Improvement Plan for Vision statement - 2019 to 2021 - steps 1 to 3
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Improvement Plan for
PARALOWIE R-12 SCHOOL
2019 to 2021
Vision statement
2021 Site Improvement Plan.
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Broad vision for the whole of R-12 is to have all students reading at their
chronological age across all the different text types.Plan summary
Goals Targets Challenge of practice Success criteria
NAPLAN Reading; 2017 year 3 cohort - 70.3% at SEA. Improvement target for same cohort in
All teachers assess student reading using a running Students will read an increasing range of different types
Primary R-6 year 5 2019 NAPLAN is 80% at SEA.
of texts for a range of purposes with phrasing and
PHONICS; 2018 year 1 cohort – average score of less than 12 points. Improvement target for
record to inform practice.
All students progress as capable and same cohort in year 2 2019 is an average score of 35 points.
RUNNING RECORDS; 2018 year 1 cohort – 36% at or above SEA (level 13). Improvement target All teachers participate in Running Records fluency by combining contextual, semantic, grammatical
for same cohort in year 2 2019 is 50% at or above SEA (level 21).
and phonic knowledge using text processing strategies
balanced readers NAPLAN Reading; 2018 year 3 cohort - 58% at SEA. Improvement target for same cohort in year 5 2020 NAPLAN
moderation once per term.
to make meaning.
is 65% at SEA. All teachers follow comprehension guidelines to
PHONICS; 2019 year 1 phonics screening, 25.5% at SEA. Improvement target for 2020 year 1 phonics screening, Students will engage with and develop their individual
30% at SEA. explicitly teach comprehension strategies. reading goals. All students can verbalise their reading
RUNNING RECORDS (site based data); 2019 year 1 cohort – 18.3% at or above SEA (level 13). Improvement
target for same cohort in year 2 2020 is 25% at or above SEA (level 21).
See supplementary SIP target sheet for other SIP targets.
All teachers explicitly teach learning area goals.
vocabulary through opportunities for dialogue. Students will understand how to apply their knowledge
NAPLAN Reading; 2019 year 3 cohort - 78% at SEA. Improvement target for same cohort in Year 5 2021 NAPLAN
is 90% at SEA. All students can verbalise their reading goals. of letter-sound relationship, syllables and blending and
PHONICS; 2020 year 1 phonics screening, 37% at SEA. Improvement target for 2021 year 1 phonics screening,
70% at SEA. All teachers understand and maintain a consistent segmenting to fluently read and write multisyllabic
RUNNING RECORDS (site based data); 2019 year 1 cohort – 18.3% at or above SEA (level 13). Improvement
target for same cohort in year 3 2021 is 30% at or above SEA (level 25). approach to systematic synthetic phonics. words with more complex letter patterns.
See supplementary SIP target sheet for other SIP targets.
Students in Years 7-9 progress as NAPLAN Reading: 2019 Year 5 cohort - 92% at 7-9 English/EALD teachers use running Students will be using and applying Literal,
SEA. Improvement target for same cohort in records to inform practice - guided reading. inferring and Response skills when reading and
capable and Balanced Readers at Year 7 2021 NAPLAN is 100%. verbalising connections between text and self.
Reading Block routine occurring in every
their chronological age expectations. Year 7-9 English/EALD classroom, including Students use analytical vocabulary to express
NAPLAN Reading: 2019 Year 7 cohort - 88% at their opinions and understandings of texts.
modelled, shared, guided and independent
SEA. Improvement target for same cohort in Students will read a diverse range of texts types
Year 9 2021 NAPLAN is 100%.
reading, informed by running records
designed for a range of purposes; informative,
analysis. persuasive and imaginative texts. Students will
PAT-R Reading: 2020 Year 7 cohort - 53.33 at SEA. Improvement target for same cohort in
2021 is 65% at SEA. Close Reading strategy embedded in all read with phrasing and fluency by combining
PAT-R Reading: 2020 Year 8 cohort - 73.20 at SEA. Improvement target for same cohort in
2021 is 85% at SEA. learning areas - building expertise in the contextual, semantic, grammatical and
PAT-R Reading: 2020 Year 9 cohort - 59.86 at SEA. Improvement target for same cohort in
2021 is 70% at SEA. explicit teaching of writing. phonemic knowledge to make meaning.
