NPS:Special Education
Some parts of this page are out of date. Feel free to update links and add more recent info. GS'
Links to NPS and PAC Web Sites
Newton Parent Advisory Committee Web Site: http://www.newtonpac.org
PAC Yahoo Group: http://groups.yahoo.com/group/newtonpac/
Main Newton Special Education Page: http://www3.newton.k12.ma.us/student-services
The Newton Partnership: http://www.newton.k12.ma.us/newtonpartnership
Transition Web Site (not an official NPS or PAC site) http://transitiontopics.wikispaces.com/home
Assistive Technology Wiki for NPS Staff http://newtonassistivetech.wikispaces.com/
Break Rooms
My opinion in the Newton Tab Gregorio 17:07, 8 November 2013 (UTC)
Angier presentation from July 18 with drawing of time out rooms:
http://www.newtonma.gov/civicax/filebank/documents/53622
There's one on the second floor and one on the third floor labelled "quiet room". They are just to the left of the middle stairs.
The original design only included one. Sometime over the summer it was
increased to two. See reference to quiet room here :
http://www.newtonma.gov/civicax/filebank/documents/52355
FYI I believe the current Angier has a time out room described this way MEDIA:MSBA-submission.pdf page 7 or
1.2):
"Three storage closets without mechanical or fresh air have been
converted to specialist spaces for OT, speech and special education;
these spaces do not meet state building code requirements for occupied
spaces"
January 10th Angier Design review meeting
http://www.newtv.org/programming/video-on-demand/
16 minutes mentions submittal including SPED philiosophy.
Free Speech
Public Records
See this link for a fruitless attempt to get information on special education litigation from the City Solicitor:
SPED:NPS_public-records-request
Gag Orders
Newton requires a Gag order for all parents who sign a settlement with the city. A legal case was brought in MA Superior Court challenging the right of NPS to require Gag orders in settlements. The pleadings in the case are below.
Letter from Attorney General's Office
This letter was received from the Attorney General's office prior to filing of the case.
Newton's Motion to Dismiss
Newton asks for the case to be dismissed, saying there is no limit to the rights you can give up in a contract. Also mentions the "legions" of people (e.g. you the reader) who the plaintiff's want to talk to.
Opposition to Motion to Dismiss
Plaintiffs response saying that it's in the public interest for parent's to share the terms of settlements which Newton has imposed on them.
Judge's rejection of Motion to Dismiss
I believe the Judge rejected this motion because Newton's attorney failed to file an affidavit showing that the settlements are kept in a separate file under the student's name as required if it is an education record.
Newton's Motion for Summary Judgement
Newton tries again adding the affidavit. They also explicitly state that there is no public interest in parent's talking about the terms of settlements.
Opposition to Motion for Summary Judgemment
Plaintiff's response indicating that the gag order is "an improper attempt to shield the allocation of public moneys from public scrutiny".
Oral arguments planned for September 17th at 2PM at the Middlesex Superior Court, 200 Trade Center, Woburn court room 720.
Special Education Programs and Services
Links from NPS Web site:
Main Special Education Page
Stabilization Programs
2013 Guide to all programs
2011 Guide to All Programs
Co-Taught Neighborhood Classroms
We could add a page here for each school. It can include comments by parents on special education, lists of programs and services etc.
Executive Functioning Links
Presentation and notes from Sarah Ward on executive functioning:
http://susansnotesonschool.blogspot.com/2012/05/executive-function-part-ii-sarah-ward.html
http://www.rashi.org/pdfs/Sarah_Ward_presentation.pdf
Info on Response to Intervention
Response to Intervention is an organizational model used to identify and help students who fall behind or learn differently than the norm. It affects all students in general and special education. It is now being used broadly in Newton Public Schools.
This is related to and a continuation of the "tiered" instruction used in High School. AKA curriculum I, II Advanced, etc.
Wright's law blog and links on RTI
New report on RTI at School Committee May 28
Report delivered to the school committee on June 13, 2011
Video of School Committee meeting on June, 2011 covering RTI
PPT delivered at the same meeting
Paper quoted at the top of the report
http://www.doe.mass.edu/sda/framework/level4/TieredInstruction.pdf DESE Paper cited in the report This link is broken, please update if anyone knows where this paper is now.
