Waterford High School School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Waterford High School is committed to ensuring that every student learns in a safe, inclusive, and respectful environment. Aligned with Connecticut General Statute §10-222d and Waterford Public Schools’ Board policies, WHS promotes a culture of belonging, respect, and accountability Through consistent prevention, education, and restorative practices, our school strives to strengthen positive relationships and address concerns proactively
This plan reflects our shared commitment to nurturing strong relationships, fostering accountability, and building a school community where everyone feels like they belong at Waterford High School
Vision
● Enhance engagement in teaching, learning, and school activities.
● Address climate barriers to learning through collaboration and care
● Maintain a restorative/relationship-based system that encourages responsibility, empathy, and repair if harm occurs
Overview of School Climate Data
Based on responses to the most recent Student Climate Survey, WHS identified strengths and areas for growth that guide our annual climate goals and improvement plan.
Strengths
95% feel safe at school and on the way to and from
Areas for Growth
Only 16% of students report that they 'very much like school.'
Dislike vs. like
91% feel supported by adults in the building
93% feel treated fairly by adults and peers
95% report having at least one friend or trusted peer
24% note that students use words to hurt others.
77% feel their emotional health is prioritized by adults (goal: increase to 85%).
Students expressed a need for more recognition and voice in school decision-making
Waterford High School School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Priority Goals
● Increase students’ sense of belonging and engagement through expanded student voice initiatives.
● Reduce hurtful language and promote kindness and inclusion.
● Strengthen emotional health supports and mindfulness in daily routines.
● Enhance recognition systems for positive behavior and leadership.
● Create a community rooted in restorative practices and strategies when resolving conflicts.
School Climate Improvement Plan -
School Climate Improvement Plan 2025-2026 (To be revised each year by the School Climate Committee)
School Climate Committee
The Waterford High School School Climate Committee serves as the leadership team guiding, monitoring, and supporting all school-wide climate initiatives
Committee Purpose:
● Ensure all practices reflect the WHS Vision of the Graduate.
● Guide implementation of the School Climate Improvement Plan in accordance with Connecticut law.
● Review and interpret school climate data based on district climate surveys
● Monitor School Climate Improvement Plan action steps to strengthen belonging, inclusion, and safety Recommend adjustments when necessary
Membership
The committee includes a cross-section of the school community that is racially, culturally, and linguistically diverse:
● Tracy Moore- Assistant Principal
● Many Batty Assistant Principal
● Holly Saad- Director of School Counseling
● Christine Dulin- LCSW
● Lori Hauser- School Psychologist/ WFCT Representative
● Jenny Peluso- Teacher/ Parent
● Students
Waterford High School School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
The Committee will meet twice yearly, with additional meetings scheduled following the release of survey data or when new improvement steps are needed.
Our Approach to Behavior and Belonging
At WHS, our student behavior approach is accountability-focused and relationship-driven, grounded in restorative strategies and practices
1. Relationships first.
2. Repairing harm rather than assigning blame.
3. Re-entry and reintegration after conflict.
4. Consistency, fairness, and transparency.
5. Collaborative problem-solving with students and families.
Restorative strategies are used in all behavior situations including; restorative circles, reflection tools, and facilitated conversations.
School Climate Survey & Data Cycle
In compliance with Public Act 23-167, WHS will administer a School Climate Survey annually to:
● Students
● Staff
● Families Survey data will guide improvement efforts and help the committee identify strengths and needs. Each year’s survey window will be shared with the community, and summaries of findings will be posted publicly once reviewed by the committee.
Reporting and Response Procedures
If you experience or witness bullying, harassment, or unsafe behavior, please report it to:
● Any school administrator or trusted staff member
● The Safe School Climate Specialist (Tracy Moore or Mandy Batty)
● School tip line - Speak up for Safety. speakup@my.waterfordschools.org Call or Text: 860 909-4004
Reports are investigated promptly and confidentially. Support is provided for those impacted, and interventions focus on both safety and accountability
Waterford High School School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Responding to Challenging Behavior
In alignment with CT Regulation 5025, any student, parent, or staff member may report challenging behavior or bullying using the Reg. 5025 Challenging Behavior Reporting Form.pdf
Reports may be submitted anonymously or directly to the School Climate Specialists.
