1 testing accommodations north carolina testing program conference on exceptional children november...
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Testing AccommodationsTesting AccommodationsNorth Carolina Testing ProgramNorth Carolina Testing Program
Testing AccommodationsTesting AccommodationsNorth Carolina Testing ProgramNorth Carolina Testing Program
Conference on Exceptional Children Conference on Exceptional Children
November 2008November 2008
Pam BiggsPam Biggs
NCDPI Division of Accountability ServicesNCDPI Division of Accountability Services
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This presentation is the property of the North Carolina Department of
Public Instruction and may be used for training and informational
purposes only. It may not be used for personal or financial gain.
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Information from this presentation is located in:
Testing Students with Disabilities (Published July 2005) www.ncpublicschools.org/accountability/policies/tswd
Look for revised
document coming early
2009
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What are Testing Accommodations?
• Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others
• Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores
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What are Testing Accommodations?
(cont’d)• Are used for equity, not advantage, and
serve to level the playing field• Allow students to access the standard
test administration• Must be used regularly during instruction
and similar classroom assessments administered throughout year
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Activity• Testing Accommodations: What’s
Allowable and What’s Not• Decide for each accommodation
– Is it a valid accommodation for reading?
– Is it a valid accommodation for math?– Is more information needed?
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Instructional vs. Testing
Accommodations
Mark in Book
Extended Time
Large Print
Separate Setting
Graphic Organizers
Scaffolding
Peer Tutor
INSTRUCTIONAL
TESTINGTeacher Notes
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Who is Eligible for Accommodations?
INSTRUCTIONALAnyone
TESTING• IEP• Section 504 Plan
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Who Determines Accommodations?
For a student with disabilities:• IEP Team• Section 504 Committee
All testing accommodations must be
documented in IEP or Section 504 Plan
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Types of Accommodations
• Modified Test Formats• Assistive Technology (AT) Devices
and Special Arrangements• Special Test Environments
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Modified Test Formats• Braille Edition• Large Print Edition• One Test Item Per Page Edition
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Modified Test Formats• IEP team/504 committee meets and
determines accommodation• Teacher notifies school test coordinator• School test coordinator notifies LEA test
coordinator• LEA test coordinator must order test at
least 30 working days prior to test administration
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AT Devices and Special Arrangements
• AT Devices• Computer Reads Test Aloud - Student
Controlled (Online Test of Computer Skills)
• Dictation to a Scribe• Interpreter/Transliterator Signs/Cues Test• Student Marks Answers in Test Book• Student Reads Test Aloud to Self• Test Administrator Reads Test Aloud
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Special Test Environments
• Hospital/Home Testing• Multiple Testing Sessions• Scheduled Extended Time• Testing in a Separate Room
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Top 5 Most Used Accommodations on
EOG1. Scheduled Extended Time2. Testing in a Separate Room3. Test Administrator Reads Test Aloud
(Math)4. Student Marks Answers in Test Book5. Multiple Testing Sessions
Based on Green Book data from 2006-07
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Most Frequently Used Accommodations - EOG
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Grade 3
Grade 5
Grade 8
Grades 3, 5, and 8 based on Green Book data from 2006-07.
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Before Testing
IEP Team/504 Committee determines1. what accommodations student
needs for instruction
2. what accommodations student needs for assessment
then
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Before Testing
•Make sure school test coordinator is aware of what accommodations are actually documented to be used
•Make sure student is aware of what accommodations will be used during test
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Before Testing
Student should be using accommodations ROUTINELY during instruction and similar classroom assessments - they
should not be a surprise on test day!
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During Testing
• Follow procedures in Test Administrator’s Manual andTesting Students with Disabilities publication
• Students must be provided the accommodation(s) listed in IEP/504 Plan
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After Testing
• Each student’s answer sheet must be coded with exactly which accommodations were provided during testing
• Ex. A student has Scheduled Extended Time, but finishes early. – He does not need to be kept extra time.– Scheduled Extended Time may still be marked
on the bubble sheet because it would have been provided had the student kept working.
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After Testing
• Make note of what the student actually used – keep in local records– Some examples
• Finished in standard time (no extra time needed)
• Followed along with read aloud administration
• Went ahead and did not listen to read aloud• Had multiple testing sessions over 2 days,
but finished in one
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After Testing
• This can aid future decisions regarding testing accommodations– Does this student really need it?– Programmatically, are there trends within
the school or school system?– Is professional development needed?
