STUDENT DETAIL REPORT

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1 STUDENT DETAIL REPORT Sample Student Mathematics Student Performance J. Carpenter's Class Performance Class Performance Geometry 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and thcoordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 6 of 7 86 % 61 % 100 of of % 83 % 19 of 23 7 of 9 78 % 56 % 80 of of % 45 % 27 of 60 0 of 1 0 % 48 % 14 of 29 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page1 10/01/2012 -

2 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 4 of % 52 % 56 of 108 Measurement & Data 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities usindiagrams such as number line diagrams that feature a measurement scale. 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 2 of 3 67 % 42 % 35 of 83 1 of % 85 % 22 of 26 3 of % 90 % 66 of 73 4 of % 81 % 88 of of % 43 % 13 of of % 75 % 96 of of % 45 % 142 of 315 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page2 10/01/2012 -

3 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtractioof fractions by using information presented in line plots. 2 of % 97 % 29 of 30 Number & Operations-Fractions 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.3.a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.3.d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalentfractions. 4.NF.3.b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., busing a visual fraction model. 4.NF.3.c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/oby using properties of operations and the relationship between addition and subtraction. 4.NF.6 Use decimal notation for fractions with denominators 10 or of % 72 % 56 of 78 1 of % 46 % 12 of 26 1 of % 27 % 7 of 26 2 of % 48 % 25 of of % 61 % 227 of of % 73 % 19 of 26 9 of % 48 % 11 of 23 4 of 8 50 % 47 % 67 of 142 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page3 10/01/2012 -

4 Number &Operations in Base Ten 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 owhat it represents in the place to its left. 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place valueproperties of operations, and/or the relationship between addition ansubtraction; relate the strategy to a written method and explain threasoning used. 9 of % 90 % 9 of 10 1 of 2 50 % 71 % 37 of of % 79 % 212 of of % 78 % 28 of of % 68 % 400 of of % 76 % 722 of of % 77 % 47 of of % 83 % 512 of of % 71 % 46 of of % 64 % 36 of 56 Number System Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page4 10/01/2012 -

5 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 10 of % 100 % 10 of 10 Operations and Algebraic Thinking 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 =?? 3, 6 6 =?. 3.OA.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = OA.6 Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by of % 89 % 32 of of % 67 % 34 of of % 87 % 13 of of % 93 % 41 of of % 81 % 60 of of % 69 % 25 of 36 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page5 10/01/2012 -

6 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.4 Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determinwhether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number ithe range 1100 is prime or composite. 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Ratios & Proportional Relationships 61 of % 74 % 125 of of % 77 % 282 of of % 90 % 70 of of % 55 % 206 of of % 54 % 79 of of % 93 % 28 of 30 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 2 of 7 29 % 29 % 2 of 7 Statistics & Probability 6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 20 of % 78 % 43 of 55 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page6 10/01/2012 -

7 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if thagreement is not good, explain possible sources of the discrepancy. 2 of % 60 % 31 of 52 1 of % 73 % 19 of 26 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page7 10/01/2012 -

8 Reading Student Performance J. Carpenter's Class Performance Class Performance Conventions of Standard English L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 3 of % 67 % 41 of 61 L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 4 of % 80 % 71 of 89 L.3.1.b Form and use regular and irregular plural nouns. 2 of % 74 % 32 of 43 L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. 1 of % 50 % 10 of 20 L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 2 of % 91 % 42 of 46 L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3 of % 84 % 52 of 62 L.3.2.a Capitalize appropriate words in titles. 1 of % 52 % 12 of 23 L.3.2.c Use commas and quotation marks in dialogue. 2 of 3 67 % 56 % 35 of 62 L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3 of % 77 % 46 of 60 L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 1 of % 70 % 14 of 20 L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 1 of % 56 % 10 of 18 Craft & Structure RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6 Distinguish their own point of view from that of the author of a text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 2 of % 78 % 31 of 40 1 of % 95 % 19 of 20 4 of % 49 % 27 of 55 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page8 10/01/2012 -

9 RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. 7 of % 70 % 7 of 10 8 of % 53 % 66 of of 1 0 % 10 % 2 of 20 8 of % 56 % 100 of of % 70 % 7 of 10 8 of % 53 % 66 of 125 Foundational Skills RF.1.1 Demonstrate understanding of the organization and basic features of print. 10 of % 96 % 44 of 46 RF.1.3 Know and apply grade-level phonics and word 1 of 2 50 % 79 % 15 of 19 RF.1.3 Know and apply grade-level phonics and word 1 of 2 50 % 55 % 21 of 38 RF.1.3 Know and apply grade-level phonics and word 1 of 2 50 % 77 % 122 of 159 RF.2.3 Know and apply grade-level phonics and word 1 of % 79 % 15 of 19 RF.2.3 Know and apply grade-level phonics and word 1 of % 77 % 122 of 159 RF.2.3 Know and apply grade-level phonics and word 1 of % 55 % 21 of 38 RF.3.3.c Decode multisyllable words. 0 of 1 0 % 89 % 17 of 19 RF.4.3 Know and apply grade-level phonics and word 61 of % 79 % 15 of 19 RF.4.3 Know and apply grade-level phonics and word 61 of % 55 % 21 of 38 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page9 10/01/2012 -

