TRANSCRIPT - Registration of Students in Texas with Visual Impairments & Texas Deafblind Child Count Ð 12/6/21 >>Kate: So the student data program. So I put on here, what's the "so what." Why do we care about gathering these numbers every year. There are two counts that we perform every January. The first one is the registration of students in Texas with visual impairment. We call this the VI reg. So this is a census of all students in the State of Texas who have vision impairment. Now built within that is our second count, the Texas Deafblind child count. So we take specific census information for students who are identified as Deafblind in special education or are identified as having a vision impairment or Deaf/hard of hearing as well. Take the Deafblind child count as well as that VI registry. These are done under the umbrella of TEA. So TEA has gifted us with the responsibility of making sure that this registry, this census happens every year. The information that we gather through this process, we gather for students, as I said, who have a vision impairment or who are Deafblind in public, private, or charter schools throughout the State of Texas. The types of info that we ask about are things like the degree and cause of vision impairment. We of course want to know the student's name and the grade, the location of the school and the type of program that they're in. Are they in a regional day school? Are they in a general education setting? Are they in a special education setting? We also ask about learning media. Are these students learning solely in Braille, are they using large print? Are they auditory in their learning or do they have kind of a mix? That's important information that we gather as well. And then of course we gather some demographic information on top of that. So why demographic data? So we do keep individual student information completely confidential, I do want to say that up front. But this summary data is used for long-term planning, you know, so we look at things like in region 8 how many students from ages birth up to the age of 3 were newly identified last year. So you know that's just one example of what we might do. We may also look at does our teaching population match the race and ethnicity of our students? You know, that's important information to have as well. So that second bullet is we're looking to identify trends and issues for students who are visually impaired or who are Deafblind. You know, that's important. Sometimes we don't even know that something's an issue until we see it in the data and we see it in the numbers. All of that summary information is then shared of course with TEA, since they oversee this process, with the ESC, with Health and Human Services and the blind program. The Early Childhood Intervention Program and also TSBVI outreach and we use this data and these numbers to help inform our practice in terms of trainings that we're doing in areas that we want to focus on. Other agencies and organizations may request information to help them advocate for services on behalf of students who are blind, visually impaired, or Deafblind as well. I'll talk about it in just a minute but we also post a lot of this information publicly. It is on the website so, again, that summary data and we'll take a look at that in just a second. Another really important reason that we do this count is money, right? It all comes back to money. So the American printing house for the blind has been -- I guess you could say mandated by the federal government to be the stewards of these federal quota funds. So the number of students that are counted each year generates these funds based on the number of students who are legally blind. You know, in vision impairment and IDEA we have some different definitions as to how a student qualifies as a student who is blind or legally impaired. For a student to be blind that means they have vision that is 2200 or worst with their best corrections. They may wear glasses but their vision is worse than 2200 or they have less than 20-degree field of their vision. That's how they are found legally blind. Now, in special education we know there are students whose vision may not fall under that that still need support. But for these federal quota funds that is how we qualify students so that we can get that money to come to the state. These quota funds are then used throughout the State of Texas -- they all go into this big pot of money to purchase instructional materials for the students from the American printing house for the blind. You know, there's a whole process for that and today we don't have time to talk about all of that. But just know that part of why the census information is so important is because those numbers that we gather determine how much funding we have to provide these materials at no cost to the student, to their family, or even to the district. So if for any other reason we think we got to get this money. So if you're interested in looking at the data from this last year and wanting to see what we're asking and what we're looking for, Brian is going to go through that step by step but you can also take a look here at this website. Brian, are you seeing the website now? >>Brian: Yes. >>Kate: Awesome. Thank you. All right. So here is a summary. This is actually