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Gifted and Talented Education · Minnesota

Gifted Education in Minnesota: Three Statutes, Three Mandatory Procedures, Reserved Per-Pupil Revenue, and Board-Level Accountability Built Into Every District’s Strategic Plan

Minn. Stat. §120B.15 requires every Minnesota district and charter school to adopt identification guidelines, academic acceleration procedures, and early admission procedures. §120B.11 embeds all three in each school board’s Comprehensive Achievement and Civic Readiness plan, adopted at a public meeting. §126C.10 Subd. 2b reserves $13 per adjusted pupil unit exclusively for G/T identification, programs, and teacher development.

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mandatory procedures every district must adopt: identification guidelines, acceleration procedures, early admission procedures (§120B.15)
CACR
G/T identification, acceleration, and early admission are required named components of every school board’s Comprehensive Achievement and Civic Readiness plan (§120B.11)
$13
per adjusted pupil unit in reserved, restricted G/T revenue annually; must be used only for identification, programs, or teacher staff development (§126C.10 Subd. 2b)
Jan. 25
Commissioner reports annually to the legislature on districts not achieving their CACR goals or not submitting their plan
Three-statute framework overview

Minnesota’s Three-Statute G/T Framework: Permissive Programs, Mandatory Procedures, Reserved Revenue

Minnesota’s gifted and talented framework is built from three statutes that work together. The distinction between what is permissive and what is mandatory is precise and consequential for every district’s planning and compliance work.

Minn. Stat. §120B.15
Gifted and Talented Students Programs and Services
Subd. (a) Permissive authority: Districts may identify students who are gifted and talented, locally develop and evaluate programs addressing instructional AND affective needs, and provide staff development. No state-prescribed definition or program model. Districts select their own definition, method of identification, and determine service level.

Subds. (b), (c), (d) Mandatory procedures: Three sets of procedures that every district must adopt: identification guidelines (b), academic acceleration procedures (c), and early admission procedures for K/grade 1 (d). All three must be included in the district’s CACR plan. Permissive: Programs Mandatory: Procedures
Minn. Stat. §120B.11
Comprehensive Achievement and Civic Readiness Plan
School boards must adopt at a public meeting a comprehensive, long-term strategic plan that includes (Subd. 2(a)(2)): a process to assess and identify students for gifted and talented programs, accelerate their instruction, and adopt early admission procedures consistent with §120B.15.

G/T identification, acceleration, and early admission are not optional additions to the CACR plan. They are required named components, sitting alongside student achievement goals and curriculum effectiveness reviews. The Commissioner reports by January 25 each year on districts not submitting their plan or not achieving their goals. Mandatory: Board-Level Accountability
Minn. Stat. §126C.10 Subd. 2b
Gifted and Talented Revenue
Gifted and talented revenue equals the district’s adjusted pupil units times $13 per year. Districts must reserve this revenue. Allowable uses are restricted to exactly three: (1) identify gifted and talented students; (2) provide education programs for gifted and talented students; (3) provide staff development to prepare teachers to meet the unique needs of gifted and talented students. Unspent revenue carries over and remains restricted. Charter schools are included.

MDE confirms: “Funding has not changed and remains at $13.00 per pupil unit.” Reserved and Restricted Revenue
The architectural insight: why Minnesota’s framework is structurally different: Most states with G/T requirements keep gifted education in a separate programmatic track: a G/T coordinator submits a plan, an accreditation reviewer checks a box. Minnesota’s design is different. By embedding G/T identification, acceleration, and early admission inside the Comprehensive Achievement and Civic Readiness plan, every school board considers these procedures at the same public meeting where it adopts goals for student achievement, curriculum effectiveness, and equity. G/T is not a side document. The Commissioner’s annual January 25 report to the legislature on non-compliant districts creates a public accountability mechanism with no parallel in the other states in this region.
Minn. Stat. §120B.15 subdivisions (b), (c), and (d)

The Three Mandatory Procedures: Exact Statutory Requirements Every District Must Adopt

§120B.15(b)

Identification Guidelines (Must Adopt)

School districts must adopt guidelines for assessing and identifying students for participation in gifted and talented programs consistent with §120B.11 Subd. 2 clause (2). Guidelines should include the use of: (1) multiple and objective criteria; and (2) assessments and procedures that are valid and reliable, fair, and based on current theory and research. Assessments and procedures should be sensitive to underrepresented groups, including, but not limited to, low-income, minority, twice-exceptional, and English learners. These guidelines must be included in the district’s CACR plan.

