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Confratute 2009...

Confratute 2009
Identifying Gifted and Talented Services

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  • 1973 Version1984 Version includes
  • 1973 Version1984Version includes
  • It is distinguishably different, and on measures of performance, it is higher or superior
  • Hartley 1991
  • Hartley 1991
  • Hartley 1991
  • Hartley 1991


  • 1. IdentifyingGifted and Talented Students
    Angela M. Housand
    University of North Carolina, Wilmington
    Confratute 2009 at University of Connecticut
    Storrs, CT
  • 2. housanda@uncw.edu
  • 3. Understand the unique behaviors that characterize giftedness
    Specific resources and examples for your use and adaptation
    An easy to follow 6-step strategy for identifying students for talent development
    Why This Strand?
  • 4. Where would you start?
  • 5. Topics for the Week
    Day 1: Definitions of Giftedness
    Gifted Behaviors
    Day 2: Creating a Talent Pool
    Identifying G & T Students
    Day 3: Identifying G & T Students
    Total Talent Portfolio
    Day 4: Wrap-up and Closure
  • 6. Definition
    There is no universally accepted definition for gifted, talented, or giftedness
  • 7. Definition
    The particular definition adopted by a school district will:
    Guide the identification process
    Consequently determine who is selected for services
  • 8. 3 Ring Conception of Giftedness
  • 9. Gagné’s DMGT Model
    Differentiated Model of Giftedness and Talent
    Distinguishes between “gifts” and “talents”
    General aptitudes
    Untrained natural ability
    Specific skills
    Learned capabilities
  • 10. Taylor’s Multiple Talent Totem Poles
  • 11. Multiple Talent Totem Poles (1984)
    Productive Thinking
    Decision Making
    Planning (Designing)
    Human Relations
    Discerning Opportunities
  • 12. Sternberg’s Triarchic Theory
    Analytical Giftedness
    Synthetic Giftedness
    Ability to cope with novelty
    Practical Giftedness
    Apply first two in pragmatic situations
    Wisdom – concerns about needs and welfare of others
  • 13. Gardner’s Multiple Intelligences
  • 14. U.S. D.O.E Definition
    Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services of activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor (Department of Education, 1993).
  • 15. NAGC State of the States
    In the U.S: Program and Service for gifted learners made at the state and local levels
    Gifted By State
  • 16. State Definitions
    Davidson Institute for Talent Development
    North Carolina
  • 17. State Definitions
    Why do you think CA provides the districts with choices for identification categories?
  • 18. Definition
    If a definition to narrow, identification methods may discriminate against low SES, minority, disabled, underachieving, and females
  • 19.
  • 20. Renzulli’sDear Mr. & Mrs. Copernicus
    A study conducted by the American College Testing (ACT) Program titled, Varieties of Accomplishment After College: Perspectives on the Meaning of Academic Talent (Munday & Davis, 1974), resulted in the following conclusion:
  • 21. The adult accomplishments were found to be uncorrelated with academic talent, including test scores, high school grades, and college grades. However, the adult accomplishments were related to comparable high school non-academic (extra curricular) accomplishments. This suggests that there are many kinds of talents related to later success which might be identified and nurtured by educational institutions (abstract).
  • 22. 3 Ring Conception of Giftedness
  • 23.
  • 24. Characteristics
  • 25. Characteristics
  • 26. T
    Gifted Behaviors NOT Gifted People!
