE|EVE|EҘEIE8EАE8E@ !b K$$>>_888% % ;fHNGX(#INGIGIG6IIX4IIVJIKIVJII'JIeJ6I)LX(IhL#ILfHL<@+% % $$@@( " FEMF+@ FGDICF(GDIC :zF(EMF+*@$??@ D8@A@ hEDOED E%D EUD EʒD EDȒEDEDȒED E%D EU5D E D EBDOE@DhE@D@  !b K$$>>_888% % ;2HX(HII=6IXX4IbIIbIII6IX(I'HF2HF<@9z% % $$@@( " FEMF+@ FGDICF(GDICaBF(EMF+*@$??@ D8@A@ (EQDaEQDEkSDEUDEUfDE TiDbE@kDE@kDbE@kDE+mDEoDEZDEDaED(ED@  !b K$$>>_888% % ;m X(Uo p5 p[ 6pnX4p0rs0rpp6p X(p0UoNmN<@`A% % $$@@( " FEMF+@ FGDICF(GDICo F(EMF+*@$??@D8@A@EDEDEgDEUDEDEYDF6EDEDF6EDEDEUDEDEYػDEDED@!b K$$>>_888% % ;mX(oopp6pX4prsrp/pS6pVX(pzoom<@n% % $$@@( " FEMF+@ FGDICF(GDICT4wF(EMF+*@$??@D8@A@EDIEDE"xDEHDEhDE7DEDEDEDE"(DEDEEEsEIE0EE0E@!b K$$>>_888% % ;^mX(Fop pG6pX4p%[rTBtT[rTpp6pa!X(p!Fo!^m!<@S3w% % $$@@( " FEMF+@ FGDICF(GDIC% 3 3FEMF+*@$??@8,HAA@$@, , ,@!b K$$>>_888d% % W$$ 3 3\i|\i\!% % $$AA( " FEMF+@ FGDICF(GDIC-2F(EMF+*@$??@D8@A@EDcEDEDEUDEDEDfE`Dp E`DfE`DE*DEU%DE:DE5DcEDED@!b K$$>>_8882% % ;A)X(B)\C)\C*6\C+X4\C",0DT,4ET,0DT,\C,\C,6\C.X(\C.B.A.<@,1% % $$AA( " FEMF+@ FGDICF(GDIC-.F(EMF+*@$??@D8@A@E@DuE@DERDEU%DEDEDED EDEDERyDEUDEDE&DuEDED@!b K$$>>_8882% % ;A9X(zB9@C9@C:6@C;X4@C.<DdX(@C?zB>_8882% % ;BtLX(CtLCLCL6CNX4COD4OlE4OD4OCiOCO6CQX(CQCQBQ<@? C % % $$AA( " FEMF+@ FGDICF(GDIC@  F(EMF+*@$??@D8@A@@E@NEoE@NEXE>NEXE:OEXEU%SEXE¯SEE TEp E TEE TEXE>TEXEUEXEUYEXEYEoEZE@EZE@!b K$$>>_8882% % ;BgX(BgCUgCg6CiX4CiZD j4E jZD jCEjCj6ClX(ClBlBl<@?  % % $$AA( " FEMF+@ FGDICF(GDIC@eF(EMF+*@$??@D8@A@@EHE]EHEEsEEEE:EEE EE EE EEEs^EEΈEEEEeE]EE@EE@!b K$$>>_888% % ;!AX(!A!A!B6!CX4!CA"D"DA"D!.D!eD6!EX(!1F!^F!^F<@?d% % $$@@( " FEMF+@ FGDICF(GDIChQF(EMF+*@$??@D8@A@`EE1EEpEUފEpEU!EpEEpEIE&EEEE&EEpEUEpEUEpEޏEpE!E1EXE`EXE@!b K$$>>_888% % ;mREX([oREpnEpE6pFX4pFrFsFrFpFpF6pGX(pH[o*Hm*H<@gP% % $$@@( " FEMF+@ FGDICF(GDICG}F(EMF+*@$??@ D8@A@!`E`DE`DEDEUDEDEdDgʒE@DE@DgʒE@DEDEUeDEUEEEEE`EE@! !b K$$>>_888% % ;G*X(UH*HXH6H"X4HYdI JdIHH6H~!X(H!UH!G!<@F}% % $$@@( " FEMF+@ FGDICF(GDIC S F(EMF+*@$??@"D8@A@#ȏE`EE`E$E- E$E,!E$E\(E$EZ)Eg2E(*EE(*Eg2E(*E$E*E$E+E$E$3E$E"4EE4EȏE4E@#"!b K$$>>_888% % ;G'X(H'I (II(6I*X4IU*I*>J*I*I*I*6I,X(I-H:-G:-<@ S % % $$@@( " FEMF+@ FGDICF(GDIC[Y MF(EMF+*@$??@$D8@A@%EUEEUEpE~ WEpEXEpEkqZEpE[E^UE0]EE0]E^UE0]EpE~j^EpE_EpEkaEpEUcEEdEEdE@%$!b K$$>>_888% % ;zmr5X(Dor5p5p"66p6X4p6)rJ7sJ7)rJ7p7p76ps8X(p8Do"9zm"9<@ZX M% % $$@@( " FEMF+@ FGDICK@0 ( 8( 8  % % % ( ( ( ( ( ( " F4(EMF+*@$??!b Ld+,+*)??" FEMF+@ Biff8Excel.Sheet.89q Oh+'0HPp Columbia Public SchoolsColumbia Public SchoolsMicrosoft Excel@*tʒ@1å0@L՜.+,0 PObjInfoWorkbookSummaryInformation(DocumentSummaryInformation88      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`^efghijklmnopqrstuvwxyz{|}~ \pColumbia Public Schools Ba=e'=`-09(<S@"1;Arial1;Arial1;Arial1;Arial1;Arial1*; Comic Sans MS1*; Comic Sans MS1*; Comic Sans MS1 ;Arial1$;Arial1*; Comic Sans MS1*; Comic Sans MS1*; Comic Sans MS1;Arial1;Arial1*; Comic Sans MS1;Arial1;Arial1*; Comic Sans MS1;Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)                + ) , *     0 8 " @ 8 8@ 8 8 8  x 8@ 8  8  @ 8  @  x@@ x " @  x""@ @  8 8  @  x 8 @ 8@ x 0@ x@ 0 0  @ 8 8""@ @ x@ 0 x@@ x @ 8@ x@  x  8 0 8@@ 8  @ 8 ! @ 8  @ 0 0@  8@@ x@@ 8@@ 8@@ 0@  x 0 @ x  @ 8 P  x@ 0@@ x"@@   x!@@ 8@ 8@@ x@@ 8 8"@ @ 8  @ 8@@ x@@ 8  @  8 x @ p  8  x"@@   x""@ @   x " @  8@ 8@ 8 8 8 8 8  @ 8  @ 8@ 8@@ 8 @ 8 @  8""@ @  8 " @ 8@@ 8@@ 8@@  8   8"@ @  8  @ X 8@ 8  x  x@@ 8@  8 8  8 8@@ 8!@@  8 8 ! @ 8 0 8 8@  8 8@ 8@@ 8@@ 8@@ X P P P X X- P- x-  x @ x"@  x@  x  x@@  x x   8 @ x@ 0  x@@  x@  x@@  x @ 8 x@@ x@ x @  x"@  x" @  x" @ 7 8@ x@@ x@ 8  @ 8@@ 8 x@@ 8 @  `@  `  @  `@  `  ` x@7 x @ 0@ x x@@7 x  @7 x"@ @ x- 8  @ 8 8@@ 0@ 8  @ 0  0 @ x @ x x x"@ @7 x"@ 7 x"@ 7 x " @ 7 x"@@ 7 8@ 8@ 8 8  8 x@@ x@ x  @ x@ x 8 x  @ x x"@ @ x"@  x" @  8@@ 8@ 8@ 8 0 0  8@@  8@ 8@@  x@@  x@ 8 8@@ 8@ 8@@ 8@ 8 @ 8  @ 8 8  8@@  8@ 8  8 8 8@  x"@ @7  x"@ 7  x"@ 7  x " @ 7  x"@@ 7  x"@ @  x"@   x" @   x" @ 7  x@@7  x  @7  h@  h  @  h@  h  h  x@7  `5. 2008-2009'ނFormatted for Assess Plan ReporuSheet1"fnfX8@zr8N1A"3 A@@   oGradeFallWinterSpring AssessmentDateK Letter I.D.DRA2, As AppropriateDRA2Cognitive Abilities TestMAP Math & Communication ArtsEXPLOREPLANWord Study InventoryHIGH SCHOOL (10-12)J*Cognitive Abilities Test given to all students new to CPS in grades 3 & 4&MAP Math, Communication Arts & Science 2008-2009September 2 - October 10August 25 - 29January 12 - 16January 5 - 16April 27 - May 8 April 20 - 24April 27 - May 1March 30 - April 17September 8 - 19September 8 - 12September 29 - October 17 September 29 - October 17Letter I.D., As AppropriateMarch 2 - March 20November 3 - 13January 20 - Feb. 4August 25 - September 19DRA2 DWASRI May 4 - 15SRI DRA2 REQUIRED Word Study Inventory, US Constitution TestMissouri Constitution Exam JanuaryWord Study Inventory, January 15 - 19Computer Literacy TestApril 17 - April 27Physical Fitness TestsSeptember - October April - MayFOctober - November (dates set by counselors) August 25 - 28>October - November (dates set by counselors)% Large-Scale Assessment CalendarDRESS / DRA2 as appropriateDRA2 as appropriateDRESS as appropriateas appropriate$Word Study Inventory, as appropriateDress / DRA2 as appropriateApril 10 - May 15 as appropriateWord Study Inventory,ELEMENTARY SCHOOL (K - 5)MIDDLE/JUNIOR HIGH SCHOOL (6-9)*EOC Exams for Douglass HS *EOC Exams and English II and English II.BEOC Exams in English I, Algebra II, Integrated Math II, Integrated9 -AlgebraI/Integrated Math I and Biology testing dates  are April 10 - May 15.April 10 - June 15<*Required EOC Exams are Biology, Algebra I/Integrated Math I=*Required EOC Exams are Biology, Algebra I/Integrated Math I C -English II/DWA Grade 10 testing dates are April 10th - May 1. FOctober - November (dates set by counselors)>October - November (dates set by counselors)8EOC Exams in English I, Algebra II, Integrated Math II, 9 Integrated Math lll, Geometry, American History, and > Government willbe field tested in Spring; exact dates to  be announced6*Required EOC Exams are Biology, Algebra I/Integrated  Math I and English II.0All Assessments are required except where noted.MIDDLE SCHOOL (6-9)December 15 - 19Missouri Constitution TestDecember 15-19Word Study InventorySeptember - October$Word Study Inventory, as appropriate#7 field tested in Spring; exact dates to be announcedA Math lll, Geometry, American History, and Government will be 7 field tested in Spring; exact dates to be announced$Word Study Inventory, as appropriate# *EOC Exams *EOC Exam for Douglass HSApril 15 - May 15C -English II/DWA Grade 10 testing dates are April 15th - May 1.  are April 15 - May 15.5*EOC Exams (see note below for English ll exam dates)Math FACT Assessment May 4 - May 8 January 20 - Feb. 4AColumbia Public Schools Large-Scale Assessment Calendar 2008-2009As of 9/3/2008 As of 09/09/2008r 3!S!"d##$%o&('H( * |+ ,   dMbP?_*+%(Rq Page &P&?'?(?)?M\\CPS1\ADM-STAFFDEV-455N.Admin odXXLetterSCPI0SH2EADM-STAFFDEV-455N.Administratio( odXXLetterP@t$dd**** o****d{"ArialddXdddd$$dddZ 222222< q $"KXX??U} m} &} $} $} $)} $} $ } $   @ @ @ @   w  w  J@ ,@ ,@ ,@  , J@ J@ ,@  ,@ , ,@ ,@ ,@  ,@ ,@ ,@ ,  w  J@ ,@ @ ,  w l n B      N & & % & %   %  +%  %   A4 1 1     k       ~ ? +%  +%  +%   1    '   F $   i j ~ @ E%  %  %       $ '   L '! F@ Q '/ i j~ @ %  --   1 %   $ '    8& # ,   ?!  Q ? i 'j~ @ 3%  +( $ " 1 %  ,%  7$ #  1 7& # ,    ?!L i 'jD l(((\lpFlDpF>hp@DP0TLPDP0TZLZ8 X@! ,@" J@# ,@$ ,@% J& w ' h( -@ ) @* @+ @, @- @ . w / w 0 ,@1 ,@2 ,@3 ,@4 ,@5 @ 6 J@7 J@8 ,@9 ,@: ,@ ; ,@< ,@= ,@> ,@? ,@~ @ 3%  +( $ "  ! !1 !F@ !.% ! ! " "2 "3 "% " " " # #7$ #7 #L #< ## # $ $7& $7 $.$ $2 $4 $F % %s %'!