Supporting Educator Effectiveness Through A Comprehensive Approach

1. Supporting Educator Effectiveness Through A Comprehensive Approach Thursday, September 6, 12

2. A Decision Support System & Professional Development Thursday, September 6, 12

3. Vision REILization Thursday, September 6, 12

4. Vision Thursday, September 6, 12

5. Welcome Laurie King | Sign Out REILize Decision Support System Home Proﬁle Observation Data Student Data Professional Learning Compensation Video Bank Data Veriﬁcation Videos What’s New The REIL Field New Teacher Evaluation Instrument Specialist for November 19, 2011 Nadaburg Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse Explaining Growth platea dictumst. Models Classroom Videos Posted November 1, 2011 Payout Schedules Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Understanding the Evaluation REIL Field Specialists Explain PBC Instrument October 31, 2011 Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel platea dictumst View The REIL Video Bank News Feeds Documents Feedback Learning Observation Instrument PDF What receives more attention in your district? Professional Development Calendar PDF Teacher Improvement Value Add Presentation PDF | Power Point Administrator Improvement Career Pathway Booklet PDF Neither STEP Application Directions PDF | Doc View Results Thursday, September 6, 12

6. Welcome Laurie King | Sign Out REILize Decision Support System Home Profile Observation Data Student Data Professional Learning Compensation Video Bank Data Verification Profile Educator Goal Plan Team Goal Plan School Goal Plan Lorem ipsum dolor sit amet, consectetur adipiscing elit. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum convallis mi vel purus pellentesque at varius Vestibulum convallis mi vel purus pellentesque at varius Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper purus venenatis. Curabitur eget risus in massa semper purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat pharetra. Ut molestie venenatis pellentesque. Aliquam erat pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. volutpat. In hac habitasse platea dictumst. volutpat. In hac habitasse platea dictumst. View Individual Growth Plan View Team Growth Plan View Team Growth Plan View Highlighted Rubric View Subject Area Test Scores View Subject Area Test Scores View Supporting Document 1 View Supporting Document 1 View Supporting Document 1 View Supporting Document 2 View Supporting Document 2 View Supporting Document 2 REIL Score 0-174 175-249 250-324 325-349 350-400 Learning Observation Score Value Added Score Content Rubric 4 Individual 25 45% Formative Assessment Rubric 3 Team 30 5% Instructional Strategies Rubric 3 School 36 5% Learner Engagement Rubric 2 Learner Community Rubric 3 Professional Responsibilities Rubric -- View All Observation Data View All Student Achievement Data Thursday, September 6, 12

7. Welcome Laurie King | Sign Out REILize Decision Support System Home Proﬁle Observation Data Student Data Professional Learning Compensation Video Bank Data Veriﬁcation Observation Data Content Rubric Current Content Rubric Scores Content Rubric 4 Conceptual Understanding 2 Task Analysis 3 Connections to Content 5 Content Accessibility 4 Comments: Lorem ipsum dolor sit amet, Comments: Lorem ipsum dolor sit amet, Comments: Lorem ipsum dolor sit amet, Comments: Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum consectetur adipiscing elit.Vestibulum consectetur adipiscing elit.Vestibulum consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius convallis mi vel purus pellentesque at varius convallis mi vel purus pellentesque at varius convallis mi vel purus pellentesque at varius purus. purus. purus. purus. Supports and Resources Supports and Resources Supports and Resources Supports and Resources Video Bank Video Bank Video Bank Video Bank Connections to Content Accessibility Conceptual Task Analysis Content Level 4 Understanding Level 4 Level 5 4th Grade Math Level 3 4th Grade Reading 4th Grade Science View more videos 4th Grade Science View more videos View more videos View more videos Professional Learning Professional Learning Professional Learning Professional Learning Connections to Content Accessibility Conceptual Task Analysis Content View Professional Understanding View Professional View Professional Learning Opportunities View Professional Learning Opportunities Learning Opportunities Learning Opportunities Past Content Rubric Scores Date November 12, 2011 Date January 10, 2012 Date March 8, 2012 Date April 28, 2012 Date May 9 12, 2012 Time 10:35 AM Time 2:00 PM Time 10:35 AM Time 10:35 AM Time 10:35 AM Subject Math Subject Reading Subject Math Subject Math Subject Math Score 2 Score 3 Score 2 Score 2 Score 2 Thursday, September 6, 12

