Community School and Beacon Models in New York City

An American Youth Policy Forum Field Trip — March 1, 2000

This field trip to the Washington Heights neighborhood of Manhattan featured two school models--the Children’s Aid Society (CAS) community school (Intermediate School 218) and the Alianza Dominicana Beacon at Junior High School 143. In each model the public school and community-based organizations (CBOs) work together to provide extended services and after-school programming for neighborhood children and community members. The trip was organized by the American Youth Policy Forum in partnership with the Coalition for Community Schools for federal policymakers and managers responsible for programs and resources that support children and youth through school and community partnerships.

The goals of the visit were to:

• Provide a hands-on look at how schools and community agencies are working together at school sites to offer supports and extended opportunities for children and community members;
• Understand how community partner efforts are supporting student learning and development; and
• Consider how federal policy and practice can strengthen and sustain community school efforts.

Participants were from the U.S. Departments of:

• Education Office of Elementary and Secondary Education—representing a regional service team, the 21st Century Community Learning Centers Program, the Safe and Drug Free Schools Program—and the Office of Vocational and Adult Education; and
• Health and Human Services, including the Substance Abuse and Mental Health Services Administration; the Center for Mental Health; Maternal and Child Health Bureau; and the Administration for Children, Youth and Families.

The remainder of participants represented organizations directly involved in community school or after-school time activities, or with a policy interest in the topic--America’s Promise, Institute for Educational Leadership (home of the Coalition for Community Schools), The Finance Project, National Governors’ Association, United Way of America, Public Education Network, and District of Columbia Public Schools.

The CAS/I.S. 218 Partnership

The Children’s Aid Society’s involvement in community schools is one in a long line of pilot efforts that have become national models (e.g., free school lunches, free day schools, kindergartens and PTAs). Founded in 1853 to care for New York’s poor and abandoned children, the agency currently serves 100,000 children and families, providing health care, recreation, camping, preventive services, adoption and foster care services, job placement and emergency food and shelter. Realizing that the Society’s services could reach only a small portion of the numbers of needy children and families in New York City and influenced by the Carnegie Foundation report on the impact of children’s time during the out-of-school hours, CAS determined it could make the greatest impact with its resources by locating their efforts within schools. Today, involvement in community schools represents about 15 percent of CAS overall activities.

In 1992, CAS formed an unprecedented partnership with the New York City Board of Education to establish a new model of public education—"community schools" that combine academics with full child and family services and that are open 16 hours a day from 7 a.m. to 10 p.m., six days a week, year round. (I.S. 218 is one of four CAS community schools—PS 5, IS 90 and PS 8 in northern Manhattan.) The vision was to create an integrated program, using the community-based organization to pull together local clinical services with those offered by the CBO and the Board of Education.

According to Phil Coltoff, CAS Executive Director, the idea of CBO involvement with schools was not new. There are many programs involving youth and social workers spread throughout the schools; these efforts, however, have not been implemented in a fully integrated manner. This, however, was a new approach: creating an integrated system of services designed to address different levels of the child’s development and drawing resources from a variety of sources. Early on, the challenge was to persuade people in the School Chancellor’s office, at the Central Board of Education, at the local school district and local decision-makers about this vision. The hard work then was to build the constituent parts so that they worked in an integrated fashion.

I.S. 218 is a zoned (neighborhood) middle school with a student enrollment of 1,600. Though largely of Dominican origin, the student body is representative of the Middle East, Central American and African. The school is divided into four academies and there is a full-time community school director funded by CAS.

Each CAS school has a basic framework of activities and services but each is tailored to the needs of the community. Over the years, I.S. 218 has developed a comprehensive array of programs and services, including:

• after-school, teen (including career and college preparation) and adult programs;
• a family resource center (a place of support, information sharing and often the genesis of many new programs, such as those for grandparents);
• health screenings and a clinic for medical, dental, and eye care; and
• a summer school.

The school’s clinic serves from 30 – 35 students per day. Seven hundred students have received mental health screenings by an on-site psychologist provided by Columbia Presbyterian Hospital and referrals have been made to social workers or the hospital. Individual, group and family counseling services are provided within a friendly, as opposed to clinical, environment. With this range of activities, space consistently is a problem. Staff has learned to be flexible and function as team players in sharing the facility and accommodating the many activities required.