Reports are acknowledged within three (3) school days and investigated using the district's
Following review, the school provides a Reg 5025 Investigation Form pdf outlining actions taken to address the concern Reg 5025 Response Process pdf
Possible responses include restorative conversations, increased supervision, counseling, mediation, threat assessment, or safety planning. All investigations are handled confidentially and in accordance with FERPA guidelines
Our Annual Improvement Cycle
WHS will use a continuous improvement model to sustain progress:
Plan Identify action steps and focus areas and align with district goals
Survey Implementation Gather feedback from students, staff, families
Analyze Data Review and interpret results
Adjust and Make Changes
Implement new strategies and trainings/ Adjustments to the next year’s Action steps and focus area
Communicate Share findings and next steps
Committee reviews survey data
Annual climate survey window (Dates TBD)
Data reflection protocols
See School Climate Improvement Plan action step document
Website update, school messenger emails from the Principal
Waterford High School School Climate Plan
(Updated October 2025 – In compliance with Connecticut Public Act 23-167)
Formal Compliance
Waterford High School’s School Climate Plan fulfills requirements of Connecticut Public Act 23-167 and aligns with:
● Connecticut School Climate Standards
● WPS Policy 5025 – Connecticut School Climate Policy
● WPS Regulation 5025 – Connecticut School Climate Implementation
● C.G.S. 10-222d (Safe School Climate Mandates)
Key Legal Components
● Annual administration of school climate surveys to students, staff, and families
● Formation of a School Climate Committee representing multiple stakeholder groups
● Development and implementation of a School Climate Improvement Plan
● Monitoring of restorative and preventive practices
● Established process for reporting, investigating, and responding to challenging behavior and bullying
School Climate Specialists
Mandy Batty- Assistant Principal mbatty@waterfordschools org
Tracy Moore - Assistant Principal tmoore@waterfordschools org
Contact
Waterford High School
20 Rope Ferry Rd. | Waterford, CT 06385 (860) 437-6956 www.waterfordschools.org/whs
For questions about this plan, contact the School Climate Committee via WHSSchoolClimate@waterfordschools.org or by reaching out to either assistant principal.
Action Steps - 2025-2026
(To be revised each year by the School Climate Committee)
● Increase students’ sense of belonging and engagement through expanded student voice initiatives.
● Reduce hurtful language and promote kindness and inclusion.
● Strengthen emotional health supports and mindfulness in daily routines.
● Enhance recognition systems for positive behavior and leadership.
● Create a community rooted in restorative practices and strategies when resolving conflicts.
#1: Name of the strategy/focus area
Relationships, Belonging and Student Voice
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will
Identified Strategies to Realize Improvement Teachers Will
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement
Timeline Evidence of Progress Advisory Program
-Continue to support the advisory committee in their planning and implementation
-Funding for whole school events and competitions
Student Shadowing
-Continue to support and schedule student shadowing experiences for all certified staff
-Conduct weekly structured sessions focused on connection, SEL, digital citizenship, and reflection.
-Participate in all advisory activities
- Surveys will show favorable faculty, staff and student engagement and satisfaction
-High engagement in school wide activities
-2025-26 school year
Focus Groups
- Participate in student shadow and debrief, use knowledge gained to change classroom practices around engagement and -Collect qualitative and/or quantitative data related to the shadowing experience
-Allow staff members to shadow them for the day and share their unique perspective of being a student at WHS
-Continuation of the student shadowing experience -Increased number of participants -Qualitative and/or quantitative data related to the shadowing experience
-2x yearly
-Continued positive feedback from participants. Advisory Programming Calendars
-Continued participation -Student voice being heard and changes implemented in the classroom
-Student ILPs
ML
-Facilitate and schedule the ML focus group meetings 7x during the school year
-Coordinate the cotaught schedule
-Coordinate the work with ML consultants
-Participate in ML focus groups
-Use student ILPs to develop personalized lessons for students
-Collect student work and collaborate with colleagues to determine best supports for students
- Work with ML teacher and consultants
-Participate in co-taught and all classes S
-More personalized learning plans for identified ML students
-Greater sense of belonging from ML students and integration into the school community participants
-Sharing of outcomes with all faculty with a focus on building capacity of all teachers of ML learners
-2025-26 school year
Creation of School Climate Committee
-Meets twice yearly to review data and plan proactive supports.
