TRANSCRIPT Ð Tech Tea Time Ð Initial Assessments Ð 8/15/24

>>Donna: Good afternoon, everyone, and welcome to the 1st tea time of the 2425 school year. I'm so excited for everyone to come in and. Us to start this again. This will be our. 3rd year doing tea times, so excited. Looks like we've got everybody starting to come in. So let's go ahead and get started. This is tech tea time. And our goal is to build community practice. Or technology that allows us to support our students as we're teaching in the spirit of that goal, we want it to be as interactive as possible, and we encourage you through chat, to talk with your peers. And through the QA. To talk to our panelists. This session will be recorded and posted on our website for later viewing. So what we have. Is a new posting for those of you that have been with us for a while. If you come here to our website, Statewide resources. And I always forget which one it is. So bear with me. Professional development, library. And tech tea time. So all of our sessions will be housed here now, instead of having to go to a Google site or a remote. So if you missed a session over the last couple of years. You can come here to our tea time, archive, and check those out. Alright. Our topic for today is 80 initial assessments. And this is. My name's Donna Clements. I am the assistive technology. Consultant here with outreach. And. This is going to be a three-part series, starting with initial assessments. Going into. Collecting data and aggregating that data, making good choices for feature, matching. And then into Iep writing and ploughs and present levels of the plots. Lot of present level, of academic. Achievement and. Performance, I believe, is what that Acronym is. We just love our acronyms. So This will be a. Series through the month before we start off with This year's topics. So we'll talk about those a little bit later. Reminder. If you have a question for me, please put it in the QA. So that I can. Answer any questions that come up. Alright! So with that, we're all on the same page. If we are talking about a T legally, we're looking at. Any device or equipment. That. Can be acquired commercially off the shelf, or modified for your student. So if you take a device. Such as a pencil grip. And add it to your students. Stylus or pen or pencil. You have just made that now adaptive. What we sometimes forget is the other part of a T that it includes service. So that's any service that directly. Our students in the selection. Acquisition or use of that technology. So anytime we're doing. A feature match from our assessment. We are working on a service for our. If we are training a parent. Or a sibling, or. Their teachers how to use a device that's part of their service. So there's a bit more to at than. Just that device. As tbis. We are providers, not prescribers. We need our low vision specialists from our low vision clinics. To prescribe. We keep in mind that our low vision are prescribing from a clinical setting, and as tbis, we need to provide. And we can provide very valuable information. Of what does and does not work. For our student in the academic setting. Those clinics are are very sterile. The lighting is consistent. There's not usually many windows. So your student is getting something that's very scrubbed down. But how they function in the classroom is going to look different. So if we can have the hard data of how our student performs. With recommended devices or with trial devices. We can then take that to the low vision. And I'm gonna give you some things today to document that to help you take it to the low vision. A lot of times those. Those exams do not include information like. The student has to travel from one place to another throughout the day, so a recommended large desktop CCTV. May not be appropriate. A student that has some dexterity issues. May get a record recommended power. For a device. But the device itself may not be appropriate because of their dexterity. We can provide that information. In the essential tools for the trade book. If you haven't gotten that check that out. There is a referral form, example. As I was talking. We're gonna have. Some documents that you can use today. That allows us to document. Now, I'm I'm opening this in Google, and it did not. It did not like it. These are usually opened in. Microsoft word. I apologize about that. So. You can download. This form. If you order your tools for the trade book, they have this form in there. And I apologize for the awful look on the screen. But it does come up better in Microsoft word than the conversion to Google is not, is not happy. This is an example of. Taking information about your student to the low vision clinic. It includes things like, what kind of special needs do they have, whether they use sign language, a wheelchair? Do they need Spanish or other language? Are they a reader or a non-reader? A pre-reader. Even, you could add here. Do they use pictures? Do they have a reading rate I would not like. They recommend on the tools of the trade. Not skipping that question. Because that is highly important when we're looking at enlarged devices. If a student is reading at. 36 and 48 Font. But their efficiency drops because it's gotten so big. Can we look at other alternatives for that student. Are we supplementing with audio. Are we looking at Braille as an alternative. Or as a supplementary, to have a dual media student. So. This reading rate is. Highly important. We can take our reasons for a referral. Addressing specific issues. So this document is a great document that's coming from our tools, from the trade book. So that's a lovely resource for you. All the information that we've gathered in our fee. Lma is a wonderful place where we can have everything together for those use and efficiency and take it to the low vision. When we're collecting our data for the that initial assessment or for an annual review. We're looking at where the student is now. We're planning for the future. So here's where we are now. How do we get to that next step? In. 2 months. 