21. Graduate School Of Education -- Position Paper On The SOLs replicate and reinforce the shallow recall and recipe approaches to teaching whichhave of higher education to review the Virginia standards of learning. http://gse.gmu.edu/sol.htm

Position Paper on the Standards of Learning prepared by the Faculty of the Graduate School of Education George Mason University November 30, 1999 Introduction We, the faculty of the Graduate School of Education at George Mason University believe that high and rigorous academic standards are essential to improving Virginia's schools. However, we also believe that the current State-led education reform movement centering on the Standards of Learning (SOLs) actualized through a sole reliance on high-stakes standardized testing is seriously flawed, and that the accreditation system for schools which relies on student performance on these questionable tests should be reconsidered. Rather than labeling schools as failures and creating an upheaval in local school divisions, the state's policymakers should set aside the current approach to accountability and engage in a more inclusive and public discussion of ways to improve the education of children in Virginia's schools through incentives and assistance. At stake are students and schools that must succeed if Virginia is to maintain the vibrant, intellectual environment for which it has historically been known. We have many concerns. They range from the setting of the SOL cut-scores to the manner of reporting these scores which provide no diagnostic information that schools, teachers and parents need for helping children learn to the disregard of the wide-ranging socioeconomic differences among local school divisions. We have identified four major issues which we believe, if addressed properly, will create an incentive system in which all schools can improve.

22. Pacing The Third Grade Virginia SOLs to plan the acrossthe-school-system pacing for teaching the Virginia (sols) grade curriculumis based completely on the Virginia standards of learning ((sols)). http://web.dps.k12.va.us/ParkAve/pacing.htm

Back Science Training for Teachers in Virginia and Maryland Danville Public Schools Our GEOBear Project Our Reading ListKeep Reading Pacing the Third Grade Virginia SOLs Mrs. Wilborne's Electronic Classroom Once again, Summer 2000, the pacing was revisited and revised after much study and recommendations by teachers and administrators. Language Arts SOL Pacing Math SOL Pacing Science SOL Pacing Social Studies Pacing ... Time Line for SOL Pacing Our third grade curriculum is based completely on the Virginia Standards of Learning (SOLs). The SOLs are the curriculum. Please make yourself familiar with them and work to master each. Language Arts Standards of Learning for Third Grade Mathematics Standards of Learning for Third Grade Science Standards of Learning for Third Grade Social Studies Standards of Learning for Third Grade Also included in our schedule of studies are Health and Physical Education, Library Media, Music, Guidance, and Art. Review for the SOL Tests Online Virginia SOL Assessment Strategy Another strategy we tried in 1999, was to hire an Instructional Technology Specialist, Mrs. Nadara Kingery, to coordinate assessment with *ABACUS, testing at all grade levels and

23. The Truth About SOLs their children's education and support for learning, and community a lesser extentthe English, standards do not to use their professional teaching staffs and http://www.fairtest.org/arn/The Truth About SOLs.htm

The Truth About the SOLs The Virginia Board of Education says that: The SOL program will improve public education by holding everyone to high standards through high-stakes testing. TRUTH: It is a common, but untrue, assumption that high-stakes testing produces improved learning and student achievement. Test scores rise, in large part, because of more focus on expected test content and more familiarity with the tests. The SOL program will narrow instruction and undermine education quality as teachers are forced to teach to the tests and short-change the rest of the curriculum simply to raise test scores. Low-income, minority, limited English, and special needs students are especially subject to getting drill and test practice instead of rich and varied education programs. They are at higher risk of being denied diplomas or dropping out in frustration before reaching12th grade. High standards cannot be maintained and education improved for all simply by raising the stakes for students. SOL test scores are the single best measure of students' and schools'performance and should be the primary criteria for graduation and accreditation.