  • 27. Gifted Artist
    Talented Mathematician
    Use “defining” terms as adjectives:
    Talented Musician
    Gifted Writer
  • 28. Personality FactorsInfluencing Gifted Behavior
    Need for Achievement
    Ego Strength
    Sense of Destiny
    Perception of Self, Self-Efficacy
    Personal Attractiveness
  • 29. Environmental FactorsInfluencing Gifted Behavior
    Parental Personalities
    Education of Parents
    Stimulation of Childhood Interests
    Family Position
    Formal Education
    Role Model Availability
    Physical Illness and/or Well Being
    Chance Factors
  • 30. Above Average Ability
    Above Average (General) Ability: Characteristics
    High levels of:
    Abstract thinking
    Verbal reasoning
    Numerical reasoning
    Spatial relations
    Memory & word fluency
    Adapts to novel situations
  • 31. Above Average Ability
    Above Average (General) Ability: Characteristics
    Automization of:
    Information processing
    Rapid, accurate & selective retrieval of information
    Adapts to novel situations
  • 32. Above Average Ability
    Above Average (Specific) Ability: Characteristics
    Application of various combinations of general abilities to one or more specialized areas of knowledge or performance
  • 33. Above Average Ability
    Above Average (Specific) Ability: Characteristics
    Capacity for acquiring & using:
    Advanced knowledge
    Capacity to determine relevance of information
  • 34. Task Commitment
    Task Commitment: Characteristics
    High levels of:
    Hard work
    Dedicated practice
  • 35. Task Commitment: Characteristics
    Task Commitment
    Belief in one’s own ability
    Driven to achieve
    Rage to Master
    Open to criticism
  • 36. Task Commitment
    Task Commitment: Characteristics
    Ability to identify problems
    Sets high standards for self & others
    Developing sense of taste, quality & excellence about work products
  • 37. Creativity
    Fluency, flexibility & originality of thought
    Openness to experience
    Receptive to new & different thoughts, actions, and products
  • 38. Creativity
    “Mentally Playful”
  • 39. Creativity
    Sensitive to:
    Aesthetic characteristics of ideas & things
    Willing to:
    Act on own ideas and feelings
    React to external stimulation
  • 40. School House Giftedness
    Creative Giftedness
  • 41. Teacher Pleaser
    Evil Genius
  • 42. Characteristics: Seeing
    Unusual alertness
    Joy in learning
    Keen observation
    Sees “Big Picture”
    Makes connections
    Intense focus
  • 43. Characteristics: Speed
    Early and rapid learning
    Rapid language development
    Metacognitively efficient
  • 44. Superior ≠
  • 45. Superior =
  • 46. Characteristics: Differences
    Superior language
    Verbal fluency
    Large vocabulary
    Superior analytical and reasoning ability
    High-capacity memory
    Goes beyond what is sought
    Abstract, complex, and insightful thinking
  • 47. Creatively Gifted
    High energy
    Sense of humor
    Need for privacy and alone time
  • 48. Creatively Gifted
    Aware of their own creativeness
    Originality in thought and action
    Attracted to complexity and novelty
    Artistic tendencies
    Willing to take risks
  • 49. Characteristic ofEminent Adults
    A Sense of Destiny
  • 50. And the not so good…
    Indifferent to Conventions
  • 51. Characteristics: Negative
    Uneven mental development
    Interpersonal difficulties
  • 52. Asynchronous Development
    Uneven intellectual, physical, and emotional development.
  • 53. Asynchronous Development
    Cognitively understand advanced concepts (like mortality) but lack emotional maturity to cope with knowledge
    Perceived as older due to cognitive ability, but lack behavioral maturity
  • 54. Your Mission…
  • 55. Your Mission…
    • Does your state have a definition of gifted/talented?
    • 56. Is your district required to follow the state definition?
    • 57. What are the identification guidelines for your district? Are the guidelines provided by the state?
  • Identification Considerations
    There is no perfect identification system!
    Match identification procedures to the services provided
    Identification does not determine if a student is “gifted” or “not gifted”
    It selects students who would benefit from supplementary services
  • 58. Identification Considerations
    High performance vs. high potential
    High potential students may require different kinds of programming options than high performing students
    Establish local norms
    Use grade level, similarity of learning opportunities & background characteristics rather than national norms
  • 59. Identification Considerations
    Target specific behaviors and potentials
    Avoid generic labels
    Moderately gifted
    Highly gifted
    Label the services, not the students
  • 60. Identification Procedures Answer
    Who are the gifted and talented students?
    Why are we striving to identify them?
    How do we find them?
  • 61. Identification Procedures Answer
    What are the most appropriate tools for identifying students’ gifts and talents?
