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Transcript of 1 Academic Standards and Transition Diane Sobolewski 2004 PA Transition Communities of Practice...
1
Academic Standards
andTransition
Diane Sobolewski
2004 PA Transition
Communities of Practice Conference
Pennsylvania Training and Technical Assistance Network Pennsylvania Department of Education
2
Academic Standards
IDEA requires that students with disabilitiesbe involved and progress in the general
education curriculum (i.e., the same curriculum as for non-disabled
children.)
3
PA requires that all students take a state
assessment, holding them accountable to
state standards -- “children with disabilities
shall be included in the State assessment
system, with appropriate accommodations,
where necessary.”
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And now…...No Child Left Behind
requires Adequate Yearly Progress
for students with disabilitiesto achieve proficiency at the
state, school district, and building levels
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Transition Requirements
IDEA ‘97: 300.29 (a) Transition services means a coordinated set of activities for a student with a disability that
1. Is designed within an outcome-oriented
process, that promotes movement from school to
post-school activities, including post secondary
education, vocational training, integrated
employment (including supported employment),
continuing and adult education, adult services,
independent living, or community participation;
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2. Is based on the individual student’s needs, taking into account the student’s preferences and interests; and3. Includes --
(i.) Instruction;(ii.) Related Services;(iii.) Community Experiences;(iv.) The development of employment and other post-school adult living objectives; and(v.) If appropriate, acquisition of daily living skills and functional vocational evaluation.
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PA Chapter 14
Adopts by reference all
of IDEA ‘97 transition
language
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Caught between the two worlds:
special education students in the general education curriculum
AND
special education studentsinvolved in transition activities
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Simply stated:
Do students work on transition
ORstandards?
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What’s a special education teacher to
do??
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“. . . Factors outside of schoolare four times more importantin determining a student’s success on standardized tests than are factors within the school.”
Kellogg Corporation study, Michigan2000
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“…… students with disabilitiesdid best when allowed to showmastery of standards in variousways, including in community-based programs.”
Center for Policy Research, Alexandria, VA 2000
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It is only a recent phenomenonthat learning is treated
as something disconnected from the community;
something to be conducted by professionals
in the confines of a classroom.
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But how can
students with disabilities
be prepared for the PSSA
and other high stakes tests
if they are in the community,
doing transition “stuff”
???
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The IdeaTransition and standards were never
meant to be mutually exclusive
Why doesn’t SOMEone develop SOMEthingthat would help administrators, teachers, and
parents see the connection?
Standards and transition ARE compatible!
16
Transition Activitiesand
PA Academic Standards
The
Matrix
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PA Academic Standards
Chose the standards for which teachers are being held accountable (PSSA/PASA)
Reading, Writing, Speaking, ListeningGrades 5, 8, 11
MathematicsGrades 3, 5, 8, 11
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Transition Activities
•Life-Centered Career Education CurriculumDonn Brolin
•Transitions Curriculum -- Jim Stanfield•Transition Planning Inventory -- Gary Clark•Curriculums Framework --
PaTTAN-King of Prussia•Transition Planning Guide -- State College
School District•Transition “Cheat Sheets” -- ARIN IU 28
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Who can use this matrix?
•Parents •Regular education teachers•Special education teachers•Transition Coordinators•IU Transition Consultants•Higher education faculty
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Let’s take a closer look at the matrix
User friendly
Organized by outcome
Each outcome starts on new page
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Left column:Common transition activities
Teachers can scan down this
column to find the activity they
need to include in the IEP.
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1. 2. 8. B
Reading
ReadingCritically
in AllContentAreas
8th
gradeUse and
understand avariety of
media
Middle column:Number of Standard
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Right column:Descriptors of each standard
This was included for those whomight be unfamiliar with the standards and did not have a copy of them to use as a reference.
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Goals and Objectives
Transition Activities
16 year old
Courses of Study
14 year old
Present
Levels of Educational Performance
Post-School Outcomes
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Goals and Objectives
Transition Activities
16 year old
Courses of Study
14 year old
PELPost-School Outcomes
Academic Standards
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Consider:Transition activities can support
academic goals
Academic activities can supporttransition goals
Transition Academics
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It’s not EITHER / OR
It’s BOTH!