According to CAS Executive Director Phil Coltoff, "The previous school at this site had on average 30 children with respiratory ailments each day that would have to be taken to the hospital. Now those children can be served on site. This arrangement saves hours of learning time lost to emergency room visits, parent’s time away from the job and lost income. The CAS model has brought added value to the school experience evidenced in improved student attendance, better health, better nutrition and mental health services."

It is felt that as the school takes on more comprehensive services in line with constituent needs, children, families and school staff are freed to focus on issues of education and schooling. According to the psychiatrist on site, "Having the medical services in the school means parents don’t need to take time off from work for their children’s health needs, and since all the children get these services, there is no singling out of individual children or stigma attached to receiving services." The goal is to integrate mental health outcomes for students, families and the community with the objective of helping students achieve academically. Students come to school with a host of health and psychological concerns. It is important to have a number of available mechanisms to address their needs.

The school has a crisis intervention team and weekly meetings are held of the school-based support team of service providers, that function under the supervision of the principal (such as special education, counselors, social workers and substance abuse social worker), and CAS staff. Each of the four academies has its own social worker and specific health and mental health objectives based on their respective goals. The school system provides one guidance counselor for 1,600 students, one special education counselor, and one substance-abuse counselor, but CAS staff provides training for school staff and augments the available health and mental health resources. Principal Luis Malave sees the value of the mental health program for parents, students and staff and freely concedes the importance of having professionals with this type of background available as a resource to students and staff.

Integration of these service teams is such that after-school enrichment activities are folded into the prevention strategy used at the school. The arts program has become a way of allowing children to express their concerns about issues impacting their community and to problem-solve. For example, students have created masks representing a particular problem in the community and devised dramas to act out solutions to the problem.

On the school tour, participants visited:

• The SUMA school store—a source of school supplies for students and materials for staff, as well as a lab for student enterprise activities during the regular and extended day, and from 6:30 – 8:30 p.m., a bookstore and café for the adult evening program.

• A town meeting where three classes of students gather one period each week with CAS staff to discuss current and social issues. This is an example of an after-school program that has evolved into an in-school activity. Town meetings build a sense of community and provide a mechanism for students to learn about and to address community crisis. Students identify the issues on which they want to reflect and study. This time period frees three teachers in each academy to plan and interact and gives CAS staff an opportunity to see every student in the school at least once per week.

• The recycle-a-bicycle class--begun with a grant from the Department of Sanitation to remove bicycles from landfills and rebuild them--has grown from an after-school program to a day and weekend program. Rebuilt bikes are distributed to children and adults in other countries. The activity provides opportunities for students to develop important skills as well as an opportunities to provide service to others.

• Class B-32 in the Community Service Academy is a pilot effort in which the teacher has agreed to forego preparation time to teach two extra periods a day to smaller classes of 20 students (not the average 32-34 students). This ratio allows for activities not always possible with larger groups.

Impacts and Benefits of the Partnership

The community school model is in the fourth year of a process evaluation that has documented better attendance rates—3 to 6 percentage points higher than comparable non-community schools--and greater parent participation (parents are in the school more frequently for a range of reasons, including instruction, social services, as part of leadership teams). CAS representatives feel that they have been successful in helping educators, including the School Board, recognize the value of this partnership and have come a long way when discussions with school staff focused on fears of "giving ground" and "issues of territoriality." They even concede that they have been more successful in working with educators than with some agency staff—especially, those who want to operate on an incremental scale and maintain self-contained efforts. Finally, they stress that a lot of work must go into the development of the partnerships, otherwise, they break apart at the first crisis.

The intricacies of the partnership were reflected in the relationship between Luis Malave, Principal of I. S. 218, and Richard Negron, Director of Operations for the community school and the CAS Technical Assistance Center. (The Center helps other communities interested in adapting the model.) The two talked about the challenge of working informally and formally in an integrated way to identify gaps in the school program and determine which set of resources can best be applied to the problem or used to complement existing resources.

The partnership is played out in:

• governance activities. CAS staff are part of the principal’s expanded cabinet; both Malave and Negron participate in the Parent Association’s Executive meetings; and Negron is involved in the development of the comprehensive education plan developed by the school leadership team composed of parents and staff.