§120B.15(c)

Academic Acceleration Procedures (Must Adopt)

School districts must adopt procedures for the academic acceleration of gifted and talented students consistent with §120B.11 Subd. 2 clause (2). These procedures must include how the district will: (1) assess a student’s readiness and motivation for acceleration; and (2) match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student. Both readiness and motivation must be assessed, and the procedure must specify how the match between student profile and acceleration type is determined.

§120B.15(d)

Early Admission Procedures (Must Adopt)

School districts must adopt procedures consistent with §124D.02 Subd. 1 for early admission to kindergarten or first grade of gifted and talented learners, consistent with §120B.11 Subd. 2 clause (2). The procedures must be sensitive to underrepresented groups. This is a distinct procedure from general acceleration: it specifically governs how a child younger than the standard enrollment age may be admitted early when evidence of giftedness supports that decision.

“Multiple criteria” does not mean a student must qualify by more than one means: MDE has clarified this directly. The use of multiple and objective criteria allows schools to consider a variety of sources and types of information about a student. A student may qualify through a single strong indicator, such as a cognitive ability score or a creativity assessment result, while the identification system as a whole uses multiple data types. This design prevents identification systems from excluding students who are exceptionally strong in one area by requiring them to meet multiple separate thresholds. It also allows districts to surface gifted potential in students whose profile is uneven, including twice-exceptional students whose disability may suppress some measures while giftedness is highly evident in others.
Minn. Stat. §120B.11: the CACR plan embedding

Why G/T Lives Inside the School Board’s Strategic Plan, Not in a Separate G/T Document

§120B.11 Subd. 2(a)(2) and Subd. 5 Commissioner Reporting

The Comprehensive Achievement and Civic Readiness Plan: Board-Level G/T Accountability

Required Action
Board adopts plan at public meeting
G/T Content Required
Identification, acceleration, and early admission procedures named in plan
Reporting
District submits report to Commissioner
Accountability
Commissioner lists non-compliant districts by Jan. 25 each year for the legislature

Under §120B.11 Subd. 2(a), the school board must adopt at a public meeting a comprehensive, long-term strategic plan that includes (clause 2): “a process to assess and evaluate each student’s progress toward meeting state and local academic standards, assess and identify students to participate in gifted and talented programs and accelerate their instruction, and adopt early-admission procedures consistent with section 120B.15.”

This is the structural feature that distinguishes Minnesota from every neighboring state in this series. G/T identification, acceleration, and early admission are not side documents. They appear in the same clause of the same statute as student achievement goals and curriculum effectiveness reviews. The board adopts them, publicly. The Commissioner tracks compliance and reports it. If a district is not achieving its plan goals, the Commissioner may require the district to use up to two percent of its basic general education revenue per fiscal year during the following three school years to implement improvement strategies.

§120B.15(c): acceleration procedures

Academic Acceleration in Minnesota: Three Types, Two Required Assessment Components, One Statutory Standard

Minnesota’s acceleration requirement is more precise than most states. Districts must not only have an acceleration policy; they must specify how they will assess readiness AND motivation and how they will match the level, complexity, and pace of curriculum to the student to achieve the best type of acceleration. The statute recognizes that different students need different types of acceleration and that a one-size approach fails both students and programs.

§124D.02 Subd. 1

Early Entrance to Kindergarten or Grade 1

A child who has not reached the standard enrollment age may be admitted early based on evidence of giftedness and readiness. Districts must have a procedure for this under §120B.15(d). The procedure must be sensitive to underrepresented groups, ensuring that early admission is not available only to families who know to ask for it.

Single-Subject Acceleration

Content-Level or Course Acceleration Within a Subject

Three delivery forms: (1) physically moving the student into a higher grade level classroom within the district; (2) having the student work with higher grade-level curriculum independently or within their age-based classroom; or (3) skipping a course in a sequence at the high school level. Each form requires its own readiness and motivation assessment and curriculum-level match determination.

