Daggett System for Effective Instruction:Where Research and Best Practices Meet
Willard R. Daggett, Ed.D.
Founder and CEO
The Challenges• Common Core State Standards (CCSS)
The Challenges• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)
The Challenges• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)• Teacher Effectiveness based on
Student Performance
• Created the Rigor / Relevance Framework®
Our Involvement
• Created the Rigor / Relevance Framework®
• Became framework for CCSS and NGA
Our Involvement
• Created the Rigor / Relevance Framework®
• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in
NGA
Our Involvement
• Created the Rigor / Relevance Framework®
• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in
NGA• 5-year study with CCSSO and Gates Foundation
Our Involvement
• Created the Rigor / Relevance Framework®
• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in
NGA• 5-year study with CCSSO and Gates Foundation• Work with the early implementers (RttT)
Our Involvement
• Created the Rigor / Relevance Framework®
• Became framework for CCSS and NGA• Lexile® research is helping define proficiency in
NGA• 5-year study with CCSSO and Gates Foundation• Work with the early implementers (RttT)• International best practices
Our Involvement
• Make the complex simple
• Unrelenting commitment to help schools improve in meeting the needs of all children
The Challenges
• Common Core State Standards (CCSS)
The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher effectiveness based on student performance
The Challenges
• Common Core State Standards (CCSS)
• Next Generation Assessments (NGA)
• Teacher effectiveness based on student performance
• Prepare students for the world beyond school
Agenda
RESEARCH
Agenda
RESEARCHMODEL
SCHOOLS
Agenda
RESEARCHMODEL
SCHOOLSSTRUCTURE
Agenda
RESEARCHMODEL
SCHOOLS
BEST PRACTICES
STRUCTURE
Agenda
RESEARCHMODEL
SCHOOLS
ACTION PLAN
BEST PRACTICES
STRUCTURE
GOALS
• Complex Simple • Tools • Strategies
Worksheet
Agenda
RESEARCH
MODELSCHOOLS
ACTION PLAN
BEST PRACTICES
STRUCTURE
Focus
•What is effective?
Research on Effectiveness1. Data-rich, analysis-poor
– Meta-analysis
Research on Effectiveness1. Data-rich, analysis-poor
– Meta-analysis
2. Visible Learning by John Hattie– 52,637– 800 meta-analyses
Research on Effectiveness1. Data-rich, analysis-poor
– Meta-analysis
2. Visible Learning by John Hattie– 52,637– 800 meta-analyses
3. Sutton Trust Research, UK
Research on Effectiveness1. Data-rich, analysis-poor
– Meta-analysis
2. Visible Learning by John Hattie– 52,637– 800 meta-analyses
3. Sutton Trust Research, UK4. CCSSO’s – InTASC
Research on Effectiveness1. Data-rich, analysis poor
– Meta-analysis
2. Visible Learning by John Hattie– 52,637– 800 meta-analyses
3. Sutton Research, UK4. CCSSO’s – InTASC5. Other Existing Frameworks
Five Categories• Students• Teachers• Schools/Districts• Curricula• Home
Scale
• 138 factors
Scale
• 138 factors• Effect
Scale
• 138 factors• Effect• Standard deviations (SD)
Standard Deviation
1 Standard Deviation
• Students do better than 84% of students not in that initiative
1 Standard Deviation
• Students do better than 84% of students not in that initiative
• Typically represent 2 years growth in one year
Focus
•What is effective?•What you can impact?
Literacy Strategies
0.61
0
0.2
0.4
0.6
0.8
1
Effective.61 SD = 1.22 Years
Growth per Year
Focus
• What is effective?• What you can impact?