4 months, 6 months a year. 2 years, 3 years. Tech is very fluid. So something we pick now may not be appropriate in the future. But we're gonna still try to document our plans. Sometimes less is best. If a student doesn't have the skill to use a high tech item yet. Sometimes using those low to mid tech items. Might be better for them right now. And we adjust like, I said, as needed as we go through. So we also need to document our need for training. If our student needs tech. We need to address their training needs. Right away. So. This. Allows us to avoid tech. Abandonment. And supports the students, the teachers, and the families. The worst thing we want is to have that $5,000. Piece of equipment, sitting. On a shelf, gathering dust. So when we're looking at our planning for at assessment. The planning is crucial. The whole team needs to be included in the fold for the, for the assessment. Even those non traditional team members. If you have a lunch lady or lunch, or a janitor who custodian, who has. A really good connection with this student or interacts with them daily and can have input. They may have some really unique interactions with our students. So they are. They can be involved in. In this process. Siblings. Grandparents. Anyone that may have bonded with that student and can give feedback during the inside in the assessment and support after. Nothing better than a sibling that could help. Get those students interested in the tech that maybe they aren't quite as motivated to use. Okay. So planning for that future, involving the the student in in each of the parts. Getting the parents involved in what their plans are. But the students plans are. Where they want to go. In that less is best. Example of starting, lowering, and moving up. The computer may not be what the student is ready for yet, or that Braille, notetaker. But if they're trying to use a computer, if they don't have typing skills or understand what the windows based system is. And how it is arranged. That may not be our immediate. Go to. We may layer that into. Other instructions. So are they getting training. In typing in a computer class instead of a point click type lesson. We may substitute typing. And use some of our typing programs that will include jaws and large. Enlarged print for them. If we're using wanting to use a braille display. Maybe using a simpler device like an ipad. First.st While we're learning how to use the computer. We want to be. Able to adjust and be flexible. If, after training or through a thorough trial, the device is not working. It's going to be nothing but a paperweight for us. So we explore what worked. For that device and search for some alternative. Our trainings need to be thorough. And scaffolded for our students. Drive by drop offs of high tech. Is not effective for our kids. There are too many elements that they need to learn. All right. Oops! Sorry all my My mouse went a little crazy. There. And we need a plan for that training. We want to make sure we know what we're training before we give the device. During. The introduction to the device. After the delivery, and follow up for that device. Is there ongoing training, and at what pace are we looking at. Now this is split up into like I said, 3 sessions for this month. So this week we're talking about. Our quiet indicators, quality indicators for assistive technology and quite a few other things. But today, we're just gonna look at quality indicators. One. And 2 later in the month we'll look at 3, but 4. Today, we're going to look at. The 1st 2. So in Indicator one. If we're looking at the consideration of needs. If you haven't heard of quiet, this is a great resource when we're looking at. Making sure that we're providing quality instruction and quality. For our students and assisted technology. Now, what I love about this resource is, not only does it give you examples and indicator statements, it gives you the intent of that statement. There's not a whole lot of wiggle room in in how you understand it. Here they lay it out for you. Well, I love this. At the end. It also gives you common mistakes. So if you're looking at doing quality programming, your assistive technology for your students and for your program. This would be a great place to start. So. Number one in these indicators is that we're considering devices for all students, regardless of severity or disability. We wanna make sure we're considering. And that's part of our Texas. Outline as well is that every year we're considering assistive technology. During the development of the Iep. We are consistently using a collaborative decision-making process. And what this means is that there's not just one person making the choice for the student. We as vit teachers, because we know. The vision. And we know that portion of. Our students needs this process for for them. But we should not be making that decision on our own. We need to make it as a team. We're gathering. Collective knowledge. And we're using our collective skills. To make that decision. And we're gonna talk about that a bit more in just a little bit. Decisions. Regarding the need of it, and services are based on. The students, IP goals and objectives, access to curriculum and extracurricular activities. And progress and progress in the general education, curriculum. So we're looking at. Throughout their day, from wake up to bedtime. How can we interact with them and help them along with. A T to get them going. We also need to gather and analyze data about the students in all of their customary environments. Again, like I said, from