Whole-Grade Acceleration

Grade Skipping Across All Subjects

A student moves to the next grade level a full year ahead. This requires the most comprehensive readiness assessment because it affects all subjects and peer relationships simultaneously. Districts’ acceleration procedures must specify both the assessment process (including motivation, not only academic readiness) and the criteria for grade-level matching. Research resource: MDE links to the Acceleration Institute’s evidence base.

Readiness AND motivation: why both are required: §120B.15(c)(1) explicitly requires assessing both readiness and motivation for acceleration, not readiness alone. This is a research-aligned requirement. Academic readiness alone does not predict positive outcomes from acceleration; students who are ready but not motivated may experience significant social-emotional strain. Minnesota’s statutory text reflects the evidence base that MDE points to through its Acceleration Institute resource links: the most successful accelerations match student profile, including drive and engagement, to the type and pace of academic advancement.
Minn. Stat. §126C.10 Subd. 2b: reserved revenue

The $13 Per-Pupil Reserved Revenue: Allowable Uses, Carry-Over Rules, and Charter School Inclusion

Revenue Formula and Reservation Requirement

Gifted and talented revenue equals the district’s adjusted pupil units for that school year times $13. Districts must reserve this revenue in a restricted account within the general fund. It cannot be used for general operating purposes. MDE confirms the per-pupil rate remains at $13 unchanged. Unspent revenue must be carried over into the following year and continues to be restricted to the three allowable uses. The revenue cannot revert to the general fund.

Three Allowable Uses Only
  • Identify gifted and talented students (screening tools, assessments, identification process administration, trained personnel for identification)
  • Provide education programs for gifted and talented students (enrichment activities, curriculum materials, program coordination, grouping arrangements, acceleration support)
  • Provide staff development to prepare teachers to best meet the unique needs of gifted and talented students (professional learning, conferences, coaching, teacher training in G/T characteristics and differentiation)

Charter schools are public schools and receive and must reserve this revenue under the same restrictions as school districts.

Federal Title funds may supplement, not replace, the reserved G/T revenue: MDE provides guidance documents showing how federal funding under Title I, II, III, and IV may be used to augment gifted and talented education revenue. Districts may use Title II-A professional development funds for G/T teacher training, Title I funds for identification in high-poverty schools, and Title IV Student Support and Academic Enrichment funds for enrichment programming, as long as these uses meet federal allowability standards. The $13 per-pupil reserved revenue is a floor, not a ceiling: federal and local funds may add on top of it.
Equity, affective development, and MDE context

Minnesota’s Equity Imperative and the Requirement for Affective as Well as Academic Programming

Two dimensions of Minnesota’s framework are often underemphasized but are statutory:

Equity sensitivity is statutory, not aspirational. §120B.15(b) explicitly names the groups to which identification procedures must be sensitive: low-income students, minority students, twice-exceptional students, and English learners. §120B.15(d) requires that early admission procedures be sensitive to underrepresented groups. Minnesota has large Somali, Hmong, and other immigrant and refugee student populations, a significant Native American student population, and substantial achievement gaps between White students and students of color and American Indian students. An identification system that relies primarily on teacher referrals or a single achievement test will systematically under-identify gifted learners from these communities. The statute’s explicit naming of these groups signals that MDE expects identification design to actively counteract this pattern.

Affective support is a required component of program design. §120B.15(a) permits districts to develop programs addressing instructional AND affective needs. MDE’s guidance states clearly that well-designed programs offer both cognitive (instructional) and affective (social and emotional) support to gifted learners. Affective support includes opportunities to meet with peers who have similar intellectual abilities and interests, differentiated guidance to meet unique social and emotional needs, and early career guidance to address multi-potentiality. This is not optional enrichment; it is part of what the statute’s “programs and services” language encompasses.