    How are data from various tools analyzed and interpreted?
    Who is responsible for identifying students’ gifts and talents?
  • 62. Identification Procedures Should:
    Make logical direct statements about how and where to start the process of screening
    Be public
    Be provided in multiple languages
    reflect the dominant student and parent populations
    Reflect the student population and demographics of the district
  • 63. Identification Procedures Should:
    Reflect students’ needs
    Reflect the definition of giftedness selected by state or local educators
    Be defensible and inclusive
    Include students
    with disabilities
    who are English language learners
    economically disadvantaged
  • 64. Identification Procedures Should:
    Check assessment tools for potential bias
    Be flexible
    Be communicated
    Be updated at regular intervals to reflect changing demographics
  • 65. 3 Things to Avoid
    Pitting parents of advantaged children against parents of disadvantaged children
    Leading people to believe that any one instrument is the answer to identification
    Proliferating the amount of paperwork
  • 66. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
  • 67. Before Choosing an Identification Model
    What organizational model(s) does your school use?
    How do you group kids and move them around?
    How many students can be effectively provided with services?
  • 68. Before Choosing an Identification Model
    What pedagogical model(s) guides your school’s work?
    What you do with kids within any grouping or organizational pattern. (e.g. Johns Hopkins, Mentor Connection, SEM)
  • 69. Renzulli’sIdentification System
    Based on the 3-Ring Conception of Giftedness & The Enrichment Triad Model
    Strives for equity, excellence, and economy
    Designed to be flexible
    Based on research into the behavioral characteristics of highly creative & productive people
  • 70. The 3 Goals ofRenzulli’s Identification System
    Develop creativity and/or task commitment in Talent Pool students and other students who may come to an educator’s attention through alternate means of identification.
  • 71. The 3 Goals ofRenzulli’s Identification System
    Provide learning experiences and support systems that promote interaction of creativity, task commitment, and above average achievement.
    (Bringing the “rings together!)
  • 72. The 3 Goals ofRenzulli’s Identification System
    Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
  • 73. Before Proceeding to Identification
    Determine size of Talent Pool
    Number of students you can serve effectively
    Effect of direct & indirect services you can develop through schoolwide involvement of other teachers & outside resources
    Planned growth over time
  • 74. Assess Needs and Plan Program
    Discuss what types of services to provide
    Choose who will provide services
    Decide when services will be provided
    Plan where services will be provided
  • 75. Internal Consistency
    Abilities and Interests of Students
    Services and Programs Provided
    Identification of interests and needs
    Characteristics of Students
  • 76.
  • 77. Continuum of Services
    In Class Enrichment
    Enrichment Clusters
    Grade Level Events
    Differentiation/ Compacting
    Pull-out Programs
    Enrichment Clusters
    Enrichment Triad
  • 78. Internal Consistency
    Develop a criteria for your Talent Pool that matches your program!