- Support and lead this committee
Promote and Expand Peer Leadership Programs
-Support and increase participation in Unified Sports, Unified PE, and Peer Leaders to promote inclusion and student mentoring.
-Support creation of the Lancer Leadership
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Participate in the climate committee cycle of data collection, review and revision of the school climate plan
-Creation of committee, plan and cycle of review
-December 2025
-Focus Group Meetings -Improved performance and sense of belonging for all ML students
-Teach, advise and participate in various groups
-Participate in various groups and promote a sense of belonging and inclusion amongst peers.
-Regular collaboration with administration to
-Successful programs
-2025-26 school year
-Completion and publication of plan
Council (LLC) as the student government group of WHS -Unified Sports Tournaments / Alumni Game with Avery Point Students
shape events, policies, and culture.
#2: Name of the strategy/focus area
Equity, Inclusion, and Cultural Competence
CT Climate Standards 2 and 4
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will
Identified Strategies to Realize Improvement Teachers Will
Equity Cohort (Year 3)
-Continue ongoing partnership with consultants to deepen staff awareness and classroom inclusivity
-Participate in equity work when requested
-adjust classroom practice based on new learning to create more inclusive classrooms and student sense of belonging.
Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
-N/A
-Student reports of feeling “seen” in classroom activities and work
-2025-26 school year
-Equity becomes the foundation of all we do in classrooms
Restorative Practice Training
-Participate in training and support the train the trainers model for related service staff, focusing on the 5 core restorative strategies
-Participate in restorative Practices training at faculty meetings, department and extend PLCS
-integrate restorative practices into classroom
-Participate in restorative opportunities with staff and students
-Culture of restoration and repair instead of punishment and consequences.
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
-2025-26 school year
-Restorative Strategies used and the norm for student/ student conflicts and Staff/ Student conflicts.
Diversity & Belonging Displays
-Support and encourage student groups to use space outside of Library Media Center
-Advise clubs and activities that promote inclusion and belonging
-Members from our Cultural Diversity Alliance, and Women’s Empowerment Group will assist in the planning and implementation of displays and activities
-Monthly displays created by students
-2025-26 school year Monthly displays created by students
Translation & Family Outreach
-Use of Talking points and Language line with parents/ guardians
-Reformatting of traditional Back to School night to a Community Event
-Use of Talking points and Language line with parents/ guardians
-Participate in Community Night
-Help increase parental involvement in school
Student-Led Cultural Events
-Support and encourage staff advisors and student participants
-Best Buddies- student run peer friendship group
-Act as advisors and support student initiatives
-Student tour guides, presentations, community involvement
-Increased parent communication and involvement in school functions and communication with teachers 2025-26 school year
-Revamped programing
-Spirit Week, Hispanic Heritage Month activities, Cultural Diversity Night and ML spotlight days to promote pride and awareness.
-Increased number and type of events 2025-26 school year
Extra-Curricular Activities Inquiry (Responses)
#3: Name of the strategy/focus area
Mental Health, SEL, and Wellness Supports
CT Climate Standards 2 and 4-
Standard 2: Shared School Policies /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will
Embedded SEL
Curriculum/ Advisory and Classroom lessons
DESSA Data
Identified Strategies to Realize Improvement Teachers Will
-Lessons integrated into Advisory and health classes focusing on self-awareness, empathy, stress management, and responsible decisionmaking.
