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Six Steps to Success: Effective Identification Procedures

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Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.

Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.

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  • Louisa May Alcott
  • Eleanor Roosevelt
  • Albert Einstein
  • Winston Churchill
  • It is distinguishably different, and on measures of performance, it is higher or superior
  • Hartley 1991
  • Hartley 1991
  • Hartley 1991
  • Hartley 1991

Transcript

  • 1. Six Steps to Success:Effective Identification Procedures
    Angela M. Housand
    University of North Carolina, Wilmington
    housanda@uncw.edu
    North Carolina Association for the Gifted and Talented 2010
    Winston Salem, NC
  • 2.
  • 3. AND
  • 4. ahousand.googlepages.com
  • 5. 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 Session?
  • 6. This person was told by an editor that she could never write anything that had popular appeal.
  • 7. P
    Louisa May Alcott
    was told by an editor that she would never write anything popular.
    Little Women
    is considered one of the the best American children’s books of the past 200 years.
  • 8. This person had a stormy and emotionally traumatic childhood. She was considered an odd-ball by many of her playmates. Even her family provided her with very little encouragement and support. For many years she lived in fantasy as the mistress of her alcoholic father’s household.
  • 9. Eleanor Roosevelt
  • 10. You must do the thing you think you cannot do.
    -Eleanor Roosevelt
  • 11. This person was four years old before he could speak and seven before he could read: He was considered dull by both his parents and his teachers.
  • 12. Albert Einstein
    Above average intelligence
    (Cox, 1926; Reis, 1995; Walberg et. al., 1981; Walberg & Paik, 2005)
    Image: http://streams.gandhiserve.org/images/einstein.jpg
  • 13. P
    This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 14. P
    Walt Disney
    This man was fired by a newspaper editor because he didn’t have enough good ideas.
  • 15. As a child this person was hyperactive, had a speech defect, was prone to constant colds, had poor peer relationships, and frequently failed in school. It took him three years to complete the first grade. His father soon decided the boy needed more discipline and suggested military school. Before being admitted, however, he failed the entrance examination three times. A teacher once called him the naughtiest small boy in England.
  • 16. WinstonChurchill
    Superior capacity for communication
    Well-rounded
    Broad interests
    (Reis, 1995, 1998, 2005; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005) Image: http://worldroots.com/brigitte/gifs/churchill.jpg
  • 17. Topics for Today
    Giftedness & Gifted Behaviors
    Identifying G & T Students
    Wrap-up and Closure
  • 18. Definition
    There is no universally accepted definition for gifted, talented, or giftedness
  • 19. Article 9B
    Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
    (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)
  • 20. Article 9B
    School districts are required to follow the North Carolina state definition:
    Guide the identification process
    Consequently determine who is selected for services
  • 21. 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
  • 22. 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
  • 23. Identification Considerations
    Target specific behaviors and potentials
    Avoid generic labels
    Moderately gifted
    Highly gifted
    Label the services, not the students
  • 24. Identification Procedures Answer
    Who are the gifted and talented students?
    Why are we striving to identify them?
    How do we find them?
  • 25. 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?
  • 26. 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
  • 27. Identification Procedures Should:
    Reflect students’ needs
    Reflect the state definition of giftedness
    Be defensible and inclusive
    Include students
    with disabilities
    who are English language learners
    economically disadvantaged
  • 28. Identification Procedures Should:
    Check assessment tools for potential bias
    Be flexible
    Be communicated
    teachers
    parents
    administrators
    students
    Be updated at regular intervals to reflect changing demographics
  • 29. 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
  • 30. Don’t go! I’m sure page 3 of Billy’s Gifted Matrix Checklist No. 5.3 (a) is in here somewhere.
  • 31. 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
  • 32. 3 Ring Conception of Giftedness
  • 33. The 3 Goals ofRenzulli’s Identification System
    #1
    Develop the potential of students who may come to an educators’ attention through alternate means of identification.
  • 34. The 3 Goals ofRenzulli’s Identification System
    #2
    To ensure that students’ have the support that will promote the interaction of creativity, task commitment, and above average achievement.
    (Bringing the “rings together!)
  • 35. The 3 Goals ofRenzulli’s Identification System
    #3
    Provide opportunities, resources, and encouragement for the development and application of gifted behaviors.
  • 36. Characteristics
  • 37. Characteristics
    Behaviors
  • 38. T
    I
    C
    U
    C
    A
    P
    Gifted Behaviors NOT Gifted People!