  • 79. Test Score Criteria
    [Approximately 50% of
    The Talent Pool]
    Total Talent Pool Consists of Approximately 15% of the General Population
    Test Score
    [Automatic, and Based on
    Local Norms]
    Step 1
    Non-Test Criteria
    [Approximately 50% of
    The Talent Pool]
    Teacher Nominations
    [Automatic Except in Cases of Teachers
    Who Are Over or Under Nominators]
    Step 2
    Step 3
    Alternative Pathways
    Case Study
    Special Nominations
    Step 4
    Case Study
    Notification of Parents
    Step 5
    Action Information Nominations
    Step 6
    Renzulli Identification System
  • 80. Talent Pool Membership
    Students who demonstrate above average ability on cognitive tests
    Students who would most benefit from supplementary services
    May be based on state guidelines
  • 81. Identifying Talent Pool Students
    Local decision for criteria
    Use multiple criteria
    Look beyond the obvious - look for potential
  • 82. Form Talent Pool
    Test Scores
    Teacher Recommendations
    Student Self-Nominations
    Parent Nominations
  • 83. Test Score Criteria
    [Approximately 50% of
    The Talent Pool]
    Total Talent Pool Consists of Approximately 15% of the General Population
    Test Score
    [Automatic, and Based on
    Local Norms]
    Step 1
    Non-Test Criteria
    [Approximately 50% of
    The Talent Pool]
    Teacher Nominations
    [Automatic Except in Cases of Teachers
    Who Are Over or Under Nominators]
    Step 2
    Step 3
    Alternative Pathways
    Case Study
    Special Nominations
    Step 4
    Case Study
    Notification of Parents
    Step 5
    Action Information Nominations
    Step 6
    Renzulli Identification System
  • 84. Step 1: Test Score Nomination
    I.Q. Testing
    Gifted Education
  • 85. Step 1: Test Score Nomination
  • 86. Achievement Tests
    Iowa Tests of Basic Skills
    Riverside Publishing Company
    Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
  • 87. Achievement Tests
    Metropolitan Achievement Test
    Harcourt Brace Educational Measurement
    Focuses on reading, mathematics, language, writing, science, and social studies
  • 88. Achievement Tests
    Stanford Achievement Test
    Harcourt Brace Educational Measurement
    Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
  • 89. Intelligence/Ability Tests
    Cognitive Abilities Test Form 6 (CogAT)
    Riverside Publishing
    Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
  • 90. Intelligence/Ability Tests
    Naglieri Nonverbal Ability Test
    Harcourt Brace Educational Measurement
    Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
  • 91. Intelligence/Ability Tests
    Otis-Lennon School Ability Test
    Harcourt Brace Educational Measurement
    Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
  • 92. Intelligence/Ability Tests
    Cornell Critical Thinking Tests
    Critical Thinking Books & Software
    Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
  • 93. Intelligence/Ability Tests
    Kuhlmann-Andersion Tests
    Scholastic Testing Service
    Assesses verbal and nonverbal abilities.
  • 94. Step 2: Teacher Nomination
    All Teachers need to be informed
    Procedures for nomination
    Students who have gained access through test scores
  • 95. Step 2: Teacher Nomination
    Allows identification of students who exhibit behaviors not determined by tests
    High levels of creativity
    Task commitment
    Unusual or intense interests
    Unusual talents
  • 96. Step 2: Teacher Nomination
    Acceptance equal to test scores with one exception…
  • 97. Step 2: Teacher Nomination
    Acceptance equal to test scores with one exception…
    Teachers who over-identify
  • 98. Teacher Rating Scales
    Gifted and Talented Evaluation Scales
    • Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent
  • Teacher Rating Scales
    Tracking Talents
    Prufrock Press
    • Used to screen and identify multiple talents: cognitive abilities, academic talents, social & physical abilities, and technological & artistic talents through peer, teacher, and self-nomination.
  • Teacher Rating Scales
    Scales for Rating the Behavioral Characteristics of Superior Students
    Creative Learning Press
    • Teachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)
    Scales for Rating the Behavioral Characteristics of Superior Students
    Online Sample
    Technical and Administrative Manual
    SRBCSS Online
  • 99. Scales for Rating the Behavioral Characteristics of Superior Students
  • 100. Step 3: Alternate Pathways
    Defined locally
    Allows Talent Pool to reflect
    Needs of student population
    Demographics of district population
    Allows for non-traditional students to receive services
  • 101. Step 3: Alternate Pathways
    Parent nomination
    Peer nomination
    Tests of Creativity
    Product evaluation
  • 102. Step 3: Alternate Pathways
    Leads to initial consideration by a screening committee
  • 103. Step 3: Alternate Pathways
    Screening makes evaluation based on:
    Previous school records
    Interviews with students, teachers, & parents
    Administered individual assessments recommended by committee
    Placed in program on trial basis.
  • 104.
  • 105.
  • 106. Creative Thinking Skills
    Torrance Tests of Creative Thinking
    Scholastic Testing
    Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
  • 107. Creative Thinking Skills
    Group Inventory for Finding Creative Talent
    Educational Assessment Service
    Focuses on creativity via imagination, independence, and multiple interests.