24. SOL Web Links (sols) This site has been designed to assist with the teaching and learning of the Actual(sols) from 1998 - Virginia standards of learning Assessments 1998 http://www.cookees.vbcps.k12.va.us/TheTeacherResourcePage/sol/solWebLinks.htm

25. Virginia School Report Card Downloadable Files is outlined in the standards of learning ((sols)). The Regulations Establishing standardsfor Accrediting The Department of Education issues teaching licenses to http://va-reportcards.vipnet.org/html/glossary.html

Virginia School Report Cards Glossary Dropouts —Students in grades 7-12 who leave school before graduation and do not transfer to another school are considered dropouts. Dropout information is reported for any school with a grade 7 or higher. General Educational Development (GED) Certificates —This number indicates high school students who earned a GED. Adults earning a GED certificate through adult education programs are not included in these numbers. Limited English Proficient —Students who are identified as limited-English-proficient (English as a Second Language) are expected to take and pass the SOL tests; however, these students may be granted an exemption from taking the tests for one grade level only at grades 3, 5, or 8. For School years 1997-98 and 1998-99, LEP students’ scores will not be included in the calculation and reporting of school-wide scores. Paired Schools —School accreditation is based on student performance on the SOL tests. SOL tests are administered to students in grades 3, 5, 8, and high school. Schools that do not house these grades or offer courses for which SOL tests exist are paired with another school in the division housing one or more of the grades or courses in which SOL tests are administered. The pairings are at the recommendation of the division superintendent. Standards of Learning (SOL) —In June 1995, the Virginia Board of Education adopted new, more rigorous student academic standards in the four core content areas of English, mathematics, science, and history and social science. What a student is expected to know and be able to do at each grade level and in certain high school courses is outlined in the Standards of Learning (SOLs). The SOLs form the basis for the SOL tests administered to students in grades 3, 5, 8, and in 11 high school courses.

26. TESTIMONY ON BEHALF OF THE NATIONAL EDUCATION ASSOCIATION -- Fairness And Accura In Virginia, the standards of learning had not been impact of the (sols) on dayto-dayclassroom learning. teaching to the test and focusing on rote memorization http://www.nea.org/lac/testimon/fairness.html

QUICK CLICKS Legislative Action Center April 4, 2000 Statement of Kelly Burk President, Loudoun Education Association Loudoun County, Virginia In Support of the The Fairness and Accuracy in Testing Act I am pleased to speak today on behalf of the Loudoun Education Association and the National Education Association in support of Senator Wellstone’s Fairness and Accuracy in Testing Act. I have been a special education teacher in northern Virginia middle and high schools for 20 years. In the past few years, I have witnessed first-hand the negative impact of the high-stakes testing implemented in conjunction with Virginia’s new Standards of Learning (SOLs). As teachers dedicated to maximizing the achievement of all our students, my colleagues and I do not oppose the development and implementation of standards, nor do we oppose testing students in accordance with such standards. We strongly support high academic standards and believe we should strive to help all our students meet such standards. Valid, reliable tests used in conjunction with other measures of student achievement can provide valuable diagnostic information and can help maximize academic advancement by setting out specific goals for student learning. We do, however, have serious concerns with the use of unreliable tests, often unrelated to the actual classroom curriculum, as the sole criterion for high-stakes decisions. Such testing stifles creativity, impacts the ability of teachers to meet the unique needs of individual students, and provides an incomplete and perhaps inaccurate picture of students’ knowledge and skills.

27. VA-SOL-News And Events Archives commitment to help teachers, families and schools improve teaching and learning initiativeis to ensure student success on the standards of learning tests. http://www.knowledge.state.va.us/main/news/archives.htm

send us email Archives Luck Stone Corporation Partners with First Lady Roxane Gilmore and State to Boost Science SOLs SOL Training Initiative Early Intervention L.E.A.P. AT&T and First Lady Roxane Gilmore announced a new public-private partnership to upport Virginia's educational web site "Commonwealth of Knowledge." During a special luncheon for spouses of General Assembly members at The Valentine Museum Mrs. Gilmore, the keynote speaker at the luncheon, took attendees on an online tour of Commonwealth of Knowledge, which helps teachers incorporate Virginia's Standards of Learning into their curriculum. " We are fortunate to have a corporate partner like AT&T that shares our vision and commitment to education," said Mrs.Gilmore.

