var sync_data_records = new Array(
{ timecode: 0, handler: 'blob', id: 1, data: {text: 'DR. KATHLEEN WHITMIRE: Chuck currently serves as the Assistant Superintendent for Instruction for the Huntington County Community School Corporation in Huntington, Indiana. He oversees K-12 '}},
{ timecode: 10, handler: 'blob', id: 2, data: {text: 'instruction curriculum development, assessment, professional development, and student teacher placements. He also serves as a member of the Indiana Department of Education’s RTI Leadership Team. '}},
{ timecode: 21, handler: 'blob', id: 3, data: {text: 'Prior to this position Chuck served as principal and as an elementary school teacher. Now for the district perspective. Chuck. Chuck Grable: Thank you. I want to talk to you about the Response to '}},
{ timecode: 39, handler: 'blob', id: 4, data: {text: 'Intervention from the school district perspective. A couple of things we are going to talk about, look at the concept of leadership teams and planning for RTI, managing complex change and then '}},
{ timecode: 59, handler: 'blob', id: 5, data: {text: 'building capacity. I would have had creating capacity but I think I missed that memo so (laughing) I am sorry about that. As you begin to implement and plan for RTI it is crucial that you have a broad '}},
{ timecode: 74, handler: 'blob', id: 6, data: {text: 'base planning committee. Otherwise you’re not going to get buy in or get the representation and broad perspectives that you need to implement it well. As we rolled this out we looked at all '}},
{ timecode: 85, handler: 'blob', id: 7, data: {text: 'these groups, included all these groups, in our membership of this committee to plan. The one I really want to hit on is the bottom one. Don’t forget your students. Include students in your '}},
{ timecode: 95, handler: 'blob', id: 8, data: {text: 'planning committees. We have a couple of high school students on ours and we’ve had some real ah ha moments from those students. One example being we were talking about our universal screenings '}},
{ timecode: 105, handler: 'blob', id: 9, data: {text: 'and you know one concern that always comes out of secondary is that the students aren’t motivated so we don’t trust the results because of that motivation factor. Well the students spoke '}},
{ timecode: 115, handler: 'blob', id: 10, data: {text: 'up and said, “You know how are we going to be motivated when nobody ever explains to us why we are taking these assessments?” Well that was an ah ha. We had to step back and looked at that '}},
{ timecode: 124, handler: 'blob', id: 11, data: {text: 'and include that step so you know often times education is something we do to kids not with kids. This is a nice managing complex change matrix that you look at to really manage change. You have to '}},
{ timecode: 140, handler: 'blob', id: 12, data: {text: 'have all those pieces across the top. You have to have the vision, the skills, the incentives, the resources, action plan, and assessment. All those pieces in place to manage change and implement '}},
{ timecode: 151, handler: 'blob', id: 13, data: {text: 'change well. If any of those pieces are missing you see down the side what you are going to get. If the vision is missing you are going to get confusion. If the resources are missing you are going to '}},
{ timecode: 163, handler: 'blob', id: 14, data: {text: 'get frustration and so on. So this is a nice resource, the tool you can use at the district or building level as you look at change to see what reactions are we getting and what might be missing in '}},
{ timecode: 173, handler: 'blob', id: 15, data: {text: 'this puzzle of change. Otherwise you are going to feel like this next slide. I often feel like the cat here. So if you’re not managing the complex change or I often feel like this as I go into '}},
{ timecode: 187, handler: 'blob', id: 16, data: {text: 'faculty meetings and lead discussions on RTI or something else new coming down from above, so. We are going to start with the, in building capacity at the district level obviously we are going to '}},
{ timecode: 199, handler: 'blob', id: 17, data: {text: 'start with the school board. Not to mean a top down approach but just, you know that is a piece of the puzzle you have to include. Make sure you are educating the board on what Response to '}},
{ timecode: 211, handler: 'blob', id: 18, data: {text: 'Intervention is and make regular presentations to the board on what it is, what our plan is for implementation, and then and what are the results? How is it going? So make sure you include them. You '}},