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Outcome:
Attend two- or four-yearcollege or university
with support
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Transition Activity
Before / after class, student will approach teacher for assistance
During ___________ class, studentwill research disability, study her own ER / IEP
During ___________ class, student will request information from college of interest
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Needs
Present Levels of Educational Performance
Diane is an 11th grade student with a specific learning disability. When asked about how she learns and what impact her disabilityhas on the classes she takes, she cannot give an explanation. Shedoes not talk to her teachers nor does she ask for help when needed. Diane does not know how to self-advocate.
Diane needs to be able to describe her disability. She needs tobe able to list the adaptations and accommodations that work for her in each academic area. She needs to be able to approachher teachers and request / defend her need for accommodations.
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Standard(s)
Transition Activity
Diane will explain need for accommodations to teachersDiane will describe disability / impact on learningDiane will lead / participate in her IEP meetings
1.6.11 A Ask clarifying questions1.6.11 B Summarize and reflect on what has been heard1.6.11 C Adjust voice to provide emphasis / influence1.6.11 D Introduce relevant information
Paraphrase and summarize as needed1.6.11 E Initiate conversation, conduct interviews
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Diane will be able to approach two of
her regular education teachers
independently at least once a month
and identify how her disability affects
the way she contributes to class
discussion with a score of at least 3
on a teacher-made rubric.
Measurable Annual Goal
34
Log of student and teacher conversation
Rubric
No less than once each month with two teachers
Scoring at least a 2 on a teacher-made rubric
Given a verbal prompt
from support staff, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion.
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
35
Log of student and teacher conversation
Rubric
No less than once each month with two different teachers
Scoring at least a 3 on a teacher-made rubric
Given a visual cue
from support staff, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion.
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
36
Log of student and teacher conversation
Rubric
No less than once each month with two different teachers
Scoring at least a 3 on a teacher-made rubric
Independently, Diane will orally describe to two regular education teachers why she needs extra time to process responses during class discussion.
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
37
Academic Standard
What courses is the student taking?This year? Next year?
Get those standards out and study themto see what might apply
Go through reading, math, science firstThen the others!
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Academic Standard
What courses is the student taking?
Look at standards for a class in whichstudent may be having difficulty
Might there be a transition activitythat would serve to clarify, remediate, or
apply concepts being taught?
40
Rubric for Diane Self-Advocacy Goal Skill 1 2 3
Diane will respond with relevant answers
Diane will ask relevant questions
Diane will add emphasis while speaking, as needed
Diane will identify significant points
41
1. Competitive employment w/o support
2. Competitive employment with support (long / short term)
3. Sheltered employment4. Adult training facility
(formerly Therapeutic Activity Center)5. Adult day care6. Other ____________
Employment Outcomes
42
_____ Choices software _____ Guest speakers _____ Graduation project _____ Other
Career exploration
43
Activity Standard ?Choices software 1.2.5B Use a variety of media
1.2.11A Use established criteria for making decisions and drawing conclusions
1.8.11B Use traditional and electronic search tools
Guest speaker 1.6.5A Ask pertinent questions, distinguish relevant information
1.6.8E conduct interview as part of research project
Graduation project 1.1.11A Locate resources for independent project
1.4.11D Maintain a written record
1.4.11E Write a personal resume
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_____ Community service
_____ Job shadowing
_____ Job tryouts
_____ Work experience
In-school work experience
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Activity Standard ? Community service 1.6.5C Speak using skills appropriate to
situation
1.6.8A Listen to others, ask probing questions
1.6.8D Contribute to discussions (on the job), adjust pace and volume, etc
1.6.11B Relate what has been heard to previous knowledge
1.6.11C Speak using skills appropriate to situation
1.6.11E Initiate everyday conversation, conduct interview
2.1.3H Demonstrate an understanding of one-to-one correspondence
2.8.11C Use patterns, sequences, and series to solve problems
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Activity Standard ?Job shadowing 1.6.5B Retell actions, predict results,
summarize
1.6.5D Ask relevant questions, respond with relevant information
1.2.8A Differentiate fact from opinion
1.6.8D Listen to contributions from others, clarify response, when asked
1.6.11B Summarize and reflect on what has been heard
1.6.11E Conduct interview
2.11.5C Identify maximum and minimum
2.2.11B Use estimation for when an exact answer is not needed
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Activity Standard ?Job tryouts 1.1.5A Establish purpose for reading (such as to
acquire information on the job)
1.1.8F Understand the meaning of and apply key vocabulary
1.6.8C 1.6.11C Speak using skills appropriate to situation
1.6.11 D Contribute to discussions
1.6.11 E Participate in small/large group discussions
1.6.11E Initiate everyday conversation
2.3.11 A Select and use appropriate units and tools to measure
2.3.11C Produce measures with specified levels of precision
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Needs
Present Levels of Educational Performance
Adam is an 11th grader with autism. He does not consistently initiate,maintain, or end conversations. He understands appropriate vs. inappropriate topics of conversation. He can tell time to the minute, but requires support to associate times with events during the day. He is a visual learner and requires visual representation of information in order to understand it. He does not know what jobs exist in his community.
