St John S Mullumbimby

St John’s Primary School

STUDENT WELFARE POLICY

Incorporating Pastoral Care, Behaviour Management, Bullying Policy & Procedures VISION STATEMENT In partnership with the family and the parish, and in the spirit of equality and justice, the community of St John's Catholic Primary School cherishes Christian values, self-esteem and the dignity of the person. Our vision, which is centred on the Good News of Jesus, is to provide quality education that is relevant to the children's lives.

As a Catholic school we are guided by the teachings of our Church and the simple ideal of ‘Love God, love others.’ At St John’s School Mullumbimby we understand all children are different. They all require help in many forms to enable them to develop to maximum potential. They also require our care and understanding as they grow and change. It is our role to work with parents in supporting students. Change cannot occur in isolation so we must all work together to assist. The role the school takes on is not one of disciplinarian but one of gentle guidance. In order that our Pastoral Care policy can work all parties need to understand their obligations and the expectations that run in conjunction.

Expectations of school:  All students attend school in a positive frame of mind.  All students try their best at all times.  All students need to be aware of our school rules.  All students seek appropriate help if they need assistance.  Parents work with school to provide the best learning environment for the students.

Expectations of students:  That the school is a safe environment.  That the school is always positive in their care of students.  That the school regularly review their policy and dialogue with students.  That the school makes every effort to assist students in need.

Expectations of parents:  That their children will be safe at school  That the teachers will work with them to assist the best educational outcome for the students.  That the school keeps parents informed of any changes required.  That parents are kept informed about their child.

To allow the school to offer the best to each individual student the following policy has been developed.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 2 of 16 St John’s School Mullumbimby has the following as aspects of its Pastoral Care Policy:

 Counselling  Buddy Classes  Student support groups  Kinder/Yr 6 Buddy Program  Special Needs  Gifted & Talented  Bounce Back  Mandatory Reporting procedures  Behaviour strategies  Discipline consequences  Awards, Affirmation and Celebration

The aspects of the Pastoral Care plan are all interrelated dependent on specific needs of students e.g. a student who has difficulty with reading may also exhibit behaviour difficulties. The student is monitored under the necessary programs to enable them to improve their reading as well as cope with specific expectations of behaviour.

Each aspect is explained:

COUNSELLING Students experiencing difficulty with an area of their life may be offered counselling. This is provided by our trained Counsellor, Denise Adams. The delivery of counselling may be in a one on one situation or in groups depending on the needs. Denise facilitates social skills groups, behaviour modification, organizational skills or time to talk to deal with a difficulty (e.g. anger management, grief, etc). This aspect if offered during school hours. Denise is also available to talk to parents in both the school setting or after hours in her private practice.

STUDENT SUPPORT GROUPS These groups are established if we perceive a need for a particular student. These needs may be based on difficulty in a social situation, problems in class or behaviour needs. The groups are formed after a referral from a teacher within the school. After paperwork is initiated the parents of the child are asked for comment. All interested parties are then invited to sit in discussion to plan a direction for the student. This may involve Special Needs, Counselling or referral to specialists for diagnosis. Regular meetings are held to monitor the situation and plan the next stage in assisting the student. Once a student begins Student Support Group they are monitored until all parties agree there is no longer a difficulty.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 3 of 16 SPECIAL NEEDS These students are identified by difficulty in class work or results of testing. Students who are identified may be a funded student, so called because the level of their cognitive ability or a physical/ medical condition has funds allocated to it by Federal funding available through the Catholic Education Office. They may also be a student who does not qualify for funding but displays a level of attainment below the school’s expectations. Some students are also monitored and assisted as they are new to the school and require assistance in attaining a certain level of achievement. These students work under programs planned by the CEO Special Education Advisor or Lisa Russell, the school’s Additional Needs Co-ordinator. The programs are also delivered by Teacher assistants employed by the school.

GIFTED & TALENTED Students are given opportunities to participate in many Gifted & Talented programs throughout the school. To assist in identifying G & T students we regularly discuss test results, class ability and administer a TOLA test. The range of G & T classes varies each year. In addition students have the opportunity to participate in GTal Camps, held at Woodlawn or other programs as they are available. G& T classes also contribute to the editorial team of St John’s Journal published each term.