%FF &H/ &;i &j &F ' 'W'- ( )l)F *F +m+F ,F -C-F\ . .. .. ..F / /2 / /2 / /2 / /F ~ 0@ 0B 0" 0 0 0$ 0" 0F1 15% 1## 1 1<E 1=e 1F2 2& 2 2 2,% 2 23 31 34 4$ 4 4: 4 45~ 6@ 6\ 6" 6 6$ 6" 67 7% 7# 7' 7<E 7=e 7 8 8 8' 8  8! 89 9& 9 9F@ 9$ 9 9: :*::'~ ; @ ;E= ;( ;M- ;$ ;I ;< <5% <## <F <<E <=e <= =& = =. = =0 =@1 =F > ><> >^ >= >F? ?5% ?# ?D ldTb`j>@2***^np^^2Rb^V^0b^lR@ ,@A ,@ B ,@C ,D h@E ,@F ,@G ,@ H hI @J @K @L @M @N @O @P @Q @ R S T U V  W w X w Y ,@Z ,@[ ,\ ,] ,^ ; _ ,@ @ @5 @ @9 @@A*~ B"@ BC= BI BEA B B2 B=4BC C.% C'# C @C C<E C=eCD D2 D] D+ D- D^ DD E EZE ER% E#EF F& F Fd F[ F9 FFG G[9GH HWHI IL IJ JF JK Kf KL LI LM Mg MNO OH OP P`P Q Q_Q RlR S TmT U VV W WW WW WW X X X XT XU X2 XX ~ Y$@ YC% YP6 YM0 Yh YeY Z Z5= Z Z* ZZ [ [& [ [ <[ [= [[ \ \;\F@ ] ] ]7 ]D ]Y ]> ]] ^S ~ _&@ _D= _P _E* _ _E _e_ D lZldhNh..00000066, , ,`pfXl4p ` h@a ,b ; c ,d ,e @f ; g Jh i j k l @m @n o @p @q r s t u v w x y z { | } ~  ` `& ` ` < ` a aD aY a<b a#b bF; b b*> b~ c(@ c= c( c* c cc ced d& d d1< d e eD eY e<= e#f f*; f f*> fg gWghJ hMhiJ iGij jfjk kIkl lglmYKn nHno o`o p papqrstuvwxyz{|}~D.lDHDbDHD,,,,,,,,&                                Dl                                 Dl                                 Dl                                 Dl                          "   (  ^B O@ c $D@%]O`LZR S C A@ M]S`4NZR T C A@:]T`NZR V C A@ @A ]V`4OZR Z C A@M$]Z`3ZR [ C A@"F%][`dZR ] C A@ @ 3]]`ZR ^ C A@KFY]^`OZR _ C A@R &I ]_`tPZR ` C A@DZq]``PZR p C A@N2MI3]p`tQldB  s *D@jJ ]`QZR  C A@9&1:]`RZR  C A@f2315]` SZR  C A@ MK ]`SZR  C A@MF]` TZR  C A@MQ]`TZR  C A@FK]` UZR  C A@ &Q!]`UZR  C A@N!@I"]` VZR  C A@M]`VZR  C A@&]` WZR  C A@FH]`WZR  C A@[3 \]` XZR  C A@`K&b]`XZR  C A@d31g]` YZR  C A@D YE]`YZR  C A@=&+?]` Z`X  S GA@G3Y]`Z>@2du_`]^]^PPFGFGcd9:@A+,0505@A_`BCcdZ[TUY^WW[\]^_bcd_`ababdedf`a`befcf;ABG4545@ARS052325@A"$..9:!"DEFG 45$%$%        %]^YZYZ !..23--78DE>?=>789:=?)*..6:./ooFGFG[\[\efVVWXWWWW7   dMbP?_*+%$KM\\CPS1\ADM-STAFFDEV-4600.Admin?dXXLetter.HP Color LaserJet 4600 PCL 5c2xeQMkSQ3&T+~Q|h袱V4MYEk AQk */kōCѵ񾠡Ys3l ޒCcC2Zb3֔G ǡG!ÐCvSc$dڌsvpɸpU۸Ba5rz r2@iV>8m뛨bM(>8 Y75r S7|"V`p+o~"9 njo?I6HB<5gƽ7:3 t'kt:f+)]4rXu袳1x <g92zeEIke5i_/D/*/dl{v)`MуNsTz+D ҪGcJP%ڬGKl&L\,岣b֣JKg3)x Hv!)P[7o]u"dXX??U} I]} ]} ]} ]} ]} ]} ]} $ ]} $ ]   @ @ @ @   Y  Y  J@ ,@ ,@ ,@  , J@ ,@  ,@ , ,@ ,@  ,@ ,@ ,@ X 9  J@ ,@ @ @ g@  @ ,@ J@ ,@ 8]^      ]^ ]^]^ B]^       ]] _ ` ` a ` a ]]  %  +%  b%  ]] cd 1 1 ]]    ~ "   ]]     ]]~ ? +%  +%  +%  ]]  1  1 ]]  $      ]]~ @ E%  ^%  %  ]]     ]] $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  ~ @ 3%  +( | " 1 %  ,%  7$ #  1 7& # , < ? G ! 9)  & i'~ @ 3%  +( | " 1 je ,%  ]2 ]3 %  1 7$ 7 L < #D0 l(((\lpFlDpFhpFDPTLPDPTZLZPTDZ ,@! Y " J# -@ $ z% z& z' z( z ) Y * Y + ,@, ,@- ,@. ,@/ ,@0 @ 1 J@2 J@3 ,@4 ,@5 ,@ 6 X@7 ,@8 ,@9 :@: ,@; ,@< ,@ = g@> ,? I@  7& 7 .  k2 l4 ]j] ! !: !! !mf !*& !g' !]j] " "W"^^^]^] #]]]]]]^]]] $8$xyy %xyy &&xyy 'xyy (X(x{y ) )) )) ))j]] * *n *o *n *o *n *o *j]] ~ +@ +B +" + + +| +" +j]] , ,5% ,## , ,<E ,=K ,j]] - -& - - -,% - -]]] . .1.^]] / /) / /]& / /^]] 0 0]: 0^]~ 1@ 1p 1" 1qh 1| 1" 1^]2 2% 2# 2' 2<E 2=K 2^] 3 3 3' 3  3! 3^]4 4^& 4 4je 4j& 4 4^]5 5*: 5* 5*) 5^]~ 6 @ 6E= 6( 6qb 6W 6I 6^]7 75% 7## 7j^ 7<E 7=K 7^]8 8r& 8 8. 8 8j0 8e1 8^j9 999 9<9 9= 9i 9^j: :5% :# :^]; ; ;O ; ;R9 ; ;^]<* <6& <^]~ ="@ =C= =I =EA = =k2 =i4 =^]> >.% >'# > @> ><E >=K >^]? ?2 ?3 ?+?e ?}= ?e ?^]Dd lj`2***^nr``4T2b^V^Fb^ld>^2ph@ ,@A ,@B ,@ C JD @E @F @G @H @I @J ^ K yL KzM izN zO z P Y Q Y R ,@S ,@T ,U ,V W ;@ X @Y h@Z :@[ ; \ ,] ,^ @_ ; @ @- @R% @#@^]]] A Aj& A A,A AQ& AA^]]] B B[9 B B69B]]]] Cs CWC]]]]]]] Ds DLD]]]]] Es EFE]]]]] Fs]]]]] Gs GQG]]]]] Hs HRHZ]]]] Is ISIZ]]]] Js JTJZ^^^^ K8Kyyyy Lzyyy MMzyyy Nzyyy OOzyyy P PP PP PPQ Qo Qo Qu Qv Qn Qo~ R$@ RC% RP6 Rqh RC& R" S S5= S S* S S.E S'?T T& T T <T T= TU U;U UD U/ UV V VP V V> VW~ X&@ XD= XP X= X XD& X" Y Y& Y Y Y5E Y#? Z ZD Z/ ZV= Z#[ [j; [ [*> [~ \(@ \q= \( \* \ \E( \X ] ]& ] ]1<] ]kE ]#? ^ ^D ^/ ^<= ^#_ _*; _ _*> _D lNlJ466 6666, , ,V^T^ZLPbPHDbZHa b c d e @f @g h @i @j @k l m n o p q r s t u v w x y z { | } ~   a]^ aUaw b]^ bVbw c^] cNcw d^] dIdw e^] eJewf^]tw g^] gQgw h^] hRh i^] iSiZ j^] jTj]k^]]]l^]]]m^]]]n^]]]o^]]]p^q^r^s^t^u^v^w^x^y^z^{^|^}^~^^BX&&&&&&&&&                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]`X]ZR  C A@  M]`]ZR  C A@:q]`8^ZR  C A@ @F ]`^ZR  C A@M2]`8_ZR  C A@F!]`_ZR  C A@ @q 3]`8`ZR  C A@FP]``ZR   C A@ &B ] `8aZR   C A@Zf] `aZR   C A@-MB.] `8bZR   C A@43B6] `bldB   s *D@jJ ] `8cZR  C A@4&55]`cZR  C A@e-350]`PdZR  C A@ MR ]`dZR  C A@ML]`PeZR  C A@MX]`eZR  C A@FR]`PfZR  C A@,X]`fZR  C A@@B]`PgZR  C A@M]`gZR  C A@&]`PhZR  C A@AC]`hZR  C A@T3#U]`PiZR  C A@YK)[]`iZR  C A@AIB]`PjZR  C A@]35`]`jZR  C A@@ZqC]`PkZR  C A@/MB0]`kZR  C A@;&;<]`PlZR   C A@8f5;] `l`X ! S GA@3P]!`Pm>?@KKjRj        ! +0-.-0$%&'(()*))))))-./0/01523234545+0+089;<;<9:;<=B=>?@?@@BABAB6<8:PQPPPPPPTUVWVWVWVWX[XYYZY[Z[Z[RWSTTU\_\]]^]_^_^_hh?@ABUWUWXYTUKLMNOO7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J 8        B       _ ` ` a ` a  %  +%  b%  cd 1 1    ~ "       ~ ? +%  +%  +%   1  1   $     ~ @ E%  ^%  %      $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  L WS4R$$$V^b@^@b@Zb@DPTLPDP0 (  R  C A@ Q U]`pZR  C A@&63]`|pZR  C A@ ) I]`pZR  C A@ 6 b]`|qZR  C A@!&%@]`qZR  C A@( & 3]`|rZR  C A@Z/@]`rldB  s *D@jJz ]`|sZR   C A@ M/ 3] `tZR   C A@M,3] `tZR   C A@M33] `uZR   C A@q=M] `uZR   C A@x D] `v>@?        7                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]` ZR  C A@  M]`l!ZR  C A@:q]`!ZR  C A@ @F ]`l"ZR  C A@M2]`"ZR  C A@F!]`l#ZR  C A@ @q 3]`#ZR  C A@FP]`l$ZR   C A@ &B ] `$ZR   C A@Zf] `l%ZR   C A@-MB.] `%ZR   C A@43B6] `l&ldB   s *D@jJ ] `&ZR  C A@4&55]`'ZR  C A@e-350]`(ZR  C A@ MR ]`(ZR  C A@ML]`)ZR  C A@MX]`)ZR  C A@FR]`*ZR  C A@,X]`*ZR  C A@@B]`+ZR  C A@M]`+ZR  C A@&]`,ZR  C A@AC]`,ZR  C A@T3#U]`-ZR  C A@YK)[]`-ZR  C A@AIB]`.ZR  C A@]35`]`.ZR  C A@@ZqC]`/ZR  C A@/MB0]`/ZR  C A@;&;<]`0ZR   C A@8f5;] `0`X ! S GA@3P]!`T1>?@KKjRjhh?@ABUWUWXYTUKLMNOO\_\]]^]_^_^_VWX[XYYZY[Z[Z[RWSTTUTUVWVWVWPQPPPPPP;<=B=>?@?@@BABAB6<8:89;<;<9:-./0/01523234545+0+0+0-.-0$%&'(()*))))))!         7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J(Large-Scale Assessment Calendar 2008-2009"ELEMENTARY SCHOOL (K - 5)Grade FallWinterSpring_ Assessment `Date` Assessment aDate` Assessment aDate K DWASeptember 8 - 12 +DWAJanuary 12 - 16 bDWA April 20 - 24 cd1Word Study Inventory1Word Study Inventory   Letter I.D. September 8 - 19$ ~Letter I.D., As Appropriate January 20 - Feb. 4 DRA2 April 27 - May 8  DRA2, As Appropriate  DRA2, As Appropriate ~ ? +DWA September 8 - 12 +DWA January 12 - 16 +DWA  April 20 - 24  1Word Study Inventory  1Word Study Inventory   DRA2  September 8 - 19 Word Study Inventory  DRA2 April 27 - May 8~ @ EDWASeptember 8 - 12 ^DWAJanuary 12 - 16 DWA April 20 - 24 Word Study Inventory Word Study InventoryDRA2 'September 8 - 19Word Study Inventory !OCognitive Abilities Test>November 3 - 13 fg DRA2April 27 - May 8~ @ DWASeptember 8 - 12 bb& MAP Math & Communication ArtsMarch 30 - April 171Word Study Inventory DWAJanuary 12 - 16  DRA2 'September 8 - 19 Word Study Inventory April 20 - 24 8SRI"#September 29 - October 17,Word Study Inventory SGJ*Cognitive Abilities Test given to all students new to CPS in grades 3 & 4November 3 - 13 99 DRA2April 27 - May 8L90All Assessments are required except where noted.S42 B,<gffffkoq0 (  R  C A@ Q U]` 4ZR  C A@&63]`4ZR  C A@ ) I]`5ZR  C A@ 6 b]`5ZR  C A@!&%@]`6ZR  C A@( & 3]`6ZR  C A@Z/@]`7ldB  s *D@jJz ]`7ZR   C A@ M/ 3] `8ZR   C A@M,3] `8ZR   C A@M33] `9ZR   C A@q=M] `9ZR   C A@x D] `:>@?        