CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs. 9/28/2018
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I differentiate instruction I differentiate my I use systematic checks

to meet the learning instruction based on the for student
needs of all students, student’s prior understanding and I
including English knowledge, academic review my instruction
language learners and ability, and needs. I help accordingly based on
students with special students build information on student
needs. I provide lots of conceptual and learning. I do checks for
visual representations in procedural student understanding by
my lessons, which is understanding of having students use
beneficial for English concepts through whiteboards. I use the “I
learners and visual demonstration, Do, We Do, You Do”
learners. For certain modeling of problems approach to teaching
students with special and expectations, during my lessons. After I
needs, I give them the incorporating model and explain the
notes and go over it with technology and steps on how to solve a
them in advance before I mathematical software, given problem, I then
teach the lesson to the incorporating visuals, write a similar problem
class. I also allow them diagrams, hands on on the project and I have
extra time to complete activities, and by using students follow the steps
assignments and quizzes. graphic organizers. I that I’ve shown them
9/29/2018 differentiate instruction during modeling and I
by presenting the have students solve the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
content several different similar problem on the
ways in order to tap into small whiteboards. I set a
student’s learning digital timer and when
styles. I also adapt the timer rings, I have
activities and find students put up their
materials that engage whiteboards and I check
students in learning the their solutions. Based on
content and skills in the whiteboard responses, I
curriculum through adjust my teaching by
familiar contexts that identify errors in the
include student’s process of solving the
background knowledge problem and then I revisit
and interests. For the steps that students
example, some activities did incorrectly. I scaffold
that I use to engage content in order to enable
students is that after I my students to build on
teach a mathematical their previous learning by
concept, I have students incorporating KWL charts
go to a website, where and graphic organizers. I
they practice the differentiate my
concepts by playing instruction in order to
mathematical games. allow students to extend
This way, they get their learning through the
practice in a more fun use of task cards. I place
and engaging way. I also students into flexible
do review sessions for groups of three to four
exams and midterms students and I have
with students by students complete a task
creating questions in card activity. On each task
Kahoot, and we play card, students were given a
Kahoot as a way of different scanario or
reviewing information. context in the form of a
(4/30/2019) word problem. Students in
groups had to read the
problem together, discuss
the problem, and then write
down what information
was given in the problem
that they can use in order to
solve the problem, and
identify what the problem
is asking them to find.
Students collaboratively set
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
up the two equations, and
algebraically solved the
system using either the
substitution method or the
elimination method. Then,
students had to construct a
visual by graphing the two
lines and identifying the
point of intersection of the
two lines. For this activity,
I also gave students a
KNWL chart in order to
help them break down the
word problem. (10/2019)

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/29/2018 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
On my whiteboard, I At the beginning of each I set and communicate I establish and articular
update the learning lesson, I share with learning goals that specific knowledge goals. I
objective each day, students the learning address both short term often times have students
depending on what the goals for that particular and long term learning. I choose something that they
students will be learning lesson. I write down the establish high learning want to learn more about, a
that day. Some pieces of lesson objective on the expectations for my skill to refine, or an
information that I write overhead projector, students, which require entirely new concept to
on my whiteboard students are expected to students to think dive into. I find out what
include the date, agenda, copy down the lesson critically at higher levels my students really want to
lesson or learning objective into their in order to figure out the learn about, and I use this
objective, common core notebooks, and I read approach to use to solve knowledge to tailor my
standards, and aloud the lesson objective the given problem. At the lessons to student interests,
homework. In addition, at to students. I then select a beginning of each lesson, plan extension activities
the beginning of each few students In the class I start off by writing the around knowledge goals,
lesson, I always write and ask them “What will lesson objective on the and give students the
down the lesson objective you be learning in this overhead projector and opportunity to teach their
and students are required lesson?” and “What is the reading the lesson peers what they're learning.