• complementary programming. CAS funds represent discretionary funds for the school and help fill in where needed. For example, CAS funds support the school’s special education plan. The CAS-supported Saturday program focuses on addressing the needs of at-risk youth. The program is designed as a contrast to the school program, using different instructional methods including a heavier dose of literacy activities and contextual, applied learning and also a smaller student to staff ration of 10:1.

Funding

The community school is funded from multiple sources. In addition to the regular school budget based on state and local average daily attendance (ADA) funds (about $7,000 – 8,000 per child), the school receives federal funds for dual language programs, compensatory education, Safe and Drug Free Schools, etc. CAS provides an additional $850 per students from private and other public sources for discretionary activities that are integrated with the school (e.g., the extended day program, the 21st Century Learning Community program has been subcontracted to them by the school, the Saturday program that includes an arts program, a Saturday Academy, youth basketball, etc.) and linked to health and mental health services. CAS staff also make referrals for students eligible for Medicaid, Child Health Plus and private insurance. It was assumed initially that 60 to 70 percent of private funds would be replaced by public funds, but politically, this has not happened.

Diversity of funding is important because it adds to the richness of the programming and the sustainability of the effort. Phil Coltoff stressed, "To make this kind of multi-institutional effort work, there needs to be a competent, credible CBO to manage the process and the partnership. This involves organizing the partners to maximize effort and minimize conflict, and introducing new content and ways of functioning—something that cannot always be done by educators or social workers alone."

Alianza Dominicana Beacon at Junior High School 143

At the Alianza Dominicana Beacon located at JH 143, participants met:

• Linda Pitts, Director, Youth Development Institute, Fund for the City of New York. The Fund’s Youth Development Institute was established in 1991 to support policies, programs and practices on positive models of youth development. The Institute provides technical assistance to school-community collaborations, strengthens management of youth-serving organizations, and builds consensus around and disseminates best practices of effective youth work.
• Constancia Warren, Senior Program Officer, Academy for Educational Development. AED is lead partner in the privately funded evaluation of the Beacons.
• Beacon Director Eddy Silverio, and Moises Perez, Executive Director, Alianza Dominicana.

Pitts provided a history of the Beacon movement in New York City, beginning in 1991 as an initiative of the Mayor and the Department of Youth Services. The initiative grew out of the basic principles that: (1) youth need safe places; (2) schools are empty after school hours and can be better utilized; and (3) more mechanisms are needed to build community involvement and empowerment. The Department of Youth Services believed that CBOs rooted in the community with knowledge of youth development strategies coupled with the building resources of schools was a successful combination for increasing supports for youth and for creating more cohesive, healthy communities.

The Department and then-Mayor Dinkins convened an Interagency Council of city agencies that fund services for children and youth. The Council coordinated with the Department of Youth Services (DYS) to identify sites, discuss services to offer and attempted to create a grassroots constituency building effort to implement the vision. The name "Beacons" caught on quickly as summarizing the purpose and mission of the after-school, community-centered effort.

The first ten sites identified were in the ten precincts of the city with the greatest incidence of violence. They next looked for CBOs and began a competitive process to identify those that could demonstrate a record of youth development programming, had the trust of the community, and could establish and operate school-based community centers. The centers were to keep school buildings open seven days a week, 16 hours a day, 365 days per year in the ten identified neighborhoods. Following are core components of Beacons with selected findings from the AED evaluation. The CBOs were to work with the schools to implement these components.

• Youth development supports (youth development programming can also include services, but the focus is on development, rather than prevention and treatment), including opportunities to learn leadership skills. Eighty-nine percent have a youth council; 86 percent involve youth as volunteers within the Beacon; 76 percent engage youth as paid program and administrative staff; 56 percent involve youth in community service at least once monthly.
• Comprehensive programs for all ages
• Opportunities for engaging activities and relationships with adults. Seventy-six percent of Beacon staff has 3+ years’ experience working with youth and 46 percent has worked for the Beacon for more than three years.
• Educational and cultural enrichment. Homework help for thousands of youth is provided in 92 percent of the Beacons. Educational enrichment activities offered in almost all Beacons include reading groups, writing projects, computer instruction, trips, theme-based activities.
• Family and adult involvement. Adult activities include: GED, ESL, basic education, computer literacy, sports and fitness and culturally specific activities. Many kinds of parent and family supports are available, including workshops, support groups, counseling and foster-care prevention.
• Community involvement. Thirty percent of directors are from the community; 534 percent of full-time staff; and 90 percent of part-time staff. Beacons provide a base for fostering community dialogue and problem-solving and engage residents in community service activities to improve the neighborhood. Special events draw large groups together across generations and cultures.
• A safe, secure environment. Thirty-three percent of Beacons have secured additional police surveillance of the area; 39 percent escort younger participants to the Beacon after school; and 13 percent escort participants home at night.