Adam needs to be able to ask unfamiliar people for information.Adam needs to be able to take information and chart it for purposes of summarizing and making a decision.
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Standard(s)
Transition Activity
Adam will job shadow 2 occupations during each quarter (post office, mailroom at IUP, stockroom at Kmart, UPS warehouse, medical supply business, PNC Bank)
1.6.11A Listen to others, ask clarifying questions, synthesize information to determine relevancy1.6.11B Summarize and reflect on what has been heard1.6.11D Ask relevant questions, respond with relevant information2.3.3D Tell time (analog and digital) to the minute2.8.3G Gather information and display it in the form of a chart
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During a job shadowing visit and given a list of
questions developed ahead of time, Adam will
chart 100% of the answers to questions about
five aspects of each job.
Measurable Annual Goal
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Chart 5 aspects per job
Given adult prompting, Adam will develop at least 5 aspects of a job (that are important to him) for each job shadowing site.
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
52
Chart Ask all questions
Fewer than 3
verbal prompts
Adam will ask an employee or a supervisor at each job shadowing site and write down their answers to questions regarding the job.
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
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Report of Progress on Annual Goals
Adam shadowed at PNC Bank and
Diamond Medical Supply
2 verbal prompts
Adam shadowed at UPS warehouse
2 verbal prompts
Adam shadowed at Kmart and post
office
4 verbal prompts
Adam developed chart and
shadowed at IUP
6 verbal prompts
4th
Report period
3rd
Report period
2nd
Report period
1st
Report period
54
Community LivingOutcomes
• Residential
• Participation
• Recreation and Leisure
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How to begin:
• Look at each experience• Then task analyze !• Break it down to smallest skill
components• Relate those skill components
to the standards
56
Residential
_____ Home responsibilities_____ Participate in apartment program_____ Summer camps_____ Open case with MH/MR Base Service Unit _____ Supports Coordination _____ Community Living Arrangements _____ Respite care _____ Companionship / social groups_____ Community-based instruction _____ Shopping/money skills _____ Pedestrian safety _____ Social skills/communication_____ Section 8 housing
57
Participate in apartment program
• Housekeeping skills (sweeping, dusting, doing laundry, making beds, washing dishes, etc.
• Home maintenance skills (furniture arranging, changing light bulbs, replacing screens, troubleshooting problems, etc.
• Cooking / meal planning
58
(Math) 2.1.3 B Use whole numbers and fractions to represent quantities
(Rding) 1.1.11A
Locate resources for information
(Rding) 1.2.11 A Read and understand essential content of information sources
(FCS) 11.2.3.B Identify the importance of routines and schedules
(FCS) 11.2.3 F Explain daily activities that fulfill family functions in meeting responsibilities
Housekeeping
?StandardActivity
59
(Rding) 1.6.11 D Ask relevant, clarifying questions, respond with relevant information
(Rding) 1.1.11A
Locate resources for information
(Rding) 1.2.11 A Read and understand essential content of information sources
(FCS) 11.2.9 A Solve dilemmas using a practical reasoning approach
Home maintenance
?StandardActivity
60
(Math) 2.1.3 B Use whole numbers and fractions to represent quantities
(Rding) 1.1.11 A Locate resources for information
(FCS) 11.3.6 F Analyze basic food preparation techniques and food-handling procedures
(FCS) 11.3.3 F Identify components of a basic recipe
(FCS) 11.3.6 D Describe a well-balanced daily menu
(FCS) 11.3.12 C Evaluate sources of
food and nutrition informationCooking / meal planning
?StandardActivity
61
Residential example
62
Needs
Present Levels of Educational Performance
Kyle is a 12th grade student with ED currently attending the tech centerin the area of building construction. He reads 70 wpm at the ninth grade level but relies heavily on material presented to him by demonstration. He experiences frustration when he does not understand printed material the first time he reads it. He plans on moving out on his own and expresses concern that he will not be able to do simple maintenance around the house, such as assembling new purchases, changing the element in a hot water tank,etc.