wake up to bedtime. And outside of their educational goals. As well as those educational goals. When it's needed. We need to explore all ranges of technology from low to high. Or from light to to high. To make sure that we're supporting those identified needs. And we need to document document for the next 3 sessions. You're gonna hear me talk about documentation and different ways to document. That will make it easier for you to make sure you're meeting this piece in. For your students. A check box is not enough. And then some common errors. We're considering A. T for students with severe disabilities. Only. No one in the Iep team has knowledge regarding a T. The team doesn't have use a consistent process. Now we we really don't have a standardized. Of assessing. At this point you find a way that works for your team. I'm going to give you some examples of those. Today. As long as you're meeting all of the needs identifying all of the items you need to identify, and you're doing it in a consistent process for data. For the environments and tasks that your students need. And you're collecting all of that in a consistent. Way. Then you have met this. Another errors. That consideration is limited to items that are familiar. If we are not exploring new tech. Then there's a possibility that we're missing something that could meet the needs. Better. So outside of what we've we know and adore, I mean, there are some items that I adore, and I use them regularly. But I'm still exploring to see. Is that really the best fit for this student. If we don't consider access to curriculum and goals, then we are gonna fall short on this. This indicator. And. If at is not needed, we need to make sure that we're. Appropriately. And like. I said it could be as simple as. Bold line paper, or a pencil grip that we have adapted, or pencil that we've adapted. That would be considered a t. So we just need to make sure we're appropriately. Our indicator. 2. Is our assessment of need. And again it comes back to that procedure. We're clearly defined in our procedure. It. The assessment is conducted by a team. With a collective knowledge and skill. So not every person on the team has to know everything, but we're all contributing. Technology and assessments include functional assessments in the student's customary environment. And we're gonna talk about that a little bit more later, when we get into our documents. And that includes classroom, lunchroom, playground, home, community or workplace. That they have reasonable timelines. I'm going to give you some resources today about planning. Those timelines so that you get everything you need. And get it documented. Based on your data and that your recommendations are based. Completely, on. Data and need. And that all of that is. Is clearly documented. We're later in the month we are. Gonna talk about those writing ieps and documenting those. In a standard standards based way. So make sure you sign up for that session. And that technology needs to be reassessed. Anytime there are changes in the student, the environment or the tasks that the result in the name, the needs changing, or this current device. Not meeting those needs. So those are the quiet indicator, and in your handouts you have all of these links so you can go dig in and explore them with your team. These quality indicators are what we strive. To meet. For our students. So the 1st thing we do is know where our students are functioning. And if we're doing an initial assessment, this students brand new to us. We need to do a lot of digging to know where they are functioning. The 1st thing I like to do, and if you've seen any of my webinars or conference presentations. You've seen this document. Hey? Can I try that? By Gail Bowser, and. Penny, Reid. This document really engages the student in. Storytelling and problem, solving of their own. With stories that are age appropriate. And questions that are. Interactive. So it's a way for us to get to know the student. In a way that's not. An Interview. There's a lot of our kiddos. Don't respond very well when we're just getting to know them. In that interview, format. So we want to make sure that we're getting them to talk to us and tell us. How they interact with things. So this is a wonderful way to. Read a story with a student. And kind of dig into the problem. You know, if if they're having trouble doing their school work, we can read this story about Chuck. And we can talk about Chuck doing his school work. And what kinds of things would make him? Better, or. What kind of things he's tried, and then we can get into their story and have them tell us about their story. So it's just a very nice document that can get us. In the door. When we're looking at skills. I've heard a lot of. Well, I don't know what they should know in tech at Pre K, or second or 4.th So the Michigan Department of Education. I'm all about digging where everybody else has created things so that we're not reinventing the wheel. And this is an amazing resource. As this is loading. They have also added low incidence milestones to their website, which is also in your handout. If you go to their main site. And get this on the screen. Here. So I've just pulled up our pre-kinder list. And so not only is this a list of what the kids should know. It's an interactive document. So if we look here, the skills to be completed by the end of. Is that the. Students should demonstrate an understanding that people use many different types of digital electronic tools. In their daily life. And then it gives us suggestions as a teacher. So, where are they? So? If I was. Interacting with a new student, and I wanted to know where they were. I could go through here and pick some some topics and some conversations that we could have. Things that I could check in with their