to copy the lesson objective of this lesson?” objective aloud to the I partner students with
objective into their as a way to check for students Then, I tell other students to have
notebooks. I read aloud student understanding. I students to copy down learning sessions, in which
the learning objective to ensure that learning goals the objective into their one student share their
knowledge with the other
the class and then I select address all student’s notebooks. Then, I select
students. I found an online
a few students and ask language abilities and a few students in the class
tool that helps me build
them what they will be diverse learning needs. and ask them verbally
lesson objectives,
learning that day in order We also have schoolwide what they will be learning
called The Differentiator,
to ensure that students goals for academics and that day as a way of
which is based on Bloom's
know and are aware of behaviors. The checking for
Taxonomy. (01/30/2020)
what they will be learning schoolwide goals for understanding. I make
that day. I communicate behavior is that students sure that my students
the learning objective to are expected to do their understand the learning
students in both a written best, be kind to goals for the lesson and
form and verbally. themselves and to others, understand how the
9/29/2018 do the right thing when learning goals connect
no one else is watching, with their prior
think before they take knowledge. In addition, I
action, and understand break down larger goals
the respect the feelings of into smaller and more
others. The goals manageable learning
academics are that goals. For example, in the
students will learn to unit on quadratic
write and speak equations and their
competently, learn how graphs, the larger/broad
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
to utilize technology learning goal is that “By
skillfully, learn how to the end of this lesson,
articular opinions with students will be able to
supporting evidence, and solve quadratic
learn how to exchange equations.” I break up
ideas cooperatively. this learning goal into
(4/30/2019) small learning goals by
saying “By the end of this
lesson, students will be
able to solve a quadratic
equation by the method
of factoring.” The reason
why I break up the larger
learning into small
learning goals is because
there are several methods
of solving quadratic
equations, and students
cannot learn and master
all the possible methods
in one single lesson. I
develop learning goals
based on the common
core standards for
mathematics and provide
appropriate levels of
challenge based on the
academic level and needs
of the students.
(10/2019)

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student 9/29/2018 that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
When I plan my lessons, I I plan by identifying what My learning goals address
make connections skills I want students to by short term goals and
between the lessons in master by the end of each long term goals. For the
order to help students unit and what subskills short term goal, I write
better understand the are necessary to reach what the goal of the lesson
content. I find that mastery of a skill set. for that day is on the
students better Once I have identified my whiteboard. I expect
understand content when learning goals, I use students to meet that
they are able to relate it backwards planning to learning goal by the end of
to something that they achieve those goals with that lesson, which could be
have already learned in a various types of one day lesson or a
previous lesson. For formative assessments, multiple day lesson. For the
example, when teaching activities and long term goal, I construct
students about graphing assignments, and lecture a goal for the unit, which
lines in slope intercept materials. I build on means that by the end of
form, we first begin by previous activities and that unit, which could take
making a table of values active the prior three weeks to a month,
to get ordered pairs, knowledge of my students should be able to
which students already students in order to help meet that particular goal. I
know how to do from the my students achieve the sequence my learning
previous lesson. Then, intended learning goals. I activities over time in order
to help my students achieve
from the table of values, create and sequence a
larger goals and
we find the y-intercept series of activities to help
successfully meet
and match it to the “b” in my students acquire what
standards. For example, in
the equation for slope they need to successfully
order to help my students
intercept. When planning achieve that goals. I also
meet the standard of
my lessons, I take into use assessments along
solving quadratic
consideration student’s the way in order to help equations, I design a
prior knowledge and guide my long and short sequence of lessons and
what the student is able term planning, depending activities that build up
to do and then decide on the student’s academic student knowledge and
how to use the level and the results ability for students to be
information that students obtained from able to solve any given
already know in order to assessments. quadratic equation. Some
help them learn the new (4/29/2019) lessons that I implement
concepts in the new includes solving quadratic
lesson. 9/29/2018 equations by factoring,
solving quadratic equations
by using the quadratic
formula, solving quadratic
equations by completing
the square, solving
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
quadratic equations by the
square root method, and
solving quadratic equations
graphically. I teach
students one method at a
time in a single lesson and
assess student
understanding in order to
ensure that students fully
understand and master how
to solve quadratic
equations through that
particular method before I
move onto teaching them
the next method. After I
teach students of how to
solve quadratic equations
by using the various
methods and students
master the lesson
objectives within each
lesson, then I have helped
students achieve the larger
goal for that unit. When I
plan a lesson, I take into
consideration what prior
knowledge my students
need in order to be able to
understanding that lesson,
and I provide students with
the information they need
that will help them better
comprehend the content in
that lesson. At the
beginning of the year, I
developed a pacing plan
that I follow, which
contains the common core
standards that I need to
cover within the eight
units, and the dates that I
have to cover each unit.