Forthcoming paper by people cited in report above
RtI assessment instruments related to literacy used in Newton (from Angier Preliminary Design page 7 http://www.newtonma.gov/gov/building/angier_school/design.asp)
Assessment practices include: running records and system-wide instruments
primary:
- Phonemic Awareness Assessment (MJ Adams);
- Phonics: Fundations Unit Assessments, Comprehension: Guided Reading, Fountas and Pinnell;
- Comprehension Tool Kit, Stephanie Harvey; Spelling and Phonics: Words Their Way, Templeton, Johnston, Bear & Invernizzi;
- The Developmental ReadingAssessment Expressive Language assessment, formal and informal reading inventories
intermediate:
- Benchmark Assessment System; Guided Reading, Fountas and Pinnell; Comprehension Tool Kit, Stephanie Harvey;
- Words Their Way, Templeton, Johnston, Bear & Invernizzi.
Tier 2 Intervention includes: Fountas and Pinnell Intervention Program skills inventories
- Reading folder (should include log of all independent reading choices, small group book selections, reading responses, self-assessments and reflections, and, possibly, informal assessment data)
- Writing folder (should include a table of contents, all drafts, assessment instruments such as rubrics and writing prompts, self-assessments and reflections)
- Parent-student-teacher conferences that focus on collections of student work (portfolios, reading/writing folders, etc.) and progress over time relative to standards
Links to more web sites with information on RtI and Tiered Instruction
National Center on Response to Intervention
RtI Action Network
Pyramid Response to Intervention (combines PLCs and RtI)
Association for Supervision and Curriculum Development
Wright's Law page on RTI
Considerations for Aides and Co-Taught Classrooms
Aides
An e-mail exchange with the authors of a study on paraprofessionals is here:
How to decide when to use aides
This exchange includes lots of good info and advice on how to decide between co-taught classes and aides. It also includes links to additional research:
Constructively responding to Requests for Paraprofessionals
Guidelines for selecting alternatives to paraprofessionals
One-to-One Paraprofessionals for Students With Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?
See page 9 of this last article for an important reference on how to use this research
Some comments on how to use aides from a professor of SPED at UVM
From my personal experience I consider some of the ways in which a paraeducator was most useful to be:
- to model effective interactions for the other students--for example, since Andreas had little respect for personal space of others, and would try to hug, the students were taught to counter his enthusiastic approach by offering a high-five;
- to assist with personal care;
- to assist with desensitization--for example, helping him accept toothbrushing, overcoming his tactile defensiveness;
- to transport him for jobs in the community and serve as job coach;
- to assist the school nurse in the case of seizures;
- to assure safety in situations where his impulsiveness could create danger (like bolting into the street);
- to carry out sensory integration procedures (like brushing);
- to assist the teachers in creating accommodations (like finding and bringing in a full-size skeleton poster for identifying bones, or enlarging graph paper so that he could be accurate in placing data points);
- to support his use of communication devices (programming, trouble-shooting);
- to serve as facilitator in facilitated communication (but should NOT be the sole facilitator, as communication can fall apart if that person leaves the job);
- to assist with transitions;
- to cue him on appropriate responses.
Co-taught classes
- Compehensive overview of co-taught teaching models This includes some "short and sweet" reads and descriptions of different approaches.
- Abstract of Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. By Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007)
How to raise concerns with co-taught classes
A recent BSEA case says that moving a child to a co-taught classroom is not a new "placement".
See: http://www.doe.mass.edu/bsea/rulings/11-0594.doc
See a description of Newton's co-taught classes here: http://www3.newton.k12.ma.us/sites/default/files/cotaughtstudentservices.pdf
Parents who have a concern with Newton's co-taught classroom and do not want to send their child to a co-taught class can still reject an IEP. You need to do it based on something more than just the fact that its a co-taught class. Think carefully about what your concerns are and if NPS can address those concerns within the co-taught class.
These look like great programs and I hope they succeed. However, they wont be right for every child so the following is meant to help parents understand how best to preserve your options.
For example, if you have a 1:1 aide and you want to keep that level of attention for your child you can ask that they keep the 1:1 aide in the co-taught class. If you have concerns about your child being in a largely special education class you can make that case. Regardless, make sure to send a letter to the Team. Get an attorney or advocate if you can.