-DESSA data used to identify students not identified through STAT process
ESS
-Continue to refer and meet with ESS clinician supporting tier 3 interventions for students
-Work with clinician to provide necessary supports to ensure academic and emotional successes in class
Identified Strategies to Realize Improvement Students Will
-Participate in lessons and provide teacher feedback
Measurement and Documentation Options for Determining Improvement
-More students in need identified
Timeline
Evidence of Progress
-Continuation of the program.
-Students exited after successful completion of goals
-2025-26 school year
-Increased supports for students in need
-2025-26 school year
Weekend “Backpack” Initiative
-support and fund backpack supplies
-Identify and report incidents of students in need of supports over weekends or holidays
-Partnership with NHS to provide essentials and care packages for displaced or homeless students
-Sustainable program to support students -2025-26 school year -Backpacks are used by students
Staff Wellness Initiatives
-Create appreciation days, positive activities, staff challenges, games and prizes and faculty meetings and PD
-PD around belonging and what that means as a staff member
-Participate in activities -N/A
-Increased staff morale and attendance at faculty meetings, PD and PLC -2025-26 school year engagement increases
#4: Name of the strategy/focus area
Positive Behavior and Recognition Systems
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will
Lancer Nation Recognition Program
-Support Athletic Department in recognizing and providing tickets to home events to students
Lancer Shout Outs
-N/A
Identified Strategies to Realize Improvement Teachers Will
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement
-Nominate students
-Be recognized for their contributions and positive impacts on Lancer Nation whether in the classroom or at after school events
-Students recognized and provided athletic or dance admission free of charge
Timeline Evidence of Progress
-2025-26 school year
-Provide pictures and videos to advisory committee for announcements
Senior Privilege
- Incentivize good attendance and positive behavior with early -N/A
-Recognize peers and provide pictures and videos for announcements
- Enjoy senior privileges when earned and deserved
-Increased number of shout outs each week, more videos and pictures shared of student achievements
-Senior late and dismissal are used to help reduce tardies and increase academic successes
-2025-26 school year
-2025-26 school year
dismissal or late arrival opportunities
- Senior Trip, Picnic and other senior activities
Rebound 50 Policy
-Offers fair and restorative grading practices, encouraging accountability and learning from mistakes rather than punishment
-Support student success using the Rebound 50 policy in their classes
-Appropriately use the rebound 50 to support academic success.
-Less Failures at the end of the school year -2025-26 school year
-Data analysis and the mid year and end of year to determine student success in course work
#5: Name of the strategy/focus area
Academic Engagement and Instructional Climate
CT Climate Standards 1 and 3- Standard 1: Shared Vision/Standard 3: School Practices
Identified Strategies to Realize Improvement Leaders Will
Identified Strategies to Realize Improvement Teachers Will
Student Participation in Learning Walks
-Coordinate the involvement of student participants
Renewed focus on WHS Vision of the Graduate data recording
-Admin to facilitate data collection and analysis to ensure mastery of VOG standards for class of 2027 and beyond (with loss of Capstone Project)
School Counseling and College and Career Programing
Engage in conversations with colleagues about their observations
-Share takeaways and next steps with faculty
-DCs or sub-committee of staff to meet and determine measuring and reporting methods
Identified Strategies to Realize Improvement Students Will
-Engage in conversations with teachers about their academic experiences to provide valuable insights for the administration in making positive school improvements
-N/A
-College and job participation. College visit and DC or Subcommittee notes
-Participation in opportunities provided by school counseling and college and career center.
Measurement and Documentation Options for Determining Improvement
-Sharing of outcomes with faculty with a focus on building capacity
-Teacher reflection and implementation of observed strategies and LW outcomes
DC or Subcommittee notes
-Plan developed prior to 26-27 school year
Timeline Evidence of Progress
-2025-26 school year
-2025-26
school year
-Students seek out opportunities to participate on LW
-2025-26 school year
-Plan developed prior to 2627 school year advisory speaker panel participation.