teachers. Are they doing these types of activities. And then once I have my students. My caseload. I could keep up with this. And see that their tech wise they're on target. Or we need to focus a little bit more on other items. So these are some great Assistive technology guidelines by grade level. And I am not seeing where they. This is a a dig. A big site. But they have quite a lot of resources here. So if you ever wanna dig. Into this. It's it's a great place to go. Right before I get into set. I'm gonna pause to see if anyone has any questions. Before I go on. Okay. Not seeing any questions. So we're gonna go on to set. The setup framework has been around for a while. Wrote this, and. I've done a little bit of adapting to it, and I love it. I use it. Regularly. And what I will show you in a bit is how I've adapted the set framework to a Google form. That I will share with you. And. Allows me to collect data pre meeting with my teachers so they can. Enter the data relevant to their. Classroom, their tasks. And do it on their time, and then we can aggregate the data together in the meeting. It's just very nice on how it fits. The set framework stands for student environment, tasks and tools. So when we're looking at our students, we're looking at their strengths. There are weaknesses and their needs. And we're talking just about the student at that point. In the environments. We're looking at all environments that they're in. What makes that environment, how they move within that environment. And then the tasks are what is expected of them in those environments. But here's the catch. It's not only what's expected of them, but what's expected of their peers, because we want to see. How we can get them up to those expectations, if possible. And then we have the second T, which is tools to high. There's no set implementation. In the frame. In the set framework it is called the set framework. Because it is that it is just that a framework. It is not a protocol. And there's no set implementation process for it. If you keep it consistent. The set framework can fit within your process. Alright. So in the framework we're building. A base of knowledge. That the whole team can then use. That's about the student, the environment and expected task. It allows us then, to collaborate, which is crucial for buy in, not only for the student. But for the whole team. If we have collaborated and communicated in an active and respectful way. With all of the partners on the team. Then they will have more buy in. In getting this device. And having it used and supporting the student with it. Which leads right into those multiple perspectives. Everyone sees this student in different ways. So we wanna include as many perspective as possible. What the student does in my class, and how they perform in my class may look very different than how they perform in the neighbors class. So. Comparing those and figuring out how and why they perform differently, even sometimes with the same devices. Will help us weed out. And change up instructional. Processes to meet those needs. And speaking of weeding out pertinent information needs to be kept. And we're gonna weed out those non essentials. We keep it positive and on target when we're using the set framework. We wanna use can. And do, and does and enjoys. We want to stay away from those negative words. We want to keep it positive and keep it moving forward. We wanna have flexibility and patience. Avoiding the trap, of making suggestions. 4. We have the adequate data. To support those suggestions. It is very, very tempting. To say, I know what this student needs. And here's the device they need. Well, do we have the data to support that. So keep it focused. On the process. And instead of summarizing the ongoing process, I took it right from joy. I couldn't have written it any better. The ongoing process. Whatever conclusions are reached at any point are only as valid as the evidence shows. They have been successful in lowering the barriers to the student's achievement. This is an ongoing process to make sure that the device isn't causing more barriers than it's lowering. We want to keep those barriers going down. We don't want to give them a device that's gonna cause them stress. And. Keep them from succeeding. So let's talk about assessment, collaboration and data gathering across disciplines and locations. While I'm checking for questions. So far we don't have any. Okay. So when we're including our team and assessing. Take a walk with your coms. You can take data as you walk. With both your student and your Comms. That. You may not see, or may see differently. As you're going around the environment. I love in my own practice to go around. With them, and. Look at. The lighting variations. Is the student reading better in natural lighting, in direct lighting. Is there a big pause in lighting transition. How far is the student as they're moving through the hallway. How far are they getting. Or how close are they getting to signage? That may contain. Academic information, like tips and tricks, and other information that is posted for students to access. So that's very important for the coms. But it's also important for us to know, because our teachers embed their help documents around the classroom. So if the student's going to need to access those items. Throughout their day. Having that. Extra data. Of how they use that, and how far they can get from that or close to that. Will help us. I've been walking around and had students read door numbers. It was also a Comms activity. But that data was important to me, because that was a different size. Different font. It's a different contrast. I can take note of all of those. And maybe pass on that information to my teachers. And say, listen. This student is reading this size. Font. With this