MDE professional development resources (current 2025-26): MDE offers ongoing professional development in partnership with the Minnesota Council for Gifted and Talented (MCGT) and Minnesota Educators of the Gifted and Talented. The “Beyond Bright: Social and Emotional Learning for Gifted and Twice-Exceptional Learners” virtual series runs across the school year (sessions in December 2025 and February 2026, recorded). The “Gifted Education Boot Camp” is a virtual training series designed specifically for new gifted education coordinators and specialists. Both qualify as staff development allowable under the §126C.10 Subd. 2b restricted revenue. MDE gifted education contact: 651-582-8200.
Platform alignment to Minnesota’s three-statute framework

What Renzulli Learning Provides: Mapped to Each Statutory Requirement

Renzulli Profiler, §120B.15(b) Identification Guidelines (Multiple Objective Criteria) and §120B.15(c) Acceleration Procedures (Readiness and Motivation Assessment): For identification, the Profiler provides structured student self-report evidence of intellectual interests, learning preferences, and engagement intensity, contributing a student-generated data source to the multi-criteria identification portfolio. For equity in identification, the Profiler’s student-generated data is less subject to teacher referral bias than nominations alone, helping surface gifted potential in students from underrepresented groups who may not display classroom behaviors that trigger teacher referrals. For acceleration, the Profiler provides motivational evidence directly relevant to §120B.15(c)(1)’s requirement to assess motivation for acceleration: a student whose Profiler shows intense interest and self-driven engagement in a specific domain is demonstrating motivational readiness for acceleration in that area.
Cebeci Test of Creativity (CTC), §120B.15(b) Identification Guidelines (Valid and Reliable Assessments Sensitive to Underrepresented Groups): Minnesota’s identification standard calls for valid and reliable assessments that are sensitive to underrepresented groups. The CTC provides scored creativity data that is particularly valuable for identifying gifted learners from low-income, English learner, and culturally diverse backgrounds, where creative ability may be the most visible expression of giftedness precisely because academic achievement tests have not been an accessible or consistent part of the student’s experience. For Minnesota’s large Hmong, Somali, and other immigrant community populations, creativity-based identification contributes evidence that is less culturally and linguistically loaded than language-dependent achievement measures.
Leadership Assessment, §120B.15(b) Identification Guidelines (Multiple Objective Criteria) and §120B.15(a) Programs Addressing Instructional Needs: Minnesota’s identification guidelines require multiple and objective criteria, and the statute’s permissive authority includes locally developed programs. Districts that include leadership in their local definition of giftedness, or that want to surface students whose primary talent domain is leadership rather than traditional academic subjects, can use the Leadership Assessment as a scored, objective criterion in the multi-criteria identification process. For Minnesota’s diverse communities where leadership manifests in community organizing, family responsibility, cultural practice, and peer relationships as well as school settings, the Leadership Assessment can identify gifted leaders that purely academic identification systems miss.
Executive Function Assessment, §120B.15(a) Programs Addressing Affective Needs (Twice-Exceptional Students) and §120B.15(b) Identification Sensitive to Twice-Exceptional Learners: Minnesota’s statute explicitly names twice-exceptional students in both the identification sensitivity requirement (§120B.15(b)) and the programs must address affective needs (§120B.15(a)). The EFA provides self-regulation, metacognition, and executive function profile data that is the primary diagnostic tool for understanding how a twice-exceptional student’s disability may be masking their giftedness, and for designing affective support that addresses both simultaneously. For identification, the EFA can reveal executive function patterns consistent with giftedness that are obscured in achievement test scores by co-occurring learning disabilities or ADHD.
Enrichment Database, §126C.10 Subd. 2b (Provide Education Programs) and §120B.15(a) Programs Addressing Instructional and Affective Needs: Minnesota’s §126C.10 Subd. 2b restricted revenue may be spent on providing education programs for gifted and talented students. The enrichment database’s 40,000+ interest-matched, above-curriculum activities are the program delivery tool that makes depth and complexity practically achievable for classroom teachers who serve gifted students within heterogeneous settings. The activities address both instructional needs (challenging academic content beyond grade level) and affective needs (interest-matched engagement that lets students pursue passion areas), directly serving both prongs of §120B.15(a)’s programming authority.
Project-Based Learning (PBL) Tools, §126C.10 Subd. 2b (Provide Education Programs) and §120B.15(c) Acceleration Match (Level, Complexity, and Pace): Minnesota’s acceleration requirement calls for matching the level, complexity, and pace of curriculum to achieve the best type of acceleration. PBL is a content delivery approach that naturally adjusts all three variables: students working on genuine investigations operate at the level their knowledge currently supports, engage with authentic complexity beyond curriculum scope, and pace themselves according to the demands of their chosen problem. PBL products also provide the authentic student work evidence that contributes to the multiple-criteria identification process and demonstrates program outcomes for CACR plan reporting.
Personal Success Plan (PSP), §120B.11 CACR Plan Documentation and §126C.10 Subd. 2b Restricted Revenue Accountability: Minnesota’s CACR plan requirement means that G/T procedures and services must be embedded in a document the school board adopts and submits to MDE. The PSP generates the individual student service records that provide the substance behind the procedures in the board’s plan: evidence that identified students are receiving the programs the district committed to in its CACR plan. For the §126C.10 Subd. 2b restricted revenue, PSP records provide the program participation documentation that demonstrates the reserved funds were spent on allowable uses. For districts subject to Commissioner review under §120B.11(c), PSP data gives coordinators organized evidence of services delivered to present in any compliance conversation.
Statutory and guidance alignment

