staff development 1.25

8/9/2019 Staff Development 1.25

1/5

Creating Empowered Community MembersThrough Real-World Education

What does this mean? It means we work hard toexpose students to a variety of experiences in thelocal community. It means that we want our studentsout learning from the world and feeling empoweredto have an active voice in changing the world. Itmeans that we want our students getting their hands

dirty and their minds active as they grow as youngadults.

2009Rainshadow CommunityCharter High School

s

h i n e

RAINSHADOWSTAFF

DEVELOPMENTVOL.1 ISSUE 3

Handling Disruptive Students in the ClassroomHelp them save face.Most kids who disrupt do itbecause it is better to be knownas a behavior problem than tobe known as a dummy!

Teach the skills required for the task. Do notassume that students know how. Go to where theyare, bring them to where they should be, and thedisruption will cease.

--Cecelia Smith Retired teacher/counselor, Greensboro, GA

Get to know them.

Be proactive, not reactive.Within a week of opening day,you know who the potentiallybelligerent students are. Get toknow them before they become

problems. Finding out what interests toughstudents is a good place to start, whether its dirtbikes, basketball, make-up, or fashion.

A few years ago, one eighth-grade girl tore up theclassroom everywhere except in my language artsclass. I found out she loved the MTV show TheHills, so I joked with her about the program andtalked about a few characters. I had seen it onlyonce, but that didnt matter. Our interactions mighthave seemed trite, but they werentwho knowshow many other adults took the time to initiatepositive interactions with her?

Paul Barnwell 8th grade language arts teacher, Shelbyville, KY

Keep your cool.

Dont take the bait.

So often, kids will disrupt in a manner that is madworse by the response of the adult in charge. Kidquickly figure out which staff have buttons thatcan be pushed, and what they are. Dont overreacPick your battles.

Mitchell SteilK12 Intensive Service Team social worker, Id

Michiga

I nsi d e t hi s i ssueH and l i ng D i sr upt i v e S t ud e

nt s 1T o D o Li st f or S t af f D ev el opment 2C ur r i c ul ar T hemes2 P ost - S ec ond ar y S c hool F ai r 2 P osi t i v e Behav i or S uppor t s 3N S T A C onf er enc e P ear l s 3S eni or P r oj ec t s, Rubr i c s, P or t f ol i os 4U pc omi ng E v ent s, F i nal T hought s 5

Sam OBrien strategizes with theRainshadow Basketball Team at Minden.

(Continued on page 3.


2/5

Embedding the Theme in Your Curriculum

To Do List for thisStaff Development

1/25/10

8:00 a.m.Meet in Rachaels RoomPost Secondary Fair Relationships in the ClassroomReport out by teachersregarding their conferences

9:00 a.m.Childrens Cabinet: KathleenSandoval

10:00 a.m.Rubrics, senior project,online portfolios

11 a.m.Science and Exploration acrossthe curriculum: planning towork with another teacher

12-1 p.m.Lunch

1 p.m.New Student Orientation

3 p.m.Independent Work:Review calendar for upcomingevents.

ID Class Ideas CoreConnections Resources

HollandPro ect

Investigate other youth-based organizations, history, missions, etc. SS, C

www.nydic.org/nydic/toolkits/index.htm

Look at Holland Projects bylaws and mission. How is that written?

SS, C, E

www.hollandreno.org /

www.smsmallbiz.com

Grant-writing, and how to sustain a program like this, budgeting, non profit vs. for profit

M, E

. .bestpractices/ (nonprofit vs. for profit, etc.)

Echo Effect Watch and discuss documentaries about explorers (Shackleton, Donner, etc.) E, A, H

NOVA (PBS)

Create a new genre for filmmaking, or a new way to film using available tools.

A, Sc

www.howstuffworks.com /entertainment

www. bs.or teachers

Science behind the moving picture, and look at the concept of fps

M, Sc

. .mathline/concepts/movies/activity2.shtm

Urban andWildernessSurvival

The Donner Party: Look at how they survived, or the how any explorers survived- traveljournals, etc.