28. Food For Thought Question 1 The SOL (standards of learning) tests are an Question 3 Teachers spendtoo much time teaching to the test rather than teaching other important http://www.co-opliving.com/coopliving/issues/2000/June/food.htm

Food For Thought Parents Just Say No to SOLs By John E. Bonfadini, Ed.D., Contributing Columnist; Professor, George Mason University Each semester my educational research class, composed of graduate students, conducts studies on important educational issues as part of their course requirements. This semester the student project centered on parental views of the Standards of Learning (SOL). An optical scan survey instrument was designed containing 19 questions. The results of the most pertinent questions in the survey are discussed here. A population sample of 373 parents completed the survey. The responses from Northern Virginia parents provided both quantitative and qualitative data, which were statistically analyzed by the class. The following is an abstract report of the findings. Graph: Question 1 The graph also illustrates that females and males negatively responded to this question with female responses being significantly more negative than males. Data from other demographic factors not illustrated on the graph showed that Caucasians and non-Caucasians also negatively responded to this question, but Caucasian responses were significantly more negative. Those parents with a college education were significantly more negative than non-degreed parents when responding to question 1. Question 2: The SOL tests measure the most important information that every student should know.

29. FETConnections - Winter 2000 occurrences and design a PowerPoint presentation for teaching objectives relatedto The Strands indicate what standards of learning ((sols)) and additional http://www.fetc.org/fetcon/1101/badolato.htm

Project ECOLE - Virginia Computer Institute and Manassas Park City Schools, Jennifer K. Badolato Project ECOLE is an Electronic Community Of Learning and Education. It is Manassas Park City School System's curriculum in an automated format created by Virginia Computer Institute. Together, we have constructed a web page format for our curriculum and have linked the curriculum to the National Standards and the Virginia Standards of Learning. We have three different webs: a Kindergarten through fifth grade web, a sixth through eighth grade web, and a ninth through twelfth grade web. This project is unique in that it is the only automated curriculum in Virginia. An impressive tool in the project is the 1,500 teacher-created activities designed to teach the National Standards which are linked to the Virginia Standards of Learning. The activities are done in a lesson plan format complete with topic, description, a materials list, directions, scoring rubric, extended activities and resource list. If there are any necessary worksheets, they have been scanned in and are accessible through Adobe Acrobat. Project Partners Explore the Weather The Project Partners component allows the teachers in our school system to work collaboratively on a topic with teachers from other school systems. Through e-groups, the teachers and students can communicate over the Internet and simultaneously explore a topic. This is a very exciting component of Project ECOLE and expands the scope of learning for students and teachers all over the world.

30. American Association Of School Administrators - The School Administrator Harmful Effects The issue of teaching to these tests has become a major concern Muchof the criticism against Virginia's standards of learning tests has to http://www.aasa.org/publications/sa/2000_12/domenech.htm

search site awards and scholarships career center conferences education marketplace ... home The School Administrator Web Edition December 2000 My Stakes Well Done The issue isn't academic benchmarks, it's the misguided use of a single test BY DANIEL A. DOMENECH A colleague on the National Assessment Governing Board refers to testing as an illusion. By that he means that we ascribe much more power and exactness to tests than they actually possess. In part, that illusion of testing has created many of the problems currently encountered with the assessment portion of the high standards movement. My home state of Virginia was recognized early on in the standards-setting process as having developed an excellent product in the Standards of Learning, known widely as SOL. Indeed, educators in Virginia embraced the SOLs as quality benchmarks for learning in the 21st century. Today, the state's SOLs face serious challenges from educators and parents concerned with the eventual impact the tests might have on children and education. The standards themselves remain quality expectations for our children. The problem is with the high-stakes assessment program that is supposed to measure whether or not the standards are being met. It was not enough to simply raise the bar and expect our children to perform at higher levels. Along with the higher standards came accountability. Our policymakers were determined to hold students and educators accountable for their performance or lack thereof. Enter high-stakes testing.

31. O'Brien's Web Notebook: SOL Sites teaching the VA (sols) University of Richmond. SOL Questions. Virginia State Standardsof learning Science, Math and Technology Practice tests. SOL Review Sites http://www.loudoun.k12.va.us/schools/potowmack/specials/obwebnk/solsites.html

SOL Sites Division of Instruction Standards of Learning Index EduTest FunQuizzes SOL Assessments ... Virginia State Standards of Learning Science, Math and Technology Practice Tests SOL Review Sites 3rd Grade Virginia SOL Social Studies Review Check Out Your Technology Knowledge FMES SOL Resource Page Go for Grammar Gold- Language Reviews ... Quizzism - A Variety of Quizzes on Virginia History Study for 5th grade Technology SOL Target Technology Take a Technology Quiz TAAS Spring 2000 Grade 5 Reading Online Test Terraset Elementary SOL Review ... Return to Main Page