Senior School 10-12 All Year 10 students to achieve Band 5, or scale Implement the explicit teaching of writing in Students will use formal, subject-specific
score of 425+, in eWrite diagnostic writing all learning areas in Years 10-12 to increase vocabulary in their writing, while using a
Increase student achievement in assessment. students’ achievement in SACE. Align range of language features, stylistic
SACE through the explicit teaching of
In 2020, the number of A Grades accounted for 9.51% of the total grades awarded in compulsory Stage 1 learning areas to appropriate genres and features, and conventions to convey
writing in Years 10-12. English, Essential English and EALD (combined). Target for 2021 is 20% of the total grades awarded as A Grades.
text types to increase students’ capacity to meaning. They will communicate
In 2020, the number of C Grades accounted for 45.07% of the total grades awarded in compulsory Stage 1
produce texts for specific audiences and
English, Essential English and EALD (combined). Target for 2021 is to reduce this number to 35% of the total
grades awarded – support students in achieving in the higher grade bands. information, ideas and opinions in specific
purposes, using relevant textual and genres and text-types suitable to their
linguistic features. Teachers to provide intended audience and purpose. Students
timely, critical feedback to support students will seek and action feedback to revise,
in revising and expanding their writing. expand and clarify their writing.
Page 2 of 12Improvement plan for
PARALOWIE R-12 SCHOOL
2019 to 2021
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will
provide support.
• Text will reduce in size the more you type. Exceeding the optimal limits will result in illegible text size electronically and in-print.
• Complete steps 1 to 3 during term 4 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan (steps 1-3) on your school website.
• Work through step 4 (Improve practice and monitor impact) regularly throughout the school year. This step does not need to be published
on your website.
• Complete step 5 (Review and evaluate) in term 4 of each year. This step does not need to be published on your website, though it should
inform the Improvement Planning - Review and evaluate section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
• Note that each text box has a specific optimal character limit. Character limit includes words, punctuation, bullet points and spaces.
• Be careful when copying from other documents, and remove any paragraph spaces from lists and bullet points as that will reduce text size.
• Steps 1-3 will auto-populate as you type in text, meaning text will carry over across multiple pages and sections.
For further information and advice, contact:
Review, Improvement and Accountability
Phone: 8226 1284
education.RIA@sa.gov.au
Page 3 of 12Step 1 1
Analyse
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3 goals and annual and prioritise
targets for student learning improvement in the table below.
Goal Targets
Goal 1 Primary R-6 NAPLAN Reading; 2017 year 3 cohort - 70.3% at SEA. Improvement target for same cohort in year 5 2019 NAPLAN is 80% at SEA.
PHONICS; 2018 year 1 cohort – average score of less than 12 points. Improvement target for same cohort in year 2 2019 is an average score of 35 points.
All students progress as 2019 RUNNING RECORDS; 2018 year 1 cohort – 36% at or above SEA (level 13). Improvement target for same cohort in year 2 2019 is 50% at or above SEA (level 21).
capable and balanced readers
NAPLAN Reading; 2018 year 3 cohort - 58% at SEA. Improvement target for same cohort in year 5 2020 NAPLAN is 65% at SEA.
PHONICS; 2019 year 1 phonics screening, 25.5% at SEA. Improvement target for 2020 year 1 phonics screening, 30% at SEA.
2020 RUNNING RECORDS (site based data); 2019 year 1 cohort – 18.3% at or above SEA (level 13). Improvement target for same cohort in year 2 2020 is 25% at or above SEA (level 21).
See supplementary SIP target sheet for other SIP targets.