BOUNCE BACK This program is taught from Kindergarten to Year 6 in our school. It is a program designed to teach students to be resilient, to be able to cope with difference and change and ‘bounce back’ from problems. This program was introduced to skill students to know that is okay to have a go at something without the need to fear failure and to know if they make a mistake it is alright. The program is integrated into our Key Learning Areas. The language used in the acronym BOUNCE BACK enables the entire school to maintain the same focus in being more resilient.

MANDATORY REPORTING PROCEDURES In accordance with Child Protection legislation there is a need to maintain mandatory reporting procedures. Should a child be seen to be in any danger or should they reporting behaviour that is not legal the mandatory reporting procedures need to be enacted. Likewise if any allegation of reportable behaviour is made to the school then the Child Protection legislation will be enacted.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 4 of 16 BEHAVIOUR Children do not suddenly develop poor behaviour. Some students, for whatever reason, have difficulty in managing their behaviour. If a student is identified as having behavioural difficulties they may become part of one of the other Pastoral Care programs. In addition they also have a specific Behaviour Plan. This plan is developed by class teachers, Special Needs Staff, the Principal and parents. It may contain steps expected in behaviour, choices in dealing with behaviour, assistance in other areas and specific outcomes for continued poor behaviour. A student on a Behaviour plan has the plan explained to them regularly. It is displayed in each classroom. It is contained in the playground book. They may also have a communication book to explain to parents how each day has gone and invite feedback from home. A student who displays a rapid change in behaviour with no reason evident may be put onto a Behaviour Monitoring sheet for up to two weeks as an initial response. This sheet enables all people who deal with the student in the course of the day to register what has occurred during the lesson. This sheet goes home daily for parental feedback. At the conclusion of the Behaviour Monitoring sheet a decision is made as to further response.

DISCIPLINE We strive for a student to be self disciplining. By this we mean that our ultimate aim for any student is to understand the reasons for their misbehaviour and to be able to change this. All students also need to understand that for every action there is a consequence. To allow a student to understand the expectations of the community in which we gather each day there are commonly held rules:

1. Love ourselves - being aware of the need to present ourselves well, ask for assistance if we need help, caring for ourselves. (Wear our uniform with pride, have a school hat so we can join in activities,)

2. Care for each other - being aware that we are part of a group, caring for others by speaking well to them, not bullying others, abiding by the expectations of learning in a safe environment and following our class guidelines to provide a good working environment. (No bullying, ganging up on others, no bad language,)

3. Care for our environment - being aware that the school and the equipment is to be cared for, we must be aware of our choices and how they impact on the school environment. (No dropping litter, clean up after ourselves, look after the property of the school or repair the damage/replace, carrying out our specific responsibilities)

These commonly held rules are negotiated at the beginning of each term and discussed in each class regularly. They become expectations in each class- e.g. No yelling out, stay in your seat, speak in a nice voice, etc. These class expectations are displayed in each room.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 5 of 16 When a student does not follow these expectations there are steps to follow. One warning is given, two a removal from the activity occurs, three a removal from the room/ playground occurs, four a visit to a quiet space occurs, five a detention is imposed. After detention parents may be contacted or a change in a behaviour plan may occur. Increased poor behaviour by a student not on a Behaviour plan will cause the student to have a Student Support group formed. This may lead to Counselling, seeking medical assistance or the formation of a Behaviour plan for that student.

To assist with monitoring students there are class Behaviour books. Staff will note in these any difficulties they experience with students. On the playground there is a similar book. It is the responsibility of the teacher to ensure all difficulties are recorded and that the book is sent to the Principal when required. They also have the task of monitoring the playground book.

Extremes of behaviour will be treated seriously. We will use Limited enrolment, Suspension or Expulsion in some situations. At all times during this process parents are invited to be involved.

In order to change behaviour it is essential that we are supported by parents. If parents feel they cannot support the school we invite them to discuss their point of view so as we may come to a mutual agreement. However, the school cannot continue to support students without this teamwork.