– nation’s most successful practices– international best practices
Student Teacher Relationship
0.72
0
0.2
0.4
0.6
0.8
1
Effective
.72 SD = 1.44 Years
Growth per Year
Application of Knowledge
0.65
0
0.2
0.4
0.6
0.8
1
Effective
.65 SD = 1.30 Years
Growth per Year
Socioeconomic Status
0.57
0
0.2
0.4
0.6
0.8
1
Effective
You Cannot Change Where YOUR STUDENTS CAME FROM
However
You Can Change Where YOURSTUDENTS ARE GOING
Focus
•What is effective?•What you can impact?•What is most efficient?
Effectiveness and Efficiency Framework
High
Cost
Low
Cost
Effectiveness and Efficiency Framework
High
Cost
Low
Cost
High Student Performance
Low Student Performance
EEffffeeccttiivveenneessss
Effectiveness and Efficiency Framework
High Cost
Low Cost
High Student Performance
Low Student Performance
CC DD
AA BB
EEffffeeccttiivveenneessss
Professional Development
0.75
0
0.2
0.4
0.6
0.8
1
Efficient
Professional Development
0.62
0
0.2
0.4
0.6
0.8
1
0.75
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Greatest Impact
• What is effective?• What you can impact?• What is most efficient?
Greatest Impact
• Culture of High Expectations• Relevance of Instruction• Strong Relationships
Findings
• Teachers are our greatest hope.
Student Teacher Relationship
0.72
0
0.2
0.4
0.6
0.8
1
0.90
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Application of Knowledge
0.65
0
0.2
0.4
0.6
0.8
1
0.80
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Professional Development
0.62
0
0.2
0.4
0.6
0.8
1
0.75
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Teacher Expectations and Clarity
0.75
0
0.2
0.4
0.6
0.8
1
0.90
0
0.2
0.4
0.6
0.8
1
Effective Efficient
1.28
0
0.2
0.4
0.6
0.8
1
Plan Instruction based on how Students Learn
0.70
0
0.2
0.4
0.6
0.8
1
Effective Efficient1.28
Assessment to Inform and Differentiate Instruction
0.65
0
0.2
0.4
0.6
0.8
1
0.80
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Meta-Cognitive Strategies
0.69
0
0.2
0.4
0.6
0.8
1
0.80
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Literacy Strategies
0.61
0
0.2
0.4
0.6
0.8
1
0.65
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Read 180, System 44, Expert 21
• # 27 – Feature Session – Ted Hasselbring• # 69 – Model School – Billings Public Schools• # 81a, 81b, 82a, 82b, 83a - How to Sessions
Peer Tutoring
0.65
0
0.2
0.4
0.6
0.8
1
0.75
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Learning Together
Learning Together
• #75 – Harbour View Elementary
• #76 – Brockton High School• #90 - How to Session
What is less effective and efficient
Class Size
0.210
0.2
0.4
0.6
0.8
1
0.20
0
0.2
0.4
0.6
0.8
1
Effective Efficient
Summer School
0.230
0.2
0.4
0.6
0.8
1
0.200
0.2
0.4
0.6
0.8
1
Effective Efficient
0.7
2
0.9
0
0.6
2
0.7
5
0.4
0
0.6
7
0.9
0
0.6
0
0.7
5
0.9
0
0.6
9
0.8
0
0.6
0 0.6
5
0.5
5
0.7
5
0.2
1
0.2
0
0.3
00
.55
0.2
2
0.9
0
0.2
3
0.2
0
Stu
den t
Teach
e r
PD
Pri
or
Ach
iev e
Form
.
Eva
l.
Teach
e r
Cla
rity
Meta
Str
ats
.
Lit
era
c y
Str
ats
.P
eer
Tu
tor
Cla
ss
Siz
e
Ab
ilit
y
Gro
up
Teach
Test
Su
mm
e r
Sch
ool
StudentAchievement
Focus
• What is effective?• What you can impact?
– nation’s most successful practices– international best practices
• What is most efficient?