(09/2019)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
My department chair and I
develop a curriculum
calendar that aligns with
the pacing plan that I have
created specifically for
Algebra II. The curriculum
calendar addresses all the
necessary common core
standards that I teach and
ensures that the standards
are appropriately
distributed across the
academic year. In Google
Classroom where I post my
daily lesson plans, I also
share the daily lesson plans
with my department chair
so that she is aware about
what I am currently
teaching, the strategies that
I use to teach the content to
students, specific ways in
which I meet the needs of
English language learners
and students with special
needs, and how I go about
assess my students before,
during, and after each
lesson. I type up my lesson
plans in a Google doc so
that I can go in and make
any necessary updates and
write reflections about the
extent to which my
students understood the
content from that day's
lesson, as well as my
pacing. The lessons and the
curriculum calendar is
organized in such a way
that promotes connections
in that the each lesson
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
builds on top of the
previous lesson. The
learning activities that
contribute to
accomplishing short term
goals eventually lead to the
long term
goals. (03/15/2020)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 9/30/2018 and language needs. learning and language
needs.

I differentiate my After I teach a set of I draw on pedagogical and

instruction based on the common core standards, I subject matter
assessment results and then assess students understandings to respond
student understanding of through an assessment to common misconceptions
the material. Some ways tool, called Illuminate. within my content area, and
in which I differentiate After students take the accommodate prior
my instruction is that I test based on the knowledge, experience,
model for students the standards that I’ve taught and skills that students at
process of how to solve a them, I pull up the data different development
problem, I also present on Illuminate and levels bring to my
the content several determine how my classroom. I incorporate
different ways in order to students performed on knowledge of the most
tap into the different the exams. From this appropriate ways to present
learning styles of my report, I am able to subject matter through
students. For example, I identify what standards strategies and techniques,
explain content verbally, I my students did well in or including demonstrations,
give students problems to mastered, and what experiments, interactive
complete together in a standards my students learning, and appropriate
pair share setting. I also still need additional use of technology. I also
group students with practice and support in. use materials that are
similar learning styles Based on the results of required to teach the
subject matter, including
and have them work the assessment in
resources, such as
together. To address the Illuminate, I adjust my
textbooks, research articles,
language needs, I have planning and instruction
graphing calculator, graph
students complete a to meet the diverse
paper, ruler, etc. I identify
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
vocabulary charter, in learning and language and use appropriate
which they write the needs of students by technology, including
vocabulary word in the differentiating mathematical software, in
first column, the instruction. I reteach and the classroom in order to
definition in the second review the concepts that help me teach the subject to
column, an example in the students seemed to students and to enhance
third column, and in the struggle with, then I have student's understanding. I
fourth column, they draw students do guided help my students navigate
a picture that reflects the practice with partners, the relationship between
definition. I also have and then in cooperative technology and learning,
students do vocabulary learning groups. I adjust and I empower my students
flash cards, in which they my planning based on the to use digital tools in
write the vocabulary results of the assessment. authentic ways that
word on one side and the I also integrate the results advance their knowledge.