32. Little River Academic Programs to provide your children with the very safest teaching and learning on recommendationsfor passing scores on the standards of learning tests, and these were http://www.loudoun.k12.va.us/schools/littleriver/academics.htm

Little River Academic Program Little River Elementary School is committed to providing a safe and nuturing learning environment so that all our children can grow to their full potential. Our Community Pledge LCPS Report Cards Standards of Learning Enrichment Programs Technology Education Character Education Little River Community Pledge The Little River Elementary School is committed to providing a safe and nuturing learning environment so that all of our children can grow to their potential. We realize that this is a collablorative effort in which we as a partnership work together. We promise to greet students each morning with the expectation that each day will be positive and productive. Will you learn about the school program, so that you can show the same enthusiasm? We promise to prepare informative and motivating lessons. Will you assure that your children come to school on time and well rested to appreciate them?

33. Effective Web Searching For SOL Resources Virginia SOL Assessment Test Blueprints standards of learning Testing information; lessonplans (JMU); teaching the Virginia (sols) (UR); teaching the History http://montwell.com/ntti/solsearch.html

Effective Web Searching for SOL Resources B. Jean Weller WCVE jweller@montwell.com Search Engines (first, the last resort) SOL Websites (why re-create the wheel?) Virginia Standards of Learning Instruction, Training and Evaluation Resources Virginia SOL Assessment Test Blueprints Standards of Learning Testing information Teaching Virginia SOL A wonderful listing of web sites organized by SOL number The Commonwealth of Knowledge A site created by First Lady Roxanne Gilmore to help teachers integrate the SOLs into their teaching Instruction Television SOL Database A search engine that matches particular SOL with supporting instructional television programs K-3 SOL Lesson Ideas (Fairfax County PS) A collection of lesson ideas for K-3 SOLs. Scroll down through the page to get to a list of the SOLs correlated with the lesson ideas Using the Internet to Master the Virginia SOL (Amelia County PS) Links to sites that support specific SOL, mainly elementary Virginia SOL Resource Site (Chesterfield County PS) Math and Science Days at Amusement Parks Correlated to SOL Virginia SOL lesson plans (JMU) Teaching the Virginia SOLs (UR) ... Poquoson Schools SOL Help Page Some sample test questions 3rd Grade Social Studies Review Page (Williamsburg/James County PS) An interactive review VirginiaSOL.com

34. Untitled in a career academy requires new teaching skills. closely on the Virginia standardsof learning ((sols)) as a The (sols) are rigorous new standards in the academic http://www.cew.wisc.edu/cew/NCRVE/ovrvw298.htm

Rethinking Teacher Education Programs Program Overview Supporting Redesign Initiatives The focus of the 1998 NCRVE Teacher Initiative is to revise and document results of redesign plans for teacher education programs at NCRVE-member institutions. The University of California-Berkeley, Virginia Polytechnic Institute, and the University of Wisconsin-Madison will participate in documenting and assessing the resources and strategies needed to build their capacity to redesign and strengthen teacher education programs, building upon their NCRVE experience and resources. Through a 4-6 month demonstration project approach, the participating institutions will use teams composed of deans, NCRVE researchers, and teacher education faculty to document institutional supports and ways to enhance institutional capacity. Teams will receive the resources, institutional support, and experience needed to integrate education-and-work reforms into new designs for teacher education. The goal is to enhance institutional capacity by allowing deans, department heads, and interdisciplinary faculty teams to re-examine their current system and develop a new vision for teacher education. These sites will serve as future demonstration sites for other universities interested in reviewing institutional structures that support teacher education programs. To support and guide the teams, two 2-day seminars focusing on enhancing university capacity will be held. Each seminar will reflect a key theme for the redesign of teacher education, such as integrating work- and school-based learning, enhancing career development options, and connecting secondary and postsecondary institutions. The first seminar will be conducted at Virginia Tech in September 1998. The second seminar will be held at the annual meeting of the American Vocational Association in December 1998.