  • 39. Gifted Artist
    Talented Mathematician
    Use “defining” terms as adjectives:
    Talented Musician
    Gifted Writer
  • 40. Above Average Ability
    Above Average (General) Ability: Characteristics
    High levels of:
    Abstract thinking
    Verbal reasoning
    Numerical reasoning
    Spatial relations
    Memory & word fluency
  • 41. Above Average Ability
    Above Average (General) Ability: Characteristics
    Automization of:
    Information processing
    Rapid, accurate & selective retrieval of information
    Adapts to novel situations
  • 42. 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
  • 43. Above Average Ability
    Above Average (Specific) Ability: Characteristics
    Capacity for acquiring & using:
    Advanced knowledge
    Techniques
    Logistics
    Strategies
    Capacity to determine relevance of information
  • 44. Task Commitment
    Task Commitment: Characteristics
    High levels of:
    Interest
    Enthusiasm
    Fascination
    Involvement
    Demonstrates:
    Perseverance
    Endurance
    Determination
    Hard work
    Dedicated practice
  • 45. Task Commitment: Characteristics
    Task Commitment
    Self-confident
    Belief in one’s own ability
    Driven to achieve
    Rage to Master
    Open to criticism
  • 46. Task Commitment
    Task Commitment: Characteristics
    Ability to identify problems
    Sets high standards for self & others
    Developing sense of taste, quality & excellence about work products
  • 47. Creativity
    Creativity:Characteristics
    Fluency, flexibility & originality of thought
    Openness to experience
    Receptive to new & different thoughts, actions, and products
  • 48. Creativity
    Creativity:Characteristics
    Curious
    Speculative
    Adventurous
    “Mentally Playful”
  • 49. Creativity
    Creativity:Characteristics
    Sensitive to:
    Details
    Aesthetic characteristics of ideas & things
    Willing to:
    Act on own ideas and feelings
    React to external stimulation
  • 50. School House Giftedness
    Creative Giftedness
  • 51. Teacher Pleaser
    Evil Genius
  • 52. Characteristics: Seeing
    Unusual alertness
    Joy in learning
    Keen observation
    Sees “Big Picture”
    Makes connections
    Intense focus
    Curious
  • 53. Characteristics: Speed
    Early and rapid learning
    Rapid language development
    Metacognitively efficient
  • 54. Superior ≠
  • 55. Superior =
  • 56. 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
  • 57. Creatively Gifted
    Independent
    High energy
    Curious
    Sense of humor
    Open-minded
    Need for privacy and alone time
  • 58. Creatively Gifted
    Aware of their own creativeness
    Originality in thought and action
    Attracted to complexity and novelty
    Artistic tendencies
    Willing to take risks
    Perceptive
  • 59. Characteristic ofEminent Adults
    Creative
    Imaginative
    Innovative
    A Sense of Destiny
  • 60. And the not so good…
    Impulsive
    Egotistical
    Argumentative
    Rebellious
    Uncooperative
    Stubborn
    Childish
    Absentminded
    Neurotic
    Temperamental
    Capricious
    Careless
    Disorganized
    Demanding
    Indifferent to Conventions
  • 61. Characteristics: Negative
    Uneven mental development
    Interpersonal difficulties
    Underachievement
  • 62. Your Mission…
  • 63. Your Mission…
    • Match the personality descriptions with the names posted on the wall around the room.
  • Personality FactorsInfluencing Gifted Behavior
    Charm/Charisma
    Need for Achievement
    Ego Strength
    Energy
    Sense of Destiny
    Perception of Self, Self-Efficacy
    Courage
    Character
    Intuition
    Personal Attractiveness
  • 64. Environmental FactorsInfluencing Gifted Behavior
    SES
    Parental Personalities
    Education of Parents
    Stimulation of Childhood Interests
    Family Position
    Formal Education
    Role Model Availability
    Physical Illness and/or Well Being
    Chance Factors
    Zeitgeist
  • 65. Asynchronous Development
    Uneven intellectual, physical, and emotional development.
  • 66. 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
  • 67. Before Proceeding to Identification
    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
  • 68. Continuum of Services
    In Class Enrichment
    Enrichment Clusters
    SchoolwideEvents
    Grade Level Events
    Differentiation/ Compacting
    Pull-out Programs
    Enrichment Clusters
    Enrichment Triad
  • 69. Internal Consistency
    Develop the Criteria for Identification that matches yourProgram!