7 Xx  Columbia Public Schools  2008-2009 Formatted for Assess Plan ReporSheet1  Worksheets F!Microsoft Office Excel WorksheetBiff8Excel.Sheet.89q _1282477476 F-^b0^bOle EPRINTdCompObjml/S EMF $("F, EMF+@XXF\PEMF+"@ @ $@ 0@?!@ @     !" !" !  " !   " !   '%     LdJJ!??LdZxW!??'% (  LdxZxW !??'% (  LdTT t!??LdTqT t!??LdTqTq t!??LdTWT t!??LdTWTW t!??'% (  LdT=T t!??'% (  LdT=T= t!??LdT#T t!??LdT#T# t!??Rp@Comic Sans MS}0&T0 L0 0 e0ArialI0@ & !` &tdv% Rp@Comic Sans MS0? xLx0e&T0 L0 0 e0ArialI0@! &! !` &tdv% % % " !% %   t% %     Tg/@@ L`AssessmentC--3--G30+% % % % TdY + g/@@Y LTDateB3+3% % % % Tg/@@ L`AssessmentC--3--G30+% % % % TdLg/@@LLTDateB3+3% % % % T g/@@  L`AssessmentC--3--G30+% % % % Tdg/@@LTDateB3+3% % % % " !% %    Rp@Comic Sans MS0ttt\!0\&T0L00e0ArialI0@ r& r!`&tdv% % % " !% %   |% %   T|/@@|LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % T | /@@ vLhAugust 25 - 29<+,+('33"33% % Rp@Comic Sans MS0tts[ 0[&T0L00pe0ArialI0@@ &@ !`&tdv% % % Tp|/@@pwLMAP Math & Communication ArtsI=,$I.'0$6$3,@@+++.',+$=('(% % % % % T|/@@vLtMarch 30 - April 17eI*)+033"<,)%3% % % % " !% %    % % " !% %   f% %   T`q=b/@@qLTDWA6<U<% % % % T b/@@L|August 25 - September 19<+,+('33":-,'-@1-)%3% % % % Tb/@@ L`*EOC Exams,4B241*@(% % Tb/@@LpApril 15 - May 14<,)%3"I*+%3% % " !% %    % % " !% %   n% %   T`no/@@hLTDWA<U<% % % % " !% %    % % " !% %   X% %   TPT/@@PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % " !% %    % % RpArial0? `ۣx0J&T0 L0 0e0ArialI0@ & !`&tdv% % % % " !% %   L% % % % %   T Lh/@@ LLtWord Study InventorU,)1:'+1+-+(-+',)% TTi^/@@i^LPy'% % % % T L /@@ LLhAugust 25 - 29<+,+('33"33% % % % % TpM/@@pMLMAP Math & Communication ArtsI=,$I.'0$6$3,@@+++.',+$=('(% % % % % TL/@@LLtMarch 30 - April 17I*)+033"<,)%3% % % % " !% %    % % " !% %   N% %   TD/@@ L`*EOC Exams,4B241*@(% % TD/@@LpApril 15 - May 14<,)%3"I*+%3% % " !% %    % % " !% %   V% %   T V]/@@ PLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % TV/@@PLhJanuary 5 - 167*++*)+3"%3% % % % TPV/@@PPLtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % TbVY/@@bP LhApril 20 - 24<,)33"33% % % % " !% %      T`%</@@LTSRI:4-% % " !% %   H% %   TFHi/@@FBLtDRA2 as appropriate<4<3*(*,,),,)*'-% % % % " !% %    % % % % " !% %   2 % %   T$. /@@$LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % % % T  . /@@ LhAugust 25 - 29<+,+('33"33% % % % % T0^. /@@&LMAP Math, Communication Arts & ScienceI=,$I.'0$$3,@@+++.',+$=('($6$:+.++.% % % % % T. /@@LtMarch 30 - April 17I*)+033"<,)%3% % % % " !% %    % % " !% %   :  % %   T`q: = /@@q4 LTDWA<U<% % % % T: /@@4 L|August 25 - September 19<+,+('33":-,'-@1-)%3% % % % T:  /@@4 L`*EOC Exams,4B241*@(% % T:  /@@4 LpApril 15 - May 14<,)%3"I*+%3% % " !% %      T` % /@@ LTSRI:4-% % " !% %    $ % %   T  /@@ LWord Study Inventory, U,)1:'+1+-+(-+',)+% % T=  /@@= LxComputer Literacy Test2,@,+'-).'-)*++8-('% T!  /@@! LtApril 17 - April 277...7...% % " !% %    % % % " !% %   ,  % %   T,  /@@& Lhas appropriate*(*,,),,)*'-% % % % % % % % % T ",  /@@"& #LWord Study Inventory, as appropriatU,)1:'+1+-+(-+',)+*(*,,),,)*'% TT8  /@@8 LPe.% % Tb, Y /@@b& LhApril 20 - 24<,)33"33% % " !% %    % % " !% %     % %   T` o /@@ LTDWA<U<% % % % T'  /@@' LlApril 27 - May 1<,)33"I*+%% % % % " !% %    % % Rp@Comic Sans MS0tt_K0K&T0dL0d0d`e0ArialI0@ & !`d&tdv% % % % % % " !% %     % %   T$ } /@@ $LWord Study Inventory, as appropriateU,)1:'+1+-+(-+',)+*(*,,),,)*'-% % % % T  } /@@ LhAugust 25 - 29<+,+('33"33% % % % T  h} /@@ LxWord Study Inventory,U,)1:'+1+-+(-+',)+% % T_ } /@@_ LxPhysical Fitness Tests+0+(+*2'+-((8-('(T 6} /@@ LdApril - May<,)"I*+% % " !% %    % % " !% %     % %   T`q = /@@q LTDWA<U<% % % % T /@@ L|August 25 - September 19<+,+('33":-,'-@1-)%3% % % % T  /@@ Ll as appropriate*(*,,),,)*'-% % % % T  /@@ L`*EOC Exams,4B241*@(% % T  /@@ LpApril 15 - May 14<,)%3"I*+%3% % " !% %    % %   T  ={ /@@  LtUS Constitution Test=:2,+(''+',+8-('Tx P{ /@@ L\January7*++*)+% % % % " !% %     % % % % %   T " { /@@" #LWord Study Inventory, as appropriatU,)1:'+1+-+(-+',)+*(*,,),,)*'% TT u /@@ LPe.% % Tb Y{ /@@b LhApril 20 - 24<,)33"33% % " !% %      T /@@ LMissouri Constitution TestI((,+)2,+(''+',+8-('% % " !% %    % %   T` o/@@ LTDWA<U<% % % % T' /@@' LlApril 27 - May 1<,)33"I*+%% % % % " !% %      T`%y/@@LTSRI:4-% % " !% %   % %   Tk/@@kLDRESS / DRA2 as appropriate<44::*<4<3*(*,,),,)*'-% % % % " !% %    %   Tlkg w/@@k0LAll Assessments are required except where noted.=$=((.((@.+'($.(.$(.++(.1$.1+.,'$90.(.$+,'.1$% Tdi/@@d<L*Required EOC Exams are Biology, Algebra I/Integrated Math I <.....7A<7*.G*..7...'7..........E..Td f/@@d Ll and English II...7..*.Td~B/@@d~HL -English II/DWA Grade 10 testing dates are April 15th - April 24th. 7..*.<S7A......*.....*..7....7....TdIL/@@d9L -AlgebraI/Integrated Math I and Biology testing dates 7..........E.....7...'.*.....*Tdd/@@ddL are April 15 - May 14...7...E.'..TdJ/@@dJBLEOC Exams in English I, Algebra II, Integrated Math II, Integrated7A<7*.G*.7..*.7..........E........% Rp Arial0tt\J 0J&T0, L0, 0,Pe0ArialI0@} L&} L!`,&tdv% % % % % % " !% %   '% % % % %   TTe'}/@@eLP % T~0/@@~06L field tested in Spring; exact dates to be announced...*...7....*.*...*.........*..% % % % " !% %    % % % % % % " !% %   % %   T :/@@ :LlApril 27 - May 8<,)33"I*+3% % % % % % % % " !% %   O( % %   T: /@@:L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % " !% %   Z( O   TL/@@k LL% % % % % % " !% %    L % %   T X /@@ LhJanuary 5 - 167*++*)+3"%3% % % % % % % % " !% %   O( % %   T  |/@@ L|August 25 - September 19<+,+('33":-,'-@1-)%3% % % % % % % % " !% %   O( % %   T p/@@L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % % % % % " !% %   O (  % %   T" /@@" L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % % " !% %     T8 /@@8 ALColumbia Public Schools Large-Scale Assessment Calendar 2008-2009H> =[E!A3>=E !<3Q<D>> 93@A8>AGQ<A A3V99A99[A=73HA A=EA83GGGGGGGGG% % % % % % % " !% %   TJ% %   TpJ6/@@ILXSpring@1,01% % % % " !% %   HR% %   TT6/@@6LP78% % % % % % % % " !% %   JRp% %   Tl/5/@@/LXGrade?,363% % % % % % % % " !% %   ZJ( % %   TdJ/@@ILTFall83% % % % % % % % % " !% %   ZjO\% %   T`$/@@LTSRI:4-% % % % % " !% %   B  T }+/@@ LMIDDLE/JUNIOR HIGH SCHOOL (6-9)g@TT@I<NV_@]K3Z@PZ3QHZ]]@3+GGG+% % % % % % % " !% %   ZO% %   T`q =|/@@q LTDWA<U<% % % % " !% %   Z O  T-@  /@@-@ LxPhysical Fitness Tests+0+(+*2'+-((8-('(% % % % " !% %   O ( % % % % %   T% @ D /@@% @ LpSeptember - Octobe:-,'-@1-)"B+',1-% TTE R a /@@E R LPr% % % % % % % % " !% %   T% %   T:U/@@:LDRESS / DRA2 as appropriate<44::*<4<3*(*,,),,)*'-% % % % " !% %   T\@  Tx/@@xLtDRA2 as appropriate<4<3*(*,,),,)*'-% % % % % % % " !% %   Z O % %   TxM  /@@M L\EXPLORE4<,.B54% % % % % % % % % " !% %   0 JL% %   TpJ/@@ILXWinter`0+3,% % % % % % % % % " !% %   % %   T p/@@ LlApril 27 - May 8<,)33"I*+3% % % % % " !% %   R % %   TT /@@ LP88% % % % " !% %    R% %   TT6 /@@6 LP98% % % % % % % % % " !% %   \@% %   T /@@ LlApril 27 - May 8<,)33"I*+3% % % % % % % % " !% %   Z\O@% %   Tphx/@@hLXDRA2 <4<3% % % % % % % % " !% %     % %   T L  /@@ L LlApril 27 - May 8<,)33"I*+3% % % % % % " !% %   xR@% %   TT/@@LP68% % % % % % % % % " !% %   j\% %   TbY/@@b LhApril 20 - 24<,)33"33% % % % % % % % " !% %   Oj( @% %   T /@@L|September 2 - October 10:-,'-@1-)3"B+',1-)%3% % % % % % % % % % % % % % % % % % " !% %   O (  % % % % % % % % %   T\0  ' /@@0  -LOctober - November B+',1-)"B,(-@1-)% T8 L /@@8 L(dates set by counselors)'" %!!% (#"###!%# !% % % % % % % % " !% %    L % %   TB  /@@B LhJanuary 5 - 167*++*)+3"%3% % % % " !% %   0   T| :/@@| :L*EOC Exam for Douglass HS,4B241*@*,)<,+,*((@:% % " !% %   L  T}:/@@}:LhDecember 15-19<-+-@1-)%3"%3% % % % % % " !% %   T% %   Tpp/@@LXDRA2 <4<3% % % % % % % % " !