{ timecode: 222, handler: 'blob', id: 19, data: {text: 'know the board then should also take steps in these other pieces. Core values, our board set 8 core values and looking down through those you can see how several of them fit right into Response '}},
{ timecode: 232, handler: 'blob', id: 20, data: {text: 'Intervention. Life skills, life- long guidelines, secure environment. That’s the behavior side of tier 1. Continuous improvement for all and so on. Many of those are directly related to Response '}},
{ timecode: 243, handler: 'blob', id: 21, data: {text: 'to Intervention, they should also have the mission statement, vision statement, obviously aligned to RTI. And then for example they should have board goals for the district. We are talking mainly '}},
{ timecode: 255, handler: 'blob', id: 22, data: {text: 'about professional development today. Our board has set goals for professional development for their own members as a valuable tool. They looked at stake holders. You want again as much stake holder '}},
{ timecode: 270, handler: 'blob', id: 23, data: {text: 'input as you can get. We ran some stake holder focus groups and asked them if our school corporation wanted to be world class what do we need to focus on? These are the seven areas out of those focus '}},
{ timecode: 282, handler: 'blob', id: 24, data: {text: 'groups that they said you know you really need to focus on these literacy, mastery of our standards, leadership development, safe learning environments, so on. Now that drives systemic change. A lot '}},
{ timecode: 294, handler: 'blob', id: 25, data: {text: 'of this fits into Response to Intervention. You also have to have the tools that in place. We are looking at the continuous quality improvement tools. We will walk through a couple of these tools as '}},
{ timecode: 304, handler: 'blob', id: 26, data: {text: 'we go through. Balance score card, dash boards, S2S and some of these pieces. PDSA is a common one we are trying to even get embedded in classrooms. It is plan, do, study, act cycle. You plan it, you '}},
{ timecode: 317, handler: 'blob', id: 27, data: {text: 'do it, then you study it, then you go act on the data. We have classrooms trying to do this. As a classroom they are looking at, okay we’re really struggling with fractions, what can we do as a '}},
{ timecode: 328, handler: 'blob', id: 28, data: {text: 'class? They develop and action plan. They implement the action plan, then they study it. How did it go? Then they act upon those results. This is a sample dashboard. A dashboard comes off of your '}},
{ timecode: 343, handler: 'blob', id: 29, data: {text: 'balance score card. A dashboard, think about your car as you are taking a vacation. You better pay attention to those dashboard gauges on your car. That tells you how your car is performing. The '}},
{ timecode: 354, handler: 'blob', id: 30, data: {text: 'dashboard for the school district does the same thing. What are the most important things we want to pay attention to to tell us how we’re performing as a district. So obviously the first one '}},
{ timecode: 364, handler: 'blob', id: 31, data: {text: 'there that we want to pay is 1.1. That’s our main dashboard gauge. Percent of students reading at or above grade level. Then you also have your measurements to collect the measurement collection '}},
{ timecode: 376, handler: 'blob', id: 32, data: {text: 'methods. How often they are going to be collected and then who is going to own that data? Is it the student? We have students that track their own data in data folders. Is it teachers, is it the '}},
{ timecode: 387, handler: 'blob', id: 33, data: {text: 'principle or is it the district? Again they these little dashboards align. We have a district dashboard, the buildings create a building level dashboard aligned with the district dashboard and then '}},
{ timecode: 398, handler: 'blob', id: 34, data: {text: 'teachers develop a classroom dashboard aligned with the building dashboard. So again we are all trying to say, What are the most important things here that we want to pay attention to as we look at '}},
{ timecode: 407, handler: 'blob', id: 35, data: {text: 'change? Then you have the conversations around your data. We call them S2S meetings, system to system meetings. That is one level of the system meeting with another level but it’s talking about '}},
{ timecode: 420, handler: 'blob', id: 36, data: {text: 'data. The assessment data that you have and then discussing strategy implementation. So the superintendent meets with each principle about monthly and they have a discussion. What’s your reading '}},
{ timecode: 432, handler: 'blob', id: 37, data: {text: 'data look like. How many kids in your building are reading at or above grade level. The principle needs to be able to answer that question. If it’s not the answer we would like to hear '}},