Presently there are 81 Beacons citywide functioning with $36 million from New York City, making it the largest municipally funded youth initiative in the United States. Originally, funding was planned for five Beacons at $1 million each. This soon evolved into ten Beacons at $500,000 each. Under Mayor Giuliani, Beacon funds have been reduced to $450,000 per Beacon. Funds support managers, program staff and activity costs for recreation, educational enrichment, cultural arts, adult education programs, family activities, and summer and vacation programming, and facility use. DYS funds are used as matching funds in many Beacons to state and federal funding streams to increase social services programming. The range and intensity of programs and services needed to make a comprehensive center has required co-locating and integrating funds from many federal, state and local government sources as well as private corporate and foundation support.

According to the AED evaluation, many Beacons have mobilized community institutions to offer an array of health and health-related services activities, including substance abuse prevention, drug counseling, on-site self-help groups, pregnancy and HIV prevention, health services, mental health services and referrals.

The evaluation shows that participation in Beacons is about equal for all age groups with about one-quarter of participants each in the 11 year old or younger, 12-14 year old, and 15-18 year old categories. The remaining participants are 19 years and older. Attendance at the Beacons is fairly frequent with about 45 percent of participants attending nine times or more in the two-week period prior to the survey. Highest rates of frequency are among the two youngest age groups. Participation by gender is equal among the youngest participants, but beginning with the 12-14 year age group, female participation continues to drop steadily until the post 21 years, when female participation predominates. These trends have forced a rethinking of the activities focused on girls during the teen years and potential conflicting responsibilities.

Interviews with youth indicate that many find the Beacons very helpful in:

• "doing better in school" (60 percent, 52 percent, 44 percent and 53 percent, respectively, for 11 and younger, 12-14 year olds, 14-18 year olds, and 19-21 year olds);
• "avoiding drug use" (ranging from 47 percent of 19-21 year olds to 66 percent of 11 year olds and younger);
• "learning to avoid fighting" (approximately half of all age groups);
• "volunteering the in the community" (29 percent, 33 percent, 43 percent and 49 percent, respectively); and
• "being a leader" (38 percent; 49 percent, 58 percent and 70 percent, respectively).

The Partnership of School, CBO and Community

Using the schools as a mechanism for implementing a city agency initiative has not been simple to accomplish. Because Beacons are open to the whole community, not just the local student population of the school, schools must contend with a more inclusive population. They are expected to be more accountable to the wider community, are required to think about how the community uses school space and how the school is compensated for it, as well as how to address issues and problems that flow across the school and community spheres of interest.

Alianza Dominicana is a multi-service CBO. The Beacon is one program among many that its staff of 160 administers in the community, such as domestic violence, AIDS and mental services and prevention; a center for employment and training and summer youth employment, child day-care; Best Beginning, a prenatal program providing in-home services; a family resource center that works with teen mothers; and dropout prevention.

According to Moises Perez, in selecting a site for the Beacon, it was important to find a school that was acceptable to the community, accessible to transportation and had a good size gym. Middle or junior high schools tended to fit this description. Above all, there must be a good working relationship between the school and the Beacon. He related that 20 percent of Beacons have had turnover of principals and one in particular has had 11 principals. Many Beacons employ teachers from the school, a strategy that helps the relationship considerably by creating advocates in both sectors. The critical variable in the success of the relationship, however, is usually the principal’s attitude and whether he or she values this arrangement.

Initially there was little buy-in by the principal of JH 143 for the Beacon collaboration. In fact, an adversarial relationship had existed between the school leadership and the CBO. Alianza Dominicana had earlier mobilized against the school’s dean for allegedly abusing children and a number of the teachers had aligned with the dean and against the community’s protest. The staff of the Beacon was composed of young people who had been involved in the protest. Much of the first year of operation was spent trying to mend this rift. As a result, the District Superintendent was careful in picking a subsequent principal for the school that could work well with community leaders.