% %   T  % %   TL U /@@L LDRESS / DRA2 as appropriate<44::*<4<3*(*,,),,)*'-% % % % % " !% %     T<m/@@<LhAs of 9/9/2008V93>;3G<G<GGGG% % % % % % % " !% %   0 x@% %   T ] /@@ LtWord Study InventoryU,)1:'+1+-+(-+',)+% % % % % % % % " !% %   xL@% %   T /@@LhJanuary 5 - 167*++*)+3"%3% % % % % % " !% %   T#% % % % %   Tde/@@eLT % T/@@=LMath lll, Geometry, American History, and Government will be E..A..G.'7G.*..<*.'...A.)..G..;..% % % % " !% %    % % " !% %    ' % (   &% b6( % Ldb' b !??% bf6( f% Ldbf' mbf !??% b6( % Ldb' b !??% b6( % Ldb' b !??% b2 6( 2 % Ldb2 ' 9 b2 !??% b 6( % Ldb ' b !??% b 6(  % Ldb '  b !??% b 6( % Ldb ' b !??% b 6( % Ldb '  b !??% 8 6L % Ld8 K 8 !??% b6( % Ldb' b !??% 8 6L% Ld8 K 8 !??Ld !??Ld  !??LdRRaRR !??Ld( R7 ( R !??LdLR[LR !??LdGVG!??Ld  !??Ld!??Ld  !??Ld BQ B!??Ldbb!??Ld p p!??% \6% Ld\\ !??% \f6f% Ld\fm\f !??% \X6X% Ld\X_\X !??Ld @O @!??% \6% Ld\\ !??% \N6N% Ld\NU\N !??% \6% Ld\\ !??Ld  !??% \2 62 % Ld\2 9 \2 !??% \ 6 % Ld\  \ !??% \$ 6$ % Ld\$ + \$ !??% \ 6 % Ld\  \ !??% \ 6 % Ld\  \ !??Ld    !??% \ 6 % Ld\  \ !??% \ 6 % Ld\  \ !??% \ 6 % Ld\  \ !??% \6% Ld\ \ !??Ld  !??% ( % " !%    % " !%   ( 8 0  F(GDICh>F(EMF+*@$??@D8@A@`E@D1E@DpE(DpEUDpEjDpEmD&E@DE@D&E@DpE(DpEUDpEjDpEmD1E@D`E@D@!b K$$>>_8 88% % ;m&X([o&pApa6pLX4plrsrpp6pX(p[om<@g>% % $$@@( " FEMF+@ FGDICF(GDIC3F(EMF+*@$??@D8@A@pE DE DEO$DEUeDEU=EEEE`E`E`EE`EE'EEEEU EE٭ EE0 EpE0 E@!b K$$>>_8 882% % ;A>X(cB>B?BV?6BAX4BA~C,B,D,B~C,BBnBBB6BEX(BSEcBEAE<@2% % $$AA( " FEMF+@ FGDICF(GDICGzF(EMF+*@$??@D8@A@EDEDEˤDEDEUDE5;DO[E D`E DO[E DEDEZDEUEDE5DEDED@!b K$$>>_8 882% % ;TB#X(B#@Cf$@C$6@C6)X4@C)CD*,DD*CD*@C*@CS+6@C/X(@C#0B0TB0<@Fy% % $$AA( " FEMF+@ FGDICF(GDIC& pF(EMF+*@$??@D8@A@EaEEaEERaEE2bEEUfEEgEaE0hEE0hEaE0hEERhEEbiEEU-nEEnEE`oEE`oE@!b K$$>>_8 882% % ;LA|pX(A|pTBpTBq6TB{sX4TBsBt\CtBtTBYtTBt6TBwX(TBhwAwLAw<@% p% % $$AA( " FEMF+@ FGDICF(GDIC YF(EMF+*@$??@D8@A@ ȏEPE@EPE8EPE8ERQE8EUVE8EZXWEܑEWEEWEܑEWE8EXE8EBYE8EU^E8EZH_E@E_EȏE_E@ !b K$$>>_8 88% % ;G3X(HH3H$4HS46H5X4H5H5RI5H5H 6HO66H7X(H7HH7G7<@ Y% % $$@@( " FEMF+@ FGDICF(GDIC3  F(EMF+*@$??@ D8@A@ pEEEEEEEtEE$EE$EsE%EE%EsE%EEd&EEL'EE-EE.EE/EpE/E@  !b K$$>>_8 882% % ;AMX(VBMBCNBN6BQX4BrR[CRCR[CRB/SBS6BVX(B^WVBWAW<@2  % % $$AA( " FEMF+@ FGDICK@0 ( 8( 8  % % % ( ( ( ( ( ( ( " F4(EMF+*@$??!b Ld$x$x )??" FEMF+@ ObjInfoWorkbookSummaryInformation( DocumentSummaryInformation8%8      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]_bcdefghijklmnopqrstuvwxyz{|}~ \pColumbia Public Schools Ba= (P=-09b%<S@"1Arial1Arial1Arial1Arial1Arial1* Comic Sans MS1* Comic Sans MS1* Comic Sans MS1 Arial1$Arial1* Comic Sans MS1* Comic Sans MS1* Comic Sans MS1Arial1Arial1* Comic Sans MS1Arial1Arial1* Comic Sans MS1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)                + ) , *     0 8 " @ 8 8@ 8 8 8  x 8@ 8  8  @ 8  @  x@@ x " @  x""@ @  8 8  @  x 8 @ 8@ x 0@ x@ 0 0  @ 8 8""@ @ x@ 0 x@@ x @ 8@ x@  x  8 0 8@@ 8  @ 8 ! @ 8  @ 0 0@  8@@ x@@ 8@@ 8@@ 0@  x 0 @ x  @ 8 P  x@ 0@@ x"@@   x!@@ 8@ 8@@ x@@ 8 8"@ @ 8  @ 8@@ x@@ 8  @  8 x @ p  8  x"@@   x""@ @   x " @  8@ 8@ 8 8 8 8 8  @ 8  @ 8@ 8@@ 8 @ 8 @  8""@ @  8 " @ 8@@ 8@@ 8@@  8   8"@ @  8  @ X 8@ 8  x  x@@ 8@  8 8  8 8@@ 8!@@  8 8 ! @ 8 0 8 8@  8 8@ 8@@ 8@@ 8@@ X P P P X X- P- x-  x @ x"@  x@  x  x@@  x x   8 @ x@ 0  x@@  x@  x@@  x @ 8 x@@ x@ x @  x"@  x" @  x" @ 7 8@ x@@ x@ 8  @ 8@@ 8 x@@ 8 @  `@  `  @  `@  `  ` x@7 x @ 0@ x x@@7 x  @7 x"@ @ x- 8  @ 8 8@@ 0@ 8  @ 0  0 @ x @ x x x"@ @7 x"@ 7 x"@ 7 x " @ 7 x"@@ 7 8@ 8@ 8 8  8 x@@ x@ x  @ x@ x 8 x  @ x x"@ @ x"@  x" @  8@@ 8@ 8@ 8 0 0  8@@  8@ 8@@  x@@  x@ 8 8@@ 8@ 8@@ 8@ 8 @ 8  @ 8 8  8@@  8@ 8  8 8 8@  x"@ @7  x"@ 7  x"@ 7  x " @ 7  x"@@ 7  x"@ @  x"@   x" @   x" @ 7  x@@7  x  @7  h@  h  @  h@  h  h  x@7  `. 2008-2009'tFormatted for Assess Plan Repor Sheet1"fnfX8@zr8N1A"3 A@@  e sGradeFallWinterSpring AssessmentDateK Letter I.D.DRA2, As AppropriateDRA2Cognitive Abilities TestMAP Math & Communication ArtsEXPLOREPLANWord Study InventoryHIGH SCHOOL (10-12)J*Cognitive Abilities Test given to all students new to CPS in grades 3 & 4&MAP Math, Communication Arts & Science 2008-2009September 2 - October 10August 25 - 29January 12 - 16January 5 - 16April 27 - May 8 April 20 - 24April 27 - May 1March 30 - April 17September 8 - 19September 8 - 12September 29 - October 17 September 29 - October 17Letter I.D., As AppropriateMarch 2 - March 20November 3 - 13January 20 - Feb. 4August 25 - September 19DRA2 DWASRI May 4 - 15SRI DRA2 REQUIRED Word Study Inventory, US Constitution TestMissouri Constitution Exam JanuaryWord Study Inventory, January 15 - 19Computer Literacy TestApril 17 - April 27Physical Fitness TestsSeptember - October April - MayFOctober - November (dates set by counselors) August 25 - 28>October - November (dates set by counselors)% Large-Scale Assessment CalendarDRESS / DRA2 as appropriateDRA2 as appropriateDRESS as appropriateas appropriate$Word Study Inventory, as appropriateDress / DRA2 as appropriateApril 10 - May 15 as appropriateWord Study Inventory,ELEMENTARY SCHOOL (K - 5)MIDDLE/JUNIOR HIGH SCHOOL (6-9)*EOC Exams for Douglass HS *EOC Exams and English II and English II.BEOC Exams in English I, Algebra II, Integrated Math II, Integrated9 -AlgebraI/Integrated Math I and Biology testing dates  are April 10 - May 15.April 10 - June 15<*Required EOC Exams are Biology, Algebra I/Integrated Math I=*Required EOC Exams are Biology, Algebra I/Integrated Math I C -English II/DWA Grade 10 testing dates are April 10th - May 1. FOctober - November (dates set by counselors)>October - November (dates set by counselors)8EOC Exams in English I, Algebra II, Integrated Math II, 9 Integrated Math lll, Geometry, American History, and > Government willbe field tested in Spring; exact dates to  be announced6*Required EOC Exams are Biology, Algebra I/Integrated  Math I and English II.0All Assessments are required except where noted.MIDDLE SCHOOL (6-9)December 15 - 19Missouri Constitution TestDecember 15-19Word Study InventorySeptember - October$Word Study Inventory, as appropriate#7 field tested in Spring; exact dates to be announcedA Math lll, Geometry, American History, and Government will be 7 field tested in Spring; exact dates to be announced$Word Study Inventory, as appropriate# *EOC Exams *EOC Exam for Douglass HSApril 15 - May 15C -English II/DWA Grade 10 testing dates are April 15th - May 1.  are April 15 - May 15.5*EOC Exams (see note below for English ll exam dates)Math FACT Assessment May 4 - May 8 January 20 - Feb. 4AColumbia Public Schools Large-Scale Assessment Calendar 2008-2009 As of 09/03/2008As of 9/3/2008As of 9/9/2008April 15 - May 14H -English II/DWA Grade 10 testing dates are April 15th - April 24th.  are April 15 - May 14.z 3!S!"d##$%o&('H( * |+ , -   dMbP?_*+%(Rq Page &P&?'?(?)?M\\CPS1\ADM-STAFFDEV-455N.Admin odXXLetterSCPI0SH2EADM-STAFFDEV-455N.Administratio( odXXLetterP@t$dd**** o****d{"ArialddXdddd$$dddZ 222222< q $"KXX??U} m} &} $} $} $)} $} $ } $   @ @ @ @   w  w  J@ ,@ ,@ ,@  , J@ J@ ,@  ,@ , ,@ ,@ ,@  ,@ ,@ ,@ ,  w  J@ ,@ @ ,  w l m B      N & & % & %   %  +%  %   A4 1 1     k       ~ ? +%  +%  +%   1    '   F $   i j ~ @ E%  %  %       $ '   L '! F@ Q '/ i j~ @ %  --   1 %   $ '    8& # ,   ?!  Q ? i 'j~ @ 3%  +( $ " 1 %  ,%  7$ #  1 7& # ,    ?!L i 'jD l(((\lpFlDpF>hp@DP0TLPDP0TZLZ8 X@! ,@" J@# ,@$ ,@% J& w ' h( -@ ) @* @+ @, @- @ . w / w 0 ,@1 ,@2 ,@3 ,@4 ,@5 @ 6 J@7 J@8 ,@9 ,@: ,@ ; ,@< ,@= ,@> ,@? ,@~ @ 3%  +( $ "  ! !1 !F@ !.% ! ! " "2 "3 "% " " " # #7$ #7 #L #< ## # $ $7& $7 $.$ $2 $4 $F % %s %'!%FF &H/ &;i &j &F ' 'W'- ( )l)F *F +o+F ,F -C-F\ . .. .. ..F / /2 / /2 / /2 / /F ~ 0@ 0B 0" 0 0 0$ 0" 0F1 15% 1## 1 1<E 1=p 1F2 2& 2 2 2,% 2 23 31 34 4$ 4 4: 4 45~ 6@ 6\ 6" 6 6$ 6" 67 7% 7# 7' 7<E 7=p 7 8 8 8' 8  8! 