On the bonus side of dealing with any student are the times we must applaud their achievements. The school has a number of positive monitoring initiatives in place:

 Playground raffle tickets given when a student is ‘caught doing something good’  Awards given at Assembly. These are not solely based on class work achievement.  Special rewards such as being given extra play, time to choose an activity they’d like to do, Affirmation and fun days are all in place to reward students.  Special mention in Newsletters.  We also try to pass on these great achievements individually to parents as we see them at school related events.

St John’s Student Welfare policy works in conjunction with a huge range of other activities in place in the school. The aim for all that the school does is to work with family to assist students in their education.

The respect and dignity of each person MUST be acknowledged and maintained by all members of our school.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 6 of 16 SCHOOL COMMUNITY BEHAVIOUR CODE At St. John’s School, we value the following baseline behaviours for all members of the school community.

SAFETY School community members will act in a responsible manner that presents no danger to the physical or emotional security of themselves or others.

Safety is exhibited in such conduct as: a) Following supervisor instructions b) Using equipment correctly c) Observing rules and procedures d) Controlling temper

EFFORT School community members will be mindful of the fact that the primary aim of schooling is student learning. Each member will actively fulfil their role in promoting this process to the best of their ability.

Effort is exhibited in such conduct as: a) Attempting to complete set tasks b) Punctuality c) Preparedness d) Involvement

RESPECT School community members will treat each other with courtesy and consideration at all times, being mindful of the rights and differing responsibilities of each person. Such courtesy will be reflected in both action and communication.

Respect is exhibited in such conduct as: a) Speaking politely to others b) Using equipment carefully c) Following supervisor instructions d) Active listening

SELF RESPONSIBILITY School community members will endeavour at all times to make appropriate behaviour choices relative to the social context, and accept accountability for the outcomes of their actions.

Self responsibility is exhibited in such conduct as: a) Working independently b) Accepting corrective advice c) Completing job roles d) Admitting mistakes and successes

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 7 of 16 LEVELS OF STUDENT BEHAVIOUR Level 1 Self Managed (student Alone) Teacher Response – See Acknowledgement Plan Level 2 Self Managed + Teacher Support Teacher response – See Correction Plan/Acknowledgement Plan Level 3 Self Managed + Teacher Support + Parent Teacher Response - See Correction Plan/Acknowledgement Plan Level 4 Self Managed + Teacher Support + Parent + Behaviour Support Teacher (Assistant Principal) Teacher Response- See Correction Plan / Acknowledgement Plan - See Crisis Plan Level 5 Self Managed + Teacher Support + Parent + Behaviour Support Teacher (Assistant Principal) + Principal Teacher Response- See Correction Plan / Acknowledgement Plan - See Crisis Plan - Possible Individual Behaviour Management Plan **Note** At Level 5, formal referral to other agencies and support personnel may also take place. Informal approaches to such personnel, including the school counsellor, may be instigated by the class teacher as early as Level 2.

St John’s School Mullumbimby expressly prohibits corporal punishment as a means to discipline children. Similarly we do not sanction the administering of corporal punishment by non- school persons, including parents as a means to enforce discipline.

ST JOHN’S BEHAVIOUR MANAGEMENT PLAN Please Note: This plan covers all essential components as outlined on the CEO website. It is a generic framework which may be amended slightly to accommodate the individual needs of specific students. Any changes must be within the framework of this document and contain all essential components as outlined herein.

ACKNOWLEDGMENT PLAN

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 8 of 16  Continual praise and encouragement for meeting behaviour expectations. (verbal, non-verbal, written)  Clear outline of students’ rights and responsibilities. Eg: Every child has a right to be in the class, to contribute to lessons (discussion, questions, bring resources to school), to make use of school resources and to feel secure within the class and school environment. Every child has a responsibility to contribute positively to the class environment…to perform set tasks (completing activities set by teacher), to take on organisational roles (messages, cleaning up after activities, emptying bins etc), to nurture a learning environment (be attentive, help other students, ensure all members have the opportunity to learn.) As part of the Acknowledgment Plan include discussion about personal choices in regard to an individual’s behaviour.  Individual and whole-class rewards (stamps, free time, certificates, computer time, fun days, game time, sports activities)  Sharing work with others – assemblies, principal, other classes, parents.  Teacher evaluations – comments on work, marks, stickers.  Celebrations – birthdays, outside achievements.  Teacher & Principal awards.