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
System
Aligned for Success
• Doctors/Nurses in Hospitals• Pilots in Flight• Lawyers in a Law Firm• Troops in Battle• Teachers in a School System
Successful Practices Network
- Session #80
- Resource Center
Key to Effective Instruction Is Alignment
• Organizational Leadership• Instructional Leadership• Teacher
Deal with Underlying Challenges
• Family and parent involvement/support
• Attendance• Teacher attitude and attendance• Safety / security
StudentAchievement
Sessions #3 McNulty – President, ICLE
#10 Deb Delisle - Senior Fellow, ICLE
# 17 Sue Szachowicz Brockton High School
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
WORKSHEET- Actions
- Conference
- School/District
- PowerPoint
- Whitepaper
- Legend
Worksheet
Rigor and Relevance
Teaching
Knowledge Taxonomy1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation
Application Model1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world predictable
situations5. Application to real-world unpredictable
situations
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Levels
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
1
2
3
4
5
6
1 2 3 4 5
A B
DC• Analyze the graphs of the
perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram
• Organize and display collected data, using appropriate tables, charts, or graphs.
•Express probabilities as fractions, percents, or decimals.
•Classify triangles according to angle size and/or length of sides.
•Calculate volume of simple three- dimensional shapes.
•Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DC• Express probabilities as fractions,
percents, or decimals.• Classify triangles according to angle
size and/or length of sides.• Calculate volume of simple three-
dimensional shapes.• Given the coordinates of a
quadrilateral, plot the quadrilateral on a grid.
• Analyze the graphs of the perimeters and areas of squares having different-length sides.
• Determine the largest rectangular area for a fixed perimeter.
• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.
• Determine and justify the similarity or congruence for two geometric shapes.
• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.
• Test consumer products and illustrate the data graphically.
• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.
• Make a scale drawing of the classroom on grid paper, each group using a different scale.
• Calculate percentages of advertising in a newspaper.
• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.
• Determine the median and mode of real data displayed in a histogram.
• Organize and display collected data, using appropriate tables, charts, or graphs.
Rigor/Relevance Framework
1 2 3 4 5
Bloom’sBloom’s
CC DD
AA BB
456
321
ApplicationApplication
Levels
Rigor & Relevance• #23 - Feature
• #94 Resource Session
• #97 Resource Session
• #106 Resource Session
• Visit Resource Center
Rigor and Relevance
Relationships
Teaching
Rigor and Relevance
Relationships
Content
Teaching
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
AA BB
DDCC
Brain Research
#13 – Nussbaum
#14 – Nussbaum
#15 – Brooks
#16 – Brooks
Rigor and Relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Rigor and relevance
Relationships
Content
Teaching
How
stu
dent
s le
arn
Inst
ruct
iona
l stra
tegi
es
Asses
smen
t to
guid
e
inst
ruct
ion
Organ
izational
Lead
ersh
ip
StudentAchievement
Culture
Organizational Leadership
Culture
#1 - Daggett
Create a Culture
• Technology
1991
2011
Computing
Capacity
Moore’s Law – Doubles Every 2 Years
2021
Exponential Growth
Mainframe iPhone
Exponential Growth
Mainframe iPhoneBloodCell
Moore’s Law
• Linear (30 feet)• Exponential (1 billion feet –
200,000 miles)
Technology
• Moore’s Law
Technology
• Moore’s Law • Cloud Computing
Technology
• Moore’s Law • Cloud Computing • Open Source
Technology
• Moore’s Law • Cloud Computing • Open Source• GNR
GNR• Genetics (Bio-Tech)• Nano Technology• Robotics
Skill Gap
• Literacy • Math• Science• Quadrant B and D
Create a Culture
• Technology
Create a Culture
• Technology • Globalization
Create a Culture
• Technology • Globalization• Financial
Create a Culture
• Technology • Globalization• Financial• Demographic
Population
FemaleMale
1950
2010
2050
Create a Culture
• Technology • Globalization• Financial• Demographic• Workplace
Create a Culture
• Technology • Globalization• Financial• Demographic• Workplace• Skill Gap
Create a Culture
• Technology • Globalization• Financial• Demographic• Workplace• Skill Gap
Culture
#1 - Daggett
Create a Culture
• What is the message? • Who it is delivered to and in what
order? • How to deliver it?