Kyle needs to be able to follow simple written assembly instructions.Kyle needs to be able to demonstrate simple home maintenance skills.
63
Standard(s)
Transition Activity
Kyle will practice independent living skills, specifically home maintenance.
1.1.11A Locate resources for information1.1.11F Understand the meaning of and apply key vocabulary1.2.11A Read and understand essential content of information sources
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Kyle will be able to locate the parts of a
manual where he can locate parts, assembly,
and contact information 100% of the time.
Measurable Annual Goal
65
Teacher checklist
All the information
5/5 trials
Given situations where he needs to order parts for an appliance, Kyle will find the page in the manual that lists the parts and ordering information
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
66
Phone log
Chart
5/5 trials
successful order
Independently
Kyle will call the manufacturer and order the parts needed for an appliance
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
67
Report of Progress on Annual Goals
Phone contact made, order placed, with
teacher verbal prompt
Phone contact made with
manufacturer with teacher verbal
prompt
Parts page located and order form
completed
Parts page located
4th
Report period
3rd
Report period
2nd
Report period
1st
Report period
68
Participation
_____ Transportation _____ Driver’s license _____ Photo ID _____ Public transportation _____ Family transportation _____ Special transportation _____ Car pool_____ Voter registration_____ Selective service _____ Jury duty information_____ Court system / obeying the laws_____ Community-based instruction _____ Travel training _____ Social skills
69
Transportation
• Driver’s license
• Photo ID
• Public transportation
• Family transportation
• Special transportation
• Car pool
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Activity Standard ? Driver’s license (Rding) 1.1.8 A Locate appropriate texts
(Rding) 1.6.8 D Clarify, illustrate, or expand on a response when asked
Public transit (Rding) 1.6.8 C Speak using skills appropriate to purpose
(Math) 2.1.3 E Count, compare, and make change using a collection of coins and one-dollar bills
(Math) 2.2.5 D Demonstrate the ability to round numbers
Car pool (Rding) 1.6.8 C Speak using skills appropriate to purpose
(Rding) 1.6.8 D Clarify, illustrate, or expand on a response when asked
71
Other issues to consider:Other issues to consider:
• Voter registration
• Selective service • Jury duty information
• Court system / obeying the laws
72
Activity Standard ? Voter registration (Civics) 5.3.3 F Explain what an election is
(Civics) 5.3.9 E Identify major leaders at the local, state, and national governments
(Civics) 5.3.9 F Explain the election process
Selective Service (Rding) 1.1.5 A Establish purpose for reading
Jury duty (Civics) 5.3.3 B Identify the role of the three branches of government
(Civics) 5.3.3 C Identify reasons for rules and laws in the community
Obeying the laws (Civics) 5.3.3 C Identify reasons for rules and laws in the community
73
Participation example
74
Present Levels of Educational Performance
Needs
Ellen is an 11th grade student with mental retardation. She approaches new situations with fear. She does not know how to use public transportation, but will need to use it when shegraduates to go to her job. She currently needs supervision to cross the street safely.
Ellen needs to be able to use public transportation.Ellen needs to be able to follow pedestrian rules.
75
Transition Activity
Standard(s)
Ellen will learn to use public transportation and
obey pedestrian rules for eventual move to
group home placement.