Minnesota’s G/T Requirements and Renzulli Learning: Side by Side

§120B.15(a)(b)(c)(d) §120B.11 Subd. 2 §126C.10 Subd. 2b
Minnesota Statutory Requirement Renzulli Learning Contribution
§120B.15(b)
Must adopt identification guidelines using multiple and objective criteria; assessments valid, reliable, fair, current theory; sensitive to underrepresented groups: low-income, minority, twice-exceptional, English learners		 Profiler (student self-report: interest, engagement, strength), CTC (scored creativity evidence especially valuable for culturally diverse and EL students), Leadership Assessment (behavioral leadership evidence), EFA (executive function profile for twice-exceptional students) contribute four scored, objective criteria types to a multi-source identification portfolio. Together they address the underrepresented groups the statute names.
§120B.15(c)
Must adopt acceleration procedures: assess readiness AND motivation; match level, complexity, and pace to the best type of acceleration for that student		 Profiler interest intensity data addresses motivational readiness (§120B.15(c)(1)). EFA addresses academic and self-regulatory readiness. Enrichment database and PBL tools provide the level-complexity-pace matched content that implements the acceleration match requirement (§120B.15(c)(2)). Student performance within PBL investigations provides acceleration readiness evidence for the next decision cycle.
§120B.15(a)
Permissive authority to develop programs addressing both instructional AND affective needs; provide staff development; locally select definition, identification, and service level		 Enrichment database and PBL tools address instructional needs. EFA and affective development resources address social-emotional needs. All tools are compatible with any locally chosen definition or identification criteria. Staff development resources within Renzulli Learning support the §126C.10 Subd. 2b teacher professional development allowable use.
§120B.11 Subd. 2
CACR plan adopted at public board meeting must include G/T identification, acceleration, and early admission as named components; Commissioner reports Jan. 25 on non-compliance		 PSP generates individual student service records providing the program evidence that gives the procedures in the board’s CACR plan substance. Activity logs, progress summaries, and exportable reports support the district’s plan submission and any Commissioner review of goal achievement. CACR documentation is most credible when backed by individual student records showing who was identified and what services they received.
§126C.10 Subd. 2b
$13 per adjusted pupil unit; must reserve; spend only: identify G/T students; provide programs; provide teacher staff development; carry-over if unspent; charter schools included		 Identification tools (Profiler, CTC, Leadership Assessment, EFA): allowable use #1 (identify G/T students). Enrichment database and PBL: allowable use #2 (provide education programs). Teacher professional development resources: allowable use #3 (staff development for teachers). All three restricted use categories are served. The PSP provides the documentation that demonstrates reserved funds were spent on allowable uses.
Equity: §120B.15(b)(d)
Identification and early admission must be sensitive to low-income, minority, twice-exceptional, and English learner students; Minnesota context: large Somali, Hmong, immigrant, Native American student populations		 CTC provides creativity evidence less dependent on language proficiency and academic opportunity exposure. Profiler student self-report reduces teacher referral bias that systematically under-identifies students from underrepresented communities. EFA addresses twice-exceptional identification. Together these tools create identification portfolios that actively surface gifted potential across the diverse student populations Minnesota’s statute requires districts to reach.
Frequently asked questions