You should decide as early as possible if you will send your child to a co-taught class if it's adapted or you absolutely will not, regardless of changes.
Here are some suggestions for ways to follow up on co-taught classes and make the case that they should be adapted or are not right for your child:
- Get an independent evaluation (often paid for by insurance). Have that person meet with your child then visit the co-taught class. Ask them to document the needs of your child and what is not available in the co-taught class. They need to make specific recomendations for services.
- e.g needs a quiet space to learn to read like a Learning Center or needs more constant supervision (aka aide).
- Ask for the resumes and credentials of the teachers in the co-taught class. Get your own expert to state whether they have the skills or training to provide the services your child needs. In co-taught classes some services are provided by regular education (non-SPED) teachers. You can make the case that all services must be provided by trained and qualified special educators.
- Ask for the a list of the diagnoses of the other children in the class and ask for their IEPs. Get an expert to state whether or not it's a valid cohort (aka are the other children appropriate peers). You can make the case that your child needs a specialized and focused class (e.g. focused on social skills) while co-taught classes cover a range of diagnoses but do not address any specific one well.
Summer Camp Info
Links and Comments on Summer Camps
Sample Home School Logs
These are examples of logs parents and teachers/aides can use to share info between home and school. Typically an aide or other school person send the log home every afternoon and the parents sends it back in the morning. It's a good way to share info and stay in touch, but sometimes the child will read the log too so e-mail may work better for more delicate discussions.
Behavior and Autism Spectrum Information
One of the BCBA's in Newton co-authored a book published by the Harvard Education Press:
http://www.hepg.org/hep/book/161/TheBehaviorCode
There's also an article describing the main thesis here:
http://www.hepg.org/hel/article/534#home
Info on ABA: Applied Behavioral Analysis is a method to change childrens behavior. It is most commonly used with children on the autism spectrum. The basic idea is the same as Pavlov's dog and the Skinner Box (AKA operant conditioning). Hopefully the focus is on motivating children with positive feedback more than negative feedback.
ABA is defined here: http://en.wikipedia.org/wiki/Applied_behavior_analysis
and here:
http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba
ABA and the interventions associated with it (discrete trial training, floor time, etc.) are described here:
http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/treatments-therapies
This paper includes an extensive list of ABA activities in a classroom. It also compares ABA to the only other major technique used for working with kids on the autism spectrum in school, TEACCH. It used to be free, but looks like they are charging for it now :-(. Definitely worth the cost if you need to know what happens in an ABA run classroom.
Research Paper on ABA vs TEACCH as comprehensive treatment models
Glossary of Special Education Terms Used in Newton
Please add to this section and write definitions.
- Inclusion - a SPED child being taught in a class of mostly or all NT (neurotypical) kids. The child may leave from time to time (e.g. for 1:1 english help) but otherwise they are in a regular class.
- Integrated classes - A class with some Special Needs kids and some NT kids.
- Inclusion Facilitator - An elementary school person who is responsible for helping special needs kids be included in regular classes. Typically one per elementary school. Maybe also one per middle and high school but I'm not sure.
- Team - The people who write and agree on an IEP. Includes parents or guardians. The team leader (sometimes an inclusion facilitator, sometimes a SPED administrator) and all team members from NPS make the final decision which the parents can accept or reject. In addition to a leader and parent, the team must include a regular education teacher.
- Aide - A person (also called a paraprofessional) who works with the child in addition to the teacher. Aides can be one to one (AKA one aide for one child) or one to many (one aide for several children). Even if the aide is noted as full time on the IEP, it only means 1:1 if it explicitly says One to one or 1:1.
- Behavior Therapist
- BCBA - Board certified behavior analysts. Typically associated with ABA (Applied Behavioral Analysis). See elsewhere on the page for info on ABA.