-speakers in classrooms
-Medical career club
Lancer Fair and Elective Fair
#6: Name of the strategy/focus area
Community and Culture-Building Events
CT Climate Standards 1, 3 and 4- Standard 1: Shared Vision/Standard 3: School Practices /Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement
Leaders Will
First Day of School Events
School Spirit week Events
Whole School Advisory Events and Competitions
Should Lancer Fair and Elective Fair go here?
Identified Strategies to Realize Improvement Teachers Will
Identified Strategies to Realize Improvement Students Will Measurement and Documentation Options for Determining Improvement
Name of the strategy/focus area
# 7 Safety, Accountability, and Responsive Systems
CT Climate Standards 4 and 5- Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways/ Standard 5: Restorative Justice Practices
Identified Strategies to Realize Improvement Leaders Will
Securly Pass Monitoring
-Digital hall pass limits and data-driven supervision to reduce time out of class.
Identified Strategies to Realize Improvement Teachers Will
-Use and enforce the use of securly pass for all classes
- one student out of classrooms at a time
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement Timeline Evidence of
STAT Team Work
Admin to create a calendar of STAT meetings, determine data source and prepare agenda in advance
-Admin will facilitate the use of protocols in STAT meetings to ensure effective use of meeting time
Identify students struggling to show growth or achievement
-Utilize the process for referring students to STAT team
- Use securly pass appropriately when signing in and out of classrooms
-Decreased traffic in hallways and bathrooms, more time spent in class
-Data used in 504 and PPTs to help inform accommodations or strategies to improve student success
-STAT team agenda will show review of all students in academic or behavioral interventions; review of all referrals; communication back to teachers with outcome of STAT team meetings
-Improvement / growth of students receiving interventions
-High needs students will increase as evidenced by
-2025-26 school year
-2025-26 school year
existing interventions and increased grade performance
New WHS Cell Phone Policy
-Create, implement and monitor WHS Cell prone policy.
-Enforce use of cell phone caddies in class rooms. Use a tiered system of offenses to log student misuse of cell phones during instructional time. Report cell phone misuse in PowerSchool and to administration -Communicate with parents when necessary
PMT Training
Threat Assessment and Response (per CT Reg. 5025)
-Create a system for sharing, use off and the reporting of challenging behavior
-Use Reg, 5025 Forms correctly when reporting challenging behavior of students
-Follow school cell phone policy
-reduce cell phone use during instructional time -less meet ups and loitering in bathrooms
-2025-26 school year
Restorative Actions
Engage in PD related to RP.
- Reg. 5025 Challenging Behavior Reporting Form.pdf
-2025-26 school year
Reg. 5025 Investigation Form.pdf
Reg. 5025 Response Process.pdf
-Staff directly involved in incidents with students will -Students will participate in -ISS reflection sheets -2025- 26 school year
-Implement / facilitate restorative practices when addressing behavioral infractions as needed
participate in a restorative conversation to ensure the relationship between staff and student is repaired and can continue to be a productive relationship
restorative conversations (written reflection, conversations with counselors, teachers, etc.) while in ISS to ensure a successful return to the classroom and school environment
Installation of Vape Detectors
-Monitor and maintain vape log
-Address student behaviors and use of vaping materials in school
-Alert admin of suspected vape use in the bathroom and report student use
- Educate students on the harms of vape use.
-Decreased use of vaping in school
-Log entries reflecting restorative opportunities
-Staff and students will feel safe as measured by student, staff, and family climate surveys
-Student reports of less vaping in bathrooms -students feeling more comfortable using restrooms in school
-healthier Student body
-2025- 26 school year
#8: Name of the strategy/focus area
Family/Community Partnerships
CT Climate Standards 4 - Standard 4: Safe & Welcoming Environment for All School Community Members in All Ways
Identified Strategies to Realize Improvement Leaders Will
Family Climate Survey
Revamped Back to School Night into Community Night
Community Partnerships
WYSB
Rotary
JRB
Identified Strategies to Realize Improvement Teachers Will
Identified Strategies to Realize Improvement Students Will
Measurement and Documentation Options for Determining Improvement
Timeline Evidence of Progress
Continuous Improvement & Impact on Results
The School Climate Committee will meet twice yearly to review survey results, attendance and discipline data, and student/staff feedback. Results will be shared publicly through the school website and newsletters.