contrast. When in their environment. So let's look at your presentations and see if the contrast that we're using in in the academic setting is enough. For our student. Does movement and positioning affect the functioning? And how. So how the student is moving through their environment? Are they taking an ascentric view. Are they turning in a different direction? Do they have a field loss? That is. Going to affect them in the classroom. And how are we addressing. That field loss across their day, whether in the cafeteria. Out, in, PE. Or throughout all of those activities. And here's our tool to help with that. I really like this tool. Not only just for our general assessment purposes. But as we're moving into kind of a different era of how we're testing. And how we're doing activities. So we have some students that are testing. With our State test. On large projected screens. And those projected screens are very different than if they had a screen in front of them. On their desk. Or a paper copy on their desk, or on their slant. If we are thinking about projecting. So that would be projecting a test. We're projecting. Activities during their class day. So lectures and interactive materials on the on the. Smart boards. How is lighting gonna affect that? Is there enough light? Is there too much light. Is the smart board across from a window that's gonna give them. Glare. Can that be adjusted? And how do we go about doing that for our student. Space and aerodynamics a lot of times we forget. About the ergonomics part. Of instruction. So if a student is getting a lot of headaches. A lot of next strain. I fatigue. And just tired by the end of the day, if they're having to look down and they're dropping their head. To look down. That's gonna add strain. So how can we adjust the height of their table, the height of their monitor, the height of their computer. Their seat, even. To make sure that their feet are on the floor. They've got their shoulders back and their head up. To accommodate for For their viewing needs. When it comes to space, do they have enough room for their device. And for all of their parts that they need to interact with their. Curriculum. Their proximity. Again, we're projecting on those smart boards a lot. Is our student all the way to the right side, because they need to plug in their device. And then. 20 feet 30 feet away from that smart board. How can we adjust those things to make it work. There on that that far side where the electricity is. Can we add some kind of battery pack? Can we. Safely. Boost their battery. Battery, power. Are they equipped with a surge protector. Are we avoiding tripzards because we've stretched that surge protector across the floor. Portability is a big issue with our kiddos. So if a student needs to go from one room to another, 4, 5, 6 times, 8 times a day. How are they getting their devices from one room to the other? How are they getting those. Those braille books from one room to the other? Do they have access to an elevator? Are they using a cart backpack or a wheel backpack? Is the device appropriate. Based on size and portability. There are more options now with size than Then just our desktop, say Cctvs. Will the student have access to a printer, or are they submitting all of their in class assignments digitally? Do they know how to mail those digitally. And. Do we have any sound issues? Are the feedback on? Is the feedback on their device going to interrupt class. So do we need to talk about adding a carpet square under their brailer. Or. Bluetooth headphone a bluetooth earbud. To their braille device or to their CCTV. That has voice output. And then do we need to train them on how to listen to their teacher? And how to attend to their assignment. So before I go back. Let's see if we have any other questions. You almost be a tired group today. I know it's beginning of the school. I'm glad to see as many that has showed up today as have shown up. Alright. So we talked. Some about the set. We've talked about the quiet. We also have the. Option of the wadi. The Washington Assessment. Of technology institute. And this is now resupported. I'm so excited that we this has now been, you know, refunded and reapproved. So in our wadi we also have some planning documents. Again, I'm reminding you there is no set protocol. There is no set procedure. We take. What we have. From our different resources and build our procedures. What works for us around it? Assuring that we're documenting everything we need within the quality indicators or within the Texas. 4 step. So this is a great little document for planning. And considering. Documentation. We're gonna dig more into the wadi later in the month. But let's look at our information. Gathering. Our info information gathering document is big. It's 20 pages. Not all of them will. Will apply to your students. So again, you use what you need, but looking over, it may spark some. Things you did not consider. Such as, What are the students? Current motor. What is their range of motion? Do they have any abnormal reflexes, or Muscle, tones, there. Do they have difficulty with accuracy? Do they fatigue? What does that look like for the student. So there are lots of options. I'm not gonna go through all 20 pages. But that is something for you to look into. And if we're working with our team. This can help you set up if you do not have any team procedures. The wadi can help you set up some team procedures in how to assess and discuss with your students. So if we're looking at trialing as we're doing our initial assessment. So that we can take that data to our low vision. Or we can We can look at the the frequency and effectiveness. There! Is a static document. That allows you to collect. How often the student uses their devices. You can give that to the teacher. They can mark whether