just the information that I just shared with you. It's also the information in your handout. You can scroll down here and there are some quick links that will take you further down the page. So if you're wanting to see all of the VI results of the students that are identified under special education classification, a student with a vision impairment. Or you're wondering about students that are found on a 504, so you can look at that selected age groups, race, level of vision, reading medium, disability conditions, and common etiology. So what are the most common vision impairments that we're seeing in the State of Texas. And then we also have that -- oops. Sorry. That same information under the Deafblind child count . So we're not going to look at all of this data right now but I do just want to take a minute just to share some of that just so you can see how it's laid out. So this is something that Brian does and he spends hours every year putting this together. But it's so nice because you can take a look and get a snapshot. If you want to say, hey, I'm wondering where my region is and what it looks like for us but also we have the statewide totals there at the bottom. So if you're wondering what percentage of students do you have as compared to the rest of the state. So you can take a look there. Again, I talked about those 504 results. We track that because it's important information and there's still students that have a vision impairment, right, but for whatever reason are not receiving special education services. So you can see those numbers together. Again, we've got the selected age groups. This is something that I have really become really interested in these last few years is looking at, you know, when are we identifying students. And so looking at that birth to 2, 3 to 5, and then 6 to 22. The numbers are showing us, for example, that we're often not finding students until they come to kindergarten and it's like what can we do so that we identify them before that so they can be getting services. That's one of the ways, for example, that we use this information. Again, that breakdown by race, by level of vision. Talked about reading medium or their learning media. Are they visual, auditory, are they Braille? Are they a pre-reader? Maybe they're a non-reader at this point. Disability conditions. So under special education how are they classified. And then, again, those most common etiologies. Right now it's not a surprise in Texas the number one etiology for vision impairments is court covisual impairment and that falls right in line with what we're seeing as well. You can see that list. I'm sorry if any of you get dizzy as I scroll but almost done with this. Then you can see again that similar information under the Deafblind child count. So broken up by ESC regions and then again with the statewide totals. We also have it in age groups and so on and so forth. So if you're ever curious, you're wondering how your region compares with the rest of the state, take a look at that. I think it's really fascinating. Of course I'm kind of strange and I like to spend my time in data. I think it tells a really good story. Okay. Let me come back to the presentation for just a minute. So on the handout you'll see a section that just says come visit us. Just wanted to make sure you have these resources. Come to the outreach page. There you can request training or consultation services if you need. You're here today so obviously you found how to register for the Coffee Hour. But also to keep an eye out for coming events. We have a lot of trainings, conferences, and workshops that are happening throughout the year. And then, finally -- oh, do you know what? I didn't put it in the slide but I did put it in the handout but I'll make sure it's in the chat. You have my contact, my e-mail information as well as Brian's e-mail information. I'm going to stop sharing my screen and turn it over to Brian for the next few minutes. >>Brian: Thank you, Kate. Let me share a screen here real quick. Can y'all see? >>Kate: Yes. Yep. >>Brian: Great. We're going to start with the e-mail that goes out every year to the superintendent, special ed director, and the VI teacher and the person who is designated as the registration contact person. They're going to get this e-mail sent to them and it's going to contain their county district number, the password to log into the VI reg, and Deafblind child count, and a second password which is specific to 504. I'm just going to go through this e-mail point by point because this is what you're going to look at. This is what you're going to see. Then we'll go to each one of these counts and go through the form. So let's start here in the e-mail. The listing for your school has data from last year that must be verified and updated. Students no longer enrolled should be dropped. And students who have enrolled since last year should be added. All data must be an accurate listing of eligible students enrolled on January 2 or the day school reconvenes following winter break. The due date for this year is January 31 at 5:00 p.m. The first count that we're going to look at is the annual registration. The registration of students in Texas with visual impairment, the link here, that is the login page. This registration should include