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Specific Accommodations to
Discuss• Scheduled Extended Time• Testing in a Separate Room• Test Administrator Reads Test Aloud• Student Marks Answers in Test Book• Multiple Testing Sessions• Computer Reads Test Aloud -
Student Controlled
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Scheduled Extended Time
• The student’s IEP/Section 504 Plan should specify an estimated amount of extra time the student will require
• Breaks occur at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions
• Student must be allowed bathroom and lunch breaks
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Scheduled Extended Time
• If testing continues past lunch– student must not communicate with
other students during lunch OR
– Is not allowed to return to completed portions of test
• If student’s estimated time is over, but student is working diligently, let him/her continue
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Scheduled Extended Time
• Must complete in one day if used without Multiple Testing Sessions
• Testing must be complete prior to normal afternoon dismissal
• Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)
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Scheduled Extended Time
• Students are not required by NCDPI to also have the Testing in a Separate Room accommodation in order to receive Scheduled Extended Time– If student does not also have Testing in a
Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location
– If test is not complete after standard test administration time, student should be moved to different location to complete test
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Scheduled Extended TimeEXAMPLE 1:
Victor can complete a test in one day with breaks at the same intervals as his peers. However, he needs additional time to complete the test beyond that designated in the Test Administrator’s Manual. His IEP states that he needs the following accommodations:
–Scheduled Extended Time (1.5 x the test time)–Testing in a Separate Room (small group)–Test Administrator Reads Test Aloud
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Multiple Testing Sessions
• How test administration is to be divided must be documented– More frequent breaks– Over multiple days
• If student does not also have Scheduled Extended Time, total administration time should be limited to that in Test Administrator’s Manual
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Multiple Testing Sessions
EXAMPLE 1:
John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual. His IEP lists the following accommodations:
– Multiple Testing Sessions (breaks every 20 minutes)
– Testing in a Separate Room (small group)
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Multiple Testing Sessions
EXAMPLE 2:
Sasha requires the test to be divided over two days. She can take breaks at the same intervals as her peers. She will, however, need additional time beyond that allowed in a standard test administration. Her IEP lists the following accommodations:
– Multiple Testing Sessions (over 2 days)– Scheduled Extended Time (extra 30 minutes)– Testing in a Separate Room (small group)
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Multiple Testing Sessions
• Student is not allowed to look back over or complete work done in previous session
• Before ending each session, student must be told to review work and may not change any part of the responses in the following sessions
• At the conclusion of each session, paper clips may be used to secure those pages already completed or planned for future session
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Multiple Testing Sessions
• If completing test in multiple days or with long breaks during the day, student may return to regular class if general testing has concluded
• Student is not allowed to revisit any portion of the test already completed, even if some questions were left unanswered
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Testing in a Separate Room
• One-on-one or Small Group– Must be designated on documentation
• MUST be used if students receive one or more of the following accommodations:– Assistive Technology that reads test aloud
(without use of headphones)– Student Reads Test Aloud to Self– Test Administrator Reads Test Aloud
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Testing in a Separate Room:
One-on-One• Really 2:1• Test administrator and proctor for each
student• Only one student per testing location• All standard testing procedures must be
followed
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Testing in a Separate Room:
One-on-One• MUST be used if student uses the following:
– Assistive Technology that reads test aloud (without use of headphones)
– Dictation to a Scribe– Student Reads Test Aloud to Self accommodation
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Testing in a Separate Room:
Small Group• NCDPI does not mandate a maximum
group size – HOWEVER, it is a “SMALL group”
• Test administrator and proctor required• Test administrators and proctors must
follow same guidelines/procedures as standard administration
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Test Administrator Reads Test Aloud
• Valid accommodation for tests that do not measure reading comprehension– NOT a valid accommodation for:
• EOG – Reading•NCEXTEND2 EOG – Reading• English I EOC•NCEXTEND2 OCS – Occupational English I• Competency Test – Reading
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Administrative Procedures
Prior to Testing• Each student’s IEP/504 Plan must state
how test is to be read aloudFor example:
• Everything• By student request• Everything but numbers
• Each student must be aware of how test will be read aloud (see above)
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Administrative Procedures
During Testing• Students should be in test groups
based on how test is to be read• Students must be in small group or
one-on-one administrations (this must also be in documentation)– One-on-One suggested for Online Test of
Computer Skills
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Administrative Procedures
During Testing (cont’d)• Teacher must have a copy of the test to
read from• Directions for the student are located in
the Test Administrator’s Manuals• May repeat instructions and test
questions as many times as needed• Test items and answer choices must be
read in a consistent manner
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If Entire Test is To Be Read Aloud
• Test administrator must read– Item number– Test item– Corresponding answer choices
• Pause and allow students to choose an answer• While students are responding, review next item
to determine how it should be read• Proceed to next item after students have marked
their answers
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If Test is To Be Read by Student Request
• Student will indicate which item number he/she needs read.