Minnesota Gifted and Talented Education: Common Questions

No. Minnesota’s framework has a careful permissive/mandatory distinction. Providing G/T programs and services is permissive under §120B.15(a): districts may identify students, locally develop and evaluate programs, and provide staff development. Adopting identification guidelines, acceleration procedures, and early admission procedures is mandatory under §120B.15(b), (c), and (d). Districts must have the procedures; they retain local authority over whether and how to actually provide services. MDE confirms: “Districts determine whether to identify gifted and talented students and provide services.” Most Minnesota districts do identify and serve students beginning in second grade, with some starting at pre-K screening, but this practice reflects local policy choices rather than a service mandate.
The Comprehensive Achievement and Civic Readiness plan (formerly called the World’s Best Workforce plan) is the long-term strategic planning document every school board must adopt at a public meeting under Minn. Stat. §120B.11. Under Subd. 2(a)(2), the plan must include a process to assess and identify students for gifted and talented programs, accelerate their instruction, and adopt early admission procedures consistent with §120B.15. G/T identification, acceleration, and early admission are not optional plan components. The Commissioner of Education reports by January 25 each year to the legislature on which districts have not submitted their plan report or are not achieving their plan goals. Districts that are chronically non-achieving may be required to redirect up to 2% of their basic general education revenue toward improvement strategies.
Under §126C.10 Subd. 2b, gifted and talented revenue equals the district’s adjusted pupil units times $13 per year. This revenue must be reserved and spent only for three purposes: identifying gifted and talented students, providing education programs for them, or providing staff development to prepare teachers to meet their unique needs. Unspent revenue carries over and remains restricted. Charter schools receive and must reserve this revenue under the same rules.

Renzulli Learning tools support all three allowable uses: identification tools (Profiler, CTC, Leadership Assessment, EFA) serve allowable use #1; the enrichment database and PBL tools serve allowable use #2; teacher professional development resources serve allowable use #3. Districts should confirm allowability with their finance officer; the PSP’s documentation tools support demonstrating restricted fund use during any audit or plan review.
§120B.15(c) requires districts to adopt procedures that specify how they will assess a student’s readiness AND motivation for acceleration and how they will match the level, complexity, and pace of curriculum to achieve the best type of acceleration for that student. Districts typically address three acceleration types: early entrance to kindergarten or grade 1 (§124D.02 Subd. 1, covered separately under §120B.15(d)); single-subject acceleration (moving the student into a higher grade classroom, having them work independently with higher-grade curriculum in their age-based classroom, or skipping a course in a sequence at the high school level); and whole-grade acceleration (grade skipping across all subjects). Each type requires both readiness and motivational assessment. MDE links to the Acceleration Institute’s evidence base and the “Developing Academic Acceleration Policies” resource as practical guidance for districts building or revising their acceleration procedures.
§120B.15(b) requires that identification assessments and procedures be sensitive to underrepresented groups, including, but not limited to, low-income students, minority students, twice-exceptional students, and English learners. §120B.15(d) requires that early admission procedures also be sensitive to underrepresented groups. This is statutory language, not aspirational guidance. Minnesota’s student population includes large Somali, Hmong, Karen, and other immigrant and refugee communities, significant Native American student enrollment, and substantial achievement gaps between White students and students of color and American Indian students. An identification system that relies primarily on teacher referrals or a single standardized achievement test will systematically under-identify gifted learners from these communities. MDE’s FAQ clarification that multiple criteria does not mean students must qualify by more than one means is particularly important for equity: a student who is exceptionally strong on a creativity assessment or interest inventory should not be excluded because a co-occurring language barrier or economic disadvantage depresses their achievement test score.
§120B.15(a) grants districts permissive authority to develop programs addressing both instructional AND affective needs. MDE’s guidance states directly that well-designed programs offer both cognitive (instructional) and affective (social and emotional) support to gifted learners. Affective support includes opportunities to meet with intellectual peers, differentiated guidance for social and emotional needs, and early career guidance to address multi-potentiality. While the statute does not mandate that every district have a formal affective program, the “programs and services” language under §120B.15(a) encompasses both dimensions. MDE’s current professional development offerings (the “Beyond Bright: Social and Emotional Learning for Gifted and Twice-Exceptional Learners” series) signal that affective development is a priority, and the staff development allowable use under §126C.10 Subd. 2b may be used to fund teacher training in this area.
Official sources

Minnesota Gifted Education Resources

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