  • 70. Internal Consistency
    Abilities and Interests of Students
    Services and Programs Provided
    Identification of interests and needs
    Characteristics of Students
  • 71. Test Score Criteria
    [Approximately 50% of
    The Talent Pool]
    Total Talent Pool Consists of Approximately 15% of the General Population
    99th
    %ile
    Test Score
    Nominations
    [Automatic, and Based on
    Local Norms]
    Step 1
    92nd
    %ile
    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
  • 72. AIG Program Membership
    Students who demonstrate above average ability on cognitive tests
    Students who would most benefit from supplementary services
    Based on state guidelines
    Use multiple criteria for identification
    Look beyond the obvious - look for potential
  • 73. Test Score Criteria
    [Approximately 50% of
    The Talent Pool]
    Total Talent Pool Consists of Approximately 15% of the General Population
    99th
    %ile
    Test Score
    Nominations
    [Automatic, and Based on
    Local Norms]
    Step 1
    92nd
    %ile
    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
  • 74. Step 1: Test Score Nomination
    I.Q. Testing
    And
    Gifted Education
  • 75. Step 1: Test Score Nomination
  • 76. Achievement Tests
    Iowa Tests of Basic Skills
    Riverside Publishing Company
    www.riversidepublishing.com
    Measures students’ academic skills in several content areas: reading, mathematics, social studies, science, and information sources
  • 77. Achievement Tests
    Metropolitan Achievement Test
    Harcourt Brace Educational Measurement
    www.harcourtassessment.com
    Focuses on reading, mathematics, language, writing, science, and social studies
  • 78. Achievement Tests
    Stanford Achievement Test
    Harcourt Brace Educational Measurement
    www.harcourtassessment.com
    Assesses reading, mathematics, language, spelling, study skills, science, social studies, and listening
  • 79. Intelligence/Ability Tests
    Cognitive Abilities Test Form 6 (CogAT)
    Riverside Publishing
    http://www.riverppub.com/
    Measures both general and specific reasoning abilities in three areas: verbal, quantitative, and nonverbal
  • 80. Intelligence/Ability Tests
    Naglieri Nonverbal Ability Test
    Harcourt Brace Educational Measurement
    www.harcourtassessment.com
    Measures nonverbal reasoning and problem-solving abilities. Reading and math skills are not required to respond to each set of patterns.
  • 81. Intelligence/Ability Tests
    Otis-Lennon School Ability Test
    Harcourt Brace Educational Measurement
    www.harcourtassessment.com
    Measures reasoning skills, including verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.
  • 82. Intelligence/Ability Tests
    Cornell Critical Thinking Tests
    Critical Thinking Books & Software
    www.criticalthinking.com
    Measures students’ ability to think critically when analyzing premises and conclusions, judge the reliability of information, and identify assumptions.
  • 83. Intelligence/Ability Tests
    Kuhlmann-Andersion Tests
    Scholastic Testing Service
    www.ststesting.com
    Assesses verbal and nonverbal abilities.
  • 84. Step 2: Teacher Nomination
    All Teachers need to be informed
    Procedures for nomination
    Students who have gained access through test scores
    AVOID NEEDLESS PAPERWORK!
  • 85. 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
  • 86. Step 2: Teacher Nomination
    Acceptance equal to test scores with one exception…
  • 87. Step 2: Teacher Nomination
    Acceptance equal to test scores with one exception…
    Teachers who over-identify
  • 88. Teacher Rating Scales
    Gifted and Talented Evaluation Scales
    Pro-ed
    www.proedinc.com
    • Teachers rate intellectual ability academic skills, creativity, leadership, and artistic talent
  • Teacher Rating Scales
    Tracking Talents
    Prufrock Press
    www.prufrock.com
    • 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
    SRBCSS
    Scales for Rating the Behavioral Characteristics of Superior Students
    Creative Learning Press
    www.creativelearningpress.com
    • Teachers assess students on 10 dimensions: learning, motivation, creativity, leadership, art, music, dramatics, planning, communication (precision), and communication (expressiveness)
  • Step 3: Alternate Pathways
    Defined locally
    Allows the pool of talent to reflect
    Needs of student population
    Demographics of district population
    Allows for non-traditional students to receive services
  • 89. Step 3: Alternate Pathways
    Examples
    Self-nomination
    Parent nomination
    Peer nomination
    Tests of Creativity
    Product evaluation
  • 90. Step 3: Alternate Pathways
    Leads to initial consideration by a screening committee
    NOT AUTOMATIC!
  • 91. 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.
  • 92.
  • 93.
  • 94. Creative Thinking Skills
    Torrance Tests of Creative Thinking
    Scholastic Testing
    www.ststesting.com
    Figural and Verbal tests assess fluency, flexibility, and originality. The figural test also assesses elaboration.
  • 95. Creative Thinking Skills
    Group Inventory for Finding Creative Talent
    Educational Assessment Service
    www.sylviarimm.com
    Focuses on creativity via imagination, independence, and multiple interests.