or not they use the device or not. You can also use a Google form with a QR. And this is one of my examples. That I had. Say. 2 made up students in the class, and I have used this before for. A student where I had 5 students in the class. And the teacher was able to then just scan. Select, the student. Select her name. The date. And then. That. Yes, they completed a task, and this is what the task was. A lot of the times. I I didn't always get the description of the task, but that they completed a task using the specific equipment. That this is collecting for. So it didn't give me all the data. But it did give me. Enough. And some is better than none. So if you're getting data from. All of your teachers. Twice a month. That's better than getting. Data from none of your teachers. At all, and it's just when you pop in to see whether or not they have their magnifier out of their backpack. I've tied this. Form to a QR code. So I can. Also, if my, if my teacher does most of her data collection through her phone, or does her attendance through her phone. They can also, or through their ipad, their classroom ipad, to pull up the phone, pull up the data and collect that. We can put initials in. You'll see one later that I put a little image in, but we can put initials in here if we want just student related data to be collected. Then we can put initials in. They can go and know. That's the student. They They are collecting data from. Oh, so here's the one with the little picture in the kind of customizing it. This is where I've put the. Set. Google Collection form. Let me show that to you. So in this. Your teachers are collecting data based on. Their environments. And this is a conversation you would have before. They literally just write everything about the student keeping it positive. And how they are in their classrooms. So we have a section for student. A section for environment and a section for tasks. There is no section for tools at this point. We are just gathering data on that student. So this is how I would send out. The Pre meeting collection, and then I would meet with my teachers at once, and we would talk through. What are the needs of the students? What is the environments we're talking about? What are the tasks that we are doing? And then we would move on to the tools. Discussion. And we are right up to the last 10 min. So we're going to look over here for chat and questions. Being the 1st week for most of you. I am not going to stretch this out longer. But that we need to go over what is coming up. 4. Tea time, cause we've shifted a little bit. If you attended last year. Every month we had a theme. And. That was hit and miss, and our feedback was a little shaky on that one. So what we've done this year is targeted areas. Of tech. That if you don't get to go to conferences. Or are not out, and able to dig into. New technology. You may not know about these items. So each week we're gonna feature a company. Or a product. Or a skill. That will allow us to. Then. Broaden our choices for our students when it comes to providing technology and interaction. So get ready to mark your calendars. We're gonna go over the rest of the fall. This month we're talking about. A T. Assessment. All the way through to Iep and implementation. So next week we're gonna talk more about documentation data collection and then feature matching to that data collection. On the 29.th We're gonna talk about. Taking that assessment and going to the plot and actually writing our ieps for. From the data, the documentation, and the feature matching that we have previously done. Starting in September, our device focuses so kimberly Klein from Lvi. America is gonna come and talk to us about all things. Lvi. So they have magnifiers to Cctvs. September 12, th a Fairchild is gonna come and talk to us about way around. If you were at our last tae, our conference way around was implemented throughout our Or no, that wasn't last year. Sorry that was in. Denton. 2 years ago. Way around was implemented throughout the whole conference. On the 19.th Samuel is going to come back and talk to us about equalizer, editor, accessible math. If y'all came last year. He was wonderful and talked to us about that accessible math editor. So don't miss that one. Charlotte Simpson is gonna come and talk to us about podcasting and youtubing and those resources that we can use for our students. To be able to record. In October, Jen Gibble is gonna come and talk to us about new tools for reading Braille. The 10.th Stacy Kelly is coming from Niu Caddis program to talk to us about. Certifications for a t specialists. The highly requested Bill Mccann is coming in October 17, th to talk to us about dancing. And on the 26th of October Jessica Glassbrook is talking to us about the or cam and wearables. There's some great new things with AI and wearables that are coming up. That have come in the last year. That are doing some amazing things for our kiddos. October 31st enjoy Halloween. We're not having a session. November 7.th Angela Standridge is coming to talk to us about accessible video gaming. One of my favorite topics. November 14, th Travis Ray is coming to talk to us about something new. The brava smart oven. So 84 cooking. How cool is that we're getting into some Ecc stuff. On the 21.st Cody Mitchell is coming to talk about new trends from Reatt. And then November 28th will be our Thanksgiving break, so no, or fall break, so no session there. December 5, th Chelsea White, from seeing. I will come and talk to us. December 12, th Mari and Brian from computers for the blind will be coming to talk to us about their programming. And opportunities through their organization, and then, December 19th and 26, we will take time off for fall break, so there will be no or winter break, there will be no session there.