Early Childhood Preschool Program€¦ · Early Childhood Preschool Program Back to School Night...
Transcript of Early Childhood Preschool Program€¦ · Early Childhood Preschool Program Back to School Night...
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Early Childhood Preschool Program
Back to School Night
September 22, 2016Dorothy Heitjan, M.A., CCC/SLP, M.Ed
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Welcome to the Barnes School
Family!
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ECP STAFF
Classroom:
• Dorothy Heitjan: ECP Teacher/ SLP
• Vicki Horsley, AM/PM Teaching Assistant
• Terri Franzen, AM Teaching Assistant
Therapy:
• Speech-Language Pathology/SLP : Maria Deskins, Kelly Vess, Kristen
DeVooght
• Occupational Therapy/OT : Lisa Newbold
• Physical Therapy/PT : Noelle Beaudry, Karen Houting
Consulting:
• School Psychologists/Psych: Helen Landuyt, Marc Weaver
• School Social Worker/SSW: Pat Curtin
Volunteers:
• GP North Student Rotation/PM: Carmen Abdella, Bri Brooks, Jala Glaze
• Wednesday PM Volunteer: Peter Seymour
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Target Points for this Evening
•Housekeeping Items
•Overview of our day
•Curriculum Content
•Behavior management
•Any other Questions???
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Etc. •Roster –Please check and initial
•Distribution List –Please check and initial
•Fund Raiser- Due Monday!
•Field Trip-If paying by check, checks due by
Friday September 30, RSVP by October 7, all
forms and cash due by Wednesday October 12,
Trip is Friday October 14.
•Update Emergency Contacts: Anyone who could
possibly pick up your child needs to be listed!
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2016-17Please see Barnes Calendar for all Important Dates!
• Picture Day-Tuesday Oct. 4
• Student Count Day-Wednesday Oct. 5
• Field Trip Friday Oct. 14 -Please return forms by Wed. Oct. 12
• Costume Day and Parade-Friday Oct. 28, Parents welcome to
watch, we parade at 9am and 1pm. Tips: Wear/bring a coat, wear
sweats underneath and tennis shoes because we’ll be taking
costumes off after parade, best to leave accessories at home!
• FYI Tips for Getting Ready for Kindergarten! Wednesday Nov. 2
@ 7pm at Miller Hall in Christ Church, 61 Grosse Pte. Blvd.
• November Conferences: Wednesday Evening Nov. 16 and
Thursday Nov. 17 All Day and Evening
• Holiday Gathering-Friday Dec. 23: All Students attend in the
A.M./No Classes in the PM.
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Weekly Newsletter goes home
on Mondays!
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Parent Lending Library
• Books on various informational topics
to sign out and return
• Love and Logic Resources Books and
CDs
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Our Classroom Websitehttp://gpschools.schoolwires.net/Domain/1049
Contact Information
Dorothy Heitjan
313.432.5864
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Reminder: No School Tomorrow
Friday Sept. 23, 2016Staff PLC Day
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Our Day
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Our Day: Every Moment Counts!
Learning takes place all day longThrough Direct and Indirect Teaching Experiences
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Before coming into the room Build habits!
•Visit the Bathroom across the hall
•Always check backpack!
•Find child’s name on the wall
•Early Arrivals-- ALWAYS welcome to read or color at the table.
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Bert and Ernie
Students and Parents are always welcome to quietly visit Bert and Ernie our school Guinea Pigs by the Barnes
Early Childhood School Office. However, please keep in mind the
office staff is working! The book/library area by the office is used
by the GPPS.
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Opening
Activities
• Come into room
• Separate from parent or
caregiver
• Hang up belongings in
cubby
• Follow Directions to get
name card and go to the
table and join others
Key Learning Areas
• Affective/Intrapersonal-
• Regulating Emotions
• Social/Interpersonal-
• Develop Healthy
Relationships with others
• Language/Verbal-Linguistic
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Michigan Standards of Quality for
Prekindergarten
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Michigan Standards of Quality for Prekindergarten-
Key Early Learning Expectations & Areas
• Approaches to Learning-AFFECTIVE
• Social/Emotional-AFFECTIVE/SOCIAL
• Intellectual Development-COGNITVE
• Language and Literacy-LANGUAGE
• Creative Expression-AESTHETIC
• Physical Development and Health-PHYSICAL
• Math, Science-COGNITIVE, NATURE
• Social Studies-SOCIAL
• Technology-SOCIAL
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Standards of Quality Correspond to
Developmental Domains &
Multiple Intelligences (Howard Gardner)
Developmental Domains
• Language
• Social
• Cognitive
• Physical
• Affective
• Aesthetic
Multiple Intelligences
• Verbal-Linguistic
• Interpersonal
• Logical-Mathematical
• Bodily-Kinesthetic
• Intrapersonal
• Musical, Naturalist, Spatial
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Table Time Exploratory Play
Activities
• Puzzles
• Cube blocks and
Manipulatives
• Magnet boards with
magnetic pens
• Play Dough w/selected
tools, scissors, etc.