definition on the other in I obtain from giving For example, when
order to learn the content students exit tickets at teaching students about
specific academic the end of each period. graphing square root
vocabulary. I also have The results of the exit functions, I had students
students quiz each other tickets assist me in use technology,
on the vocabulary words. planning my lessons specifically Desmos, in
9/30/2018 more appropriately based order to learn
through discovery.
on level of student
Teaching students how to
understanding. If I notice
graph transformations of
that students are not
square root functions was
meeting the learning
a lesson which consisted of
goals based on the results
a whole group component
of the exit ticket, I do not
and a collaborative
move onto the next topic, component. For the whole
but rather readdress the class, I introduced students
same topic to the class so to the different
that students can deepen transformations of square
their understanding. If root functions, assessed
students are not making their knowledge of
progress, I make changes transformation of square
in plans in instruction. I root functions visually by
monitor students in showing them a
various ways, including transformed image and
asking questions, paying asking them to identify the
attention to nonverbal type of transformation.
cues form students, Then, together as a class,
watching for signs of we graphed the parent
student progress, and function for the square
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
identifying student root. After, I placed
misconceptions when students in groups and
checking student work. distributed the packet
(4/29/2019) on Transformations of
Square Root Functions.
I plan and deliver my Students had to work
instruction by incorporate a together and use
variety of different technology in order to
strategies in order to figure out how changing
address the learning styles the square root function
and learning needs of my affects its overall graph.
students. In order to gather Students then had to draw
information about the conclusions based on their
learning style of my observations. Finally,
students, at the beginning students had to extend their
of the school year, I had knowledge by graphing
students complete transformations of square
a Learning Styles root functions by hand
Questionnaire, which using ruler and graph
contains three sections, and paper. (03/16/2020)
after each section, students
total up the number of
points in that section,
which them determines
their learning style. For
example, for the students
who have a visual learning
style, when teaching the
lesson on solving systems
of linear equations using
the elimination method, I
had students complete
a flowchart, which is a
visual way of solving the
system in a step by step
way. In addition, when
teaching students
vocabulary, I distribute
flash cards to students and
students make vocabulary
flashcards, in which they
write the vocabulary word
on one side of the flashcard
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and its corresponding
definition along with an
illustration on the back side
of the flash card. Then, I
pair up students and
students study the
vocabulary words together
using the flashcards and
they test each other's
vocabulary knowledge. In
addition, I also provide
students with multicolored
highlighters, which are
especially beneficial for the
visual learners and students
use highlighters to
highlight certain pieces of
information in a certain
color. For example, during
the lesson on modeling
with exponential growth or
decay, I presented students
with word problems. I told
students to read aloud
through each word
problem, and identify the
rate of growth/decay, initial
amount of the item, and the
time. Then, I told students
that after they read and
identify the three pieces of
information, I told students
to highlight the initial
amount of the item in
yellow, highlight the rate of
growth/decay in green, and
to highlight the time in
orange. The visual learners
were able to distinguish
which piece of information
was the rate of
growth/decay, which piece
of information represented
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
the initial amount, and
which piece of information
represented the time, based
on the highlighted color.
For the auditory learners,
when teaching students the
lesson on how to solve
quadratic equations by
using the quadratic
formula, I played the
quadratic formula song on
You Tube and taught
students the quadratic
formula song as a way to
help students remember the
formula through a song.