Culture
Vision
Organizational Leadership
Is your purpose to prepare students for the test?
Is your purpose to prepare students for the test?
What else should you prepare them for?
Those things that are easy to measure are least important.
Those things that are most important are hardest to
measure.
Vision
-Wednesday 8:00 am – Delta A
DSEI - Deep Dive
-Closing General Session
Culture
Vision
Structure and
systems
Organizational Leadership
Organizational Changes
• Looping• Interdisciplinary Chairs• Electives to 9th Grade
Culture
Vision
Structure and
systems
Organizational Leadership
Bui
ld le
ader
ship
Top-down support for bottom-up success
Empower Leadership Teams
Leadership Teams
• Coherent Vision• Empowerment
Leadership-#5 -McNulty
-#22 – NASSP (Flanary)
-Institute for 21st Century Learning – Resource Center
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Bui
ld le
ader
ship
Evaluation
- #7 – Daggett/Delisle
Culture
Vision
Structure and
systems
Sel
ectio
n, s
uppo
rt,
eval
uatio
n
Organizational Leadership
Data
syste
msB
uild
lead
ersh
ip
Data Systems
- #91 – SAS EVAAS
Teacher evaluation systems need to be tied directly to data
systems
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
Student Achievement
Teacher Expectations and Clarity
0.75
0
0.2
0.4
0.6
0.8
1
0.90
0
0.2
0.4
0.6
0.8
1
Effective Efficient
High expectations
Instructional Leadership
CCSS/NGA
- #8 – Gendron
- #9 - Gendron
Next Navigator
Resource Center
123 4 5
Road Map
• State Standards to State Test
High Medium Low Grade 3 15 7 69 Grade 4 31 7 46 Grade 5 20 1 64 Grade 6 17 4 61 Grade 7 32 20 29 Grade 8 13 4 62 Grade 9 32 2 42 Grade 10 32 2 42
Ohio English Language ArtsIndicators Tested
Your State Standards CCSS
StateTests
StateStandards
AA
AA
Road Map
• State Standards to State Test• State Standards to Research
Your State Standards CCSS
National Essential Skills Study (NESS)
NESS StudySubgroup Rankings
ELA Skill: Write clear and concise directions or procedures.
Group Rank
Overall 9
Business/Industry 2
Other Non-educators 10
English Language Arts Teachers 25
Other Educators 8
NESS StudySubgroup Rankings
ELA Skill: Give clear and concise oral directions.
Group Rank
Overall 7
Business/Industry 3
Other Non-educators 9
English Language Arts Teachers 28
Other Educators 7
NESS StudySubgroup Rankings
Math Skill: Apply the Pythagorean Theorem to right triangles.
Group Rank
Overall 20
Business/Industry 29
Other Non-educators 31
Mathematics Teachers 4
Other Educators 24
NESS StudySubgroup Rankings
Math Skill: Understand accuracy and precision of measurement, round off numbers according to the correct number of significant figures, and determine percent error.
Group Rank
Overall 12
Business/Industry 3
Other Non-educators 10
Mathematics Teachers 30
Other Educators 8
Proficiency
NESS &
Lexile
StateTests
StateStandards
CC
AA CC
Your State Standards CCSS
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
CCAA
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS
Your State Standards CCSS
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard
CCSS Your State Standard
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA
State Test NGACreate a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.
Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.
Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability?