NAPLAN Reading; 2019 year 3 cohort - 78% at SEA. Improvement target for same cohort in Year 5 2021 NAPLAN is 90% at SEA.
PHONICS; 2020 year 1 phonics screening, 37% at SEA. Improvement target for 2021 year 1 phonics screening, 70% at SEA.
2021 RUNNING RECORDS (site based data); 2019 year 1 cohort – 18.3% at or above SEA (level 13). Improvement target for same cohort in year 3 2021 is 30% at or above SEA (level 25).
See supplementary SIP target sheet for other SIP targets.
Goal 2 Students in Years 7-9 progress NAPLAN Reading: 2019 Year 5 cohort - 92% at SEA. Improvement target for same cohort in Year 7 2021
2019
as capable and Balanced NAPLAN is 100%.
Readers at their chronological
age expectations. NAPLAN Reading: 2019 Year 7 cohort - 88% at SEA. Improvement target for same cohort in Year 9 2021
2020
NAPLAN is 100%.
PAT-R Reading: 2020 Year 7 cohort - 53.33 at SEA. Improvement target for same cohort in 2021 is 65% at SEA.
2021 PAT-R Reading: 2020 Year 8 cohort - 73.20 at SEA. Improvement target for same cohort in 2021 is 85% at SEA.
PAT-R Reading: 2020 Year 9 cohort - 59.86 at SEA. Improvement target for same cohort in 2021 is 70% at SEA.
Goal 3 Senior School 10-12 All Year 10 students to achieve Band 5, or scale score of 425+, in eWrite diagnostic writing assessment.
2019
Increase student achievement
in SACE through the explicit
In 2020, the number of A Grades accounted for 9.51% of the total grades awarded in compulsory Stage 1 English, Essential English and EALD (combined). Target for 2021 is 20% of the total grades awarded as A Grades.
teaching of writing in Years
10-12. 2020 In 2020, the number of C Grades accounted for 45.07% of the total grades awarded in compulsory Stage 1 English, Essential English and EALD (combined). Target for 2021 is to reduce this number to 35% of the total grades
awarded – support students in achieving in the higher grade bands.
2021
Page 4 of 12Step 2 2
Determine
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the question ‘What areas of challenge of
practice should we focus on improving to reach our goals?’ Specify your challenge of practice for each goal in the table below. practice
Challenge of practice Success criteria
Goal 1 All teachers assess student reading using a running record to Students will read an increasing range of different types of texts for a range of purposes with
inform practice.
All teachers participate in Running Records moderation once
phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge
per term. using text processing strategies to make meaning.
All teachers follow comprehension guidelines to explicitly Students will engage with and develop their individual reading goals. All students can verbalise
teach comprehension strategies.
their reading goals.
All teachers explicitly teach learning area vocabulary through
opportunities for dialogue. Students will understand how to apply their knowledge of letter-sound relationship, syllables
All students can verbalise their reading goals. and blending and segmenting to fluently read and write multisyllabic words with more complex
All teachers understand and maintain a consistent approach to letter patterns.
systematic synthetic phonics.
Goal 2 7-9 English/EALD teachers use running records to Students will be using and applying Literal, inferring and Response skills when reading and
inform practice - guided reading. verbalising connections between text and self. Students use analytical vocabulary to express
Reading Block routine occurring in every Year 7-9 their opinions and understandings of texts. Students will read a diverse range of texts types
English/EALD classroom, including modelled, designed for a range of purposes; informative, persuasive and imaginative texts. Students will
shared, guided and independent reading, informed
read with phrasing and fluency by combining contextual, semantic, grammatical and phonemic
by running records analysis.
knowledge to make meaning.
Close Reading strategy embedded in all learning
areas - building expertise in the explicit teaching of
writing.