{ timecode: 440, handler: 'blob', id: 38, data: {text: 'percentage wise then the question is, “Well what are you doing about it, what strategies are you implementing?” “How are those going?” So it gets to that discussion. Now you '}},
{ timecode: 450, handler: 'blob', id: 39, data: {text: 'have to see for the principal to be prepared to have that discussion with the superintendent the principal has to have that discussion with teachers. One level meeting and talking about data and '}},
{ timecode: 461, handler: 'blob', id: 40, data: {text: 'strategy implementation with the next level. The next piece we are playing with a little bit in draft form is quality rubric. We are taking this from some other districts that have played with it and '}},
{ timecode: 478, handler: 'blob', id: 41, data: {text: 'are much further along than we are in this process. But it’s putting out in rubric form and it’s a four level rubric of the key pieces that ultimately you’d want all teachers '}},
{ timecode: 488, handler: 'blob', id: 42, data: {text: 'comfortable with and using in their classrooms. It’s kind of a guide for professional development. Teachers self assess themselves on it. I’m at level one. Then they have conversations '}},
{ timecode: 501, handler: 'blob', id: 43, data: {text: 'with their principal or their professional development coaches and have the conversation, okay what do I need to do to get to level two, or to level three? Then you can track the percentage of '}},
{ timecode: 509, handler: 'blob', id: 44, data: {text: 'teachers at each level to guide the professional development that we roll out at the district level. Many of these are directly related to Response to Intervention. Building capacity within '}},
{ timecode: 525, handler: 'blob', id: 45, data: {text: 'professional development with your faculty, staff, and administrators. The two pieces here I want to hit on is don’t forget your support staff. Don’t forget your instructional assistants, '}},
{ timecode: 533, handler: 'blob', id: 46, data: {text: 'your para-professionals, bus drivers, cooks. When you are talking about tier one on the behavior side and setting that secure environment who’s the first person the students see each day? The '}},
{ timecode: 547, handler: 'blob', id: 47, data: {text: 'bus driver you know or the cooks in the cafeteria. They can make or break a student’s day. So don’t forget them in professional development. Don’t forget your administrators. You '}},
{ timecode: 556, handler: 'blob', id: 48, data: {text: 'heard a principal her talk about how he attended professional development sessions with his teachers and that’s great. We really encourage that if the principal is not there with the teachers '}},
{ timecode: 565, handler: 'blob', id: 49, data: {text: 'the teachers don’t feel supported and they don’t know who to go ask the questions to. So it’s key not to leave the principals out in this mix. Again like you’ve heard before we '}},
{ timecode: 578, handler: 'blob', id: 50, data: {text: 'focused most of our professional development on tier one. You have to have that solid core. Tier one it’s about the core curriculum. We look at things like curriculum mapping. That gives us our '}},
{ timecode: 589, handler: 'blob', id: 51, data: {text: 'vertical and horizontal alignment. It looks for gaps in it and it shows how we’re addressing the core curriculum. The development, how to write good quality curriculum that’s integrated '}},
{ timecode: 600, handler: 'blob', id: 52, data: {text: 'conceptually based. We look at core one. Then core instruction. We have a district wide literacy model. We expect all the teachers to be knowledgeable and follow but they get ongoing training on that '}},
{ timecode: 613, handler: 'blob', id: 53, data: {text: 'on a regular basis. Then don’t forget the reading and the content areas. Starting in third grade we hand these kids a text book and too often we expect them, we think that they just know how to '}},
{ timecode: 623, handler: 'blob', id: 54, data: {text: 'use that text book. We don’t take the time to teach them how to read in that content area. Brain compatible instruction: We use Susan Kovalik’s, model the highly effective teaching model. '}},
{ timecode: 634, handler: 'blob', id: 55, data: {text: 'It encompasses curriculum writing and brain based strategies and then differentiation. You have to differentiate in the core not just at tier two but also at tier one. And then that whole data '}},