- Out of district placement
- Cost share
- Co-taught classrooms
- Stabilization program
- Neighborhood Inclusion
- Learning Center
- IEP
- 504 plan
- Applied Behavioral Analysis (ABA)
- Integrated program
- Language development classes (REACH)
- Office of student services
- Early Childhood Program
- Ed Center
- Tiered intervention (commonly known as RTI or response to intervention)
Reports on SPED in Newton
SPED Review by Outside Consulting Group
NPS contracted with a group to do a study of special education. Their final report was posted in December, 2011:
http://www3.newton.k12.ma.us/sites/default/files/special_education_review_report_12_12_11.pdf
Web site of group doing the a study of special education: http://districtandcommunitypartners.org/
RFP issued for the study:
http://www.ci.newton.ma.us/purchasing/bids/fy10/10-30-RFP-SPED-Conslt(2).pdf
Report on trends in Special Education
2011 Report on SPED Trends
The overall is essentially the same as the 2010 report. Specific Learning Disability is decreasing and Autism Specturm Disorders is increasing. The change in both is accelerating.
Report on trends in Special Education by Judy Levin-Charns from 6/2010
The following graph projects the data from the trends report in to the future. Based on the data from 2003 - 2009, the average rate of growth in each category is used to predict the numbers up to 2019.
See also comments on the 6/28/2010 meeting
Community Advisory Group Report on School Costs
This detailed report includes a long section on Special Education.
They looked at:
- The efficacy and fiscal sustainability of the Neighborhood Inclusion model;
- The lack of agreed-upon metrics to measure outcomes of programs and services;
- The absence of a consistent and easily understandable summary of special education costs and revenues (presented in a way that allows easy analysis of growth trends, etc.);
- A lack of transparency about the special education programs and services provided within Newton Public Schools;
- A lack of public understanding about special education generally – what it is, the diversity of the special needs population and profiles, the legal mandates under which services are provided, and the individualized nature of each student’s educational plan.
And they identified three areas of cost growth:
- Aides
- Transportation costs
- Out of district tuitions
- Contracted services
This section (bold emphasis added) discusses the idea of city wide classes. Despite the concerns raised in this report, this approach was adopted in the FY 11 budget and will be implemented this year (2010 - 2011). AFAIK, any analysis of integrated classrooms was not made public.
"In January 2008, the Newton Public Schools modeled the cost of creating substantially separate classrooms in each elementary school to determine if clustering children within their schools would reduce costs (by reducing the number of aides). The modeling showed that in 13 of the 14 elementary schools, clustering students into a substantially separate classroom would have been approximately $582,000 more expensive. The analysis did not model the costs of clustering the students across the City or by villages as this “would not only pose a further regression for any inclusive practice, but would add transportation costs.” (As noted above, special education transportation costs grew at a CAGR of 10% from 2004-2008.) Note, too, that space constraints may make the creation of substantially separate classrooms infeasible.
Substantially separate classrooms may also not be desirable or appropriate from an academic standpoint. Because each child’s needs are unique and can vary widely (even within a “common” or “like” disability), there may not be an appropriate grouping at a certain grade level to support substantially separate classrooms that would meet the students’ academic needs. The Newton Public Schools are working on modeling and documenting the viability of more integrated classrooms. The Citizen Advisory Group applauds this effort and encourages the Newton Public Schools to make its analysis available to the public."
State Reports on SPED in Newton
- State 6 year review of Newton's special education programs:
This is an excellent guide to what the school system is supposed to do. It also lists where they are close but deficient.
http://www.doe.mass.edu/pqa/review/cpr/reports/2007/0207.doc
Here is the response to the items cited as partially implemented:
http://www.newton.k12.ma.us/central_admin/documents/NEWTONCAPReviewCoverLetterandApprovalFormFINAL_001.pdf
- State's Three year mid-cycle review
DESE Review of Submitted Reports and Status Sheet
Follow up on three year review
2010 Department of Elementary and Secondary Education (DESE) Mid-cycle Report
Student Services Reports
Student services reports are available here: http://www3.newton.k12.ma.us/schoolcommittee/documents/linked_resources
Summary of a few reports from 2011 is below.
November 2011 Fiscal and Operations Report
From: http://www3.newton.k12.ma.us/sites/default/files/fiscal_&_operational_update_11_14_11.pdf
The current status of key budget areas in Student Services is summarized in Appendix A. The projected annual deficit for Student Services is -$305,000, an improvement of $130,000 since last month. This month’s improvement is due to reductions in the forecasts for out-of-district tuition (-$109,000) salaries, primarily aides (-$31,000) and other expenses (-$2,000), offset by an increase in the forecast for Special Education transportation (+$12,000). This month, there were an unusually high number of out-ofdistrict placements exiting due to students who aged out or graduated. Additional placements have been added to the forecast to offset the savings trend this month. The forecast for Student Services aides allows for 6.0 additional FTE aides to be hired during the remainder of the school year.