Goal 3 Implement the explicit teaching of writing in all Students will use formal, subject-specific vocabulary in their writing, while using a range of
learning areas in Years 10-12 to increase students’ language features, stylistic features, and conventions to convey meaning. They will
achievement in SACE. Align learning areas to communicate information, ideas and opinions in specific genres and text-types suitable to their
appropriate genres and text types to increase
intended audience and purpose. Students will seek and action feedback to revise, expand and
students’ capacity to produce texts for specific
clarify their writing.
audiences and purposes, using relevant textual and
linguistic features. Teachers to provide timely,
critical feedback to support students in revising and
expanding their writing.
Page 5 of 12Step 3 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 1: Primary R-6
All students progress as capable and balanced readers
All teachers assess student reading using a running record to inform practice.
Challenge of practice: All teachers participate in Running Records moderation once per term.
All teachers follow comprehension guidelines to explicitly teach comprehension strategies.
All teachers explicitly teach learning area vocabulary through opportunities for dialogue.
All students can verbalise their reading goals.
All teachers understand and maintain a consistent approach to systematic synthetic phonics.
Actions Timeline Roles and responsibilities Resources
All R-6 staff engage in professional learning on the Teachers participate in professional learning to establish
2021 essential understanding of comprehension strategies.
Sheena Cameron Professional learning
explicit teaching of comprehension strategies. Site Leaders develop site and year level guidelines and and resources
agreements are developed to ensure consistency and support staff with the implementation during modeled
Fountas and Pinnell running record
and guided reading experiences.
continuity in the teaching of comprehension, as Teachers use running records to inform practice and resources
guided by Running Record data. identify areas of growth.
Develop strong focus on oral language in Junior Primary to 2021 Teachers identify and explicitly teach Tier 2
Paul Swan- Mathematics Vocabulary
terminology in all curriculum areas.
provide opportunities for the explicit focus of teaching Primary Connections
Teachers provide opportunities for increased
vocabulary. dialogue to enable students to expand their Sheena Cameron Oral Language
All R-6 staff present opportunities to extend student-talk repertoire of subject-specific vocabulary.
while focussing on the etymology, morphology and Teacher support staff to develop subject-specific
Sheena Cameron- Comprehension
phonology of vocabulary. glossaries.
All teachers to support students in developing, recording
Individual student reading goals are informed by 2021 and monitoring their individual, SMARTAR reading goal.
Running Records
assessment and developed based on decoding, Leaders to work collaboratively with staff to develop a PAT assessment
consistent approach for developing and recording
fluency and comprehension. individual reading goals.
Leaders to provide professional learning for the
development of SMARTAR goals.
Page 6 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 1 continued:
Actions Timeline Roles and responsibilities Resources
Classroom teachers work in teams to compare, analyse and assess 3 students
Implement a coaching model for building the capacity 2021 from each class, (below, at and above SEA), each term in Running Records, Question prompts linked with
conducted by the end of week 4, each term.
of R-6 staff in taking a running record and its analysis Training and development in staff meeting twice per term to develop guided Australian Curriculum
reading strategies, using analysis of MSV data, for the development of teaching
to inform practice, guided reading and intervention points. LLI; Guided Reading; Teacher programs.
Teachers use a consistent planning tool to record teaching points, document
programs. progress and identify future teaching and learning. Release time for moderation of Running
Leadership to identify teachers requiring further development and support
through the analysis of class data, including further coaching opportunities. Records in learning teams.
Teachers will adhere to the site agreements and the Reading
Use phonics screening, PASM and grapheme 2021 Coach and Head of School R-6 will monitor the use of Guided reading; SSO support;
knowledge to establish classroom based intervention. agreements. Teachers to undertake phonics screening, PASM decodable readers.
and grapheme knowledge tests for all students by the end of
week 4 of term one to establish base-line data and again in Professional development and release
week 4 of term 3. A whole school structure with targeted and
flexible groupings across classes will be embeded.
time for Phonics is ongoing.
Total financial resources allocated
Students will read an increasing range of different types of texts for a range of purposes with phrasing and fluency by
combining contextual, semantic, grammatical and phonic knowledge using text processing strategies to make meaning.