In the first year, approximately 80 percent of the total school population of 1,600 wanted to participate in the after school program planned for only about 100. Among the early and ongoing challenges has been the issue of space. The Beacon required dedicated space for offices (the Beacon currently has 11 full-time and 40 part-time staff.), storage and meeting rooms, and access to class and general-purpose rooms in the building. The school was originally build for 1,100 students so space is a premium.

Space costs at the building level are charged through the permit system of the New York City public schools. The school principal and the custodian who sign off on the permits must approve space use. Space costs are variable based on use, and time of the week stipulated in the permit system. For example, classrooms are computed differently from lunchrooms; 6:00 – 9:00 p.m. weekday time is assessed differently from weekend time. Relationships and building use agreements must be carefully worked out in advance. Because of the variable costs for using the school space, it is almost impossible to schedule activities on Sundays.

When Alianza became a partner, many of the school’s community problems were solved. Alianza staff took away abandoned cars and drug paraphernalia, closed and beautified an abandoned building across the street, painted over graffiti, started new weekend activities, and provided meaningful roles for older teens that had previously hung out front. What the school staff interpreted as an intractable situation, the Beacon staff, as members of the community, was able to resolve. According to Perez, "This spoke to the distance between the school and the neighborhood and what can happen when that distance is dissolved."

Other benefits of the partnership were detailed. According to Linda Pitts, the presence of the Beacon provides opportunities for teachers in the school to see the same youth with whom they may have problems in class operating in leadership positions in the after-school component. The relationships that Beacon staff have established with youth serve as modeling experiences for school staff. Communication between school and Beacon staff is facilitated through formal monthly meetings between the school principal and Beacon director Eddie Silverio. In addition, each Beacon has an advisory committee that meets routinely with school staff.

Beacon Activities

Weekday attendance at Alianza Dominicana Beacon averages about 600, and drops to between 200 and 300 on Fridays and Saturdays. The after-school program runs from 3:00 p.m. to 7:00 p.m. and offers 16 activities, including homework help, tutoring, sports and dance classes. The district has the largest concentration of Dominican children in the U.S. Hence, many of the activities (e.g., theatre, dance and art) are culturally attuned to the largely Dominican neighborhood. From 7:00 p.m. to 9:00 p.m. there are GED and citizenship classes for older community members. During this time, childcare is provided.

Among the activities observed on the field trip was a mask-making workshop, featuring traditional carnival masks representative of regions in the Dominican Republic. The workshop has been so successful that participants have been involved in performances at community centers, summer park programs and Lincoln Center. According to Perez, "Knowledge of culture is important to community and individual self-esteem. The Beacon has opened a new door to the culture and history of the surrounding neighborhood and has also become an arts resource to the feeder schools in the neighborhood."

Another activity visited was a video production class. Sixteen programs on cable are either produced or edited at the Beacon. Since space is in such short supply, the video lab is in a supply closet. A very savvy youth anchor invited and proceeded to interview field trip participants about the purpose of our visit and their reactions to the school and the Beacon.

Because the Beacon is within an Empowerment Zone, an urban technology grant is being used to train youth to refurbish computers, make web pages and develop other computer technology skills. There are 15 computer stations available to Beacon participants with Internet access. Sixty youth have gone through the program and each received a refurbished 486 computer and one-year of Internet access. Many of these youth have moved on to do this work professionally.

Other programs of the Beacon include: a youth council that is helping to plan summer youth programs; strong outreach for women in areas of prevention of domestic violence, drug treatment; and in partnership with Columbia University and Presbyterian Hospital, health care for the uninsured. Until summer of 1999, Alianza Dominicana ran a school-based mental health clinic at the school. The clinic has since relocated to Ft. Washington with a larger facility and the ability to serve more children, adolescents and families for longer hours. The school already had a health clinic, but Alianza was instrumental in bringing in a dental clinic as well. According to Perez, there is a mental health crisis in the community evidenced in high rates of mental disturbances.

Conclusion

According to Phil Coltoff, "There are 1,100 public schools in New York City. Whereas the city’s population is about 50 percent minority, the public schools are about 80 percent minority (African American, Latinos and Asian). The schools have not kept pace in addressing the needs of this changing population."