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical-Develop skills
of comparing and
classifying objects
• Spatial
• Interpersonal
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Opening Large GroupActivities to Start the Day
or Week
• Greeting Ritual
• Content Area based on a
theme to integrate Social
Studies, Language Arts,
Fine Motor/Art, Science,
Math, and Technology
• Preparation for the
transition to centers
Key Learning Areas
• Social Studies
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical
• Physical Large or Small
Motor Movement
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Common Themes:
Relate to all Content Areas
• All About School
• All About Me/Body Awareness
• Pumpkins
• Apples
• Seasons and Weather
• Family
• Lights
• Gingerbread
• Peace, Diversity, and Love
• Nutrition
• Health
• Transportation
• Earth Day
• Plants
• Insects
• Animals
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Social Studies
• Passage of Time
• Special Days
• Our School Environment
• People in our Environment
• Examples: Calendar, Class Books
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A word about Holidays…
• Commonly celebrated holidays are only
presented in an Informational Factual
Manner
• Never assumed that everyone celebrates
or believes in any particular way
• Always open to those who would like to
share a holiday or tradition
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Language Arts
Readiness and Writing
• Drawing, Coloring, Pre-Writing, Writing
Language and Literacy
• Phonological Awareness, Alphabet
Knowledge, Concepts About Print,
Comprehension, Oral Language
Examples: Nursery Rhymes, Songs, Handling
Books, Alphabet Activities, Looking at Print,
Discussing
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Drawing/Coloring/Writing
•Grip
•Strokes
•Coloring
•Shapes
•Self Portrait/Mat Man
•Tracing/Writing Name-All capitals and in
Title Case
•Specific Letter Instruction starting with
Upper Case
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Method for Learning Sounds & Letters
• Use F.A.S.T. Icons to teach Sounds
• Learn the letter that “spells” the sound.
• Handwriting Without Tears Method to
teach Letter Formation
• Learning Sequence based upon HWT
order starting with ease of formation
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AM/PM Journals and Books
Done at School/Go Home in June
AM Class Sound Letter Journal
Finger tracing
Coloring
PM HWT Book
Coloring
Drawing Shapes
Letter Formation
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A word about fine motor/art
activities…emphasis on process!
Learn do rather than making it look a certain way
Process vs. Product
…and yes, it can and does
get messy. We always wear
freshly laundered Art Shirts.
We learn about all the steps
in set up and clean up
putting materials on the
drying rack.
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Math and Numbers
• Number and Operations: Counting
• Geometry: Shapes, Puzzles, Spatial Concepts
• Patterns and Algebra: Patterning
• Measurement and Time: Size and amount
• Data Representation: Organize Information, Graphing
Responses to Questions
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Science
Selected Science Experiments
• “Sink/Float”
• “Balloon Experiment”
Science Center
• Discovery Tubes
• Specimens
Teachable Moments
• Finding a “Bug”
• Weather
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Technology
• Children have access to the Technology/iPAD
center after they have completed the necessary
tasks-see signs.
• Explore/use various types of technology tools.
• Learn the mechanics of usage.
• Learn responsible handling of tech equipment.
• Learn concepts through interactive experiences
such as sorting and graphing.
• PM Star of the Day helps with Attendance duty.
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Sample Unit/Body Awareness
•Songs
•Literature Selection
•Movement Activity
•Art Project
Information about Weekly Themes will be in the Weekly Newsletter.
Weekly Review Sheet so parents can reinforce concepts learned.
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New Components
Skills Table Rotation
•Every day 2 students begin with a special pre-academic
ask at the red table, such as matching, sorting, counting,
etc.
Dual Purpose Areas
•Sensory Station
•Relaxation Station
•Technology Table
• Independent Work
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Centers
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Centers/Free Choice
• Provide opportunity for children to make
choices and to create his/her own plan.
• Children can work or play independently or
with peers.
• Provides many opportunities for Incidental
Learning.
• Children show increasing initiative and curiosity
about their work and play in all areas of the
curriculum.