10 RF.4.3 Know and apply grade-level phonics and word RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.K.1.a Follow words from left to right, top to bottom, and page by page. RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes): a. Recognize and produce rhyming words; b. Count, pronounce, blend, and segment syllables in spoken words; c. Blend and segment onsets and rimes of single-syllable spoken words; d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowelconsonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.); e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 61 of % 77 % 122 of of % 70 % 7 of of % 77 % 44 of 57 9 of % 90 % 9 of of % 97 % 59 of 61 7 of % 55 % 26 of 47 RF.K.2.a Recognize and produce rhyming words. 1 of % 95 % 18 of 19 Intergration of Knowledge & Ideas RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 0 of 1 0 % 45 % 9 of of % 60 % 137 of of 2 0 % 62 % 25 of 40 8 of 9 89 % 89 % 8 of 9 Key ideas & Details RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3 of % 47 % 9 of 19 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page10 10/01/2012 -

11 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 3 of % 67 % 38 of 57 2 of 4 50 % 45 % 35 of 77 0 of 1 0 % 79 % 15 of of % 57 % 170 of of % 63 % 114 of of % 50 % 194 of of % 50 % 61 of of % 67 % 38 of 57 1 of % 47 % 9 of 19 2 of 5 40 % 45 % 44 of 97 1 of 3 33 % 51 % 30 of of % 63 % 114 of of % 57 % 170 of of % 50 % 209 of 415 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page11 10/01/2012 -

12 RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions. 20 of % 49 % 190 of 387 Production and Distribution W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3.) 1 of % 83 % 15 of 18 1 of % 61 % 11 of 18 Research to Build and Present Knowledge W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 1 of % 84 % 16 of 19 Vocabulary Acquistion & Use L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/carelessheat/preheat). L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g.,after dinner that night we went looking for them). L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 1 of % 76 % 34 of 45 1 of % 71 % 30 of 42 1 of % 86 % 24 of 28 1 of % 87 % 74 of of % 77 % 46 of of % 55 % 58 of 106 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page12 10/01/2012 -

13 L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 28 of % 85 % 68 of of % 57 % 41 of 72 8 of % 80 % 8 of of % 62 % 10 of 16 2 of 7 29 % 68 % 25 of 37 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page13 10/01/2012 -

14 Science Student Performance J. Carpenter's Class Performance Class Performance Earth & Space Science 3 4.ESS.1.a The solar system, galaxy, and universe 16 of % 49 % 49 of ESS.2.b Earth is made of rock, water, metal, air, and living organisms 13 of % 41 % 47 of ESS.3.a Properties and movements of water affect Earth's systems 8 of % 51 % 29 of 57 4.ESS.3.c What regulates weather and climate? 12 of % 35 % 28 of 81 4.ESS.4.b Humans depend on Earth's materials 7 of % 41 % 42 of 102 Engineering & Technology Science 4 4.ET.1.b Technology shapes our world 9 of % 64 % 21 of 33 4.ET.1.c People use materials and technology to modify or create new technology 9 of % 55 % 18 of 33 4.ET.2.a Technological problems defined and researched 13 of % 41 % 30 of 73 4.ET.2.b Creative solutions developed and evaluated 33 of % 52 % 63 of 121 Life Science 2 4.LS.1.a Organisms use their structures to grow, survive, and reproduce 11 of % 61 % 34 of 56 4.LS.1.c Organisms get the matter and energy they need from the environment 21 of % 52 % 59 of LS.2.a Offspring resemble their parents 8 of % 33 % 20 of 61 4.LS.3.a Organisms depend on the feeding relationships of one another and the physical environmnet 6 of % 42 % 34 of 81 4.LS.3.b Organisms get the matter and energy they need 5 of % 30 % 25 of 82 Physical Science 4.PS.3.b Energy for life and practical use 29 of % 48 % 143 of PS.3.c Relationship between energy and forces 13 of % 56 % 64 of PS.4.b Examining how light travels 15 of % 56 % 74 of 132 Sample L-007e6f82965c4b64 Student, F-b9c89475b0 Page14 10/01/2012 -