35. ANOTHER REASON TO GET YOUR CHILDREN OUT OF THE EMPIRE'S SCHOOLS standards of learning in History, English, Science and Math tests based on the standardshave been administered are the parents and their teaching of their own http://www.kentuckysip.homestead.com/files/ANOTHER_REASON_TO_GET_YOUR_CHILDREN_O

ANOTHER REASON TO GET YOUR CHILDREN OUT OF THE EMPIRE'S SCHOOLS Early grades to `simplify' history Keller, Pocahontas replace Southern generals in lessons Vaishali HonawarTHE WASHINGTON TIMES12/31/2000 Source: Virginia Department of Education Confederate Gens. Robert E. Lee, Thomas "Stonewall" Jackson, and J.E.B. Stuart will be glossed over until the fifth grade as Helen Keller and Pocahontas become Virginia's new classroom heroes. A state Board of Education committee believes turning away from the South's three most beloved political and military heroes will make it easier to teach fourth graders about the Civil War, possibly by removing sentiment and emotion from the still-politically-charged struggle. Fourth graders should get a "simplified" version of Virginia history, the committee said in issuing revisions to the state's Standards of Learning for History. The recommendation has drawn fire from those who see it is an effort to water down the state's Confederate tradition. "Board members shouldn't worry that students have to memorize too many names in lower grades", said Steve Hunt, president of the group PASS-SOL, a pro-SOL group of parents and students in Virginia. "They master the entire English language before they start school," he said. Simplifying things will "lead to removing elements of history from the curriculum," Mr. Hunt said. He called it "inappropriate" to "leave out the names of people associated with the American Civil War and American history." J. Brandon Bell, a Board of Education member who co-chaired the Review and Revision Committee for the History and Social Science tests, said, "We did debate back and forth; we wondered if we should have any names at all." ( now isn't that a smart and intelligent idea?) Mr. Bell added: "When you have 80 people in a committee, you have trouble agreeing what names to use." Members included Virginia politicians, teachers and local school officials.

36. Our Little Quad:Polyamory For The Practical least the second, if not third, generation of the uneducated teaching the uneducated. Virginiahas already proven this with the standards of learning tests. http://www.ourlittlequad.com/homeschoolrant.html

Home Emotional Issues Practical Issues Housing ... Recommended Reading Polyamory for the Practical A Homeschooling Rant I sometimes go off. I wrote it in the winter of 2001: I homeschool. Well, sort of. I have a pre-schooler and a kindergartener. The kindergartener knows how to read. I wish I could take credit for it as a sign of my educational brilliance, but frankly, I cannot. You see, I got some videotapes on the alphabet, played Boggle Jr. with him a little bit and he started sounding out letters by himself. From there it was a quick step to curling up with Thomas the Tank Engine books. Lately, he's been reading them to his sister. I had intended to do the flash card thing for math with my son. That fell by the wayside as well. Our next door neighbor has a dog that has lost a leg. One of my husbands, who was concerned about the apparent lack of math drills, decided to use the dog's lack of a full set of legs as a way to play with addition and subtraction. Wouldn't you know it, Baby Thor (my son) and The Bird (my daughter) were able to handle this with ease. Around the dinner table last night, one of my husbands, my wife and my children were talking about our day as usual. To give some background: The Bird is three and while she can sing the ABC song (usually) she is just starting into the phonetic significance of the letters. She started calling out words and asking Baby Thor what letter each word started with.

37. Article By Carter Thomas - Fairfax County Public Schools Just because FCPS is mishandling the teaching of the (sols) does not mean that the(sols) are inherently bad. The current standards of learning are not the http://www.geocities.com/CapitolHill/9155/thomas51.html

A Conservative's View By former School Board Member Carter Thomas May, 2000 Last month I wrote about a liberal anti-SOL group. I argued that groups like this make a lot of noise but that they are really in the minority. Recent polls and common sense support this; however powerful and liberal lobby groups such as the PTA back these establishment naysayers politically and financially. http://www.pass-sol.org >. As a founding member, I am extremely excited about this web site. Unlike the establishment naysayers who distort the truth, PASS-SOL is dedicated to spreading the truth about the SOLs. I am and always have been concerned about the manner in which Fairfax County Public Schools (FCPS) is implementing the SOLs. Unfortunately many do not make the distinction between the value of the standards movement and the poor implementation of the standards at the local level. All of us agree that forcing 4th graders to memorize page after page of information is ridiculous. We must keep in mind that this manner of instruction is not required or recommended by the State Board of Education. Just because FCPS is mishandling the teaching of the SOLs does not mean that the SOLs are inherently bad. Arlington Traditional School does not send home work sheets to be memorized and their students passed the first and second tests with flying colors. A good curriculum that is taught during the year along with a review in class prior to the test is all that is needed and the students will do fine.