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Centers Time
Activity Centers• House
• Science/Social Studies
• Blocks
• Sand Box
• Water
• Easel
• Table
• Books
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-Mathematical
Skills
• Physical-Bodily/Kinesthetic, Spatial
• Social/Interpersonal &
Intrapersonal
• Naturalist
• Aesthetic/Musical: Children show
how they feel, what they think, and what
they are learning through experiences in
the visual arts and in instrumental/vocal
music.
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Bathroom Break!
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Bathroom Break!
Routine Components
• Interruption from centers
activity to visit the
bathroom
• Self Care
• Hygiene and safety
• Manipulating Clothing
• Hallway Behavior
• Blowing nose and
disposing of tissue
Key Learning Areas
• Affective/Intrapersonal
• Language/Verbal-
Linguistic
• Physical/Bodily-
Kinesthetic-Make age
appropriate healthy
choices in daily life.
• Social/Interpersonal
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Hallway Transitions
Routine/Expectations
• Learn appropriate social
behaviors for school. (PBIS)
• Self control
• Learn about the school
environment.
• Learn about who works at
our school.
• Learn about the other
classrooms and students.
Key Learning Areas
• Social/Interpersonal: Children learn the
responsibilities of being a
member of a classroom and
school.
• Affective/Intrapersonal
• Social/Spatial, Naturalist
• Social/Verbal-Linguistic
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Purpose of Clean Up Time
• Learn responsible behavior-picking up
toys
• One Minute Warning is always given
• Take care of materials
• Clean up the room!
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Clean Up Time!
Expectations
• Pick up and put toys
away
• Listen and follow
directions
• Take care of toys and
other items
• Work as a team with
peers
• Consequence: Toy Time
Out
Key Learning Areas
• Language/Verbal-
Linguistic Children grow in
capacity to use effective listening
skills and understand what is said
to them.
• Social/Interpersonal
• Affective/Intrapersonal
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Snack Time
Routine
• Wash Hands
• Find Seat
• Open Napkin
• Read Snack Schedule*
• Nutritional Awareness
• Practice Polite Language
• Practice eating Safely
• Conversation
• Clean up
Key Learning Areas
• Language/Verbal-Linguistic
• Cognitive/Logical-
Mathematical *Recognize
patterns in everyday life.
• Physical/Naturalist: Children
become aware of and begin to
develop nutritional habits that
contribute to good health.
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Snack Schedule
Monday Tuesday Wednesday Thursday Friday
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Quiet Centers Time
Routine/Expectations
• Work quietly at selected
areas while peers finish
snack.
• Self control
• Interact/share with peers.
• Problem Solve.
Key Learning Areas
• Affective/Intrapersonal
• Language/Spatial Children
build visual thinking skills through
explorations with shape.
• Social/Interpersonal
• Cognitive/Logical-
Mathematical
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Final Carpet Activity
Show & Tell
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Final Carpet Time and
Show and Tell Activities
• Transition Song
• Listen to a Story
• Show and Tell
• Transition to the Tables
Key Learning Areas
• Language/Verbal-Linguistic Children begin to understand written
language read to them from a variety
of materials. Children develop
positive attitudes about themselves
as literate beings—as readers,
writers, speakers, viewers, &
listeners.
• Cognitive/Logical-
Mathematical
• Aesthetic/Spatial
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Final Table Activity
Routine/Activities
• Work at the table
• Put on coat/outerwear*
• Preparation for Dismissal
• Wait to be called
Key Learning Areas
• Social/Interpersonal
• Language/Verbal-Linguistic
• Aesthetic/Musical
• Physical/Bodily-Kinesthetic
*Use small muscles to improve a
variety of fine motor skills.
• Affective/Intrapersonal
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Magic Coat Trick
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Hallway Transition
Children learn about safety when exiting the
classroom at dismissal.
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Dismissal-Time to Go!
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Other Opportunities for Students
Recess Options
--Outside Playground, Sensory Motor Room
• AM Class: Starts as small group rotation depending
upon our schedule
• PM Class: Whole Group Rotation, learn about safety
and rules prior to experience.
Traditional Specials Classes: Inclusive Opportunities
• Ms. TJ’s Yoga, Monthly Library/Story Time
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Special “All School” Assemblies
• Assemblies: Animal
Presentations, Puppet
Shows, Movies,
Halloween Parade
• Can be interactive or
sit/watch
• Different Routine
• Strategies developed to
help all children
participate!