• Test administrator should pause to read problem to self prior to reading to student
• Test administrator must move near the student and read– Item number– Test item– Corresponding answer choices
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Math Tests Fractions, greater/less than signs,
equal signs, exponents, etc. should be read in same manner as routinely used in classroom
EXCEPTif reading it provides the student with the answer
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Problem Types: Place Value
Most numbers can be read as they would be used in the classroom
All examples presented are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing
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Sam got fifty-four stickers from his mother, forty-seven stickers from his father, and seventy-two stickers from his uncle. About how many stickers did Sam receive?
A one hundred ninety
B one hundred seventy
C one hundred fifty
D one hundred thirty
RIGHT WAY TO READ
Place Value Example 1
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Problem Types: Place Value
When place value is involved in the question, numbers need to be read as digits, commas, decimals, etc.
All examples are from the Sample Test Items available online at: www.ncpublicschools.org/accountability/testing
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A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen?
A seven – zero – four
B seven – one – four
C seven – four – zero
D seven – four - one
A class collected seven hundred fourteen box tops. Which number represents seven hundred fourteen?
A seven hundred four
B seven hundred fourteen
C seven hundred forty
D seven hundred forty-one
RIGHT WAY TO READ
WRONG WAY TO READ
Place Value Example
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Problem Types: Fractions
In many cases, fractions may be read as done in classroom
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Which of the following is the largest?
A five thirds
B eight ninths
C three halves
D seven fourths
Which of the following is the largest?
A five divided by three
B eight divided by nine
C three divided by two
D seven divided by four
RIGHT WAY TO READ
UNNECESSARY WAY TO READ
Fractions Example 1
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Problem Types: Fractions
If a question deals with converting fractions to another form, such as decimals, one of the forms must be read as digits
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The coach used a digital stopwatch to time a race. The fastest time was recorded on this stopwatch:
RIGHT WAY TO READ
Fractions Example 2
One point seven zero zero
When the race was over, the coach posted the winning time in fraction form. Which is the winning time?
A seventeen one-thousandths
B one and seven tenths
C one and seven one-hundredths
D one and seven one-thousandths
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Problem Types: Geometry
Symbols may be read as done in instruction unless test item specifically asks what the symbol represents
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Given points P, seven, five, Q, eight, three, R, zero, negative one, and S, negative one, one, which of the following is true?
A line PQ is parallel to line RS
B line PQ is perpendicular to line RS
C line PR is perpendicular to line QS
D line PR is parallel to line QS
RIGHT WAY TO READ
Geometry Example 1
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Some things that can help in figuring out how to read test item correctly:– Test administrator should be familiar with
grade-level/course content– Review examples in this training; make
yourself as aware as possible of the issues involved
– Review the next problem while students are answering previous problem (if reading entire test aloud)
– If reading by student request, pause and read over problem to self before reading to student
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Student Marks Answers in Test Book
Does student really need this accommodation?
– Has the student ever tried to transfer answers to an answer sheet?
– If no, provide them with an opportunity to see if they are able
– If yes, were they able to do it correctly?
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Student Marks Answers in Test Book
After completion of testingUnder secure conditions:• Staff member must transcribe student’s
answers to multiple-choice test questions to the appropriate answer sheet
• Take care to use correct section of answer sheet
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Student Marks Answers in Test Book
Under Secure Conditions• 2nd staff member must check the
transcription to verify accuracy• Both people must sign outside of test
book• Test books with student’s original
responses must be securely stored for 6 months
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Computer Reads Test Aloud - Student
Controlled• ONLY for Online Test of Computer Skills• 2nd option for read aloud• Can be used in combination with traditional
read aloud• Must be documented in IEP/504 Plan• Student clicks on speaker button
to activate speech • Button located by each block of text with
audio file
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Computer Reads Test Aloud - Student
Controlled• Limitations
– Audio files only available for some blocks of text (e.g., question, answer choices) - not text within applications
– Student must physically be able to click mouse to activate speech
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Revisit Activity
• Testing Accommodations: What’s Allowable and What’s Not
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Accommodations Trivia
General Information
Scheduled Extended
Time
Multiple Testing
Sessions
Testing in a Separate
Room
200 200 200 200
400 400 400 400
600 600 600 600
Game Over
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What documentation does a What documentation does a student with disabilities have student with disabilities have to have to receive testing to have to receive testing accommodations?accommodations?