all students who receive any services from the district as a student with visual impairment. The count includes students under the age of 3 years who are served by your district and additional disabilities. The registration also includes students who are receiving accommodations for a visual impairment under Section 504. There is a separate password, as I mentioned earlier, it's going to be the second one here that will allow us to make those entries for those students. I need to note since TEA does not maintain a listing of individuals who are responsible for Section 504, we're asking that Special Ed directors and TVIs share the 504 password with the person in their district or charter who is responsible for 504 programs. And with that being shared, let's move to the online form. Can you see the screen? >>Kate: Yes. >>Brian: So you're going to enter in your district number and the password in your e-mail. Today I'm using chapel hill academy because it is a charter school and there's a question specific to charter schools that is on this form. I'm also in a test environment and an admin account so you're not going to see this text box here so please disregard that. But when you log in it's going to take you to the homepage with a menu column on the left. Again, we post instructions everywhere. You're going to find some short instructions here about how to make entries but where you're going to start at is here under student records. I went in and created an account. This is where you're going to see all of your students listed who may have been there previously and this is also where you're going to be adding students. But first let's start with the profile that's already in place. So let's start with I'm justa sample. We'll talk about Texas unique IDs and students under the age of 3 in just a moment. The first part is regarding first name, last name. That's pretty self-explanatory. We do ask that you use their legal name, full and legal name. If they have, you know, alternate known aliases or nicknames, we don't want that. We want their full legal name, date of birth, their grade level, ethnicity, which is Hispanic, not Hispanic or Latino, or Hispanic or Latino, their race, their language of instruction, which is the language that is being spoken in their classroom. And then the language, their home language being spoken at home. And here is the question that's specific to charters. School districts are not going to see this but if you're from a charter school, you may have a -- you may be at a charter that has a campus in one region of the state but have multiple campuses in other parts of the state. So if your student is in region 1 or 2 or 3 or 4 or 5, you can indicate that here and still list them as being under that charter school. Next we're going to talk about visual acuity, right eye and left eye. It's the same questions. You can enter in -- you need to enter in one of the following. So first is visual acuity. Visual fields, enter in the field loss here. If it's 20 and under, that qualifies as legally blind, or other. We have a dropdown menu where you can make other selections. And based on your entries for visual acuity, right eye, left eye, you can make a selection for level of vision, which includes meets definition of blindness, meets functional definition of blindness, and not legally blind. If you were to, for example, put in 2200 for right and 2100 for left and put in meets definition of blindness, the site's going to stop you and say no, you can't do that. It's going to say you have to make another selection based on the entries that are made. >>Kate: Brian, this is Kate. I just want to pop in and say remember that this is because of that federal legal definition. So right here in these boxes, we're not thinking special education. We're thinking these legal definitions. >>Brian: Uh-huh. Yes. So if you come across that, just know that you will need to change your level of vision based on these acuities. The next question is about current eye report. Do you have the current eye report on file? Yes or no. Have you collected consent from the parent or guardian? We'll talk about consent a little bit later. This next section is regarding students who are under the age of 3. They may not have, you know, any disability conditions like we see down here but we still need to know something about them. We have yes or no questions here that will help us and also that will indicate if they need to be included on the Deafblind child count. So if they select "yes" for this question, it will flag them to be added to the Deafblind child count. The next section is regarding disability conditions. We have four of them, primary, second, tertiary, and alternate. Primary is required. You have to have something in there for that. The other three are optional. Reading media. Here are the selections of visual, Braille, auditory, pre-reader, symbolic non-reader and then you can select the grade level that's appropriate for your student. So of course if it's symbolic non-reader or pre-reader you don't need to select a grade level. We have questions regarding orientation and mobility. Are they getting services? Was there a current evaluation? Yes or no. Are they getting assistive technology? Yes or no. Now we come to the cause of vision loss. And this