Then, I had students recite
the song back. (11/2019)

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
9/29/2018 lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I write daily lesson plans I make adjustments and I make changes to plans in
and I implement those adaptations to instruction if I notice that
lessons as closely to the differentiate instruction students are not making
lesson plan as possible, plans. One way in which I progress. Some types of
making adjustments differentiate instruction changes that I make in my
during teaching based on is by making instruction include
student understanding. I modifications for providing students with
also use materials that students when I notice different types of
are provided in the that students are examples, providing more
curriculum, such as struggling. Some structure for an activity,
protractors, ruler, graph modifications that I make allowing students
paper, and graphing include providing additional time to work,
calculators. For example students with multiple and approaching a concept
when I am teaching examples, providing more through different ways. For
students about solving structure for an activity, example, when I present
multi step equations, allowing students more students with a linear
often times the time to complete their relationship in one
curriculum requires us to work, approaching and unknown, I illustrate to
teach it through equation present a concept in students the same problem
mats, and so I make different ways. I also as an equation, on a
copies and distribute reflect and determine number line, in words, and
with pictures. I use
equation mats to each before and after a lesson
different representational
student. The equation whether students are
modes in order to help
mats are part of the making progress towards
students gain a better
learning materials that achieving the learning
conceptual understanding
are provided in the goals and how much
of the content and as a
curriculum. 9/30/2018 progress they are making.
result perform better on
Additionally, I ensure that assessments. I incorporate
the culturally diverse a lot of visual aids in my
classroom is sensitive to instruction in order to make
the verbal and nonverbal the content accessible and
signals that each student comprehensible to English
might use to indicate that language learners and
they do not understand students with a visual
the passages in the learning style. When
textbooks. I modify teaching students about
instructional plans to systems of linear equations,
reteach the concepts that here are some visuals that I
students do not used to better communicate
understand and I concepts through pictures. I
incorporate further work modify my instructional
in future instruction and plans to re-teach the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
provide students with missing concepts, methods,
resources that will help or skills and I incorporate
them deepen their further work in future
understanding, such as instruction. When I
having them watch Khan incorporate further work in
Academy video tutorials. instruction, I provide
These resources that I use students with hands on
provides students with a manipulatives so that
way to increase their students can practice and
understanding and learn by doing. I purchase
comprehension of the these manipulative
content they are learning materials at Hand2Mind.
in my class. (4/29/2019) When I reteach concepts to
students, I start off by
modeling for students a
simple and easy example
so that students can
understand the steps they
need to take procedure
wise to obtain the answer
to the problem. If students
can understand how the
easy example is worked
out, they can apply those
steps to more complex
problems and solve
complex problems. When I
have students practice in a
think pair share setting or
cooperative learning
groups, I use questioning
strategies in order to
determine how much
progress my students are
making towards achieving
the lesson objective. When
I question students, I
reference the handout titled
"Promoting Mathematical
Thinking and Discussion
with Effective Questioning
Strategies" in order to get
ideas about the types of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
questions I can ask my
students to get them to
think about the concepts in
different ways. If a student
is struggling, I also refer
them to after school
tutoring, which is held on
Tuesdays and Thursdays.
(11/2019)

I make adjustments to
instructional plans for
students with special needs,
as the accommodations are
indicated on their
Individual Educational
Plans. For example, if I
notice that students are
having difficulty
understanding a concept, I
provide another example or
demonstrate the same
concept by using a
different strategy in order
to meet the learning needs
of all my students. I also
strive to make connections
between the content that
students are learning to the
knowledge that they
already have so that
students can more easily
make connections by
referencing their prior
knowledge. During my
lessons, I use the strategy
of I Do, We Do, You Do to
help students understand
the content by presenting
them with examples, which
I first model the procedure,
and then having students
work with their partners
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and on the small
whiteboards, solve a
similar problem and
provide justification for
each step in the process. In
addition, if I notice that
students are having
difficulty grasping a certain
concept, I show them how
to solve an easier, shorter,
and simpler problem that
requires less steps. If
students develop an
understanding of how to
solve the simpler problem,
then they can eventually
and through enough
practice extend their
knowledge and solve more
complicated problems. I
have students use fingers to
rate their level of
understanding. I have
students give me a thumbs
up if they feel that they
understand the content, or
have students give me a
thumbs down if they need
additional guidance and
feel that they don't quite
understanding the content.
Based on student
responses, I am able to
adjust my instructional
plans and determine
whether to reteach,
reexplain, or have students
move on and practice
within either a pair share
context or in cooperative
learning
groups. (02/12/2020)