89 9& 9 9F@ 9$ 9 9: :*::'~ ; @ ;E= ;( ;M- ;$ ;I ;< <5% <## <F <<E <=p <= =& = =. = =0 =@1 =F > ><> >^ >= >F? ?5% ?# ?D ldTb`j>@2***^np^^2Rb^V^0b^lR@ ,@A ,@ B ,@C ,D h@E ,@F ,@G ,@ H hI @J @K @L @M @N @O @P @Q @ R S T U V  W w X w Y ,@Z ,@[ ,\ ,] ,^ ; _ ,@ @ @5 @ @9 @@A*~ B"@ BC= BI BEA B B2 B=4BC C.% C'# C @C C<E C=pCD D2 D] D+ D- D^ DD E EZE ER% E#EF F& F Fd F[ F9 FFG G[9GH HWHI IL IJ JF JK Kq KL LI LM Mr MNO OH OP P`P Q Q_Q RlR S TnT U VV W WW WW WW X X X XT XU X2 XX ~ Y$@ YC% YP6 YM0 Yh YeY Z Z5= Z Z* ZZ [ [& [ [ <[ [= [[ \ \;\F@ ] ] ]7 ]D ]Y ]> ]] ^S ~ _&@ _D= _P _E* _ _E _e_ D lZldhNh..00000066, , ,`pfXl4p ` h@a ,b ; c ,d ,e @f ; g Jh i j k l @m @n o @p @q r s t u v w x y z { | } ~  ` `& ` ` < ` a aD aY a<b a#b bF; b b*> b~ c(@ c= c( c* c cc ced d& d d1< d e eD eY e<= e#f f*; f f*> fg gWghJ hMhiJ iGij jfjk kIkl lglmYKn nHno o`o p papqrstuvwxyz{|}~D.lDHDbDHD,,,,,,,,&                                Dl                                 Dl                                 Dl                                 Dl                          "   (  ^B O@ c $D@%]O`^ZR S C A@ M]S`^ZR T C A@:]T`x_ZR V C A@ @A ]V`0BZR Z C A@M$]Z`BZR [ C A@"F%][`0CZR ] C A@ @ 3]]`CZR ^ C A@KFY]^`0DZR _ C A@R &I ]_`DZR ` C A@DZq]``0EZR p C A@N2MI3]p`EldB  s *D@jJ ]`0FZR  C A@9&1:]`FZR  C A@f2315]`HGZR  C A@ MK ]`GZR  C A@MF]`HHZR  C A@MQ]`HZR  C A@FK]`HIZR  C A@ &Q!]`IZR  C A@N!@I"]`HJZR  C A@M]`JZR  C A@&]`HKZR  C A@FH]`KZR  C A@[3 \]`HLZR  C A@`K&b]`LZR  C A@d31g]`HMZR  C A@D YE]`;ZR  C A@=&+?]`T<`X  S GA@G3Y]`<>(@2dMMMu_`]^]^PPFGFGcd9:@A+,0505@A_`BCcdZ[TUY^WW[\]^_bcd_`ababdedf`a`befcf;ABG4545@ARS052325@A"$..9:!"DEFG 45$%$%        %]^YZYZ !..23--78DE>?=>789:=?)*..6:./ooFGFG[\[\efVVWXWWWW7   dMbP?_*+%$KM\\CPS1\ADM-STAFFDEV-4600.Admin?dXXLetter.HP Color LaserJet 4600 PCL 5c2xeQMkSQ3&T+~Q|h袱V4MYEk AQk */kōCѵ񾠡Ys3l ޒCcC2Zb3֔G ǡG!ÐCvSc$dڌsvpɸpU۸Ba5rz r2@iV>8m뛨bM(>8 Y75r S7|"V`p+o~"9 njo?I6HB<5gƽ7:3 t'kt:f+)]4rXu袳1x <g92zeEIke5i_/D/*/dl{v)`MуNsTz+D ҪGcJP%ڬGKl&L\,岣b֣JKg3)x Hv!)P[7o]u"dXX??U} I]} ]} ]} ]} ]} ]} ]} $ ]} $ ]   @ @ @ @   Y  Y  J@ ,@ ,@ ,@  , J@ ,@  ,@ , ,@ ,@  ,@ ,@ ,@ X 9  J@ ,@ @ @ g@  @ ,@ J@ ,@ 8]^      ]^ ]^]^ B]^       ]] _ ` ` a ` a ]]  %  +%  b%  ]] cd 1 1 ]]    ~ "   ]]     ]]~ ? +%  +%  +%  ]]  1  1 ]]  $      ]]~ @ E%  ^%  %  ]]     ]] $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  ~ @ 3%  +( | " 1 %  ,%  7$ #  1 7& # , < ? G ! 9)  & i'~ @ 3%  +( | " 1 je ,%  ]2 ]3 %  1 7$ 7 L < #D0 l(((\lpFlDpFhpFDPTLPDPTZLZPTDZ ,@! Y " J# -@ $ z% z& z' z( z ) Y * Y + ,@, ,@- ,@. ,@/ ,@0 @ 1 J@2 J@3 ,@4 ,@5 ,@ 6 X@7 ,@8 ,@9 :@: ,@; ,@< ,@ = g@> ,? I@  7& 7 .  k2 l4 ]j] ! !: !! !mf !*& !g' !]j] " "W"^^^]^] #]]]]]]^]]] $8$xyy %xyy &&xyy 'xyy (X(x{y ) )) )) ))j]] * *n *o *n *o *n *o *j]] ~ +@ +B +" + + +| +" +j]] , ,5% ,## , ,<E ,=K ,j]] - -& - - -,% - -]]] . .1.^]] / /) / /]& / /^]] 0 0]: 0^]~ 1@ 1p 1" 1qh 1| 1" 1^]2 2% 2# 2' 2<E 2=K 2^] 3 3 3' 3  3! 3^]4 4^& 4 4je 4j& 4 4^]5 5*: 5* 5*) 5^]~ 6 @ 6E= 6( 6qb 6W 6I 6^]7 75% 7## 7j^ 7<E 7=K 7^]8 8r& 8 8. 8 8j0 8e1 8^j9 999 9<9 9= 9i 9^j: :5% :# :^]; ; ;O ; ;R9 ; ;^]<* <6& <^]~ ="@ =C= =I =EA = =k2 =i4 =^]> >.% >'# > @> ><E >=K >^]? ?2 ?3 ?+?e ?}= ?e ?^]Dd lj`2***^nr``4T2b^V^Fb^ld>^2ph@ ,@A ,@B ,@ C JD @E @F @G @H @I @J ^ K yL KzM izN zO z P Y Q Y R ,@S ,@T ,U ,V W ;@ X @Y h@Z :@[ ; \ ,] ,^ @_ ; @ @- @R% @#@^]]] A Aj& A A,A AQ& AA^]]] B B[9 B B69B]]]] Cs CWC]]]]]]] Ds DLD]]]]] Es EFE]]]]] Fs]]]]] Gs GQG]]]]] Hs HRHZ]]]] Is ISIZ]]]] Js JTJZ^^^^ K8Kyyyy Lzyyy MMzyyy Nzyyy OOzyyy P PP PP PPQ Qo Qo Qu Qv Qn Qo~ R$@ RC% RP6 Rqh RC& R" S S5= S S* S S.E S'?T T& T T <T T= TU U;U UD U/ UV V VP V V> VW~ X&@ XD= XP X= X XD& X" Y Y& Y Y Y5E Y#? Z ZD Z/ ZV= Z#[ [j; [ [*> [~ \(@ \q= \( \* \ \E( \X ] ]& ] ]1<] ]kE ]#? ^ ^D ^/ ^<= ^#_ _*; _ _*> _D lNlJ466 6666, , ,V^T^ZLPbPHDbZHa b c d e @f @g h @i @j @k l m n o p q r s t u v w x y z { | } ~   a]^ aUaw b]^ bVbw c^] cNcw d^] dIdw e^] eJewf^]tw g^] gQgw h^] hRh i^] iSiZ j^] jTj]k^]]]l^]]]m^]]]n^]]]o^]]]p^q^r^s^t^u^v^w^x^y^z^{^|^}^~^^BX&&&&&&&&&                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl                                 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]`?ZR  C A@  M]`@ZR  C A@:q]`@ZR  C A@ @F ]`dZR  C A@M2]`ZR  C A@F!]`3ZR  C A@ @q 3]`_ZR  C A@FP]`x`ZR   C A@ &B ] ``ZR   C A@Zf] `xaZR   C A@-MB.] `aZR   C A@43B6] `xbldB   s *D@jJ ] `bZR  C A@4&55]`cZR  C A@e-350]`dZR  C A@ MR ]`dZR  C A@ML]`eZR  C A@MX]`eZR  C A@FR]`fZR  C A@,X]`fZR  C A@@B]`gZR  C A@M]`gZR  C A@&]`hZR  C A@AC]`hZR  C A@T3#U]`iZR  C A@YK)[]`iZR  C A@AIB]`jZR  C A@]35`]`jZR  C A@@ZqC]`kZR  C A@/MB0]`kZR  C A@;&;<]`lZR   C A@8f5;] `l`X ! S GA@3P]!`m>?@KKjRj        ! +0-.-0$%&'(()*))))))-./0/01523234545+0+089;<;<9:;<=B=>?@?@@BABAB6<8:PQPPPPPPTUVWVWVWVWX[XYYZY[Z[Z[RWSTTU\_\]]^]_^_^_hh?@ABUWUWXYTUKLMNOO7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J 8        B       _ ` ` a ` a  %  +%  b%  cd 1 1    ~ "       ~ ? +%  +%  +%   1  1   $     ~ @ E%  ^%  %      $ '   O >! fg  ~ @ %  bb   1 %   $ '    8& # ,  G ! 99  L WS4R$$$V^b@^@b@Zb@DPTLPDP0 (  R  C A@ Q U]`oZR  C A@&63]`@?        7         ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^Dl          ^^^^^^^^^  "! (  ^B @ c $D@!!]` ZR  C A@  M]`l!ZR  C A@:q]`!ZR  C A@ @F ]`l"ZR  C A@M2]`"ZR  C A@F!]`l#ZR  C A@ @q 3]`#ZR  C A@FP]`l$ZR   C A@ &B ] `$ZR   C A@Zf] `l%ZR   C A@-MB.] `%ZR   C A@43B6] `l&ldB   s *D@jJ ] `&ZR  C A@4&55]`'ZR  C A@e-350]`(ZR  C A@ MR ]`(ZR  C A@ML]`)ZR  C A@MX]`)ZR  C A@FR]`*ZR  C A@,X]`*ZR  C A@@B]`+ZR  C A@M]`+ZR  C A@&]`,ZR  C A@AC]`,ZR  C A@T3#U]`-ZR  C A@YK)[]`-ZR  C A@AIB]`.ZR  C A@]35`]`.ZR  C A@@ZqC]`/ZR  C A@/MB0]`/ZR  C A@;&;<]`0ZR   C A@8f5;] `0`X ! S GA@3P]!`T1>?@KKjRjhh?@ABUWUWXYTUKLMNOO\_\]]^]_^_^_VWX[XYYZY[Z[Z[RWSTTUTUVWVWVWPQPPPPPP;<=B=>?@?@@BABAB6<8:89;<;<9:-./0/01523234545+0+0+0-.-0$%&'(()*))))))!         7   dMbP?_*+%"??U} I+ Y Y ,, , ;  , , ; ,,,Y ,,,,+ J(Large-Scale Assessment Calendar 2008-2009"ELEMENTARY SCHOOL (K - 5)Grade FallWinterSpring_ Assessment `Date` Assessment aDate` Assessment aDate K DWASeptember 8 - 12 +DWAJanuary 12 - 16 bDWA April 20 - 24 cd1Word Study Inventory1Word Study Inventory   Letter I.D. September 8 - 19$ ~Letter I.D., As Appropriate January 20 - Feb. 4 DRA2 April 27 - May 8  DRA2, As Appropriate  DRA2, As Appropriate ~ ? +DWA September 8 - 12 +DWA January 12 - 16 +DWA  April 20 - 24  1Word Study Inventory  1Word Study Inventory   DRA2  September 8 - 19 Word Study Inventory  DRA2 April 27 - May 8~ @ EDWASeptember 8 - 12 ^DWAJanuary 12 - 16 DWA April 20 - 24 Word Study Inventory Word Study InventoryDRA2 'September 8 - 19Word Study Inventory !OCognitive Abilities Test>November 3 - 13 fg DRA2April 27 - May 8~ @ DWASeptember 8 - 12 bb& MAP Math & Communication ArtsMarch 30 - April 171Word Study Inventory DWAJanuary 12 - 16  DRA2 'September 8 - 19 Word Study Inventory April 20 - 24 8SRI"#September 29 - October 17,Word Study Inventory SGJ*Cognitive Abilities Test given to all students new to CPS in grades 3 & 4November 3 - 13 99 DRA2April 27 - May 8L90All Assessments are required except where noted.S42 B,<gffffkoq0 (  R  C A@ Q U]` 4ZR  C A@&63]`4ZR  C A@ ) I]`5ZR  C A@ 6 b]`5ZR  C A@!&%@]`6ZR  C A@( & 3]`6ZR  C A@Z/@]`7ldB  s *D@jJz ]`7ZR   C A@ M/ 3] `8ZR   C A@M,3] `8ZR   C A@M33] `9ZR   C A@q=M] `9ZR   C A@x D] `:>@?        7 Oh+'0HPp Columbia Public SchoolsColumbia Public SchoolsMicrosoft Excel@*tʒ@1å0@Y'o՜.