The current projected annual Student Services deficit of -$305,000 is within three areas, the largest of which is contracted services (-$282,000). The projection for contracted services of $992,000 is consistent with the final FY11 spending of $1.04 million and is the same as last month. The two other unfavorable variances are in aides (-$133,000) and Special Education transportation (-$27,000). These negative variances are partially offset by positive variances to budget of $74,000 in out-of-district tuition and $62,000 in Special Education staff, not including aides. First quarter circuit breaker funds for FY12 were received this month and were used to credit out-of-district tuition as planned.
The selection process for the position of Special Education Finance Director is in the final stage. It is expected that the new director will be in place by mid-November to begin the work of additional forecasting and analysis of all costs of Special Education.
October 2011 Fiscal and Operations Report
From: http://www3.newton.k12.ma.us/sites/default/files/fiscal_&_operational_report_10_11_11.pdf
Student Services/Special Education The current status of key budget areas in Student Services is summarized in Appendix A. The projected annual deficit for Student Services is -$435,000 after the use of additional funds in the amount of $950,000 as shown in the introduction. If not for the use of the additional funds, the Student Services shortfall would be $1.3 million.
The forecast includes assessments of what is likely to occur during the school year, based on current students’ needs and what has happened in prior years. The largest variances remain in contracted services (-$282,000), aides (-$171,000), out-of-district tuition (-$36,000) and Special Education transportation (-$15,000). These negative variances are partially offset by a positive variance of $69,000 in Special Education staff, not including aides. The district will benefit from additional circuit breaker funds in FY12; the budgeted reimbursement rate of 46% improved substantially to 65%, plus a supplemental payment of $19,000. Most of this had been anticipated in the July budget addbacks. The remaining Circuit Breaker funds are applied to expected tuition costs for this year. The contract services budget shortfall of -$282,000 is due to a current year budgetary adjustment made after the full costs for FY11 were known late in the fiscal year. The projection for contracted services is consistent with the final FY11 spending of $1.04 million. A new state grant credit of $100,000 is assumed in the current forecast for Special Education professional development expenses.
The addition of the unanticipated Medicaid reimbursement funds will serve to offset costs as well. Newton has received additional school based Medicaid reimbursement due to changes in the Medicaid claim process for direct services to eligible students (those with Special Education IEP's) as well as for administrative claims. The direct cost component has a new payment methodology based on new requirements as of July 2009 (FY10). This new method resulted in a retroactive reimbursement for FY10 in the amount of $543,487. These funds went directly to city revenue and will be appropriated to the school district in the amount of $470,000. The city retained $73,487 as part of the expected Medicaid revenue for the past year. To access more information about the School Based Medicaid Program please use the following link: http://www.mass.gov/Eeohhs2/docs/masshealth/bull_2009/sbm-17.pdf
The position of Special Education Finance Director has been posted and advertised and a selection process is underway. It is hoped that the new director will be in place in November to begin the additional forecasting and analysis of all costs of Special Education. The Newton Early Childhood Program currently serves 193 students, including 59 students with special needs enrolled in preschool classrooms, 74 students who are typically developing enrolled in preschool classrooms, and 60 students with special needs receiving related services only. Evaluation of preschool student needs is ongoing, with 45 children currently receiving evaluations. Central High School has begun the third full year of operation with 13 students enrolled as of September 30, 2011. One student who is no longer attending Central High School is being tutored by Central High School staff. The students continue to meet the established eligibility criteria; they returned from out-of-district placements or were prevented from being placed in a more restrictive environment because this level of service is available in the district.
Out of District Placements Graphs
The charts below shows trends in out of district placements.
The fraction of "cost share" (placed under legal settlement with NPS) placements declined in 2012. The overall out of district placements also started to decline.