IEP or Section 504 PlanIEP or Section 504 Plan
Next Question
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Name an accommodation Name an accommodation that requires the student to that requires the student to also have the Testing in a also have the Testing in a Separate Room Separate Room accommodation.accommodation.
Test Administrator Reads Test AloudTest Administrator Reads Test Aloud
Student Reads Test Aloud to SelfStudent Reads Test Aloud to Self
Assistive Technology that reads the test aloudAssistive Technology that reads the test aloud
Next Question
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If a student has the Scheduled If a student has the Scheduled Extended Time accommodation and Extended Time accommodation and is working diligently at the end of his is working diligently at the end of his estimated time, may I let him estimated time, may I let him continue?continue?
YESYESIf the student is still working after the If the student is still working after the conclusion of the estimated time written in the conclusion of the estimated time written in the IEP/504 Plan, he may continue. Testing must IEP/504 Plan, he may continue. Testing must be concluded by end of that school day.be concluded by end of that school day.
Next Question
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Can a student that has Scheduled Can a student that has Scheduled Extended Time be tested in the Extended Time be tested in the regular classroom?regular classroom?
YESYESIf the student does not also have the Testing in If the student does not also have the Testing in
a Separate Room accommodation and is still a Separate Room accommodation and is still working after the conclusion of the standard working after the conclusion of the standard
test administration, he/she may then move to test administration, he/she may then move to another designated location to complete the another designated location to complete the
test.test.
Next Question
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Are all instructional Are all instructional accommodations also testing accommodations also testing accommodations?accommodations?
NONOTesting accommodations must also be used in Testing accommodations must also be used in instruction, but not all accommodations used instruction, but not all accommodations used
in instruction are appropriate for testing.in instruction are appropriate for testing.
Next Question
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Where do you document what Where do you document what accommodations were provided accommodations were provided to the student during testing?to the student during testing?
On the student’s answer sheetOn the student’s answer sheet
Next Question
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Are all Testing in a Separate Room Are all Testing in a Separate Room accommodations considered small accommodations considered small group?group?
NONOSome accommodations (such as Student Some accommodations (such as Student
Reads Test Aloud to Self) require the student Reads Test Aloud to Self) require the student to be in a one-on-one setting. Also, some to be in a one-on-one setting. Also, some
students may need to be by themselves to students may need to be by themselves to focus.focus.
Next Question
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How often do students with How often do students with Scheduled Extended Time get Scheduled Extended Time get breaks?breaks?
With the exception of overall time limits, With the exception of overall time limits, procedures in the Test Administrator’s Manual procedures in the Test Administrator’s Manual
are followed, including break times.are followed, including break times.
Next Question
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How many adults are in the How many adults are in the room for a “one-on-one” room for a “one-on-one” administration?administration?
Two – a test administrator and a proctor are Two – a test administrator and a proctor are required for the administration of state testsrequired for the administration of state tests
Next Question
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Are all students with Multiple Are all students with Multiple Testing Sessions tested over Testing Sessions tested over multiple days?multiple days?
NONOSome students are able to finish the test Some students are able to finish the test
within one day but need breaks more within one day but need breaks more frequently than those of the standard test frequently than those of the standard test
administration.administration.
Next Question
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If a student needs several days If a student needs several days and extra time to complete the and extra time to complete the test, what accommodations test, what accommodations should be in her should be in her documentation?documentation?Both Multiple Testing Sessions and Scheduled Both Multiple Testing Sessions and Scheduled Extended Time should be in the student’s IEP Extended Time should be in the student’s IEP
or Section 504 Planor Section 504 Plan
Next Question
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If a student has Multiple Testing If a student has Multiple Testing Sessions, can the pages the Sessions, can the pages the student is not going to be working student is not going to be working on during a session be clipped on during a session be clipped together?together?
YESYESPages the student has completed and those Pages the student has completed and those planned for a future session may be secured planned for a future session may be secured
by paper clips.by paper clips.
Next Question
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Questions?