+,0 PXx  Columbia Public Schools  2008-2009 Formatted for Assess Plan ReporSheet1  WorksheetsOh+'0 <H h t  Infants and One-Year OldsColumbia Public Schools Normal.dotColumbia Public Schools18l2Fc⺻(eRޭyo[iNQᆰW{u^U %4ghGٿB[Eȝń ʏ=GBD)!iPȵ,DX`]CY+H=Gɝ ,ļ&)-5QermѢ43Jz,^ 0^p)^+d2`+w?GC[WSޯ#n{d1|eP ۿ?'T;t2l.| ,K\|'eda=d^P)>A>>w}fh;Im7E:fP6lt4jly8Gm:u:.P:.bJæ] u7l$&KۘXpCt]>Nע={Z؎d"t 3=haxGHxm$ciˏ[e(Hj^>_ & [lءTQ߁w| x1sOw.7_iF{> {ØX/b9>>tدoV?xDZ ]NbaoLW[ Y(@ ¾{^t[˺=Tu>uv)_b,]HҞ{mFme,T k8ɮoa^5 }']zr݇7.\s ߘ|)-TS \Tuԑ4:LF:2;0ѽ)3,#.sy]>e$,_Q[q͠/rN""ͫ/Z<[-3ԳYUgGy陛= n|m?MzXWS]ڳ:Lx5%],d_1m.EsZ{?\ci"~0c߳*%({%آc 4*rآ@iC /1dR;:{,<F y?dN.GVkڡPi7!=c,1?UHbw`jfuVkֆx~{5fp$HYZW1#ϡhlQ I]"O)[]fStyfn_709ޯ6}7M~^* ^VR^N;Eh .o?T 0I}vq۾DsҴb2ZciXe28VRxdw3KSG$pYD/>kK*5(c#iS@CT4LuW ,E>; Yua)'&I?MrC0c*iԅW+O`^jW4%=}ͼ߯fJsҷa'$ N»|IvuJd'wvRų劝,|lK\2m,Na $b7~s슴laԌ u4.N?r4}+֐U$3"r?yW:DH5fsG ctu]$b)1Moj#ҼeSG(rk5q5qGњ .s 5s PWB~V>}, ?Wgw6υ'IխhZj X],X}jGZn'BiMb_v'$HSFaLWgۺrZh3}i uj{of:,ʘ% C9B(o-v3o5XE\n\sOۄxϖM>K֦))AJGb*_}bݍܫ\ll013xIlݬ0f}#U{!$=KѶg[u:eґt47A& /8 sDl:*M?6Ouj w埯=ص 4z/RC>5?}?v!t>AVmh4[Gudzl^U1ź6V*D 6ӕ L?Roe遥QkЪ^f=Ӵ(E[7Wo棟"!~Cwt}ڟRw\ :0eZkHd>dO-v(>Hx)̍}l8g~ZW=X_k^h~Ezí{жg2h[1' mEZIZ&gh7M&nhӶgˠς3n~鷡>Kyq۷꾬|yl ۆ%WuBy!X½|4Z`>iX&o,_LHw?h 8 /l &i:{wO k?֙u2?Ez0𤶰^f^XP G*K^˱"g$M[q; O) 0럪\/6gAG9?˙١SvȞc(U席7 03vZg~@tϡoSk%dic8WxM1`}U?i|fV{BRE |8T#Ҽmo~ @p tf 4.G@A0}݆e{R9sk8sV| +C%u(^<_"-W%1 _z}-LJiymthn}"I3i_6=tb"DC:Q:1_U_:јNԢNܢщ/Nݿ3u/Oi׽sZǡB"{z]NKS/2Bi 2|x"a_Fno딶7W+qcy^\/|r)T*KS!!TSWWkt])Q"ϋF(yN }O*y?z?[y/hx١kXk?SOMvѿG{{l}*N-t+db9[ic=SV>ikaΤ =n*aԿc*crqBBimRyJyC]/3㚵,bwӳ0zW[D]"/焦pZgAjZ9#uMϜQǦf?|ÜSf- G!w&D> =yTޔ( sNm~{*bcZ3I׌AZ=`{H3= pJYC2!~ gni,ڧki$7o:w)6r}3wyX;ѶO%yp^y?KSv^^9aLi@.ipDZOVKp(nF9mCw UVsun,f6dJ+ؿe3Yi|n*ν"Jiާ J)hmZ|)UOM8xOSΙӵOKx x&Hߘty<2M.*z[ zRA`L2:32囑 TgsIQ:'Fy t%݊tv%ч ~pD>5u72$:ui @$:uPa2+z_C} Mq:\?%IA?>"HЯe*憑0pzgw.t _qEewyREP$:Q~wy1q<3^&BDS|GVҥ-_}@#QΰE{Jte@~:ay!~KSy4ĶQzPmE/]]gr'D W~}>_OWEQ%:(m(;S(|>ߥO>_Pc9u܃2jِGmv&B\Fm:62jí< `y H< NpJ+MvMÝ_@ :p{\YXAkDyz]DlMkx1&gs\bA8b9gIΦ6m>?g\_}:2h\Fm 2qD" .Xrt> S <6ccy81Q] qzj>ѥO68b=qYW]tezjí+ k7otqEF[]d4y/|[_եhE_t>ꭊηRW+v.ۃԦy}viG_t>q޷{qԦ}]]|vکM磯ޡ.vC:;MA{yp=(Rlc".؁Am:CjG/1X f=p=Bm:u vѭçbԦ'><1dMluآh6KcNtA׹0ڡ:][M t6w4<D M OM G=ᢣGQ7Bm:(l} >l"ob N+mzEN6 s ]P]pv]6$6{2J<xxlxæV`vVت FR&B\e4^ND^  [ۇҦQyE RV)V`[V6$F[ Fht~qlGIp( fom 6w&b06O*>63lu dM [MFlckRMij7ؤYbO[_yݰ+KlvI&(&6!`l3l3|`0z[lckR50] ]> >>퐂l֥`+`l ^z֯`?`ll}`;0 M?UMmB(6'`l ֤`k)`l VZ֮`k=`l :vDv#c;`;ۉVt)v.`ll|`06MoF*ʀ+6>`l jتUE}`mml֨`k1Lg_u1Ng:ݗύ!gw`ZXr_ c,ܼ|5WGgcl~Y.#{ށJ<4~N6Gi ?c~A^ǷkLJ^_ZY1$i|n->w'>oY8 Ag .3V6 II25x |c"PH+YmuKɩQ..,j_c2O5L>fj+ycwqMx 2>/w&( O85jJ\Ey A$u[>Y d>d\:xAͨ6ˆ t&G3KqOZzddABzԶ7VAxky|q޾ۗ e(w= GMh g\ ]lQU|~?^ޣ鑙=*pУeYy rtc| 6: c~<}z埊YQyGǘ.<},z,|r#zQحcNGU|1T=9|-E|5GUkM]L|TuS'OCtm 7,L'移ؐx\<&h`s-Dd L20b  c $A? ?3"`?"2-q['zr=- A@=-q['zr=tV,x} xTյyLɄh! $L Q&|R1PWԪ7^-T+MZ[^P~4ڗ>kٳ9̜d&|u:kks,II;ᒤ $ЍT*I/Y& DUȒG1KjzVHBHsE2)<\ I!*aגNpI$.Ph[.5YsUH|I_LFBҙ$I4}}x}Dnr:tmȘXSGp2֕9ChH|n5&j컀򙗸rk?h-)>o;::BxO5c!=-\y^6` [W^^U>&iZZAD\Z'm$W`f(E~{zsON7?ayFjTا;l.ϝȡpKz_~# ϐ}fR{|5RHJƀ-XXN#:,l[=A=؋Rc N =x/s>Ihx+XN_h{[۹&#kTOl$E{F9A5$m#$TBbyihGJ"Kk \'5HLn:q[{ ڳ5t< ЎA7=@g+Z۔pX^"S-[ 6/R~f@KD^>h{N7˳C ټaiw%qn杌NM wv4/;);.,';㜟?^Ny5v `A\{6>OV婖p eIJ~RM{ ҲN@0g ]S ]+]O@$zI3H%R]IBr2F0Dϭ x}~o,/fWOX[y6X}3@zUEkg'?<&|o \`fr} ӷ ) )p~$̯V2|HW=<(y3 sׅ1gy&c~[IƵ%dnuX% 9Vg%d+J8,o wGK+GUIf$&j ?'ܵlm$} h v|3_"˳i~WJ"4;<hI%YSy(\5B'7X#tѝGlzD]ا,^ I_ NG a;\>(3FU=r蘳ӄey&cB/KhءHˋ-vxΐY, Xxo,tӶ}YtQOȝ]h$ ^F5I2w$i .34zgٲ0˹:^zʋv\m=z9|= &_~?@۰>eyYWځUrB^+$ҘwAmV[ n+ |n5軭4j-3-IgZ>K tk3- &3-Sii~Eg!}p%ˉgZC۟LK;i]1Kup._$6 y`GMvr 2HjYz~[I†j)p k4^= q=H|5_0/^ArKxa}eqzm6Q` `q!nGP 3nǸqOӸx .q{Lq i8.#-(-1%1.A\٦uzl(N;q}i fz vs8>QOhx['c<-xB 콍<Պ k[alY-&w0^5x.JYr8=,o =MdȘ&mWJ+Ef9j@JDLuzc^' b^oǼym48cNMfƼlyA,żDz! ˉ1gYfJx'G9@IBlb,{?r='3AY^\:=hX!)i!54uY`%YqCܹxU(HMl=$:=N?~!y:—[c8{cnǘ1iLw;t7niLwuW1W1+C-!T_!/v2-`3̓$w5~co<|8ՠ9t qW1+8qώ>q^80 cw5; f.I neƒM|Fk?+uka/Dn5OQ&yM|O5x:<GN/h;Exȅj;E N CMEcrJ3?Y.x]=$9-,WU⯹d r2㞩ߋ_44:4qnOZ|W:Ng^;FHw7P kW+{WJht{=cJ,ءZj&9-MaO;Š-Ob7E6hW&y:f# Lqsb?ƪj=z cY蚗U)v4]ǡ\άpƃC<CR!7X񐡖kb93dyIqP05iCQ5K?GYxq|5pyf+d|7S3:y@YzC(3c\Gm4f H*ikCR,PK'c,_ 4 v-yp꣰n3p06p-מ``9P5msMbyߔsM(ױpv xD~D?$ X}x }+4U]|d {gN~."zRJA2!"V̓8g!ޢ#*!9x_i8Fi諥#Śs J8?Pw^v<;\{_>x4(ܧ~w=~ ǣq8.U1y2"fb)w\SYPn4wm$ P+<?=co.}sh ~0\YISK;#$+rJpϱg4>&ckF\/{ǽAm,mD+!q9N|i+h+3 i)p;h+, )lS%6Kkm)6KHvjjOCykV.9/(dt2Z+(u+d7Lg Z-x!aLW0>~ht>Kkd dzPN`<v dp;_pp{yݏe~bϼ 68[6V0P6Я{{'m,8#mإXD=E|#WsϑtEVB\6gV <14#hce#mˣʣX9Lk]c^|Ϭ,8c^qge?2 acw<`bw|sóm%%2m~ ŸK׭|}dnE8^vVv1ݭ?phu&m ;Kǃx}TtD{Q6{9NtD{Q6{9.[+zM^^s)9tXN_'H~ay6V cqd>Cd'JT ؝RRE팣 v)Ut9z*&2:es@WRR;qʏ9U&|Eǝ~>JQLlE(U;qs=23ԕ?(:3̠}gb+GSt܉>c`LlPڠ>E}OStϧjd]up'龫*٪&{*٪:D]Yng0_Gpc&~eڥڠ<B3Jqxgb:D'ؠ<6(Oq;m/ ڞQ;Y; gb:D/ؠ"gNAE *2AEhTw  E&62 ǚ!+R S#~U)W|U|U:ngܼRJ9D9Tuεc`+Mlq%JUOO{KUMQlx$`82z>>!m5r<:cL=A6x||Uǁו b߁v؏XGq|q^ k"|+h6Ѽ-Qu<?"}ShMAx2X2fY aL&Iب߸[2<D+ p6m@~XH~i H7:nm`ח sBɜ E &'6]nWhY3=.lmgmgL[@[AL)Q6fʢfڪڪf56ӶEmKmmۣmʹhm{l@ہ(h;`3mGڎFAQih덂^iYmj#d^-fڊڊfʣfڪڪfV U6(m6@CQʹDA[ʹ EA[ʹh;mm[; ںmE-hS{i+66 L[@[iL[@[UUL[@[]L[@[C5L[@-mi+ж7 L[@[WuL[@[_Lֳ䬧ἠڼhˋ)I{v ޑ,G;l.*^!IoGkw<Bɏ8*8vxήceM YA.߳KH+|w>:Bd=+)ljp1w9qwc{;{XkJH2'nMIlLG.x$i|No%B#,.&}6t1=g$-ԡ;5[MҶ,O^^AdZ$l#6.iw#kF~QkH{ ~'ۓ/M+9>W|ϐY:􂼻*s5A@gztKDE8jGŤ4[J(:f)\AS8ѾC8aiXo:iy H =!zpr7_hL5ףzéOzwIGR6O3޻3۞SԞ&kA8LT=OEwG8Q5=A2̩-JM;}{f͡pss)\«ޙ{SPPo֫zWa_% =Ja^,3/}2V3Fee6=2zHH iEFH}62ISI3Qu. nSbѣ8QJ=y"˿R a9ow/ͦp/<\2"eϦ0CW4zΘ8Q /et=ss's#)|v_[5-G8NV{krkz{c.=Gi[YuyIZίm&dXxһ($ޕ$ݑqn&[STi>gt"=_I2GzT4][)*gPL wOMW |c 0zx7a3|Z3 (3Gң]I3̷Fґ`!@pE!ߙzmU"ml3'gi 3Lsiq0&G^C@ƤGYqУlc=r[)3k]U^N{>( ލXo ֻmoifGA=r$z2I:,+=ڒU U_Aҁ6hK6?@GE.mbz4mA`-[aG ׏roPZt PdSI}RqZi b}> 茠pm#zc.{}9;Ha:pa\v4/hWSIWQ}3joɨmh av 'Gn}\]&ף Ӎ~CLu'Gem\<$™[ߑ%,F)`_/b_|Нrp!8W?1%8q$;>OP(I;}k)\: w?WOֿ)iA[b[ޭff{GĖKyfnti/Dn. d'SϮ,w. 7y~J;Y|+,MM<۲{r%79Ld= \FA"QSRGoacJ '//7A. 8{HRilMQSnE^PF9L~IǝS@RI/YOs=Zx$=iBFǼ2O'cGŜ|&~òԋ1Q~hta ߇|>BIzwWa KƷo,:N-|Ow:ջSk_Gz}D"6<xtK+X'{U𞧤 ?€g>ImbIs'L>IUD֣3mޜ~|AhlPsɩY:_f\K.O:zipqRV?zgkWј8L'2OfOI'0h&{5{Kψ6{&tDn͞M\qO'H 9Ld=zYhlh\d=0ԟ=ӯ'\y)mtt>"PI[5;mVo9ZhWzt XQ}|T_C"~.yk5}}7? Q3fmTʹnyg|%N>U go Ϙh|[G[rŽ[)J?yq.˾8Ry~A`z[5(DXwVB}OG xQ|Ia.˯:g4?!IKv̴m3oXppf}A HcHgjk/n^,s3Q2"1 GgF#24Q%JuYŏݟ줰}w< s3dN)0CO58YjmOh̠:Hd."U9%`aX}gtR7me{騯GH0h6'G"OɘhBhbkGK(NWxB Ž⓾;&oXFazNiw_ inTk3`M 'GY{63#XOt1:Wcx NQ8z5c6~4"^ޞqE=D=aNN>UE;S_7)z49ye2J!a̢E> 7qu#|AhJ"~ߒO6v_w 'mjII6j&[uO;890dQH'G"}%8ƅ)ykz9\ˀ2ꦑߍ,k; ^j2&=ǍZtϹXx<0?~/'Dd L/*b  c $A? ?3"`?"y&,"LsdYU&n@=M&,"LsdY0C=U|x&x]tŵHED%J$X+('@ ľgZ۾ت?`&ACF-\"W ylz,{#o6=z9yO|=123xHwvv \/v'H'ی0͈m-yuy3@3$8Pb>?Tgt6fP2܆ةtWd?c/>Gd?qLdİd?İmN'ѣAO "+rZsMd%YMϮɎOHiͫfw>:/Ceg4gH7o%OgvL1 w{hǥ~Muź]{VpBRdGN}`I6hGmih/Csq=?ǿѧq٨G)7jRJ=2 ͯ\g4 jy TQ9XCx2uyn==Kź3b3"q󸾮G 빟8`qX7-lOy_u =X;PIF-ΧӬ>iC3Pwj~uBsqG{߇݅L_c MRz~=F*]AkZzDϫ)/ݎR M C`hIn r.Iv=jVieqe^tZr =V t|_H.fgW2eHeHC Bkn,9Ȳ6d>96d$:2\ehe7Y>,ae&i.mt1,~̌% ^M5_YFFjV6J7ں9[IQq7Ɛnu fӪ=W#/R餁^]N2N2;bTQu3gπ$泗qu=m]r1E3WyLUgE0z B\An'/d9}YțNuq*ߌȺq^2\KuV! S\AkBD>KO8gqia Vk`m%jRAؕQȾ69.t/3%: +!%C&>h94=x\PhsCʓq8SmTOYco ZxBeq+|wYe i(CÖ^8Uuw>v%ϧ < uYuh[OJE} lwTiLY<1B"F%`?C GZ-I܊坋ǧp jT)R  @O@OJ>XǨ0FΎQǨǝ-TzL 4k4AA\d|<8gNB^ⷻV>.J-yw kYf^kVrLcE̦&7c' c'<q|Jغ1֍V\7'0ZaZgFqx#x7>rwSq,> pomn݆m @cwmxG&w2\ڶ'QG 'DrO>y֟?$:qOv*8!yk =* 3m# 7N5-q9,Zu՜F;GY'C||C!3,qg1z|I}=.x\5vq kb[k.VL ^yګyTߕLܞ=\6֯)I!vϦot.Y( r \1 rݿw# nr~7V[~H[\?D;i*=ǵR=^,gv*ʻP_?pd鿾ojq}wgQc{Nޗs= &=0?yͽzܙ&OX5YҜ~7ͣ}5}I۠Ior@\}d2_i5})UF{ :j.n!YG.]I[s Ku 1Gԏ eO~.k )D!tWLR<u}R)zƖEhhӮW-h]BBnf7P[ص5nf5+y,`F'GMe4|3|~Y.qZ SHcGhOl{c!kV+i-3kʪ0֑d8-a"@E#_s qW)D;G!Ra2y |}4&fwx+rDs CbSLKӅPKngBr~}E/ph{BBۇkGı}d<&o^:(var.IU7bݏ<{@ы!#7CQ^{rۖQfrݬ.>͈Qwү"SMaЄ:ȕYxZg1@Zg,@x_Xg>Ln, 䃅w7|sQw³1A1u6u&ae)7I^ FW=/ﳴ栾5Cz7GZ}J{[ ~ w2UG*Mˇto@g3G8%s-45Q,['5~KPYU?ۡ>evg'z-1`_ʳ{l Ȟ++`^tE{Hcﴎ9iv۱AKLv\E9S`;v'؎m؎/;ci؎zmi[ ˧&{d~̵%3oR nf>%{2RfoBާYx=\`qI)/Ƴ+\N桭a&3ⲅ{sy^5PWgHr4^G4co%M3S)xeVYLޅli=]%gQ}K5+ߙq^kgR4bߦ8yer=`n_%^qif"HZq+2PE0,3ԇQ1Tn; 0|mU$rmڪTqc?rG}dғ4+=|wTuV*7$|*r-Br=Kҿٔ*uRBw .fkyyB% gH~Qw BuL\1Mzqx4юƽN28'P.lS&g`.cQsLeaW81o+X@myonZۄǥ^ɪ}]iqg`_BsǢj~zw#IӾn6f m7[c)Jmg9^q^>뙿o^SOվI ^}Kꛣz4D>#pGvy>2$և=m}׭|+=wE>2gt#xC,vlm.