8. Welcome Laurie King | Sign Out REILize Decision Support System Home Proﬁle Observation Data Student Data Professional Learning Compensation Video Bank Data Veriﬁcation Video Bank Conceptual Understanding Level 3 4th Grade Math Search Videos See All Videos View Rubric Content Rubric Conceptual Understanding Level 4 8th Grade Science Conceptual Understanding Level 3 11th Grade English Conceptual Understanding Level 5 6th Grade Social Studies Comments Ronald McDonald Task Analysis November 19, 2011 Level 4 Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. 8th Grade Science Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus Thursday, September 6, 12

9. Welcome Laurie King | Sign Out REILize Decision Support System Home Profile Observation Data Student Data Professional Learning Compensation Video Bank Data Verification Professional Learning Module 6 Conceptual Understanding Online Module 6 Resources Download Module Workbook Module Assessment/Certificate (login required) View Module Videos 4th Grade Math, Conceptual Understanding 8th Grade Science, Conceptual Understanding 11th Grade English, Conceptual Understanding Sign Up for a Module 6 Conceptual Understanding Workshop Find a local workshop and reserve your spot. Search by District Search by Date Online Module 6 Discussion Board Discussion Thread 1 Ronald McDonald November 19, 2011 Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. Discussion Thread 2 Ronald McDonald Thursday, September 6, 12

11. REILization Thursday, September 6, 12

14. Thursday, September 6, 12

24. Vision REILization REIL Score Dashboard Spring 2013! Thursday, September 6, 12

31. Vision REILization Observation Data Capture Tool Fall 2012! Thursday, September 6, 12

36. The REIL Learning Observation Instrument Workshop Participant Workbook Foundations of Instruction: Lesson Design Thursday, September 6, 12

37. Comprehensive Thursday, September 6, 12

38. Content The REIL Learning Professional Responsibilities Formative Assessment Observation Instrument Learning Community Instructional Strategies Workshop Participant Workbook Learner Engagement Foundations of Instruction: Learning Observation Instrument Lesson Design July 2012 Thursday, September 6, 12

40. Teachers Content The REIL Learning Professional Responsibilities Formative Assessment Observation Instrument Learning Community Instructional Strategies Workshop Participant Workbook Learner Engagement Foundations of Instruction: Learning Observation Instrument Lesson Design July 2012 Thursday, September 6, 12

41. Administrators Setting & Communicating Direction The REIL Leading Observation Instrument Workshop Securing Building Accountability Relationships Leading Developing the Instruction Organization Participant Workbook Leading Observation Instrument Instructional Conferencing July 2012 Thursday, September 6, 12

42. Coaches Enhancing Culture The REIL Leading Observation Instrument Implementing Professional Learning Designing Support Workshop Participant Workbook Introduction to Coaching and Coaching Observation Instrument Relationships July 2012 Thursday, September 6, 12

43. Content The REIL Learning Professional Responsibilities Formative Assessment Observation Instrument Learning Community Instructional Strategies Workshop Learner Engagement Participant Workbook Foundations of Instruction: Learning Observation Instrument Lesson Design July 2012 Setting & Communicating Direction The REIL Leading Observation Instrument Workshop Securing Building Accountability Relationships Leading Developing the Instruction Organization Participant Workbook Leading Observation Instrument Instructional Conferencing July 2012 Enhancing Culture The REIL Leading Observation Instrument Implementing Professional Learning Designing Support Workshop Participant Workbook Introduction to Coaching and Coaching Observation Instrument Relationships July 2012 Thursday, September 6, 12

46. The REIL Learning Observation Instrument Workshop Teacher Role: Modeling Thursday, September 6, 12

48. 1 Thursday, September 6, 12

53. An effective model... 1 is explicitly constructed—it uses very intentional, concrete examples and/or visual images. 2 is free of distractions—there isn’t any extraneous information or verbiage. 3 has labeled steps or parts with precise academic vocabulary. 3 Thursday, September 6, 12

54. 4 Thursday, September 6, 12

55. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. The students will state previous knowledge Questioning about Lewis’ and Clark’s journey. The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing on their journey. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling 12 playground that is showing not telling. Thursday, September 6, 12

56. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Teacher Role Varies teacher role (e.g., teacher-led, The students will state previous knowledge about Lewis’ and Clark’s journey. Questioning facilitation of student learning) effectively The students will state obstacles of Lewis and during the instructional process in relation to Clark as they progressed through the Rockies on their journey. Constructing content and purpose of instruction. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

57. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Teacher Role The students will state previous knowledge Questioning about Lewis’ and Clark’s journey. ...and the needs of sub-groups of learners. The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing on their journey. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

58. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Teacher Role The students will state previous knowledge Questioning about Lewis’ and Clark’s journey. ...and the needs of individual learners. The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing on their journey. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

59. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Explicitly models an exemplary product/procedure/ performance by labeling steps orTeacher Role The students will state previous knowledge concepts with precise Questioning about Lewis’ and Clark’s journey. academic vocabulary. The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing Supports students, at essential sub-objectives in using clear on their journey. academic obstacle and The students will use the words vocabulary/labels (verbal, written, or non- linguistic representation) to solidify learning. challenge in their journal entry. Modeling The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

60. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Teacher Role The students will state previous knowledge Questioning about Lewis’ and Clark’s journey. ... and clear articulation of metacognition. The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing on their journey. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

61. Standard or Performance Objective: Describe the following events of 19th century presidencies of Thomas Jefferson-- Louisiana Purchase; exploration of Lewis and Clark. Lesson Objective: The students will select an obstacle or challenge from Lewis and Clark’s journey and explain how they overcame it. Evidence of Learning: A journal entry from perspective of Lewis or Clark. 1. Indicate the part of the journey on a map. 2. Write an informative-narrative journal entry describing a segment of their journey, the obstacle, and the solution. 3. Journal entry must be one paragraph in length. 4. Sentences must demonstrate precise descriptive words that show not tell. Check for Sub Objectives Teacher Role Student Actions Modiﬁcations Understanding The students will list problems/obstacles that Modeling they have had in class or on the playground. Teacher Role The students will state previous knowledge Questioning about Lewis’ and Clark’s journey. ... free of distractions... The students will state obstacles of Lewis and Clark as they progressed through the Rockies Constructing on their journey. The students will use the words obstacle and Modeling challenge in their journal entry. The students will write two descriptive sentences about a problem they had on the Modeling playground that is showing not telling. Thursday, September 6, 12

62. Plan Thursday, September 6, 12

64. Professional Learning Series LEARNING COACHING LEADING EVALUATING Supporting Teachers Supporting Coaches Supporting Building Administrators Supporting District Administrators on the on the on the in ensuring Learning Observation Instrument Coaching Observation Instrument Leading Observation Instrument Scoring Intra-rater Reliability LdOI Overview (3 hrs) LOI Overview* (3 hrs) COI Overview (3 hrs) LdOI Overview (3 hrs) Learning Series Year 1 Navigating the Standards Learning Series Year 1 LdOI QET (30 hours) Workshops (3 hrs) or (12 hrs) (AZ Common Core Standards: LOI Qualified Evaluator LdOI Certified Evaluator ELA, Mathematics, and/or LOI Qualified Evaluator Training (30 hours) Training Science) Training (30 hours) (30 hours) Introduction to Coaching Objective Writing (2 hrs) LOI Certified Evaluator & Relationships (AZ Common Core Standards: Training (30 hrs) ELA, Mathematics, and/or (6 hrs) (Leading Instruction Rubric: Science) Analysis of Instruction and Post Post Conference Data Conference & Job-Embedded Lesson Design (2 hrs) Gathering, Reinforcement/ Reliability Calibration) (AZ Common Core Standards: Refinement, and ELA, Mathematics, and/or Conference Process*** Implementing the Science) Standards 1 (6 hrs) Student Needs Analysis & (AZ Common Core Standards: Modeling (2 hrs) ELA or Math optional at Instructional Analysis MCESA) Guided Practice and Progress Monitoring*** Check for Understanding and Coaching Cycles (2 hrs) (goals) Constructing Knowledge Learning Series Year 2: (AZ Common Core Standards: Conceptual Understanding Mathematics and/or Science) and Authentic (4 hrs) Engagement Modifying Instruction PD Training*** (2 hrs) Group Facilitation*** Standards Implementation*** YEAR 1 YEAR 1 YEAR 1 YEAR 1 *Required as part of LOI QET **Required as part of LOI CET ***Required as part of LdOI QET Thursday, September 6, 12

65. Professional Learning Series COACHING LEADING EVALUATING Supporting Coaches Supporting Building Administrators Supporting District Administrators on the on the in ensuring Coaching Observation Instrument Leading Observation Instrument Scoring Intra-rater Reliability LdOI Overview (3 hrs) COI Overview (3 hrs) LdOI Overview (3 hrs) Learning Series Year 1 Learning Series Year 1 LdOI QET (30 hours) Workshops LOI Qualified Evaluator LdOI Certified Evaluator LOI Qualified Evaluator Training (30 hours) Training Training (30 hours) (30 hours) Introduction to Coaching LOI Certified Evaluator & Relationships Training (30 hrs) (6 hrs) (Leading Instruction Rubric: Analysis of Instruction and Post Post Conference Data Conference & Job-Embedded Gathering, Reinforcement/ Reliability Calibration) Refinement, and Conference Process*** Implementing the Standards 1 (6 hrs) Student Needs Analysis & (AZ Common Core Standards: ELA or Math optional at Instructional Analysis MCESA) Progress Monitoring*** and Coaching Cycles (goals) Learning Series Thursday, September 6, 12 Year 2:

66. Content The REIL Learning Professional Responsibilities Formative Assessment Observation Instrument Learning Community Instructional Strategies Workshop Learner Engagement Participant Workbook Foundations of Instruction: Learning Observation Instrument Lesson Design July 2012 Setting & Communicating Direction The REIL Leading Observation Instrument Workshop Securing Building Accountability Relationships Leading Developing the Instruction Organization Participant Workbook Leading Observation Instrument Instructional Conferencing July 2012 Enhancing Culture The REIL Leading Observation Instrument Implementing Professional Learning Designing Support Workshop Participant Workbook Introduction to Coaching and Coaching Observation Instrument Relationships July 2012 Thursday, September 6, 12

67. Setting & Content Enhancing Culture Communicating Direction Professional Formative Responsibilities Assessment Securing Building Accountability Relationships Implementing Designing Support Learning Instructional Professional Learning Community Strategies Leading Developing the Instruction Organization Learner Engagement Learning Observation Instrument Coaching Observation Instrument Leading Observation Instrument July 2012 July 2012 July 2012 LEARNING COACHING LEADING Supporting Teachers Supporting Coaches Supporting Building Administrators on the on the on the Learning Observation Instrument Coaching Observation Instrument Leading Observation Instrument LdOI Overview (3 hrs) LOI Overview* (3 hrs) COI Overview (3 hrs) Learning Series Year 1 Navigating the Standards Navigating the Standards Learning Series Year 1 Workshops (3 hrs) or (12 hrs) (AZ Common Core Standards: (AZ Common Core Standards: LOI Qualified Evaluator LOI Qualified Evaluator ELA, Mathematics, and/or LOI Qualified Evaluator Training (30 hours) Science) Training (30 hours) Introduction to Coaching Introduction to Coaching Objective Writing (2 hrs) LOI Certified Evaluator & Relationships (AZ Common Core Standards: (AZ Common Core Standards: Training (30 hrs) ELA, Mathematics, and/or (6 hrs) (Leading Instruction Rubric: Science) Analysis of Instruction and Post Post Conference Data Conference & Job-Embedded Gathering, Reinforcement/ Gathering, Reinforcement/ Reliability Calibration) Lesson Design (2 hrs) (AZ Common Core Standards: (AZ Common Core Standards: Refinement, and ELA, Mathematics, and/or Conference Process*** Implementing the Science) Standards 1 (6 hrs) Student Needs Analysis & (AZ Common Core Standards: Student Needs Analysis & Modeling (2 hrs) ELA or Math optional at Instructional Analysis MCESA) Guided Practice and Progress Monitoring*** Progress Monitoring*** Check for Understanding Check for Understanding and Coaching Cycles (2 hrs) (goals) Constructing Knowledge Learning Series Year 2: Learning Series Year 2: (AZ Common Core Standards: AZ Common Core Standards: Conceptual Understanding Conceptual Understanding Thursday, September 6, and/or Science) Mathematics 12 ) and Authentic

72. Welcome Laurie King | Sign Out REILize Decision Support System Home Profile Observation Data Student Data Professional Learning Compensation Video Bank Data Verification Professional Learning Module 6 Conceptual Understanding Online Module 6 Resources Download Module Workbook Module Assessment/Certificate (login required) View Module Videos 4th Grade Math, Conceptual Understanding 8th Grade Science, Conceptual Understanding 11th Grade English, Conceptual Understanding Sign Up for a Module 6 Conceptual Understanding Workshop Find a local workshop and reserve your spot. Search by District Search by Date Online Module 6 Discussion Board Discussion Thread 1 Ronald McDonald November 19, 2011 Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. In hac habitasse platea dictumst. Lorem ipsum dolor sit amet, consectetur adipiscing elit.Vestibulum convallis mi vel purus pellentesque at varius purus venenatis. Curabitur eget risus in massa semper pharetra. Ut molestie venenatis pellentesque. Aliquam erat volutpat. Discussion Thread 2 Ronald McDonald Thursday, September 6, 12

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