is where you enter in the primarily etiology and we have a pretty lengthy dropdown menu here. You'll want to scroll that and find condition that applies to your student. You may not find it. In that case, you would need to select -- there's an option there for other. There it is at the very bottom. And then enter in the -- write in the text box what that condition is. I do need to note that some people get very specific with how they record this information. So sometimes they'll select "other" and then use the text box to string together two or more conditions. We don't want people to do that. We want people to indicate the primary cause, the primary etiology. Sometimes people will include left eye, right eye, both eyes. That's great information for our consultants but as far as reporting, it makes it easier for us to have one single etiology in those fields. >>Kate: Brian, this is Kate again. I just want to emphasize that I would say probably the majority of the "other" responses we get are etiologies that are in that dropdown menu so please take a careful look at that and if it's there, please select that instead of selecting "other." >>Brian: Yeah, some people get in a hurry and it's a lot to look through. It's easy to miss. Just take your time. And of course we got selections for secondary cause. And then we want to know the first name, last name, and e-mail address of the TVI or in the case of 504, the 504 coordinator who was serving the student. In the past, there was some districts who were entering in the lead VI teacher for a district for every student and we were seeing case loads of 30, 40, 50 students. We collect this information so we can get a sense of the case load. So make sure that you're entering in the name and e-mail address of the student that is -- of the teacher that is serving the student. Last but not least, we have our questions regarding statewide assessment. We have a dropdown menu with all the selections that are there and was no authentic space recorded? Was it scored? Once you're done, you click "accept." Oh, there's an error here. What did I do? Oh, there it is. I need to fix that. And your student has now been updated. If you want to drop a student, click on this link down at the bottom. Are you sure you want to do this? What's the reason for doing this? Oh, the student graduated. Okay. Drop the student. And that student will still stay in place and it will show the status as dropped. So if you need to go back and add them back in, you can go and do that. Drop them back in. >>Kate: Brian, one question that came in, and I just want to make sure it gets on the recording. So Lynne had asked when we're putting the acuity is that with correction or not with correction. And the answer to that is it should be with correction to match the legal definition. Thanks for asking that, Lynne. >>Brian: All right. So real quick we're just going to show how to start adding a new student. There's a selection here for add student and you can enter in the Texas unique ID number, if you have one. Just going to make one up but you have that on file. Are you still with me? >>Kate: Yep, we're here. >>Brian: Okay. We're having a website issue. I don't know what happened there. One second. There we go. So if you're adding a new student that's going to check the Texas unique ID number against every student that is in our system -- and this screen is just asking you is this number correct? If it isn't, make sure you try another number. Otherwise, if it is a new student you're adding and the number is correct, click on "new student." And then we can go through the form and you start entering in all your data. This section here regarding students who are under the age of 3, if a student is under the age of 3, you can add them in without the need for a Texas unique ID number. You can use the last four of their social and date of birth. And that will serve as a temporary unique identifier. But if the student is over the age of 3, you need to call me and get that set up so that they can be added in. And then at the next count they do, get a Texas unique ID come up. >>Kate: Brian, a couple of questions have come in. Do home schooled students receiving proportional share of VI services through the district need to be registered and someone asked are home schooled students entered? >>Brian: We have a form for home schooled students and it's not this one we're looking at today. I shared that information with the education service centers so they can disseminate that in their region. We don't know what to send that information to if they are being home schooled, so they help us get that out there. If you are home schooling a student and wanting to add them to the count, contact me and of course I can get you the link to that registration page as well. >>Kate: Thank you. >>Brian: Okay. So let's move on to the -- actually, are there any questions regarding the VI registration? >>Kate: There aren't any in the chat at the moment but if you guys have a quick VI registration question, go ahead and put that in the chat before we move to Deafblind child count. >>Brian: Okay. While you're doing that, I'll just make a quick note about 504. 