  • 96. Underachievers: Personality
    Low self-esteem or Low self-efficacy
    Feelings of Pessimism
    Anxious, impulsive, or inattentive
    Aggressive, hostile
    Depressed
    Socially immature
  • 97. Maladaptive Strategies
    Lack goal-directed behavior
    Poor coping skills
    Poor self-regulation
    Defense mechanisms
  • 98. Not all bad…
    • Demonstrate honesty and integrity when rejecting inappropriate school work
    • 99. Intense outside interests
    • 100. 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
  • 101. Twice-Exceptional
    Gifted with Learning Disability
    May also demonstrate
    Learned helplessness
    Perfectionism
    Supersensitivity
    Low self-esteem
    Behaviors may hamper identification
  • 102. Look For:
    Advanced vocabulary use
    Exceptional analytic abilities
    Divergent thinking
    High levels of creativity
    Spatial abilities
    Advanced problem-solving skills
    Specific aptitude
    Good memory
  • 103. Identifying the Underidentified
    Express leadership collaboratively rather than competitively
  • 104. Identifying the Underidentified
    Seek structure and organization in required tasks
    Be slow to motivate in some abstract activities
    Have large vocabulary, but one inappropriate for school
  • 105. Identifying the Underidentified
    Makes up games or activities
    Have extremely strong concentration
    Express displeasure in having to stop certain activities
  • 106. Identifying the Underidentified
    Be very independent
    Neglect school work due to other interests
    Not show expected achievement
  • 107. Identifying the Underidentified
    • Not be assertive
    • 108. Ask few questions
    • 109. Be a more concrete learner
    • 110. Be humble, quiet
    • 111. Not be competitive
    • 112. Not openly express feelings
  • Identifying the Underidentified
    • Have difficulty overcoming peer pressure
    • 113. Not look a teacher in the eye
    • 114. Use culturally traditional ways of dealing with personal issues
  • Identifying the Underidentified
    • Not challenge incorrect statements
    • 115. Prefer to work with others but practice alone
    • 116. Consider family & religious activities more important than school
  • Identifying the Underidentified
    • Not have a strong home reading environment
    • 117. Have more developed aural/oral memory
    • 118. Not be comfortable speaking in public
    • 119. Be fluently bi- or tri-lingual
  • Step 4: Special Nominations
    Safety Valve No.1
  • 120. 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
  • 121. Step 5:Notification & Orientation of Parents
    Letter of Notification
    Comprehensive description of Program
    Focuses on child placement in Talent Pool
    Not certification of giftedness
  • 122. 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
  • 123. Step 5:Notification & Orientation of Parents
    Similar orientation for students!
    Not told they are gifted
    Focus on the opportunities available to develop gifted behaviors
  • 124. Step 6: Action Information Nominations
    Safety Valve No.2
  • 125. 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.
  • 126. 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.
  • 127. 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.
  • 128. Status Information
    Grades
    Test scores
    Student work samples
    Surveys
    Interest
    Learning Styles
    Expression Styles
  • 129. Status Information
    Teacher input
    Parent input
    Students’ Self-nomination
    Peer Nominations
  • 130.
  • 131. Action Information
    Teacher observations
    Conversations
    Interviews
    Video/audio recordings
  • 137.
  • 138.
  • 139. TheTotalTalentPortfolio
    Looking at Strengths & Interests…
  • 140. Total Talent Portfolio
    A systematic way to gather, record, and use information about each young person’s strengths and abilities.
  • 141. Total Talent Portfolio
    Participation in Enrichment Clusters, Extra-Curricular Activities
    Compacting
    Recommendations for future
    Student Goals
    Abilities (Test Scores)
    Learning Styles
    Learning Environment
    Thinking Style
    Expression Style
    Action Information “Lightbulbs”
    Student Work/Projects
  • 142. Interest-A-Lyzer
  • 143. 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 ______________________
  • 144. 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. ____________________________________
  • 145.
  • 146.
  • 147.
  • 148.
  • 149.
  • 150.
  • 151.
  • 152.
  • 153.
  • 154.
  • 155. 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
  • 156.
  • 157. www.learning-styles-online.com
  • 158.
  • 159. What differentiates gifted learners from high achievers?
  • 160. Bright
    Knows the Answers
    Asks the Questions
    Gifted
  • 161. Bright
    Is Attentive
    Is Intellectually Engaged
    Gifted
  • 162. Bright
    Has Good Ideas
    Has Original Ideas
    Gifted
  • 163. Bright
    Absorbs Information
    Manipulates Information
    Gifted
  • 164. Bright
    Top Student
    Beyond Her Age Peers
    Gifted
  • 165. Bright
    Repeats 6-8 Times for Mastery
    Repeats 1-2 Times for Mastery
    Gifted
  • 166. Bright
    Understands Ideas
    Constructs Abstractions
    Gifted
  • 167. Bright
    Grasps the Meaning
    Draws Inferences
    Gifted
  • 168. Bright
    Is a Technician
    Is an Inventor
    Gifted
  • 169. Questions?
  • 170. Thank You!