H, E

Book: Donner Party ,

www.pbs.org/

How inventions have evolved to help people with surviving in the wilderness

M, Sc

amer can e gu eteachers/natl_parks/natl_parks.pdf

The science behind survival gear

Sc

adventure.howstuffworks.com/

ImpactingLives

The invention of paints that are not toxic, invention of painting techniques A, Sc

www.webexhibits.org/pigments/

ThroughArt The art of travel journals from historic individuals, National Geographic Society

E, A, Sc

www.nationalgeographic.com

Leonardo Da Vinci: his book of inventions, create your own invention drawings

A, Sc, E

Book: Leonardo (RSLibrary)

Media

Literac

Invention of different forms of journalism, and different media styles E, H

www.pbs.org/mediashift

and Journalism How travelers/explorers wrote about their experiences (Columbus, Lewis & Clark, etc.)

E, H

Books: Lewis & Clark and The Donner Party

Recreate an article about a famous inventor or explorer for the newspaper or for film.

E, Sc, H

See RS Library

PerformingArts

Traveling performers: the circus, carnivals, Barnum and Bailey, etc. Inventions that benefittodays performers (Cirque du Soleil, etc.)

M, Sc, H

Big Movie Zone, CirqueDu Soleil

Local interviews to find out how Reno has evolved- first people in Reno, etc.

E, H

rque u o e ag cBased in Math (CNN)

Ethnomusicolo : Tim

Invent a new genre of music or performance

A, Mu

Rice

NV Museum of History
http://www.pbs.org/mediashifthttp://www.pbs.org/mediashifthttp://www.nationalgeographic.com/http://www.nationalgeographic.com/http://www.nationalgeographic.com/http://www.nationalgeographic.com/http://www.webexhibits.org/pigments/http://www.webexhibits.org/pigments/http://www.webexhibits.org/pigments/http://www.webexhibits.org/pigments/http://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/americanfieldguide/teachers/natl_parks/natl_parks.pdfhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmhttp://www.howstuffworks.com/entertainmenthttp://www.howstuffworks.com/entertainmenthttp://www.howstuffworks.com/entertainmenthttp://www.howstuffworks.com/entertainmenthttp://www.smsmallbiz.com/bestpractices/http://www.smsmallbiz.com/bestpractices/http://www.smsmallbiz.com/bestpractices/http://www.smsmallbiz.com/bestpractices/http://www.hollandreno.org/http://www.hollandreno.org/http://www.nydic.org/nydic/toolkits/index.htmhttp://www.nydic.org/nydic/toolkits/index.htmhttp://www.nydic.org/nydic/toolkits/index.htmhttp://www.nydic.org/nydic/toolkits/index.htm


3/5

Deputize them.

Co-opt them. Enlist the [disruptive]students aid in helping another

student.

L. Carvel Wilson Syracuse, UT

Phone home.

My classroom phone will call outto the students home or parentsworkplace.

(You can also use your cell phone.)When students are disruptive, I ask them to call their parents. Then, standing in front of me, they have totell them why they are calling. This keeps the storyfrom changing by the time the students arrive home. Also, the students have to accept their behavior by

stating what they did. If they have to call a third time,they instruct their parents to come to school and sitwith them, as the teacher does not babysit. Worksevery time. If one student has to make the call, therest learn quickly!

Char Milotz Middle school teacher, Plymouth, MI

Transform it into a teaching moment.

I teach high school students withprofound mental disabilities.Disruption indicates a need, so Iask: What need is this studentcommunicating to me? A need to

be recognized, to get busy, to leavethe room, to take a break, to control the situation?

Disruptive behavior does stop the teaching process,but it can be turned into a teaching moment, anopportunity to teach appropriate coping strategies. Iask the other students for ideas. But if the behavior poses a danger of harm to self or others, I refer to theadministration.

Ann Nichols

Special ed. teacher, Florence, SC

Reshape the lesson to involve them.

I love disruptors because theybring so much of themselves tothe classroom.

I listen and do what I can to integratewhat they have brought to the conversation into partof the lesson. I think about why they followed theimpulse that took them away from what moststudents are doing.

I get as close to them as possible, so I canunderstand what motivates them, what makes themthink, what interests them. Then I shape learning sothat it supports them to be who they are, so theycan grow with the rest of the class instead of against it.