504 will pretty much be the exact same form except of course you have to log in with that separate password and there are questions that you will not see on the 504 count. The first one being this section here on students under the age of 3. And then also this section about disability conditions. All we want to know is the student receiving services under Section 504 and then we ask a secondary question, are they receiving other accommodations under 504 -- under Section 504. And we give a comment box where they can make a note of some kind. For instance, if a student is being reported on the count, they could say this student is being seated on this side of the classroom or just notes about the student is what it's there for. >>Kate: So Brian a couple of questions have come in. Could you repeat what you said about getting a student a Texas unique ID number? >>Brian: Sure. So I think you would have to get that from your district or your charter school or your administrators. I can't issue a Texas unique ID number. You have to go through your district to get that number to you. >>Kate: If a student is below, under the age of 3, that's where it's the last four of their social and date of birth, correct? >>Brian: Yes. >>Kate: Lynne asked are private schools served by district TVIs recorded by home school or district registry. >>Brian: They would be served through the same form that I mentioned earlier. And of course we don't know who to contact so we don't have a listing of -- TEA doesn't make a listing of private schools so they would have to know to contact us and we would send them the form to register their student. >>Kate: Okay. >>Brian: Great. So in the interest of time, let's go ahead and move to our next count, which is the Texas Deafblind child count. Let me go back to the e-mail earlier. Can you see? >>Kate: Yes. Sorry. I couldn't find my mute button. Yeah, we're good. >>Brian: All right. There is a second annual count and that is the Texas Deafblind child count, this is a separate section for students who are blind and may be eligible for special education services from the Office of Special Education Programs. We have linked a letter on the importance of the national child count of children and youth who are Deafblind to further explain the reasons for this child count. The Deafblind child count generates funds for services and is used for program planning. For information regarding eligibility and other frequently asked questions regarding this count, please reference our Texas sensibilities articles and let's talk about Deafblind eligibility. These FAQs and their answers are here to help you to determine if the student should be placed on the Texas Deafblind child count. We have a note that says if a student who is identified or considered Deafblind is recorded on the VI registration, it is also recorded on the Deafblind child count and vice versa. If you make an entry on one and neglect to do the other, the online web applications will prevent you from closing out. You'll need to reconcile that. You will need to have them reflected in both. So let's go ahead and have a look at the Deafblind child count form. And in the interest of time, I'll just say it up front. This web application works very much the same way as the VI registration. Adding, dropping, and editing students works all the same way. Go to your student records. You'll find your listing of students. You can go in and start editing or adding or dropping. So here's I'm a sample again. Everything is the same regarding their first name, last name. We do ask a question about gender, ethnicity, race, and consent. The same question regarding charter schools and their regions is also in play. This first section here is the name -- the contact information for a parent or guardian. We do need at least one. And we collect this information so that we can send out notifications in the mail. It's 2021. Some people still don't have access to e-mail or reliable Internet service so we do send out communications through the mail. We have a second section if you want to identify a second parent or guardian as well. >>Kate: Brian, really quick. Sorry to interrupt you. Michelle asked in the chat, do they have to be in both, the VI registry and the Deafblind child count registry? >>Brian: The student? >>Kate: Right. >>Brian: Yes. The student has to be identified in both the Deafblind child count and the VI if they are Deafblind. >>Kate: So they would fill in the same information twice for one student? >>Brian: Regarding the names? >>Kate: Right. So are they -- so if a student is Deafblind, the question is do they need to enter both VI registry and enter a Deafblind child count? >>Brian: Yes. So the first section here is regarding living setting. I'll try to go through this more quickly. The second section is primarily identified etiology. You have to make one selection here. So it can be either hereditary, prenatal, postnatal. It's related to prematurity or if it's undiagnosed. You have to make one selection and there's dropdown menus with etiologies that fall under that header. The next section is regarding visual impairment, regarding documented vision loss, does the student have progressive vision loss, yes or no. Do they wear corrective lenses? Is there vision loss in one eye only? Yes or no. The next section is hearing impairment where we document hearing loss. Does the student have diagnosed