<Ϋ?BG.hw; >Cv8}O}8g`օ_祿'Ew_]ǥwRmȋ8_>D9֌g$z45Gbwx ?JX?w_a\ϟ7:Ķz}=k>r/Kq;#h {k%j> /ٙ<0y .OgoIqiBIw>=6\=rm4ĥh?t0ЁEd"[# xLDoeb7z]|f>ke)WdsP/Jx=WT<0~ Ν MX_/ C4 Wtbl\?iX R9;ܰA Ľ!M6ۍ! F uaiGl_u!kzd%iy٩Oyux#R8>K79h>݌${.*%0W> k\#rǝi>4wnOh ?Yǝ krM/†[aSVXEmBaƳ0Pz [x [ HU;| 6 n-XA^A~9ySx?i_rڣK:Ӿo37P,tCs7?AП ~1Mh1,Kz-1hvn9cZO3ڶrkk@G[r=׈/u4"퇟򬐰U(U DI~& ?mc:Zl^M5±-6~o*QKt*J-~Aģ1hI߹rddg=i8〵9꣒+Q _y$ 9oG9o +Q _y$ 9oG9o9'7Sy>.CUI2x{p:'lp(+G" TY9*QEY9*A_LͽO{dh6ycn"aqIVޗd O af >,-N&f#o4"?=B!(k6d~fAEy? ?IX22ͦBX|8Qcďe ~,C~,l:v['V+DgUMRXOl:}b:uPf~IVI{l:~jIU+tP5jͦ@jᾌ \gf~2JP!+ QVj6헬T7DݠWclZc-ڶ;6UMo~ctLB6Vi6zK֘طit%mQh#ݚM}E/Zͦh_H:E3[Pgh6}(~BQl:Ed_(/Z4gZ:h5jtPBjl::UA Ԋ:Ui?uI*t=j6t*VjEԪt8mM!m{4s#bݱre⟬ldM!+[PFl:&JBVPV4K] ~Bݥٴ)afA.؅إt-ح~[i69cd?v+n5-nFԭٴ:h:h7ꞷ5tPBul:}G?~Ǐ?lO?;~<Џ[i6QCPѶLivOr$'rLTC@Z8*~y$ ݦniOaq:}XNEy 9$nxZ6>\l0 88GAE tꞑM]I:HP64ԡy<-#u>Ʋ)ӓ(@)t9G6t^$"n/B^tg+\i?$~,W()M/%~,Wc9cnA5FIF;m Q+ [mZݦhkmޡ(3O anAns]os \:V S%^SQ6t[V ^V %)t[:ݦ ~Cפ{Azr or'38&J3~km:HC[NT5^=tNz+t2:ݦSɯhz8=>Q^Sa:ɖ^C}NiIr 6pzϸ#Jl<-uNƸMFdtBF@ܨ۴_z$l= l&J9Qў[C@lzj(qAE2?>l$aA>c+ƀglBV --b5Iؚb31`31`3v [{ }ƶO¶/l|vTv4lG}}3,-[=6_FHFĀm$le1`+[:l>c[(a[>cMv[ n[%l->ckƀglmK.uKغc3$lŀ#}.a<lM| 'luI؊bV3r [y }V+a[$lu1`[)lM>c$aM>c&am>c)a>c+a>c둰Āgl$lbvgl\aS=,c3 H bV3 [I J|6E6%lS͌܎8w7K<>?W#O,gWVUWXG ec5Ǝ d$߁glyfѫu:%c؛)B3'?yЬ+*|,$ߩJ2;nyCf[;VV#ca/ Z뾏k~u뾏` +0 `?Ȑ 'Nަ7 sw_-MHvdžh~!wEL1 Ϟz d9sLU9kD,zBrd&A\#突0 I a% w|O, 4h {il7κoZ}N+J<#(WQ1eQMhNC hM(MUQCMcaC܁ y<~vCH^M(sP1=d9N ?SUk 㓣$QKS롪o ;ZeaEЪ< p޵Wgݷ}UyFQFHHi4z,($ߨQj9*5;4zz@XZEhCBޟhYܜ?SU^=N^㗣$QU+$U|`dqe xϥ| M;472J}?ʷ'TN rtjHEVei|4j^d 5cㅽ20yѸh.zM#ytqG~2]"za/T$Qb|BpVc[,׽g[93:!h {iv=GC}`QvGCռ\5v89@ eaj9 ]1E501)kxIp:>4>"g*W_)qiu䢿t:l:i;88=|IS>UUǺP 1Table5SummaryInformation(*DocumentSummaryInformation82DCompObj8qD@D NormalOJQJ_HaJmH sH tH @@@ Heading 1$$@&a$5\D@D Heading 2$@&5CJOJQJ^@^ Heading 3$$qq@&]q^qa$5CJOJQJ^JJ@J Heading 4$$@&a$5CJOJQJN@N Heading 5$$@&a$56CJ\]^JJ@J Heading 6$$@&a$56CJ\]D@D Heading 7$$@&a$ 5CJ\D@D Heading 8$$@&a$ 6CJ]V @V Heading 9 $$ x@&a$56CJ\]^JDA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List 4@4 Header  !4 @4 Footer  !2O2 Level 11$aJ.)@!. Page Number\T@2\ Block Text$qq]q^qa$5CJOJQJ\^J>B@B> Body TextCJOJQJ^J2>@R2 Title$a$5\VObV documentation group  & F CJOJQJbC@rb Body Text Indent $ hh^h`a$CJ^J@P@@ Body Text 2$a$CJ^JHJ@H Subtitle$a$5>*CJOJQJ\bR@b Body Text Indent 2$^`a$ CJ^JaJFQ@F Body Text 3$a$5CJ\^JjS@j Body Text Indent 3 $ 0^`0a$ CJ^JaJb^@b Normal (Web)dd[$\$ B*CJOJPJQJ^Jo(phJfY>}{Jf     !d tDYY.B.w...'/i/// 0^000 !6@ABc2Y|"Hs -d%W /RjkMN"#$%&'()*+,-./01234567GZdez{| u v AB STmnWX%&]^1223y(E`|BC         + , M U n { Q!R!T!U!V!W!X!Y!Z![!\!]!!!!!!!!!!!!!!!"""""" "!"""$"%"&"'"(")"*"+","-"."""""""""""########x$y$z${$|$}$$$$$$$$$%%%%%%,%b%c%d%e%f%g%p%%%%%&&&<&&&&&&&&''!'-'F'G'H'I'J'K'L'M'V'h'''''''''''''g(h(i(j(k(l(m(o(p(q(r(s(t(u(v(w(x(y(((((((((((((((((((((((((((((((((((((())))))) )!)")6))))))))*******++++++&++++++++,,,,,,4,[,\,],^,_,`,m,,,,,,,,4--------..(.A.B.C.D.E.F.G.H.Q.X................/////////// /!/"/#/a/b/c/e/f/g/h/i/j/////J0K0L0M0O0P0Q0R0S0T0U0V0W0X00000000T1U1V1W1X1Y1y1 2 2222212_2`2a2b2c2d2y2222222222222225363738393:3d334444E4F4g4o4444444444444M5555556*6r66666607k777T8U8V8k88888888(9)9*9+9,9H9~999 :R:S:b:::::&;>;?;@;^;;;;<<<<<R<S<t<|<<<<<<<<<<<<<%=P=i============>>>>>>>i>>>>>>>>>??+?D?E?F?G?H?I?J?K?O?n??@-@N@O@P@@@"AvAAAAABBBB3C4C5CXCCCCCDD;D?@AR֒Ǔדؓ2:S_xyz{|}~Ԕ%nƕH~ٖBCdlėb'q1"#$1eכ1`؜>]Ơ=>?@]ˡPעآ٢'@ABCDEFGKg֣ (HrRSTe˥̥ͥΥϥХ=EFGHIvwŦަߦ[ 0ܨC8st{'12345FmwxyzJkl}խ,-NVo{ˮ2z˯A_8mѲҲ۲شA;<=Cyƶ"$=IbcgǸ &'.;RSTUVȹԹmz9:;D~stuüԼghl7Jklm?οϿֿA2:S_xyg;Xhijklmnopqrstuvwxyz{|}~op34In;qQR)5?@+,`aGH2< }+wab4_+Nrs-.Qq+Uxy#EF+Mo<=6hi !6U9} L{}uvwSr      g h i %&Y=_`abcdM'(j[\S5j}~XYZ-.@Avw  L"M"n#o#%%&&&&&''''i*j***;+<+w+x+++u,w,x,,,H-I-....@/A///00.4/404_4`444o5p5'6(666777/707,838{88A9':s:::;;@<<<<==2>3>4>@@AAAAANB)CiCCDBEFDFEFFFYF\FF:GGH I I III IPIII7JJKKK!N"NXNYNZN~PPPSQrQQQTTUUCYDY|Y}YuZvZ[[[[@]A]^^__u`v` a aaa&b'bbbicjccc1e2e1f2fffXgYghhhhii>j?j.l/lwlxlQmRmnn p pppqqqqrrttuuvv#w$w&x'xzz{{ ~!~~~445<=+,%&˔̔9:͕Ε  $%]^ΜϜӝԝ23:;rs<=F679:<=?@BCEFOPQ\]^_`vŨƨ  ./12EFHISTVWZ0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000H00e0e0e0e0e0e0e0e 0e0e 0e0e 0e0e 0e0e0e0e 0e0e 0e0e 0e0e 0e0e 0e0e 0e0e0e0e 0e0e 0e0e 0e0e0e0e0e0e0e0ex0e0y0y0y0y 0y 0y 0y 0y 0y 0y 0y 0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0y0yh0eh0e0 h0eh0eh0e0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0  0  0  0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0 0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0 0 0  0  0  0       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~ 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0 0  0  0  0  0  0  0  0 0 0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0 0 0 0 0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0 0  0 0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0 0 0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  0  (00000 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 0 000000000000000000000000X000000000000 0 0 0000000000 0 0 0 0 0 0000 00 00 00 00 00 0 0  0  0  0  0  00 00 0 0 000 0000000000000000000 0 0 0 0 0 0 0 0 00000000808080000000000 0000000000 00000 0000000000 0000000000000000000000000000 0 0 0 0000 0 0 0 0 0 00000000000 0 0 0000000000 0 0  0! 0" 0# 0$0000000 0% 0& 0' 0( 0) 0*000 0+ 0, 0- 0. 0/000 00 01 02 03 04 05 06 07 08 00 09 0: 0; 0< 0= 0>0000000000000 00 00 00 00 00 00 00000&0&0&0&0& 0&0& 0&0& 0&0& 0&0& 0&0&0&0&0&00x, 0x,0x, 0x,0x, 0x,0x, 0x,0x, 0x,0x, 0x,0x, 0x,0cR0cR00Z 0Z0Z 0Z0Z 0Z0Z 0Z0Z 0Z0 00000 0 0 0 0 0 00 0 0 0 00 0000000000000 0 0 0 0 0 0 0 00000 0 0 0 0 000000 0 0 0 0 0 0 0 0000000 0 0 0 0 00000000g000000000000000000000000000000000000000000000000000000000000000000(0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@000@000@000@000@0@0@0@0@0@0@0@0@000x 000000000@0000000 000000ʤ000ʤ000윤000$000\0000o !6@ABc2Y|"Hs -d%W /RjkMN"#$%&'()*+,-./01234567GZdez{| u v AB STmnWX%&]^1223y(E`|BC + , M U n { Q!R!T!U!V!W!X!Y!Z![!\!]!!!!!!!!!!!!!!!"""""" "!"""$"%"&"'"(")"*"+","-"."""""""""""########x$y$z${$|$}$$$$$$$$$%%%%%%,%b%c%d%e%f%g%p%%%%%&&&<&&&&&&&&''!'-'F'G'H'I'J'K'L'M'V'h'''''''''''''g(h(i(j(k(l(m(o(p(q(r(s(t(u(v(w(x(y(((((((((((((((((((((((((((((((((((((())))))) )!)")6))))))))*******++++++&++++++++,,,,,,4,[,\,],^,_,`,m,,,,,,,,4--------..(.A.B.C.D.E.F.G.H.Q.X................/////////// /!/"/#/a/b/c/e/f/g/h/i/j/////J0K0L0M0O0P0Q0R0S0T0U0V0W0X00000000T1U1V1W1X1Y1y1 2 2222212_2`2a2b2c2d2y2222222222222225363738393:3d334444E4F4g4o4444444444444M5555556*6r66666607k777T8U8V8k88888888(9)9*9+9,9H9~999 :R:S:b:::::&;>;?;@;^;;;;<<<<<R<S<t<|<<<<<<<<<<<<<%=P=i============>>>>>>>i>>>>>>>>>??+?D?E?F?G?H?I?J?K?O?n??@-@N@O@P@@@"AvAAAAABBBB3C4C5CXCCCCCDD;D?@AR֒Ǔדؓ2:S_xyz{|}~Ԕ%nƕH~ٖBCdlb'q1"$1eכ1`؜>]Ơ=>?@]ˡPעآ٢'@ABCDEFGKg֣ (HrRSTe˥̥ͥΥϥХ=EFGHIvwŦަߦ[ 0ܨC8st{'12345FmwxyzJkl}խ,-NVo{ˮ2z˯A_8mѲ۲شA;<=Cyƶ"$=IbcgǸ &'.;RSTUVȹԹmz9:;D~stuüԼghl7Jklm?οϿֿA2:S_xyg;XhijkIn;qQR)5?@+,`aGH2< }+wab4_+Nrs-.Qq+Uxy#EF+Mo<=6hi !6U9} L{}uvwSr      g h i %&Y=_`abcdM'(j[\S5j}~XYZ-.@Avw  L"M"n#o#%%&&&&&''''i*j***;+<+w+x+++u,w,x,,,H-I-....@/A///00.4/404_4`444o5p5'6(666777/707,838{88A9':s:::;;@<<<<==2>3>4>@@AAAAANB)CiCCDBEFDFEFFFYF\FF:GGH I I III IPIII7JJKKK!N"NXNYNZN~PPPSQrQQQTTUUCYDY|Y}YuZvZ[[[[@]A]^^__u`v` a aaa&b'bbbicjccc1e2e1f2fffXgYghhhhii>j?j.l/lwlxlQmRmnn p pppqqqqrrttuuvv#w$w&x'xzz{{ ~!