Students will engage with and develop their individual reading goals. All students can verbalise their reading goals.
Success criteria
Students will understand how to apply their knowledge of letter-sound relationship, syllables and blending and
segmenting to fluently read and write multisyllabic words with more complex letter patterns.
Page 7 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 2: Students in Years 7-9 progress as capable and Balanced Readers at their chronological age expectations.
Challenge of practice: 7-9 English/EALD teachers use running records to inform practice - guided reading.
Reading Block routine occurring in every Year 7-9 English/EALD classroom, including modelled, shared, guided and
independent reading, informed by running records analysis.
Close Reading strategy embedded in all learning areas - building expertise in the explicit teaching of writing.
Actions Timeline Roles and responsibilities Resources
Year 7-9 English/EALD teachers will use teaching 2020 - 2021 7-9 English/EALD teachers to explicitly follow the Reading Improvement Senior Leader to
Running Records & Guided Reading Site Agreement
points from Running Record data to inform guided support 7-9 English/EALD staff - ongoing
document to inform guided reading groups, establish
reading groups - staff to follow the 'Reading Block' routines, develop individual student reading goals, training and development.
and to inform classroom practice.
routine once per week in a double lesson, covering
7-9 English/EALD staff will engage in Running Record Teacher release based on number of
modeled, guided and independent reading. moderation each term to maintain consistency. students (running records testing).
7-9 English/EALD staff to engage in the explicit 2020 - 2021 Reading Improvement Senior Leader to support Reading Improvement Senior Leader to support
teaching of comprehension during Reading Blocks - 7-9 English/EALD staff in the explicit teaching of 7-9 English/EALD staff - ongoing training and
comprehension. development, modeling and observations.
training and development delivered by Sheena 7-9 English/EALD teachers to commit to review
Cameron. current practices and action the training and Sheena Cameron T&D + Comprehension
development in their Reading Blocks. Handbook
Establish a coaching model to ensure the delivery of 2020 - 2021 Reading Improvement Senior Leader to support Reading Improvement Senior Leader to
staff development through formal observations.
modeled, guided and independent reading is support learning area through
7-9 English/EALD staff trained in coaching to
delivered consistently in Years 7-9 English/EALD support colleagues in developing best practices - observations.
classrooms. aligned to ORION Partnership Coaching Program
ORION Partnership Coaching Program.
Page 8 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 2 continued:
Actions Timeline Roles and responsibilities Resources
Reading Improvement Senior Leader to liaise with classroom
LLI groups created for students in Years 7-9 to 2020 - 2021 teachers and SSOs to identify students suitable for intervention
Fountas and Pinnell Levelled Literacy Intervention -
upkeep of resources (photocopying & maintenance).
support their development in Fluency & Phrasing, and based on assessment.
SSO team to evaluate student progress and communicate this
Comprehension (within, beyond and about the text). to Reading Improvement Senior Leader on a weekly basis Additional release time for SSOs - training and
(students added/removed from LLI as required). development in comprehension and phonics - build
Delivery of LLI programmed monitored by Reading expertise.
Improvement Senior Leader - weekly team check-in/meeting.
Reading Improvement Senior Leader to liaise with classroom
Middle School Phonics Program (Wave 2) targeted 2020 - 2021 Implemented by Reading Improvement Senior
teachers and SSOs to identify students suitable for intervention.
Leader and supported by Special Ed staff -
towards supporting students in Years 7-9 with their SSO team to evaluate student progress and communicate this to
Reading Improvement Senior Leader on a weekly basis (students (SSO).
development of phonics; phonemic and phonological added/removed from LLI as required).
Delivery of Middle School Phonics programmed monitored by
awareness. Reading Improvement Senior Leader - weekly team Additional release time for SSOs - training and
check-in/meeting. development in phonics - build expertise.