progressive hearing loss, yes or no. CAPD, auditory neuropathy. Do they have a cochlear implant? Is there hearing loss in one ear only? Do they wear hearing aids or assistive listening devices? And are they in a regional day school program? And, finally, does the student have a designated paraprofessional or intervenor. There were a couple of answers here. No they don't or yes they do but they are not certified through NICE or NRCP or they do have a designated paraprofessional and they are certified through those agencies. The next section is regarding other impairments. These are yes, no, unknown. So it's regarding physical impairment, cognitive impairment. Also known as intellectual disability. Behavioral disorder, complex healthcare needs, communication speech/language. Other impairments. If there's something here you want to note and reflect in the student profile, you can select yes and then make an entry here in the text box. Are they getting assistive technology? What was their last statewide assessment that was taken? Was it scored? And now we come into IDEA funding codes. And this is specific to age groups. So the student here, I think I indicated was born in 2012. So that student would be listed in IDEA Part B, 3 to 21. This section would not apply to the student. The next section is would apply to the student that is age 3 to 21. And you can start entering in instructional status, their category code. And then the instructional setting. And this is also specific to age so there's ECI setting age 3 to 5. And then school age instructional setting 6 to 21. And just like we did with the VI reg, we do collect information about the TVI that is serving the student and, additionally, there is the option to record a teacher of Deaf and hard of hearing. Accept and save. You can go back and drop, just as we did in the VI reg. >>Kate: Brian, a couple of questions have come in. >>Brian: Sure. >>Kate: So if a student is attending TSBVI, does TSBVI enter the information or should they enter the information? >>Brian: The student would be recorded at TSBVI. So if you have a student on your count from last year and they are now here at TSBVI, you need to drop them so that TSBVI can pick them up. >>Kate: And then -- sorry. It just went down. What is the deadline for the registration? >>Brian: So the deadline to complete all three counts is January 31st at 5:00 p.m. And that's when we will then move into the second phase of the count, which is the superintendent signature phase. And that runs from February 1 to about February 15, depending on how that land on the calendar. It's the first two weeks of February. >>Kate: Okay. And then a couple other questions, I know you said you would get there, about private school and home school, so I'll let you do that. >>Brian: I'm sorry. What was the question? >>Kate: Oh, well, about private school and home school. So like if a student is in a private school, what is that going to look like to get them registered? If the student is home schooled, what's the form to get them registered? >>Brian: So we have set up an online form through Google and it has all the same questions that we have gone through today. It's just through a different system. So what we're looking at today has login credentials and accounts. The forms that we're using for home school and private school are just on a different system so the education service center would need to share that with any parent or guardians in their area who have been identified as home school. And private schools would need to know to contact us so that we can send them that form and allow them to get their students registered. >>Kate: Okay. Great. Yes, Melinda, home school is differentiated from home bound. Home bound is a special education placement. They are still receiving district services. Home school would be a student who is not receiving district services. Great question. And then Chris had an interesting one. In the unusual condition that the orientation and mobility specialist is the instructional service provider, what happens in the TVI fields? If a TVI is not providing service. Should they enter that O&M information? >>Brian: I would say so, yes. And maybe we could add that as a -- maybe we can edit that field title to be inclusive of COMs, if that is who is making the entry. So it can be a little bit more clear. >>Kate: Okay. Well, I think we have answered the questions that have been submitted so far. >>Brian: All right. Are there any further questions about Deafblind child count? If not, then we'll go back to the letter and there's a couple more items there that we'll go through. >>Kate: Not at the moment. Go ahead to the letter. We've got about eight minutes. >>Brian: Awesome. Great. So point number three in the letter is regarding consent for release of confidential information. In order to access funding and resources available through other agencies, each student who is registered as a student in Texas with a visual impairment, a student who is Deafblind or a student with a visual impairment under Section 504 must have signed consent for release of confidential information. The consent form allows us to share their information and access resources from American printing house for the blind, the Texas Health and Human Services Commission, blind