CommonCore
Standards
NESS&
Lexile
StateTests
StateStandards
ConsortiumAssessment
DDAA
Road Map
• State Standards to State Test• State Standards to Research• State Standards to CCSS• CCSS to State Standard• State Test to CCSS• Samples to NGA• NGA to CCSS
AA BB
DDCC
Next Navigator
- #113 – Lucey
Resource Center
High expectations
Curriculum
Instructional Leadership
High expectations
Curriculum
Literacy and math
Instructional Leadership
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
CCSS - ELA
• K-5• 6-12• Standards for Literacy in
History-Social Studies, Science, Technical Subjects
Literacy/Numeracy-#89 – I CAN Learn
-#81a – Read 180
-#81b –Read 180
-#82a – System 44
-#82b – System 44
-83a – Expert 21
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Instructional Leadership
Tennessee Arts Education
Tennessee Language Arts Standards/Learning
Expectations/Accomplishments High School English II
Curriculum Survey of Essential
SkillsNational Rankings
End-of-Course
Test
Visual Arts
Dance Music Theatre
1.08 Develop organized pieces of writing containing focused, well-developed ideas.
e12e54
H H H H H
1.09 Demonstrate effective writing style by the use of vivid words, a variety of sentence structures, and appropriate transitions.
e12e54
H H H H H
1.10 Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.
e14e41e62
H M M M M
1.11 Recognize and demonstrate appropriate use of standard English: usage, mechanics and standard spelling, and sentence structure.
e1e7
H H H H H
1.12 Identify and use a variety of resources to revise and edit writing.
e21 H M M M M
1.13 Research information to prepare presentations or reports which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic entries.
e3e36a
L
Tennessee Career and Technical Education
Tennessee English Language ArtsContent Standards/State Performance IndicatorsEnglish II
NESSRank
TC
AP
/ EO
C
Agriculture, Food& Natural Resources
Architecture& Construction
Arts, A/V Technology& Communications
Fo
od
Pro
du
cts
& P
roc
es
sin
g S
yste
ms
Ag
ribu
siness S
ystems
Po
wer, S
tructu
ral & T
echn
ical S
ystems
En
viron
men
tal Service S
ystems
Plan
t System
s
Natu
ral Reso
urce S
ystems
An
imal S
ystems
Desig
n/
Pre-C
on
structio
n
Co
nstru
ction
Main
tenan
ce/ Op
eration
s
Perfo
rmin
g A
rts
Visu
al Arts
Prin
ting
Tech
no
log
y
Jou
rnalism
& B
road
casting
A/V
Tech
no
log
y &
Film
Te
lec
om
mu
nic
atio
ns
Standard 2—Communication
SPI 3002.2.1 Identify the thesis and main points of a challenging speech.
E2E34
H
SPI 3002.2.2 Distinguish between a summary and a paraphrase.
E20E28
H
SPI 3002.2.3 Distinguish between a critique and a summary.
E20E28
H
SPI 3002.2.4 Discern the structure of a challenging speech (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
E17E22
H
SPI 3002.2.5 Identify rhetorical devices used in a challenging speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, and similes).
E37E44
H
SPI 3002.2.6 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
E8 H
High expectations
Curriculum
Literacy and math
Dat
a-dr
iven
Provid
e
prof
essio
nal g
rowth
Instructional Leadership
Teaching
Organ
izational
Lead
ersh
ipInstructional
Leadership
StudentAchievement
Daggett System for
Effective Instruction
- Wednesday – 8:00 - Delta A
What Are the Next Steps?
Closing Session
Agenda
RESEARCHMODEL
SCHOOLS
ACTION PLAN
BEST PRACTICES
STRUCTURE
Transition Plan
Next Steps• Start with awareness program
• Start with awareness program• Needs Assessment
Next Steps
• Start with awareness program• Needs Assessment• Transition Plan
Next Steps
• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now
— Next Navigator— Focused and sustained professional
development
Next Steps
• Start with awareness program• Needs Assessment• Transition Plan• Provide support to teachers now
— Next Navigator— Focused and sustained professional
development• Monitor progress
Next Steps
1587 Route 146Rexford, NY 12148Phone (518) 399-2776Fax (518) 399-7607E-mail - [email protected]
International Center for Leadership in Education, Inc.