Board of Alderman Minutes on SPED
Click here for minutes and comments on aldermen meetings related to SPED
Link to School Committee meeting info: http://www3.newton.k12.ma.us/schoolcommittee/meetinginformation
Many school Committe Docs are found here
Student services reports are available here: http://www3.newton.k12.ma.us/schoolcommittee/documents/linked_resources
Angier Building Design Documents
Main page: http://www.newtonma.gov/gov/building/angier_school/design.asp
Video of School Committe Meetng on Angier from 11/05/2012: http://vp.telvue.com/preview?id=T01443&video=134659
Angier MSBA Submission describing building plan http://wiki.laptop.org/images/d/d2/MSBA-submission.pdf 46 MB
Angier project minues http://www.newtonma.gov/gov/aldermen/current_building_projects.asp
Possible Public Records Requests
November, 10, 2011
Whomever is the Custodian of Educational Records Newton Public Schools 100 Walnut St Newton, MA 02460
Re: Freedom of Information Act Request
To Whom this may Concern:
Pursuant to the state Freedom of Information Act, G.L.M. c.66, sec. 10(a) I hereby request copies of: Any and all reports, e-mails, notes, or other records, paper or electronic, filed, received or written by employees of the Newton Public Schools or contractors paid by Newton Public Schools since September 1, 2010, related to any of the following:
1 - Any and all grant proposals for anything related to special education, including communications of which grants to apply for, submissions of applications for grants, drafts of submissions of applications for grants, responses to applications for grants,
2 - Anything related to Miriam Kurtzig Freedman or related to trainings given to NPS staff on the subject of special education regulations, including but not limited to:
- any of Ms. Freedman’s work for Newton,
- the subjects, purpose and goals of training on special education regulations given or planned by her or others,
- the names and titles of the attendees and people invited to attend training on special education regulations,
- special education regulation training materials used by Ms Freedman or others,
- the content of the any training on special education regulations,
- notes or other materials made to prepare for any training on special education regulations,
- notes or other materials used at any training on special education regulations,
- hand outs used at any training on special education regulations,
- topics discussed at any training on special education regulations,
- e-mails or any other communication about who would give training on special education regulations,
- e-mails or any other communication about the purpose of training on special education regulations,
- e-mails or any other communication planning or preparing for training on special education regulations,
- all people considered to give training on special education regulations,
- any and all communications with respect to training on special education regulations.
3 - All stabilization programs in Newton Public Schools including but not limited to:
- anything related to the elementary stabilization program;
- anything related to the number of students in the elementary stabilization program;
- anything related to the number of students in the elementary stabilization program by date;
- anything related to the number, roles, credentials and training of staff in the elementary stabilization program;
- anything related to future plans or discussion of possible plans for the elementary stabilization program.
4 - All plans, discussion of options considered, reports generated, definition of goals or other information related to implementing in-house services for students with significant disabilities who were previously referred to out of district programs.
I understand that there is a fee for copies. Could you please let me know what the anticipated charge will be before copying the documents?
Thank you in advance for your anticipated cooperation in this matter. I look forward to receiving your response to this request within 10 business days, as the statute requires.
I plan to post this information along with accompanying analysis on a public web site so please be extremely careful not to include any personally identifying information.
Sincerely,
[name here]
History of special education in Newton
The following was heard second or third hand. Not sure if it's true but it sounds plausible.
In the 1990s parents were concerned that their children were being isolated in programs within Newton and out of district. A SPED director was hired from Brookline who was committed to inclusion. Newton became really good at inclusion. A new SPED director (Mozelle Berkowitz) was hired possibly in early 2000s who continued that trend but the pendulum started to swing the other way. Parents who had problems with the district couldn't get their children out. A new SPED director (Judy Levin-Charns, current director as of this writing) was hired in 2007-2008 from Sharon. The challenge of parents not being able to get their children out of district placements grew.
Anyone with more history, please add it here...
I think Mozelle did a good job. Eileen Sullivan who ran early childhood was incredible. But we moved in 2004.
See also the Board of Aldermen section for some history from 2006 - 2012.
More? add your own and comment
The main Newton Public Schools Documentation Project page is here: Home Page
This project and information is not affiliated with the Newton Public Schools or the Newton School Committee. It is an independent effort by private citizens intended to help the people of Newton learn more about the Newton Public Schools
Much of this information is extracted from the document archive linked from All School Committe Docs
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Please add your comments on the discussion page and add to or update any other pages
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Additional comment moved to discussion page. Gregorio 14:06, 1 December 2011 (UTC)