CRISIS PLAN  In situations where a student is non-compliant and/or any student or teacher is in physical danger send the class roll to Mr Bleakley via the school secretary. Mr Bleakley will come to the classroom.  If Mr Bleakley is in class he will be contacted and decide on an appropriate plan of action.  The school Principal will decide if the child should be removed from the school environment. If suspension from school is implemented, students will have the duration of exclusion and the Restitution Plan clearly explained.

RESTITUTION PLAN  Outline conditions under which the student will be allowed to return to school.  Involve student in acknowledging and accepting that the poor behaviour was his/her own personal choice. Explain this choice can impact upon themselves and others in a negative way. It can also become a positive thing if student apologises and refrains from making poor behaviour choices upon returning to school.  Implement a system of monitoring behaviour upon the student’s return to school. Eg: Behaviour Record to be kept for a period of 7 years. Add notes to plan if desired. Sign & date entries.  Reward good behaviour recorded on Behaviour Plan.  Implement Correction Plan or Crisis Plan again if necessary.

CORRECTION PLAN NB: Details to be decided as a whole-staff exercise.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 9 of 16  Sample No 1. Class Tally System - Monitor in-class behaviour via student chart, clearly visible on front wall, series of ticks for positive behaviour and dots for negative behaviour. The class chart is added to by the teacher only at any time of the day. (Details of sample behaviours, recording implements, to be decided by staff along with rewards & consequences for good & bad behaviours.)  Decisions to be made – 1) Consequences or rewards for certain number ?? of ticks/dots accrued in one session/day/week. 2) Should students have the right to have dots removed as a reward for displaying correct behaviour? 3) Involve the Principal in deciding rewards for good behaviour / consequences for poor behaviour choices. Possibility of class raffle for students with a certain number of ticks each week. Drawn each Friday.  Students with certain number of dots go to Principal, explain in writing how they received so many dots and write out how they will improve the situation the following week. Other consequences may include … exclusion from play at lunch time, cleaning jobs in lieu of play, writing explanation of behaviour, writing down possible ways to make amends for poor behaviour, exclusion from excursions or school events (after discussion with Principal), movement to Crisis Plan.  Use Buddy Teachers or removal to another class only if disruption to class activities continues.  Points to consider – all students must be in full view of class teacher at all times. Not advisable to send child out of the room unless he/she is clearly in line of teacher’s sight.  If a confrontational situation arises, use individual de-escalation strategies first, particularly if students have ASD, Asperger’s Syndrome or ODD. (eg. Topics of interest, activities table, time out area, drink of water, read a book)  Sample No 2 – Two Choice System – Comply now or don’t comply & accept the consequences  Consequences to include … exclusion from play at lunch time, cleaning jobs in lieu of play, writing explanation of behaviour, writing down possible ways to make amends for poor behaviour, exclusion from excursions or school events (after discussion with Principal), movement to Crisis Plan.  Use Buddy Teachers or removal to another class only if disruption to class activities continues.  Linked to Acknowledgment Plan when student acts positively to correction or to the Crisis Plan if student refuses to conform.

SUPPORT PLAN  Discuss effectiveness of plan with other teachers. Amend if necessary.  Update and change Behaviour Plans frequently.  Utilise Denise Adams for counselling and one-to-one sessions.  Refer to Michalle Wright. D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 10 of 16  Utilise Teacher’s Aides for individual students as the need arises.  Keep open communication between Class Teacher, Principal, Additional Needs Teacher and Parents.  Involve Regional Additional Needs Officers when necessary.