In 2024–2025, WHS saw a 5% increase in students reporting emotional safety and a 3% increase in students who feel connected to adults in the building. The 2025–2026 goal is to raise overall student engagement and belonging indicators by at least 8%, reduce reports of hurtful language, and increase family participation in school events.
By maintaining a focus on relationships, inclusion, and accountability, Waterford High School continues to build a culture where every student feels they belong, every voice matters, and every member of the community contributes to a positive school climate.
Current Status Areas for Growth Strategies for Improvement Measures and Evidence Timeline
Standard 1: Shared Vision & Goals
Climate survey data shows that 95% of students feel safe at school and 91% feel supported by adults. However, only 16% of students report that they ‘very much like school,’ indicating a need to improve engagement and belonging.
Increase students’ emotional connection to school, strengthen recognition systems, and expand student voice opportunities.
Expand Advisory programming to include connection, SEL, and reflection themes.
- Continue student shadowing experiences for all certified staff.
- Host ML focus groups to build inclusion for multilingual learners.
- Establish and meet with the School Climate Committee twice yearly to review progress.
- Student and staff survey data on belonging and engagement.
- Participation rates in advisory, student leadership, and ML focus groups.
- Qualitative reflections from student shadowing experiences.
Ongoing throughout 2025–2026; midyear review in February, end-of-year report in June.
Standard 2: Shared Policies & Inclusive Practices
WHS prioritizes equitable access and inclusion. Staff participate in the district’s Equity Cohort (Year 3) and restorative practice training.
Continue deepening culturally responsive instruction and communication with multilingual families.
- Participate in ongoing Equity Cohort work.
- Implement restorative practices through the ‘train the trainers’ model.
- Use TalkingPoints and Language Line to improve family communication.
- Redesign Back-toSchool Night as a Community Night with interpreters and cultural representation.
- Attendance at community events.
- Frequency of translated communications.
- Student and family feedback from climate surveys.
Ongoing throughout 2025–2026; midyear review in February, end-of-year report in June.
Standard 3: School Practices –Engagement & Wellbeing
Climate survey results show 77% of students feel their emotional health is prioritized by adults (goal: 85%). WHS has ESS services, SEL lessons, and staff wellness initiatives in place.
Expand mental health supports and proactively identify students in need of Tier 2/3 interventions.
- Integrate SEL and DESSA-informed lessons into advisory and health classes.
- Continue ESS clinician support for Tier 3 interventions.
- Sustain the NHS ‘Weekend Backpack’ program for students facing housing instability.
- Continue staff
- DESSA and attendance data.
- ESS referral and discharge records.
- Survey data showing growth in emotional health indicators.
Ongoing throughout 2025–2026; monthly reviews at STAT meetings.
Standard 4: Safe & Welcoming Environment
WHS continues to refine systems that support safety, supervision, and accountability, including the use of Securly Pass, cell phone policies, and threat assessment procedures.
Ensure consistent use of restorative approaches after infractions and improve student confidence in reporting unsafe behaviors.
wellness initiatives and belonging activities.
Standard 5: Restorative Justice & Accountability
Restorative practices are a foundational part of the WHS approach to discipline and relationships.
Continue to build staff capacity and measure fidelity of implementation.
- Monitor digital hall pass data and reduce unsupervised time.
- Implement new WHS cell phone policy and track infractions.
- Conduct restorative conversations after disciplinary incidents.
- Maintain vape detector logs and provide education on vape prevention.
- Reduction in hall pass and vape incidents.
- Increase in students reporting they feel safe using restrooms.
- Restorative action logs and ISS reflection forms.
Ongoing throughout 2025–2026;
- Continue districtwide restorative training for all staff.
- Expand student participation in restorative conversations.
- Collect data on restorative actions and outcomes.
- Number of restorative circles/conferences held.
- Staff training completion rates.
- Post-conference feedback from participants.
Ongoing; annual data review with School Climate Committee in June 2026.