{ timecode: 645, handler: 'blob', id: 56, data: {text: 'collection and analysis piece. We can’t assume that teachers from the get go understand how to look at data and use data to drive instruction so you have to include that in your professional '}},
{ timecode: 655, handler: 'blob', id: 57, data: {text: 'development pieces. At tiers two and three then the training becomes more just on specific strategies. The intervention pieces and that’s typically fewer teachers. It’s the teachers '}},
{ timecode: 671, handler: 'blob', id: 58, data: {text: 'delivering those interventions. The problem solving process with standard treatment protocols. You’re getting more into that at tier two. Progress monitoring at tier two and tier three. So your '}},
{ timecode: 683, handler: 'blob', id: 59, data: {text: 'training needs to reflect those. A mistake we made early on is don’t assume that your special education teachers are also reading specialists. Too many times we look at that early on we made '}},
{ timecode: 694, handler: 'blob', id: 60, data: {text: 'that assumption. Well they’ve had all this training. They know how to teach reading. The reality of it was they hadn’t received anymore reading training than any of our other teachers so '}},
{ timecode: 701, handler: 'blob', id: 61, data: {text: 'we had to make sure we started including them in our core reading instruction to help them move forward also. I have two guiding principles that we operate off of for professional development. '}},
{ timecode: 715, handler: 'blob', id: 62, data: {text: 'Teachers cannot change a behavior or practice until they see what that behavior or practice looks like in the real world setting multiple times and for professional development to be truly effective '}},
{ timecode: 728, handler: 'blob', id: 63, data: {text: 'and sustained it must be accompanied with ongoing coaching in a non-threatening environment. Those are our two guiding principles that we operate on as we plan professional development. And what '}},
{ timecode: 740, handler: 'blob', id: 64, data: {text: 'we’re looking at implementing is a professional development coordinator, much like a reading literacy coordinator, literacy coach role in that they go into a demonstration classroom and deliver '}},
{ timecode: 751, handler: 'blob', id: 65, data: {text: 'ongoing coaching and training. Let’s see a couple of pictures here, oops, no next page. How this works with us. All teachers go through four comprehensive eight-week training modules. All '}},
{ timecode: 765, handler: 'blob', id: 66, data: {text: 'teachers go through that right now. All teachers k to 5. We are also now working to move that up into middle school and high school the same kind of concept. They set goals with their coach. They go '}},
{ timecode: 775, handler: 'blob', id: 67, data: {text: 'through professional development with their coach. Then they go in and observe the strategy they are trying to learn in classroom setting. Then they try to implement it themselves with some reflection '}},
{ timecode: 784, handler: 'blob', id: 68, data: {text: 'and follow up coaching. In the top picture, top left, you have a group of teachers in the professional development session with one of our coaches. She is teaching them whatever skill that may be. So '}},
{ timecode: 799, handler: 'blob', id: 69, data: {text: 'let’s say it is something to do with guided reading because then in the bottom picture as you see then the coach, the teacher is going to our demonstration classroom. We have a couple of those '}},
{ timecode: 809, handler: 'blob', id: 70, data: {text: 'in place. They watch our other coach delivering a guided reading lesson. They are reading how to properly do that. They receive the training first then they go see what it looks like in a real world '}},
{ timecode: 820, handler: 'blob', id: 71, data: {text: 'setting. Another piece you have to do is to give teachers time. They need time for the training; they need time to collaborate especially looking at the data. One thing we have tried new this year '}},
{ timecode: 838, handler: 'blob', id: 72, data: {text: 'that so far has gone really well is we started this year a thirty minute --- well actually they get forty-five minutes. There is a forty-five minute weekly collaboration time, district wide, k-12. '}},
{ timecode: 848, handler: 'blob', id: 73, data: {text: 'Every Wednesday we delay buses thirty minutes. We added that thirty minutes in with fifteen minutes at each building that was part of the time that teachers arrived early to get forty-five minutes. '}},
{ timecode: 860, handler: 'blob', id: 74, data: {text: 'Every Wednesday morning there is forty-five minute time where teachers across the district K-12 can collaborate, they can work on curriculum maps, collaborate on needs. Look at student data. Whatever '}},