Jana Dean Middle school teacher, Olympia, WA

This has been modified from an article from theNational Education Association. Check outwww.nea.org for more useful articles and information.

Positive Behavioral SupportIn looking at these ways of handling

disruptive behaviors in the classroom, it isclear that we need to think about ways thatbehavior is reinforced. Our students do thebehaviors they do because it gets themsomething that they want. What is thatsomething? Is it attention? Escape? Peer acceptance? Why is the student doing thebehavior they are doing? The second elementto this equation is that our students willcontinue to do the behavior they are doing if it is consistently working for them. One of our jobs as teachers is to help students create newpatterns, and to help them recognize that eventhough they may wish to continue to operate asthey have been operating, their behaviors aregoing to stop working for them.

The first thing we must do is f igure out whya student is behaving as they are behaving, andwhat they are getting out of it. In specialeducation, we call this a Functional Behavioral

Assessment (FBA). In this process, we arelooking at what the function of the behavioris. Observations are done, interviewscompleted, work samples collected. From allthis data, we work to come up with a positivebehavior plan. This plan strives to motivate thestudent using positives, and it can can take onthe shape of a variety of things depending onthe child.

We have always had behavioral issues atRainshadow. We talked about creating amotto that might serve as a student reminder of appropriate behavior. This is a start. Whatare some other strategies that you can

implement easily in the classroom for allstudents?1. Recognize the positives in the class, and

make sure to announce it to all students.2. Use your students as your models- this

includes not only behavior, but work samp les.3. Provide opportunities for choice in the

classroom, and do so fairly and equally. Thisincludes classwork, as well as opportunities toexhibit appropriate behavior (Example:here are your choices: you can hand me thecell phone or you can take the cell phone tothe office and call your parent.)

4. Keep emotion out of it. Remember, a

student isnt doing something to you. Theyare doing it for themselves.

Post-secondary SchoolFair Students at Rainshadow seem to bethe last to know about post-secondaryopportunities. Four years ago, wefilled the school with a variety of individuals from all over Reno whoshared what their college, university,

or organization had to offer.Research has been done to show thatthe earlier students are offeredopportunities to set goals and thinkabout their future, the greater thechance that these students will remainin school and complete school. Howcan we begin to infuse goal-settingand transition into our curriculumwithout using it as athreat? (Example: Wait until youhit the real-world. You will have tocontrol your behaviors, or lose your job and/or become incarcerated.)

1. Check out rainshadowtransitions.blogspot.com

2. Plan a Post-secondary school fair

3. Use goal-setting at the beginningof the semester, quarter, class, thebeginning of the project, etc. andlook back as students are workingto see if they are doing what theysaid they wanted to do.

4. Learn about your students interests,and work hard to use the intereststo guide the assignment

Conference Pearls

1. Doing PE without having thebest resources can be done.Activities for confined spaces:design your own games, precisionof language, small relay races,hand/eye coordination. TheNAPHERD Conference shared allkinds of games that could be donein a small space.

2. The American History Projectdiscussed ways to make thecontent accessible to the students.Frame your lessons in a way thatstudents can relate to your information. With AmericanHistory, this means looking at waysthe your students can get excitedabout the content.
http://www.nea.org/http://rainshadowtransitions.blogspot.com/http://rainshadowtransitions.blogspot.com/http://rainshadowtransitions.blogspot.com/http://rainshadowtransitions.blogspot.com/http://www.nea.org/http://www.nea.org/


4/5

Senior ProjectRainshadow employed the use of a

senior project about 4 years ago. This projectwas supposed to supplement the use of theportfolio, and help to cement a studentsreflections about learning. At present, thisproject ha s been improving. The initial goalsfor the senior s tudents, however, have notbeen completely met. It is time for us to look

at what w e are doing and refine it. How canwe improve the senior project requirements s othat students are able to complete somethingtruly valuable to them, while maintainingrigor, and having the capabilities to monitor the project in a realistic way?

I raise this question because we haveseveral elements on the senior project rubricthat we are often disregarding: 1)mentorship and 2) the presentation of theportfolio. We have only required thatstudents present their project to an audience.What is the value of the initial elements weput into place? How can we maintain the

rigor, but still maintain the flexibility? What,truly, is the recourse for a student who doesnot complete these elements?