1.8.5B Locate information using appropriate sources and strategies1.6.5A Listen to others, ask questions, take notes1.6.8C Speak using skills appropriate to purpose2.1.3E Count, compare, and make change using a collection of coins and bills2.2.5 I Select method of computation and explain why it is appropriate
76
Ellen will be able to use public
transportation from school to her work
experience job safely and with no errors.
Measurable Annual Goal
77
Ellen will wait at the bus stop and get on the correct bus
With supervision
then
independently
Score of 3 on
rubric
Log of steps
Taken
Teacher
rubric
Short-term objectiveExpected Level of
Achievement
Method ofEvaluation
78
Ellen will get off the bus at the correct stop, pay the driver the correct amount, and walk into her place of employment
With supervision
then
independently
Score of 3 on
rubric
Log of steps
taken
Teacher
rubric
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
79
Report of Progress on Annual Goals
1st
Report period
2nd
Report period
3rd
Report period
4th
Report period
Got on correct bus 10/10 times
Rubric score of 2
Got on correct bus 10/10 times
Rubric score of 3
Got off bus, got to work w/ reminders
Score of 2 on rubric
Got off bus and to work independently
Score of 2 on rubric
80
Rubric for Ellen Participation Goal
Skill 1 2 3Ellen will locate the correct bus stop
Ellen will ask driver before boarding re: destination of bus
Ellen will ask relevant questions
Ellen will use correct combination of coins for fare
81
Recreation / Leisure
Current hobbies _____________________________________________________________________________Current clubs _______________________________________________________________________________Current social activities ____________________________________________________________________________ Community-based instruction _____ Recreation facilities (YMCA, etc.) _____ Social skills _____ Sports_____ Local clubs, teen centers_____ Service organizations (AkTion Club, Kiwanis,etc)_____ Church groups
82
Good to know current status of
• Hobbies• Clubs• Social activities• Sports
in case there is some way to continue after high school !
83
Community Based Instruction
• Recreation facilities (YMCA, etc.)
• Social skills
• Sports
84
Activity Standard ?Finding recreation 1.2.8 A Distinguish between essential and
nonessential information
(HS&PE) 10.4.9 A Analyze and participate in physical activities that support physical fitness
1.6.11 A Ask clarifying questions
Social skills 1.6.8 C Speak using skills appropriate to situation
1.6.8 E Initiate everyday conversation
Locating sports (HS&PE) 10.5.9 C Identify and apply practice strategies related to skill improvement
(HS&PE) 10.4.3 D Identify likes and dislikes related to participation in physical activities
85
Recreation / Leisure example
86
Present Levels of Educational Performance
Needs
Cork is a 10th grade student with a specific learning disability and mild cerebral palsy that affects his left side. He is a shy young man who needs encouragement to initiate conversations. He is interested in joining a recreational sports league. He recently moved into the school district from another part of the state and is unfamiliar with opportunities that exist in the Pattan School District. He participates in physical education classes with some adaptations for speed and accuracy where they are needed (depending on the sport). For instance, when shooting baskets, he is permitted to shoot from a closer position or when playing golf, he tees off from the ladies’ tee.
Cork needs to be able to identify recreation programs in his community.Cork needs to be able to follow the process to register for a recreation program.
87
Transition Activity
Standard(s)
Cork will call various organized community sport activities for information.Cork will choose one activity and go through the registration process.
1.1.11A Locate resources for information 1.4.11D Maintain a written record of activities1.6.11A Ask clarifying questions1.6.11C Speak using skills appropriate to situation
88
Cork will identify at least 5 community
recreation programs by calling them on the
telephone and recording relevant
information on a chart.
Measurable Annual Goal
89
Cork will compile a list of community recreation programs by using community resource handbooks, the telephone book, and the internet.
At least 5 programs and telephone numbers
Student work samples
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
90
Cork will ask each community recreation program a set of pre-determined questions as well as clarifying questions.
A minimum of 10 questions per program
Written compilation
of information
Short-term objectiveExpected Level of
AchievementMethod ofEvaluation
91
Report of Progress on Annual Goals
1st
Report period
2nd
Report period
3rd
Report period
4th
Report period
Compiled list of 3 programs from
telephone book
Added 3 programs from
handbooks
Compiled list of 10 questions per
program
Contacted 3 programs and
completed questionnaire
92
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