On the field trip, participants witnessed variations on an intervention designed to address the needs of the current public school population. Participants were able to see how supports for youth and families can be integrated into familiar settings like schools, as well as the work that it takes to make collaboration (rather than cooperation or even just co-existence) actually work.

One participant particularly liked the I.S. 218 community school because it is a comprehensive and integrated model with clear connections and integration of the school day with extended day activities (mornings, after school, weekends, and summers) and services--health, mental health and dental—all contributing to the entire well-being of children. There is obviously great need for this comprehensive approach. These schools are located in stressful inner city areas and the academic well-being of students and the capacity of schools to support student learning is very closely tied to providing and integrating extended services, youth development and community education activities. At the Beacon, participants particularly valued the interaction with young people and were able to see the strong influence that the local culture (Dominican) plays in the development and selection of after-school activities and also the importance of skill building in positive youth development.

Participants gained insights into the strengths of two community-based organizations involved in school partnerships. CAS is a large, well-established organization that is able to leverage sizeable resources, coordinate services from disparate providers, and provide a cohesive governing structure for the components of the community school. Their model exemplifies a seamless partnership with the school. In contrast, Alianza Dominicana, a relatively young organization with a strong cultural neighborhood base, has had to foist neighborhood values, services and extended activities upon a less responsive school leadership. Whereas over time, they have made progress toward establishing a common ground with the school, we see the difficulties inherent in collaboration (particularly through a model that is dictated to school leadership from city government) and how cautiously and constantly it must be nourished and renewed.

There was also contrast in sources of funding. Whereas the Beacons are almost totally funded by the City of New York (though many have mobilized community institutions to provide a range of services on-site), CAS is responsible for a sizeable part of the community school funding and must depend on a diversity of sources. Both circumstances have their pros and cons. The Beacons, in having the benefit of a constant source of public support, may at some point become vulnerable to political changes and funding priorities that jeopardize their existence. Still, the longer they exist, the more they are considered an unexpendable part of local government’s responsibility. On the other hand, the community school, which has a more diverse funding base and is able to complement public school funds to maximize offerings and services, must continuously cobble together funds from public and private sources. The anticipated wider commitment of public support for comprehensive activities and services has not materialized.

Participants on the field trip indicated they are hungry for knowledge about these and other models. They indicated this information is useful to them professionally in:

• providing technical assistance and guidance to grantees (e.g. about extended day, community involvement, integrated services);
• providing guidance to the federal government in developing a blueprint for youth that spans departments and agencies;
• providing guidance to state agencies;
• identifying promising practices;
• understanding how states' initiatives are coordinated with federal programs to ensure that populations of the greatest needs are appropriately served;
• helping providers to sort out the merits and differences of various models; and
• developing community schools.

Participants felt that policymakers who are not well-informed about the range of models should be exposed to these types of schools "to help broaden their understanding of what is possible and to encourage them to think more broadly about what schools can be and do." They also felt that school administrators could benefit from knowing about ways "to incorporate wrap-around services in their schools or establish community schools."

Contact Information

Phil Coltoff
Executive Director
Children’s Aid Society
105 E. 22nd Street,
New York, NY 10010
(212) 949-4918
fax: (212) 460-5941

Luis Malave
Principal
I.S. 218
4600 Broadway
New York, NY 10040
(212) 569-2880
fax: (212) 544-7609

Pete Moses
Associate Executive Director
Children’s Aid Society
105 E. 22nd Street,
New York, NY 10010
(212) 949-4921
fax: (212) 460-5941

Moises Perez
Executive Director
Alianza Dominicana
2410 Amsterdam Avenue
New York, NY 10033
(212) 740-1960
fax: (212) 740-1967

Linda Pitts
Director,
Youth Development Institute
Fund for the City of New York,
121 Sixth Ave., 6th Floor
New York, NY 10013
(212) 925-6675
fax: (212) 925-5675

Richard Negron
Director of I.S. 218/Technical Assistance
4600 Broadway
New York, NY 10040
(212) 569-2880
fax: (212) 544-7609

Eddy Silverio
Beacons DirectorAlianza Dominicana
Jr. HS 143
515 West 182nd Street
New York 10033
(212) 928-4992  

Constancia Warren
Senior Program Officer
Academy for Educational Development
100 Fifth Ave.
New York, NY 10111
(212) 243-1110
fax: (212) 627-0407

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