Close Reading strategy to continue and develop in all 2020 - 2021 Literacy HAT to continue supporting staff in Literacy HAT to coordinate training and
7-12 Learning Areas to support the development of developing their expertise in Close Reading. development with Reading
Balanced Readers. All staff implement Close Reading Strategy Improvement Senior Leader.
as part of their classroom practice -
included in PDP discussions.
PDP Template - Leaders Discussions
Total financial resources allocated
Students will be using and applying Literal, inferring and Response skills when reading and verbalising
connections between text and self. Students use analytical vocabulary to express their opinions and
Success criteria understandings of texts. Students will read a diverse range of texts types designed for a range of
purposes; informative, persuasive and imaginative texts. Students will read with phrasing and fluency
by combining contextual, semantic, grammatical and phonemic knowledge to make meaning.
Page 9 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3: Senior School 10-12
Increase student achievement in SACE through the explicit teaching of writing in Years 10-12.
Implement the explicit teaching of writing in all learning areas in Years 10-12 to increase students’ achievement in
Challenge of practice: SACE. Align learning areas to appropriate genres and text types to increase students’ capacity to produce texts for
specific audiences and purposes, using relevant textual and linguistic features. Teachers to provide timely, critical
feedback to support students in revising and expanding their writing.
Actions Timeline Roles and responsibilities Resources
Plan and facilitate professional development based on 2020 - 2021 Reading Improvement Senior Leader and Literacy Reading Improvement Senior Leader to
evidence-based approaches to explicitly teaching writing in Coaches to plan, develop and organise professional
learning on Student Free days for Senior School source relevant resources as required,
the senior years (10-12). Establish a professional learning staff. including additional teacher support
program that supports the implementation of the explicit All staff in attendance express their commitment to materials and external
teaching of writing to promote SACE improvement. learning through engaging in purposeful reflection
of practice and meaningful discussion. expertise/providers.
Reading Improvement Senior Leader and English Coordinator Reading Improvement Senior Leader and English Coordinator
Build staff expertise in modeled writing to develop 2020 - 2021 to facilitate T&D for Curriculum Leaders on analytical writing to develop training modules for leaders and staff.
students' capacity to write analytically, including their (TEEAL) and the use of subject-specific vocabulary. Supplementary release for B1 leaders to support their
All Curriculum Leader to support the implementation of learning area in the planning and development of writing
use of subject-specific vocabulary (including Tier 2 & modeled writing, including the use of subject-specific resources.
3) and TEEAL in response to Year 10-12 ACARA and vocabulary, in their learning area (content knowledge) Establish coaching model to support teachers in developing
All teachers to explicitly model analytical writing, including their modeled writing practice.
SACE Performance/Achievement Standards. the use of subject-specific vocabulary and TEEAL.
Senior School Senior Leader to explicitly train and support Senior School Senior Leader to determine/allocate
All teachers are explicitly trained in deconstructing 2020 - 2021 Stage 1 and 2 teaching staff in deconstructing and meeting time towards this action each term.
SACE Performance Standards to ensure all Senior interpreting SACE Performance Standards in their
subject/course.
School students are aware of the requirements within Stage 1 and Stage 2 teaching staff maintain accurate and
Access to 2020 student assessment data & work
each grade band and how to achieve the highest consistent records of student assessment through internal samples (track improvement)
SACE moderation processes (moderated assessment of
grade band possible. student work samples against Performance Standards). PLATO Online Courses - 2021.
Page 10 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3 continued:
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Students will use formal, subject-specific vocabulary in their writing, while using a range of language
features, stylistic features, and conventions to convey meaning. They will communicate information,
Success criteria ideas and opinions in specific genres and text-types suitable to their intended audience and purpose.
Students will seek and action feedback to revise, expand and clarify their writing.
Page 11 of 12Approvals
Approved by principal
Name
Peter McKay
Date
15/2/2021
Approved by governing council chairperson
Name
Sarah Caldwell
Date
Approved by education director
Name
Date
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