38. Surfing The Web Links for French teaching; Links for Interactive Spanish Lessons; Spanish GrammarActivities; Virginia standards of learning Objectives ((sols)) Units, Lesson http://www.deltakappagamma.org/VA-gammapsi/websurfing.htm

Surfing the Web presented by Linda MacCleave for Gamma PsiDelta Kappa Gamma Providence Elementary School January 16, 2003 Download: Agenda in Word Agenda in PDF Sites of General Interest Professional/Administration English/Language Arts/Reading History/Social Studies Math abcteach ABC Toon Center A to Z TeacherStuff Bartleby.com ... McMillan/McGraw Hill Math Activities, Grades K-6 Science Foreign Language/ESL S.O.L. Guidance Exceptional Education The Adventures of Science Bob The Atoms Family Beginner's Guide to Molecular Biology BioTech Life Sciences Resources and Reference Tools ... Special Education Resources on the Internet Grade Specific The Arts Business/Technology Retired Teachers Other Interests 4th and 5th Grade Student Research Resources I Teach K I Teach 1st Grade 1 Learning Activities (Math and Language) ... Back to DKG Programs Featured Site All links were active in December 2002

39. Albemarle County Public Schools / Special Education Homepage Back to Top. standards OF learning. standards of learning Assessments Releaseof Spring 2000 tests. teaching. Education World. Back to Top. TRANSITION. http://k12.albemarle.org/SpecialEducation/links.htm

This site is maintained by Kevin M. Kirst To e-mail comments click his name. Site updated: February 22, 2003 The information, suggestions and philosophy contained at the following sites do not necessarily represent Albemarle County Public Schools belief. These sites are provided as a resource only and not a statement of Albemarle County's position with regard to specific issues. Click in the index below to jump to a subject containing links Assistive Tech. Kids Psychological Resources Autism ... Transition ASSISTIVE TECHNOLOGY AlphaSmart Back to Top AUTISM Autism Homepage Autism Spectrum Disorders The Center for the Study of Autism Online Asperger Syndrome Information and Support (OASIS) ... Back to Top EARLY CHILDHOOD Early Childhood Educators' and Family Web Corner Back to Top HEARING IMPAIRMENTS National Cued Speech Association Virginia Association of the Deaf American Sign Language Back to Top INTERVENTIONS Choice Theory Comprehensive Services Act for At-Risk Youth and Theri Families Back to Top KIDS Kids Web Search for Educational Resources Back to Top LAWS FERPA State and Federal Laws and Regulations Americans with Disabilities Act LEARNING DISABILITIES

40. T/TAC-W&M - Articles - No Child Left Behind Act Raises The Accountability Bar Fo Emphasis on teaching Methods Proven to Work The No Child Left Behind Act is focusingon ensuring that every Having the standards of learning ((sols)) in place http://www.wm.edu/TTAC/articles/legal/nclb.htm

HOME ABOUT T/TAC: Services Staff ... SEARCH T/TAC No Child Left Behind Act Raises the Accountability Bar for Schools By Mary Mehaffey, Ed.D. From Link Lines, Sept./Oct. 2002 The first step toward creating a strong school accountability system is setting the bar for academic achievement. Virginia is one of many states with a system in place to assist local education agencies in assessing the academic performance of their students. Stronger Accountability for Results The No Child Left Behind (NCLB) Act will make the current accountability systems stronger by requiring states to focus on accountability for all schools and all students. As specified by the U.S. Department of Education (2002d), these systems are to include standards in reading and mathematics, annual testing for all students in grades 3-8, and annual statewide progress objectives ensuring that all groups of students reach proficiency in 12 years. Further assessment results and state progress objectives must be disaggregated by poverty, race, ethnicity, disability, and limited-English proficiency to ensure that no group is left behind (www.ed.gov/ offices/OESE/esea/exec-summ.html). Adequate yearly progress (AYP) toward statewide proficiency goals is expected. According to the U.S. Department of Education (2002a), failure to make AYP over time comes with consequences, whereas meeting or exceeding AYP will be rewarded (www.nclb.gov/start/facts/ testing.html).

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