ST JOHN’S BULLYING POLICY STATEMENT St. John’s School practises a “zero tolerance” approach to bullying in all its forms, in line with (State Department) policy and the provisions of the (child protection) Act. Our school and school community endorses the right to safety of all school community members. Bullying undermines this right, and prevents students from achieving their full potential in the educational and social setting. Bullying affects all members of the school community, not simply the bully or the victim, and can damage the supportive environment of the class and of the school in general. For these reasons, it cannot be tolerated and must be addressed with immediacy and consistency.

DEFINITIONS OF BULLYING As defined in Education Queensland’s child protection act,

“Bullying involves the abuse of power with the intention of causing distress to the other person(s), or for personal gain or gratification. Behaviours may include repeated behaviour that can be covert and subtle, and be social, psychological, verbal, physical and/or sexual in nature.’

For ease of student understanding and identification of bullying, the school has defined bullying for students and staffs in relation to three specific behaviours. These are: 1) Bad Touches- any deliberate touch of a person’s body without their permission 2) Stealing – unauthorised removal of possessions, social opportunities, and teaching/learning time 3) Teasing – Use of name calling, actions and gestures, words, rumours to hurt or to ostracise

Bullying is repeated and systematic harassment. Bullying can be done by individuals or by groups. Bullying takes many forms, and can include:  physical violence and attacks  verbal taunts, name-calling and put-downs  threats and intimidation  exclusion from the peer group

AT ST JOHN’S SCHOOL WE BELIEVE  No-one has to put up with bullying.  Adults need to know about the bully so they can help.  Telling an adult is not dobbing.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 11 of 16  When you are being bullied it is stressful.  At school we have the right to feel safe.  Bullies need to know this is not acceptable behaviour. This means punishment. It may also mean they need help too.  The reason a person becomes a bully does not excuse the wrong behaviour but might help us understand.  The bully needs to learn to relate to others without abusing power. The victim of bullying needs practical tools to cope with the problem.

AIMS OF THE POLICY 1. To counter views that bullying is an unavoidable part of school life 2. To overcome communication barriers associated with bullying 3. To create a safe and supportive teaching/learning environment for students and staff 4. To provide support and counselling services for both bully and victim 5. To proactively promote a school and climate where bullying behaviours are not tolerated and are infrequent in incidence

RESPONSIBILITES OF THE SCHOOL COMMUNITY STAFF RESPONSIBILITIES

IDENTFICATION OF BULLYING 1. Watch for early warning signs of bullying in students(eg apparent behaviour change, Physical injuries, emotional distress etc) 2. Record all incidents of bullying, including action taken. A bully register is centrally located within the school, and where necessary, specific incidents deemed will be recorded in relevant student files. 3. Offer the victim immediate support and help, but avoid ‘bullying’ the bully. 4. Discuss bullying in class sessions when the need arises.(eg after incidents) 5. Monitor all areas of the school during breaks and in between lessons.

EDUCATION OF SCHOOL COMMUNITY 1. All students and parents, upon enrolment at the school, should be made aware of the school’s Bullying policy, including expectations and consequences. 2. Education of all year levels will occur through the Bounce Back social skilling program, within the context of the curriculum and during school assemblies 3. Where possible parents/caregivers will be included in the education process and informed of developments within the school in the area of Bullying. 4. All teaching staff will undertake regular professional development in regard to Bullying issues and their professional responsibilities in combating Bullying.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 12 of 16 ACTION PLAN FOR BULLYING INCIDENTS Teachers will adopt a logical and sequential approach when responding to reports of bullying, using the following process:

STEP 1 Teacher stops any on-going bullying that may be occurring. The victim may be referred for first aid treatment if necessary. STEP 2 Teacher listens to all sides of the story (Victim, bully and available witnesses to the incident where possible) STEP 3 Teacher requests an APOLOGY from the identified bully/bullies. (This may include the reporting student, if bullying behaviours on their part have been identified) Bullies may also be requested to replace any personal property damaged. STEP 4 A student who refuses to apologise, or who re-offends after the apology, will complete a REFLECTION FORM at their desk. This will then be discussed with the teacher at the soonest possible occasion. Parents may be notified at this point. STEP 5 If the student re-offends after reflection, then IN-CLASS WITHDRAWAL (via seating plan) or short-term PLAYGROUND WITHDRAWAL (for playground offences only) will be used to separate the bully from his/her victims. STEP 6 If the student continues to bully despite previous measures, then ALTERNATIVE CLASSROOM WITHDRAWAL (movement to another classroom for a period from 1 session to 1 day) or long –term PLAYGROUND WITHDRAWAL (I day to 1 week) WILL BE USED. STEP 7 In unison with STEP 6, parents will be contacted and informed of the situation. If deemed necessary, a PARENT CONFERENCE will be held to discuss issues and collaboratively formulate a solution. This may take the form of an individual Behaviour Management plan. Formal counselling of the student may also be undertaken by BM support staff or school counsellors. STEP 8 For extreme incidents of bullying (eg physical assault) or where previous steps have failed to modify student behaviour, then SUSPENSION (1-20 days) and possibly EXCLUSION of the student may occur. NOTE Reported student bullying involving a staff member must be referred immediately to the principal, who will investigate and may refer the case to the Catholic Education Office if deemed necessary.

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 13 of 16 RESPONSIBILITES OF THE SCHOOL COMMUNITY (CONT.) STUDENT RESPONSIBILITIES

ACTION PLAN FOR PERCEIVED BULLLYING Students will adopt an assertive, sequential response to all incidents of bullying involving themselves or others. This response will take the following form;

STEP 1 Tell the bully to stop. This identifies for the bully that their behaviours are unacceptable to the victim, and provides the bully with the opportunity to modify behaviour without further consequence. It also establishes the victim’s control over handling the situation)

STEP 2 If the bullying does not cease immediately, or has caused significant physical or emotional harm, tell someone in authority (Teacher, Teacher Aide, Principal) 1. The student, if unable to stop bullying themselves, should report all incidents to the nearest available teacher or staff member. Immediacy of reporting is essential 2. Students (victim, bully, and witnesses) may be required to discuss reported incidents with a teacher/Principal. Such discussion will occur as soon a possible after the incident. 3. Parent/caregiver of students involved may be informed of the outcomes of investigations, and a record of an incident attached to the student’s file, if deemed appropriate and necessary. 4. Bullies will be requested to apologise to their victim’s in the form of a verbal or written apology, as an early step in dealing with the situation. Failure by the bully to exercise this option will result in further consequences being applied. 5. In the case of frequent or significant incidents of bullying by a student, the parents/caregivers may be required to attend an interview to discuss possible consequences and assist the school in planning a strategy to modify the child’s behaviour.

RESPONSIBILITES OF THE SCHOOL COMMUNITY (CONT.) PARENT/CAREGIVER RESPONSIBILITIES

1. Watch for early warning signs in your child, including a reluctance to attend school, unexplained illnesses or injury, missing possessions, moodiness. D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 14 of 16 2. Take an active interest in your child’s school and social life, encouraging them to talk about daily events and occurrences

3. If you suspect bullying of your child at school. Record any details and contact the class teacher or school administration immediately.

4. Encourage your child to report persistent school bullying to those in the best position to provide immediate help ie. the teaching staff and administration.

5. Assure your child that seeking help is appropriate and an assertive (strong) measure.

6. Do not encourage your child to hit back or verbally abuse the bully.

7. Be prepared to assist the school in modifying your child’s behaviour if he/she is identified as the bully. Do not accept personal blame for their actions; instead support the school in its endeavours to assist your child.

APPENDIX 1

ST. JOHN’S PRIMARY SCHOOL INCIDENT REPORT

Students involved: ______

Teacher: ______Date: ______Time: ______

Where did incident occur?______

Circumstances around incident:______

______

______Child Report: (Victim/Perpetrator/Witness)

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 15 of 16 Child Report: (Victim/Perpetrator/Witness)

Child Report: (Victim/Perpetrator/Witness)

Teacher Outcome/Recommendation

Signed: ______Date: ______Principal

D:\Docs\2017-12-17\02a58f5b8a812f5e1f676a1cd5e94c74.doc Page 16 of 16