~~~445<=+,%&˔̔9:͕Ε  $%]^ΜϜӝԝ23:;rs<=F6Z000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@0J@0@0K@0K@0K@0K@0K@0K@0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@0K@0K@ 0K@0K@ 0K@0K@ 0K@0K@0K@0K@0K@0K@0K@0Kz@0K@0_@0_@0_@0_@ 0_@ 0_@ 0_A 0s_A 0s_A 0s_A 0s_@ 0_@0_@0_@0_@0_@0b@0@0+&@0+&@0+& @0+& @0+& @0+& @0+&`0+& `0+& `0+& `0+& `0+& @0+&@0+& @0+& @0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+&`0+& @0+& @0+& `0+&`0+&`0+& @0+&@0+& @0+& @0+& `0+&`0+&`0+& @0+&`0+&@0+&@0+&`0+&`0+&`0+&@0+&`0+&@0+&@0+&`0+&`0+&`0+&@0+&`0+&@0+&@0+&`0+&`0+&`0+&@0+&`0+&@0+&@0+&`0+&`0+&`0+&@0+&`0+&@0+&@0+&@0+&`0+&`0+&@0+&`0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& @0+& `0+& `0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+& @0+& `0+& @0+& @0+& `0+& `0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+&`0+&`0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+&`0+&`0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+&`0+&`0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+&`0+&`0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+&`0+&`0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+& `0+& `0+& `0+& `0+&@0+&@0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+&`0+& `0+& `0+& `0+& `0+&@0+&`0+& @0+&@0+&@0+&@0+&@0+&@0+&`0+& @0+&@0+&@0+&@0+&@0+&@0+&@0+&@0+&`0+& @0+&@0+&@0+&@0+&@0+&@0+&@0 @0 @0 @0 @0 @0 @0@0 @0 @0 @0 @0 @0@0@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+&@0+& @0+& @0+& @0+&@0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+&@0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+&@0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+&@0+&@0+& @0+& @0+& @0+& @0+& @0+& `0+& `0+& `0+& `0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& `0+& @0+& @0+& @0+& @0+& @0+& @0+& "@0@0P@0P@0P@0P @0P @0P @0P @0P @0P @0P @0P@0P @0P @0P @0P @0P @0P @0P @0P @0P @0P @0P @0P @0P @0P@0PR@0P@0@0@0@0@0@0@0@ 0@ 0@ 0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@ 0@0@ 0@0@ 0@0@ 0 @0@ 0@0@ 0@ 0 @ 0 @ 0 @ 0 @ 0@ 0@0@ 0@0@ 0@ 0@ 0@ 0@0@ 0@0@0@0@0@0@0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@0@0@0:@0:@0:@0@0@0@0@0@0@0@0@0@0A 0@0@0@0@0@0@0@0@0@0A 0@0@0@0@0A 0@0@0@0@0@0@0@0@0@0A 0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@0@0@0@0@0@0@ 0@ 0@ 0@0@0@0@0@0@0@0@0@0@ 0 @ 0!@ 0"@ 0#@ 0$@ 0%     , !"#$%&'()*+@0@0@0@0@0@0@0@ 0&@ 0'@ 0(@ 0)@ 0*@ 0+@0@0@0@ 0,@ 0-@ 0.@ 0/@ 00@0@0@0@ 01@ 02@ 03@ 04@ 05@ 06@ 07@ 08@ 09L0@0@ 0:@ 0;@ 0<@ 0=@ 0>@ 0?@0@0@0@0@0@0@0@0@0@0@0@0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@0 @0@0@0@0@0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@0@0@0 @0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@0 @0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0@0@ 0 @0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@0@ 0@ 0@ 0@ 0@0@ 0@0@0@0@0@0@0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@0@0@0 @0@0@ 0@ 0@ 0@ 0@ 0@ 0@ 0L0@0@0@0@0@0@0@ 0@ 0@ 0@ 0@ 0@0@0@0@0@0@0 @0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0*@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0 @0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0 (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((+(.6F<EQZfr$W<4.fGY*D_v4Mesuy $|!'+((((()****+x,|,,--e-p--<...F/G/L/M/s00 161112233344[4^4444555A6B6G6H677788W9y9:_:c::::8;;<<<<<=*>>T@@@+AHARBbB>C@CDDDDDDEEEEFFFFDGEGJGKGNHPHII3K5KL@ת (RTέЭGIޮ߮ s{3Fyk}-Ѻۺ;C&.U9DsuglkAxyhkMw&<3.<3@DDNSc2ny3CY      !"#$%&'()+,-./0123456789:;<=>?@ABCEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdefghijklmnopqrstuwxyz{|}~      !"#$%&'()*+,-./012356789:;<=>?@ABCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`abcdfghijklmnopqrtvwxz{|}~XY_!#+!!Jacf}:::  O$"$,"LsdYU&1"$q['zr=-eW"$#}Zg[qʱs@ 2D(    &2 #  s"*?`  c $X99?&2N  3 S2H  #  Z%N  3  N  3 $ d%N  3  d%N  3 :d%~  6 / V!P ~  6"/ "  ~  6h N ~  6 f N  3 W 2N  3 \.&$|&H  # .&W |&H  # @'$k-H  # @'$W-H  # @'$W-~  6 {'.%+  ~  6 ${'%a(  ~  6 =>) %,  ~  6 $>)%$*  ~  6 +$.  ~  6$+%+ N  3 \-$-H  # -W -B >   NB f S DNB g S DNB h S D NB i S D NB j S DNB k S DNB l S D NB m S D NB n S DNB o S DNB p S D NB q S DHB r C DNB s S DNB t@ S DNB u S DNB v S DNB w S DNB x S D { c RA ?. `T`T`T`T } c RA ?. `T`T`T`T  s XA ?. `T`T`T`TB S  ?H0(  R!!!"""_"''m(((()../c/M00Y>/D%:5t&2t{006 &@$7$@}K7@ftgW tjeZtk thti tltmtp4U4tq4U4 tntotrI tstti tutv|twtx_gt+ _1282476990 _1282476766 _1282476785 _1282476874 _1282476970ݨZ@@@@@ݨZpuVl uVL- uVuVĹuV uV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVފuVފuV ߊuVLߊuVߊuVߊuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuV uVLuVuVuVTuVuVvVvVTvVvVvVŠvVTŠvVĊvVĊvV<ŊJ V'V'66P@P@5FLFLFRRVVV__NkNkmmSpSpd{d{88җҗKKХХץ ۲۲SS\emmTT[uuZZ`b`bEhEhhhhRmRm`mbb˘˘  22<Z      !"#$%&'()*+,-./0123456789:;<=>?@ABCDFEGHIJKLMNOPQRSTUVWXYZ\[]_^`abcdefghijklnmoS$$   \'\'66X@X@?@ABCDFEGHIJKLMNOPQRSTUVWXYZ\[]_^`abcdefghijklnmo9p*urn:schemas-microsoft-com:office:smarttagsplace9[*urn:schemas-microsoft-com:office:smarttagsStateB*urn:schemas-microsoft-com:office:smarttagscountry-region8a*urn:schemas-microsoft-com:office:smarttagsCity=l*urn:schemas-microsoft-com:office:smarttags PlaceType=o*urn:schemas-microsoft-com:office:smarttags PlaceName X! pooolpolppolpolapapap[paap[paap[papap[p[papap[p[pap[papopl[ppopl[papopol[ppoploplp[p[pp[p[polpolp[olp[p[p[p[pa[    $$& &[+d+,,,,11E3O3W3c36677==>!>[>b>GGKKL LLLX X]]^#^^^hhowuwww}}ÑХ֥تߪ3:7799::<=?@BCFNQ[_`huĨƨWZ-1 )|67 γUXLVD M =C{-78999sG|GOOrQsQVV[[^^a"afWgkk/lvlQpVpptstt]uSxcx475eiz~ʔϜ37799::<=?@BCFNQ[_`huvĨƨWZ333333333333333333333333333333333333333333333333dd      kll679:FNQ[_``huWZ7799::<=?@BC_`ZM u hnl O l > a6l /F4ڊ,;JPx l~\#*l f4~(E/I;`Iy;\}-F&4uFl 'H af:I\/MF Il pMDTV+Pz DMUl|ܕ}fb>2SoEh~rIkvÂPll  BPnl 3o ]8rp~Iy쁔*h  ^ `.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h ^`OJQJo(h ^`OJQJo(h ^`OJQJo(h ^`OJQJo(;;^;`56>*CJOJQJo(. ss^s`.CLC^C`L.  ^ `.  ^ `.L^`L.^`.SS^S`.#L#^#`L.h ^`OJQJo(hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(h ^`OJQJo(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(h ^`OJQJo(h^`B*OJQJo(phh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.^`CJOJQJo(^`.pp^p`.@ @ ^@ `.^`.^`.^`.^`.PP^P`.h ^`OJQJo( ^`OJQJo(h^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.hh^h`56>*CJOJQJo(. ^`.L^`L.pp^p`.@ @ ^@ `.L^`L.^`.^`.L^`L.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h   ^ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h | | ^| `OJQJo(h LL^L`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........h ^`OJQJo(h ^`OJQJo(hh^h`o(hh^h`o(.0^`0o(..0^`0o(... 88^8`o( .... 88^8`o( ..... `^``o( ...... `^``o(....... ^`o(........hh^h`56>*CJOJQJo(. ^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h ^`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(/I;,;+PIy;8¨}fbMF I'HIy~f4n4uF#* BPn6PlO f:IIk SoEh3opM8r/M u >DMU}-F¨ 0 @h^`OJQJ^Jo(D¨ @hh^h`OJQJ^Jo(n0                                                                                                          >:cH_`z>!N( K7z(                           7                                   -+                                           /T?inj0qON(  f ou/M"#(J(hv(B69 :7>:QGMJKZVnWZZVZ \^Gg^$_g`6pe-pW&sOvgv/ye=}U1 -Gppj-c1l%c wRxAsFY Om.BR;?;@;^;;;<<<<R<S<t<|<<<<<<<<<<<<<%=P=i============>>>>>>i>>>>>>>>>??+?D?E?F?G?H?I?J?K?O?n??@-@N@O@P@@@"AvAAAAABBB3C4C5CXCCCCDD;D?@AR֒Ǔדؓ2:S_xyz{|}~Ԕ%nƕMicrosoft Office Word@@^U @z@L[bP?h՜.+,0 hp  Columbia Public Schools_ Infants and One-Year Olds TitleH~ٖBCdlėb'1"#$1eכ1`؜>]Ơ>?@]ˡPעآ٢'@ABCDEFGKg֣ (HRSTe˥̥ͥΥϥХ=EFGHIvwŦަߦ[ 0ܨC8st{'12345FmwxyzJkl}խ,-NVo{ˮ2z_8mѲҲ۲شA;<=Cyƶ"$=IbcgǸ &'.;RSTUVȹԹmz9:;D~stuüԼghl7Jklm?οϿֿA2:S_xyg;Xhi`Z3"""""""""@Y@@Unknown Gz Times New Roman5Symbol3& z ArialW&Copperplate Gothic Bold7&  Verdana7CenturyI& ??Arial Unicode MS?5 z Courier New;Wingdings"1hZ&̦KF+P?hP?h!4d__ 2QHX ?2Infants and One-Year OldsColumbia Public SchoolsColumbia Public Schools                           FMicrosoft Office Word Document MSWordDocWord.Document.89q