{ timecode: 870, handler: 'blob', id: 75, data: {text: 'needs to be. That is weekly. You can see it on the next slide incorporating it in to our district calendar. All those yellow pluses, this is how we communicate it with parents too, in the calendar. '}},
{ timecode: 880, handler: 'blob', id: 76, data: {text: 'Here is our times that we are collaborating, the communication piece with parents is critical on this. You got to start months ahead of time so they can adjust their schedules. It is crucial for your '}},
{ timecode: 892, handler: 'blob', id: 77, data: {text: 'teachers. I am just going to touch on this. Don’t forget your parents also. When you start talking about RTI, Response to Intervention, and the things that it is supposed to do. The first '}},
{ timecode: 907, handler: 'blob', id: 78, data: {text: 'response from parents will be “I thought you were already doing that.” So, you have to educate the parents on what Response to Intervention means and what it looks like in your district so '}},
{ timecode: 918, handler: 'blob', id: 79, data: {text: 'include them, focus groups, include them in committees. Do training sessions. We do what we call Family Academy. It rotates around the different buildings throughout the year and we do training '}},
{ timecode: 928, handler: 'blob', id: 80, data: {text: 'sessions for parents and a couple of them are listed there. Don’t forget your parents in the mix. As far as higher ed. One thing I recommend is look for partnerships with local institutions of '}},
{ timecode: 944, handler: 'blob', id: 81, data: {text: 'higher ed. We are fortunate to have Huntington University in our town. We have a close working relationship with them. We have developed some partnerships with them. Things like professors '}},
{ timecode: 956, handler: 'blob', id: 82, data: {text: 'attending… when we hold local training sessions the professors at times come and sit in on those sessions so they learn about them and can take them back into their classrooms. We will have '}},
{ timecode: 966, handler: 'blob', id: 83, data: {text: 'professors conduct local sessions. Collaborate on course offerings, especially for master’s degree. We have conversations back and forth about what should be offered and what is the most '}},
{ timecode: 976, handler: 'blob', id: 84, data: {text: 'valuable. Teachers can earn graduate credits for attending local professional development sessions as a discounted cost. We run some pretty intensive week long training sessions in the summer time to '}},
{ timecode: 989, handler: 'blob', id: 85, data: {text: 'help provide incentives for teacher to come to those and they can earn graduate credits for attending that summer. Our summer sessions, they can earn graduate credits towards their masters degree. '}},
{ timecode: 1000, handler: 'blob', id: 86, data: {text: 'They get that at a little discounted rate. But again, it has to start with the partnerships and conversations at the district level with the local universities. And then of course, pre-service '}},
{ timecode: 1010, handler: 'blob', id: 87, data: {text: 'teachers working on progress monitoring in the buildings on a regular basis. Same as Dr. Prasse said, our stance is the same; integrate Response Intervention into existing courses. I cant imagine a '}},
{ timecode: 1026, handler: 'blob', id: 88, data: {text: 'course just on itself just on Response to Intervention. These are some of the components you would want built into that, integrated into all of your courses, differentiation, universal screenings, and '}},
{ timecode: 1039, handler: 'blob', id: 89, data: {text: 'so on. Again, RTI is about changing the framework that we deliver instruction not a stand alone thing by itself. In closing, I just love this quote. “We did then what we knew how to do. When we '}},
{ timecode: 1058, handler: 'blob', id: 90, data: {text: 'knew better, we did better.” I look at that as I roll out Response to Intervention and talk to teachers about it. This kind of sums it up. Everybody is working hard. Everybody is doing what they '}},
{ timecode: 1069, handler: 'blob', id: 91, data: {text: 'were trained to do just sometimes we need to look at different more efficient more effective ways of doing it. You can’t do that until you receive the training on how to do it. We are doing what '}},
{ timecode: 1081, handler: 'blob', id: 92, data: {text: 'we knew how to do, hopefully as we learn new and more efficient ways we will get better. Because if you don’t, this is what you feel like. (laughter) Trying to prevent this from teachers as you '}},