  • 108. Underachievers: Personality
    Low self-esteem or Low self-efficacy
    Feelings of Pessimism
    Anxious, impulsive, or inattentive
    Aggressive, hostile
    Socially immature
  • 109. Maladaptive Strategies
    Lack goal-directed behavior
    Poor coping skills
    Poor self-regulation
    Defense mechanisms
  • 110. Not all bad…
    • Demonstrate honesty and integrity when rejecting inappropriate school work
    • 111. Intense outside interests
    • 112. Creative
  • What about these characteristics?
    Inability to master certain academic skills
    Lack of motivation
    Disruptive classroom behavior
    Failure to complete assignments
    Lack of organizational skills
    Poor listening and concentration skills
    Unrealistic self-expectations
  • 113. Twice-Exceptional
    Gifted with Learning Disability
    May also demonstrate
    Learned helplessness
    Low self-esteem
    Behaviors may hamper identification
  • 114. Look For:
    Advanced vocabulary use
    Exceptional analytic abilities
    Divergent thinking
    High levels of creativity
    Spatial abilities
    Advanced problem-solving skills
    Specific aptitude
    Good memory
  • 115. Hispanics
    Express leadership collaboratively rather than competitively
    Demonstrate intensity through “Abrazo”
    (an index of personal support)
  • 116. African American
    Seek structure and organization in required tasks
    Be slow to motivate in some abstract activities
    Have large vocabulary, but one inappropriate for school
    Makes up games or activities
  • 117. African American
    Have extremely strong concentration
    Express displeasure in having to stop certain activities
    Be very independent
    Neglect school work due to other interests
    Not show expected achievement
  • 118. American Indian & Alaska Native
    • Not be assertive
    • 119. Ask few questions
    • 120. Be a more concrete learner
    • 121. Be humble, quiet
    • 122. Not be competitive
    • 123. Not openly express feelings
  • American Indian & Alaska Native
    • Have difficulty overcoming peer pressure
    • 124. Not look a teacher in the eye
    • 125. Use culturally traditional ways of dealing with personal issues
  • American Indian & Alaska Native
    • Not challenge incorrect statements
    • 126. Prefer to work with others but practice alone
    • 127. Consider family & religious activities more important than school
  • American Indian & Alaska Native
    • Not have a strong home reading environment
    • 128. Have more developed aural/oral memory
    • 129. Not be comfortable speaking in public
    • 130. Be fluently bi- or tri-lingual
  • Step 4: Special Nominations
    Safety Valve No.1
  • 131. Step 4:Special Nominations
    Circulate a list to ALL past and present teachers
    Allows resource teachers to nominate
    Allows override of current teacher if necessary
  • 132. Step 5:Notification & Orientation of Parents
    Letter of Notification
    Comprehensive description of Program
    Focuses on child placement in Talent Pool
    Not certification of giftedness
  • 133. Step 5:Notification & Orientation of Parents
    Meeting to explain ALL program policies, procedures, & activities
    How admission to program was determined
    Additions may be made during year
    Invite further interactions
  • 134. Step 5:Notification & Orientation of Parents
    Similar orientation for students!
    Not told they are gifted
    Focus on the opportunities available to develop gifted behaviors
  • 135. Step 6: Action Information Nominations
    Safety Valve No.2
  • 136. Step 6:Action Information Nominations
    The dynamic interactions that occur when a student becomes extremely interested in or excited about a particular topic, area of study, issue, idea, or event.
  • 137. Step 6:Action Information Nominations
    Any enrichment opportunity (whether school or non-school) that might turn a student onto learning or causes them to express gifted behaviors.
  • 138.
  • 139.
  • 140. TheTotalTalentPortfolio
    Looking at Strengths & Interests…
  • 141. Total Talent Portfolio
    A systematic way to gather, record, and use information about each young person’s strengths and abilities.
  • 142. Total Talent Portfolio
    Participation in Enrichment Clusters, Extra-Curricular Activities
    Recommendations for future
    Student Goals
    Abilities (Test Scores)
    Learning Styles
    Learning Environment
    Thinking Style
    Expression Style
    Action Information “Lightbulbs”
    Student Work/Projects
  • 143.