I believe we all recognize that manyschools with requirements such as those listedfor our senior project have students with alarger support network. Indeed, senior projects in these schools are done largelyoutside of the school as a supplement asopposed to becoming the basis for acurriculum. To see a project of themagnitude completed, it is clear that it mustbe done largely within the confines of theschool day.

This concept leads into some larger philosophical issues about rigor, and how wecan infuse a sense of the importance of thelearning process, to a population that doesnot directly note the correlations betweenknowledge and more opportunity.

So, your homework:1. Investigate our requirements for a

successful senior project.2. Think about the recourse for students

who do not complete this project-- whatwill we do?

3. Look at other examples of senior projects from other schools to see if wecapture the essence of what we feel isimportant for a Rainshadow student toleave with:

http://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htm : containsexamples of the handbook given to studentsto support thme

http://www.principalspartnership.com/seniorproject.pdf : presents research andfindings as to whether or not the senior

project is beneficial. Also provides sampleprojects.

http://graduation.k12.hi.us/faq.html :out of Hawaii, also contains transition plansfor students.

RubricsLast spring, we looked at creating a

uniform set of rubrics that we could implementcross-curricularly. We wanted to look atrubrics that could be uniform such as aresearch writing rubric, personal writingrubric, speaking/discussion rubric, etc. Thegoal for the exercise would be to streamlinehow students are assessed, and finding waysto look at student progress and respond toindividual student growth in a more uniformway. It is time that we come to a decisionabout the kinds of information we would liketo see made uniform. This information, then,should be included on a students progressreports.

In our original charter, we wanted to

provide parents with a true snapshot of howtheir child was progressing. Tchudi and Lafer might have been happier to do away withgrades all-together in favor of notes andrubrics that showed what the studentdemonstrated in the classroom. Perhaps wecan find a way to merge these two ideas intoone.

It begins with the rubrics we select. Fromthere, we must find a way to track progressmade on these rubrics in such a way that our parents can find out how students are doing.We must work harder to talk to our parentsabout how are students are actually doing in

the classroom. Rainshadow could employ theuse of a quarterly progress report thatoutlines how a student is actually performingin the classroom. These progress reportscould be based in the basic skill rubrics thatwe use across the curriculum. The skill-sets wechoose would highlight what we think is mostvalued in our educational program.

A move like this would be beneficialacross the board, but perhaps for the start itwould be most beneficial in aninterdisciplinary class. It would have thepotential to reiterate all that a student hasdone in the course of the quarter, with notes

from his/her teacher about milestones thathave been met.Difficult? Yes. But we must find ways to

help our students be more successful. Istarted a new tradition in my class of writing apersonal note on a card to each student,individually. This note would let the studentknow what I felt about their performance,along with a detailed progress report thatshows what he/she had done over the courseof the semester.

We already know that we have to set thebar a bit higher to get better results. We also

know that we cannot forget the personalconnections that must be in place for growthto occur. The use of a uniform, personalprogress report with notes from the teacher,and focused on skill-sets (with rubrics) that weas a community feel are most beneficial for aRainshadow students seems as though itwould lead students in a direction to be moresuccessful. So, what do we have to do now?

1. Determine those skills we think are

most beneficial2. Choose, or modify, rubrics that can beused cross-curricularly

Online PortfoliosSenior projects, rubrics, assessment,

progress reports-- these terms lead directly tothe next element for discussion: theRainshadow portfolio. The portfolio atRainshadow has gone through many morphs:from a pile of work gathered from onesclasses, to a pile of work sorted and placedinto a binder, to an organized pile of work

where there were specific requirements for the classes that became artifacts for theportfolio, to an online work gathering toolthrough Google Sites, to a student webpagethat students could potentially use for all their classes to exhibit work and ideas. Indeed, ithas grown and changed as we have grownand changed.

Now, however, it is time to look at whatour requirements are for the portfolio anddetermine if we still need to require the sameinformation and work. We must also begin tothink about whether or not the manner withwhich we grade our student portfolios is

effective and telling of our studentsknowledge.