{ timecode: 1096, handler: 'blob', id: 93, data: {text: 'roll out Response to Intervention. That’s all I have. Thank you.'}},
{ timecode: 0, handler: 'slide', id: 94, data: { width: 650, height: 488, slide_id: 3589, count: 1, alt: '01', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3589.jpg'}},
{ timecode: 39, handler: 'slide', id: 95, data: { width: 650, height: 488, slide_id: 3590, count: 2, alt: '02', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3590.jpg'}},
{ timecode: 59, handler: 'slide', id: 96, data: { width: 650, height: 488, slide_id: 3591, count: 3, alt: '03', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3591.jpg'}},
{ timecode: 124, handler: 'slide', id: 97, data: { width: 650, height: 488, slide_id: 3592, count: 4, alt: '04', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3592.jpg'}},
{ timecode: 173, handler: 'slide', id: 98, data: { width: 650, height: 488, slide_id: 3593, count: 5, alt: '05', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3593.jpg'}},
{ timecode: 187, handler: 'slide', id: 99, data: { width: 650, height: 488, slide_id: 3594, count: 6, alt: '06', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3594.jpg'}},
{ timecode: 270, handler: 'slide', id: 100, data: { width: 650, height: 488, slide_id: 3595, count: 7, alt: '07', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3595.jpg'}},
{ timecode: 337, handler: 'slide', id: 101, data: { width: 650, height: 488, slide_id: 3596, count: 8, alt: '08', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3596.jpg'}},
{ timecode: 407, handler: 'slide', id: 102, data: { width: 650, height: 488, slide_id: 3597, count: 9, alt: '09', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3597.jpg'}},
{ timecode: 461, handler: 'slide', id: 103, data: { width: 650, height: 488, slide_id: 3598, count: 10, alt: '010', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3598.jpg'}},
{ timecode: 525, handler: 'slide', id: 104, data: { width: 650, height: 488, slide_id: 3599, count: 11, alt: '011', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3599.jpg'}},
{ timecode: 547, handler: 'slide', id: 105, data: { width: 650, height: 488, slide_id: 3600, count: 12, alt: '012', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3600.jpg'}},
{ timecode: 578, handler: 'slide', id: 106, data: { width: 650, height: 488, slide_id: 3601, count: 13, alt: '013', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3601.jpg'}},
{ timecode: 655, handler: 'slide', id: 107, data: { width: 650, height: 488, slide_id: 3602, count: 14, alt: '014', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3602.jpg'}},
{ timecode: 701, handler: 'slide', id: 108, data: { width: 650, height: 488, slide_id: 3603, count: 15, alt: '015', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3603.jpg'}},
{ timecode: 751, handler: 'slide', id: 109, data: { width: 650, height: 488, slide_id: 3604, count: 16, alt: '016', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3604.jpg'}},
{ timecode: 784, handler: 'slide', id: 110, data: { width: 650, height: 488, slide_id: 3605, count: 17, alt: '017', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3605.jpg'}},
{ timecode: 820, handler: 'slide', id: 111, data: { width: 650, height: 488, slide_id: 3606, count: 18, alt: '018', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3606.jpg'}},
{ timecode: 870, handler: 'slide', id: 112, data: { width: 650, height: 488, slide_id: 3607, count: 19, alt: '019', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3607.jpg'}},
{ timecode: 892, handler: 'slide', id: 113, data: { width: 650, height: 488, slide_id: 3608, count: 20, alt: '020', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3608.jpg'}},
{ timecode: 928, handler: 'slide', id: 114, data: { width: 650, height: 488, slide_id: 3609, count: 21, alt: '021', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3609.jpg'}},
{ timecode: 1010, handler: 'slide', id: 115, data: { width: 650, height: 488, slide_id: 3610, count: 22, alt: '022', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3610.jpg'}},
{ timecode: 1039, handler: 'slide', id: 116, data: { width: 650, height: 488, slide_id: 3611, count: 23, alt: '023', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3611.jpg'}},
{ timecode: 1085, handler: 'slide', id: 117, data: { width: 650, height: 488, slide_id: 3612, count: 24, alt: '024', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3612.jpg'}},
{ timecode: 1096, handler: 'slide', id: 118, data: { width: 650, height: 488, slide_id: 3613, count: 25, alt: '025', src: 'http://framewelder.com-cache.s3.amazonaws.com/presentations/154/slides/480/3613.jpg'}}
);