  • 144. Purpose of Total Talent Portfolio
    To collect several different types of information that portray a student's strength areas, and to regularly update this information.
  • 145. Purpose of Total Talent Portfolio
    To classify this information into the general categories of abilities, interests, and learning styles and related markers of successful learning such as organizational skills, content area preferences, personal and social skills, preferences for creative productivity, and learning-how-to-learn skills.
  • 146. Purpose of Total Talent Portfolio
    To periodically review and analyze the information in order to make purposeful decisions about providing opportunities for enrichment experiences in the regular curriculum, the enrichment clusters, and the continuum of special services.
  • 147. Purpose of Total Talent Portfolio
    To negotiate various acceleration and enrichment learning options and opportunities between teacher and student through participation in a shared decision making process.
  • 148. Purpose of Total Talent Portfolio
    To use the information as a vehicle for educational, personal, and career counseling and for communicating with parents about the school's talent development opportunities and their child's involvement in them.
  • 149.
  • 150. Continuum of Services
    In Class Enrichment
    Enrichment Clusters
    Grade Level Events
    Differentiation/ Compacting
    Pull-out Programs
    Enrichment Clusters
    Enrichment Triad
  • 151. How do I make room for everybody?
    Provide enrichment opportunities for the whole school
    Service Projects
    School Olympics
    Monster Mansion
    Art Show
    Family Nights
    Science Fairs
  • 152. Identify Teacher & Student Interests
    Class/Staff Brainstorming
    Look for trends in responses
  • 153. Interest-A-Lyzer
  • 154. Sample Items…Imagine that you can spend a week job shadowing any person in your community to investigate a career you might like to have in the future. List the occupations of the persons you would select.1st choice ______________________2nd choice______________________3rd choice ______________________
  • 155. Sample Items (Secondary Interest-A-Lyzer)…If you could conduct an interview with a man or woman you admire, past or present, who would it be? What 3 questions would you ask him or her?1. ____________________________________2. ____________________________________3. ____________________________________
  • 156.
  • 157.
  • 158.
  • 159.
  • 160.
  • 161.
  • 162.
  • 163.
  • 164.
  • 165.
  • 166.
  • 167.
  • 168.
  • 169. Learning Styles Inventory
    Sample Items(Renzulli & Smith)…
    Really Dislike……..Really Like
    Being a member of a panel that 1 2 3 4 5 is discussing current events
    Working on your own to prepare 1 2 3 4 5
    material you will discuss in class
  • 170.
  • 171.
  • 172. www.learning-styles-online.com
  • 173.
  • 174. TYPE I*
    in General
  • 175. Two Types of Information Leading to Identification
    Status Information
    Anything you can put down on paper beforehand that tells you something about the student.
    Action Information
    Things that you can only document when they are happening or after they happen.
  • 176. Status Information
    Test scores
    Student work samples
    Learning Styles
    Expression Styles
  • 177. Status Information
    Teacher input
    Parent input
    Students’ Self-nomination
    Peer Nominations
  • 178.
  • 179. Action Information
    Teacher observations
    Video/audio recordings
  • 185.
  • 186.
  • 187. What differentiates gifted learners from high achievers?
  • 188. Bright
    Knows the Answers
    Asks the Questions
  • 189. Bright
    Is Attentive
    Is Intellectually Engaged
  • 190. Bright
    Has Good Ideas
    Has Original Ideas
  • 191. Bright
    Absorbs Information
    Manipulates Information
  • 192. Bright
    Top Student
    Beyond Her Age Peers
  • 193. Bright
    Repeats 6-8 Times for Mastery
    Repeats 1-2 Times for Mastery
  • 194. Bright
    Understands Ideas
    Constructs Abstractions
  • 195. Bright
    Grasps the Meaning
    Draws Inferences
  • 196. Bright
    Is a Technician
    Is an Inventor
  • 197. Questions?
  • 198. Thank You!