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PM Class Expectation: Preparation for Kindergarten
• Expectation: More development with knowledge of routine, classroom jobs, self care,
independence with belongings
• More Maturity in all domain areas
• Walk down the hall in a line/whole group transitions
• Play expectations: Cooperative group/socio-dramatic
• Functional Emotional Developmental Capacities: Social Problem Solving, Creating
Ideas and Logical thinking
• Quicker pace of activities relative to morning
• Reintroduction of Academic Concepts
• Academics-Language Arts/Math/Science/Discovery/Handwriting
• Repeat familiar activities with higher level questions “when”, “why”, “how”
(Intuitive/Understanding Skills)
• Longer group times with complex material
• Teacher role differences at group times
• Whole group recess outside or in sensory motor room
• Alphabet Sound Cutting
• Handwriting Without Tears/Get Set for School Books
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BEHAVIOR MANAGEMENT
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Reminder… Stress for a
preschooler is…• Not getting the wanted
toy!
• Someone taking something away!
• Change in a routine
• Sensory Overload
• Fatigue
• Remember, children use the skills they possess and under stress, they often access their lowest skills!
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Behavior Management
• Barnes PBIS• Love and Logic • Conscious Discipline
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Barnes PBISBarnes PBIS Matrix
Posters Throughout the Building
Buddy School Mascot
Implementation
•Children Earn acknowledgement for safe, kind
and respectful choices “Buddy” Bucks
•Every week, a child from each class gets to take
the mini “Buddy” home.
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Love and Logic Basic Principles
•Build self concept
•Enforceable Limits
•Consequences with Empathy
•Problem Solving
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Conscious Discipline
• Conscious Discipline
• Brain Based Classroom Management
Program
• By Becky Bailey, Ph.D.
• Used as a foundation for teaching these
skills
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Connection
• Relate consequences of child’s actions
directly to the Barnes School behavior
matrix
• You….that was…!
• Helpful Choices vs. Hurting Choices
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Specific Classroom Strategies
• Make it visual and make it logical
• Green and Yellow Zone Boards
• Name card is the “Ticket” to the day.
• Refer to the Sand Timer, Clock, Schedule, Various Name Boards, PBIS Posters,
• Can’t Argue with a Sign! • “First A, then B”• The Rule says…• “Toy Time Out”
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The Time Away Consequence
• ALWAYS IMPLEMENTED WITH THE INTENT TO TEACH!!!
• Unsafe and disruptive behaviors
• Settle body down, breathe
• Teaching time to problem solve, rehearse solution
• Scripting: “You may not….. …… hurts. When you want….. Say……”
• End on a positive note
• Problem Solving Opportunity/sheet that might go home.
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Conscious Discipline 7 ComponentsEmphasis on Safety
• Composure
• Encouragement
• Assertiveness
• Choices
• Positive Intent
• Empathy
• Consequences
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Composure
• No one can make you
angry without your
permission
• Understanding of Child’s
Temperament/Individual
Differences
• Adult Self Control and
Understanding
• “My job is to keep you
safe and your job is to
help me.”
Being the person you want others
to become
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Encouragement • We all are in this
together
• We are a school family
• Everyone has a job
• Effective Praise “You___
so____. That was___ .”
• “You picked up the toy so John
could have a turn. That was kind.”
Building the School
Family
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Assertiveness • What you focus on, you
get more of
• Clearly communicating to
children
• Commands vs. Requests
“Time to do…” instead of
“Do you want to…”
• Children must be taught
the exact words to use
Saying no and being hear: Setting
Limits respectfully
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Choices • The only person you can
make change is yourself
• You can _________ or
_________.
• “Time to clean up. You can
start with blocks or cars.”
• Adult gives choice between
two positive or acceptable
options
Build Self Esteem and Willpower
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Positive Intent • See the best in others
• Assume a positive intent
• You wanted the car, so
you grabbed it from
Susie. You may not
grab. Grabbing hurts.
When you want… say…
Creating Teaching Moments
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Empathy • The moment is as it is
• You seem…
• Understand “Brain
Smart” Discipline
• “When children are
upset, your task is to act
like a mirror.”
Handling the fussing and fits
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Consequences • Mistakes are
opportunities to learn
• Conflict can be an
opportunity to learn
• Natural Consequences
• Imposed Consequences-
The rule is…. If you do
x, then y happens…
Help children learn from their
mistakes
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Home-School Communication
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Please see Weekly Newsletter!
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Weekly
Review Sheet
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Home School Folder
Home-School Folder: Begins in mid-late
September, does not go home during
conference weeks, short weeks, vacation
weeks, etc. Vehicle for teacher/parent
communication.
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Questions???
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Thank you for coming tonight!
Let’s have a great year!