Dont Sweat the Small StuffQuiet the Mind

Inner peace translates into outer peace. Using one of the manytechniques such as reflection, deepbreathing, contemplation, visualization,or meditation will help you quiet your

mind. The stillness created by these activities will help you to be less reactiv eand irritable, and will give you greater perspective to see small things as smallstuff rather than emergencies.

Take time for yourself to be in quiet,and you will find that your inner peacewill stay with you throughout all that youdo.

Richard Carlson, Ph.D
http://www.principalspartnership.com/seniorproject.pdfhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://graduation.k12.hi.us/faq.htmlhttp://graduation.k12.hi.us/faq.htmlhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.principalspartnership.com/seniorproject.pdfhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htmhttp://www.parker.org/DivisionIII/Senior%20Project%20Handbook/senior_project_handbook.htm


5/5

School February March April EventsThe followin dis la s

3Poetry Out Loud Competition

15Professional Development

12-16Spring Break, No School

upcoming events, discussions,accreditation concerns, etc. 5

Talent/Art Show

25End of Third Quarter

12Valentines Day Dance

15 Presidents Day, No School

4, 2 2Special Education andCurriculum Audit

Month of February:Student artwork on displayat PP&A Office.

Non Violent CrisisIntervention Program (CPITraining) - speak to Tobyfor WCSD Schedule

*Staff Meeting Dates:2/12: Meeting 9:302/19: Meeting 9:30

3/12: Meeting 9:303/15: Staff Development Day3/25: Ri ght after school's out4/2: Me eting 9:304/23: Meeting 9:305/7: Meeting 9:305/21: Meeting 9:306/4: Meeting 9:30

Final Thought...Transitional planning, andrelationship building has been oneschools answer to the graduationrate pro blem. (http://www.trib.com /news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.html )

Group Lesson PlanningIn reflecting on the discussion with Dr.

Lafer at our previous staff meeting, it hasbecome apparent that we need to bothcontinue to do what it is that we are doing,and to still tr y to push the envelope aseducators to create a community of learnerswho are not merely sheep.

As I have been here for many years, Ihave been a part of many dif ferent kinds of unit planning experiences. I would like towork to create a unit plan of a different sort.As our theme is Invention and Exploration ,this unit plan will touch on some of theessential skills of being a Rainshadow student-a student interested in using his own mind tounderstand the world. What would theseskills be? Creativity? Self motivation?Independent thinking? Would the skills alsoinclude the ability to decipher and analyzeinformation? What would we say is essentialfor a Rainshadow student to learn after their 4 years with us?

This is a question that I have grappledwith for the past 6 years. A couple of yearsago, we came up with overarching themes byyear for the portfolio. (Please see http://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfolio for more on this, although those themes arenot listed there.) But, the reality is, we have

not stayed true to these themes. Perhaps theyare not valuable. How could we create aunified, school-wide lesson that would teachan essential Rainshadow skill? Suggestionsfrom the past:

1. Whole school weekly forums focusedon student performance

2. Weekly whole school lesson, sharedby one teacher

3. Weekly themes that are carriedthrough by all teachers

4. Forums5. Whole school speaker engagements6. Whole school field experiences,

broken up by classes

I guess my concern is that for a longtime, we did everything together as teachers.This wasnt always effective. Now, we worktogether, but we have somewhat become our own islands. We had to separate to establishour strengths as teachers. Now, I believe weare ready to collaborate on that next level.So, how do we begin? Do we start bycreating a unit that we can work with?Brainstorming together? Sharing to allstudents together? Because, you see, this isan essential aspect of Rainshadow. It is alsothe thing that seemed to unify the school attimes. We can find ways to do it better thanits ever been done... Ideas??

Dont forget to look in your book for great

ideas, or check out www.edliberation.org
http://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.edliberation.org/http://www.edliberation.org/http://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.rainshadowcchs.org-a.googlepages.com/therainshadowportfoliohttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.htmlhttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.htmlhttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.htmlhttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.htmlhttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.htmlhttp://www.trib.com/news/opinion/forums/article_862c2d57-6d80-5a10-b9be-918c4f35b5d3.html

staff development 1.25

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