children's program, HSSC, early childhood intervention, Texas Workforce Commission, regional service centers and other agencies. It is important that the consent for release of confidential information form is signed annually and maintained in the student folder. I'll add there at the district. We have copies in English, Spanish, and Vietnamese. If there's a translation -- if you need a translation that is not available, let me know. I can pull that together. And this note here at the bottom, it's letting you know if a parent does not give consent for information to be released, they still have to -- the teacher still has to record the student and the counts. They must still be registered. The consent form only has to deal with access to shared resources and other agencies. TEA still wants that information and it just means that we won't be able to share it with outside agencies. >>Kate: Brian, that is so important. I'm going to repeat what you just said. So if you do not have a signed consent, you still enter that child's information. What that just means is then we do not share their information with these outside agencies. But you must still enter their information on the VI registry and/or Deafblind child count. >>Brian: Yes. Are there any other questions about that? >>Kate: Not at the moment. Erica did ask in the chat when should they expect to receive the letter that's e-mailed? >>Brian: Sure. I plan on sending that out probably as soon as tomorrow. I was hoping to do that today but I'll definitely get it out tomorrow. Again, it will go out to the superintendent, the special education director, and the lead TVI if one has been identified. All right. That brings us to our last section here. This is about more information. We have our websites about VI registration, about Deafblind child count. These are hyperlinked in the e-mail so if you have questions, please go there and look up the information. It may save you an e-mail or a phone call. We recommend that you first go through the information that we provide you. If you have any questions, do not forget to also reach out to your education service center. This is an e-mail template, if you haven't guessed already. So it will have the consultant and their e-mail embedded in the notification. Your education service center can also help answer questions and guide you through the process and we really encourage you to reach out to them first before contacting us. There is 1200-plus school districts and charters in the State of Texas and about 12,000 students so we definitely have to spread this out as much as we can. I am available to accept and return phone calls and e-mails. However, I typically reply a lot quicker with e-mail because I'm really good at copying and pasting information and it just seems to go a lot smoother. So if you have any further questions or are in need of assistance, let me know and I will gladly help you. Thanks. >>Kate: Brian, one question came in. Jennifer asks what if the lead TVI from last year has left? >>Brian: If the lead TVI from last year has left, update that information. But the name and e-mail address of the TVI that is serving the student, if that is the case. >>Kate: All right. We'll give just a moment and see if any other questions come in through the chat. While we're waiting for that, hats off and kudos -- I'm going to turn my camera on. Hats off and kudos to Brian. This is a, you know, the craziest time of year for him. In fact, we pretty much just don't see his head above water until about March. But like he said, please feel free to reach out. Start first within your district, go to your ESC but if you don't have an answer, don't hesitate to contact us. You're welcome to e-mail me as well. Very likely I'm going to have to ask Brian but please feel free to reach out. We don't want you guys to feel like you're trying to row that boat without a paddle or anything like that. Okay. I am not seeing other questions in the chat. Brian, anything else you want to add? >>Brian: Yes. So like Kate just said, she's going to be available to help. I'll be going to her with questions as well because sometimes I'll come in and ask very specific questions that are a little bit complicated, so I will be consulting with her and other consultants in our department. So don't hesitate to reach out to us. We'll get to you as quickly as we can with that entire month to work through it. Just try to go through e-mail, if you can, and be very specific about your question and we will help you as quickly as possible. >>Kate: Please note that this registration will not open until January 3rd, right? January 3rd? >>Brian: It opens on January 4th. So you are going to get the e-mail with all this information that we provided you but the site won't open up until after the new year. We still have to go in and get the applications ready. We're making a few updates here and there so it's not going to be ready. If you're eager, you're trying to jump into it right now, you're just going to have to wait. >>Kate: And the reason for that too is -- I mean, just by law this is mandated information that is as of January 4th where are these kiddos, who are these kiddos, et cetera. That's part of why it doesn't open until January. >>Brian: It also has to do with the snapshot date. >>Kate: Awesome!