TSBVI Coffee Hour: TX SenseAbilities: A publication about visual impairment and deafblindness for families and professionals Ð 9-13-21

>> Ann: Thank you, Kaycee. I would like to welcome everyone to our Coffee Hour today on Texas SenseAbilities. It's a joint publication of the TSBVI outreach program, the Texas Workforce Commission, and Texas Health and Human Services.  Several of the newsletter partners are here today and we're going to introduce ourselves. I'm Ann Adkins with the TSBVI outreach program and I'm the editor-in-chief of Texas SenseAbilities. Next. 

>> I'm Cyral Miller with the TSBVI outreach program and I function as an editor for this newsletter. 

>> Juanita: Hi, I'm Juanita Barker. I am with Texas Workforce Commission with the vocational rehabilitation program and specifically the office of blind services support. 

>> Ann: And one of the section editors. 

>> You are.

>> Karissa: Hello, TSBVI friends and family. My name is Karissa Sanchez and I work for Texas Health and Human Services. I am with the office of benefits and services and I was the former editor for the news and view section replacing my esteemed colleague Gay. The section of the newsletter is where you can find out valuable information about upcoming events, innovative ideas and updates from TSBVI partners. I enjoy working on this awesome newsletter and it continues to supports Texas SenseAbilities by providing articles and sharing about HHS services. Thank you for providing HHS to participate on this call today and the TSBVI team. 

>> Kate: Hi, everyone. I'm Kate Borg. I'm the outreach director here at TSBVI and I get to work with this great newsletter team. 

>> Ann: And write articles for us. 

>> Kate: And that. 

>> Charlotte: I'm Charlotte Cushman. I'm a consultant for TSBVI outreach and I also manage the past literacy and active learning space websites. 

>> Cyral: I wanted to give a little bit of history about this newsletter because we're reaching a new and exciting kind of changing point for it. But this newsletter actually goes back a really long time. When I started with TSBVI outreach there was a newsletter called P.S. News and so it was part of the parent support program that came out of the Deafblind grant. This is a trick question. You don't have to reveal your age but I'm curious how many people remember the color -- because it was a very distinctive color -- of the P.S. News. If you do, please write the color that you remember from P.S. News into the chat. Let's see if anybody here has been around as long as I have. It was very distinctive and the interesting thing about P.S. News is I was talking with Kate Hurst and David Wiley, past editors from newsletters from our group.  And Kate remembers starting out with the project parent support and what she inherited was a newsletter that had started at eight pages. It was an eight-page newsletter and what it had in it was recipes, puzzles, very light information. And the goal was just to connect parents, just to say to parents, hi, how are you? Here we are. This is us together talking about things and we just want to connect. But when Kate took over the newsletter, one of the things she realized was especially at that time, although in some ways things haven't changed, families can feel very, very isolated and really have limited access to, say, best practice literature or professional development. It doesn't always fit into their schedule and their time-frame.  And so especially for parents and then increasingly for professionals, she helped change this newsletter so that it focused more on very practical successful strategies that are used in the field. We have had, over time, mostly a folklore tradition, particularly in the Deafblind world but also in the VI field where information is passed along from practitioner to practitioner or family to family and the idea of this newsletter was to get things down on paper and I think it's been wildly successful in that way.  There have been some really seminal articles that have changed practice. It's also been shared elsewhere. One of the things that has changed over time is the name of it. So P.S. News changed to See/Hear at one point in 1997. And then we had Sue curry started a newsletter called Visions to help support that program. And then in about 2006, at that point David was the editor. I believe it was a random person in a conference said to him, interesting. It's called See/Hear and it's for people who have trouble seeing and hearing. Hmm.  So it did start seeming very odd and so what we switched to, we had a contest for a new name and it became Texas SenseAbilities. Here we are extolling and supporting all the senses that are abilities that work. A much more positive name. At about the same time, by this point the newsletter had become at least 20 pages long. We also started collaborating with friends in other agencies so it was about this time that what used to be the commission for the blind became a very valued partner. And since that time -- so since 2007 we have been doing this together. So the goal has always been the same. It's to share information and resources about visual impairment and the field of Deafblindness and the topics range dramatically.  They range widely. But let's listen to some of our partners. I want to start with Juanita because the Texas Workforce Commission now, everyone's names change, is a very strong partner for this newsletter. Juanita, would you like to talk to us about your role and how Texas SenseAbilities is collaboration, how does that benefit your programs? 

>> Juanita: Thanks so much, Cyral. Yes, it's a great partnership that we have because, you know, it's often hard to find out what's going on now with different agencies and what's available, plus there's been a lot of changes recently. You know when our agency went over to Texas Workforce Commission, which happened in 2016, we also were having some major changes just with our federal program, which oversees vocational rehabilitation is a federal program, and that had all been changing because we used to be under what was called the rehab act. Then we moved over to the workforce innovation opportunities act where a lot of other labor programs are located and that's what brought us over to Texas Workforce Commission. And so a lot of our regulations changed. A lot of our policies changed and people just didn't know where to find us anymore either. I mean, they were so used to, you know, division for blind services. The word "blind" suddenly in 2017 we were no longer separate from other VR services. We were a combined VR service.  So, you know, SenseAbilities has helped keep people in touch with where are services, transition services for our students. You know, when they get to be age 14 and up and they need more. They're going to need help with employment. They're going to need help with post-secondary opportunities. So, you know, it's been really good to keep families and educators informed. Our own staff, we have counselors with our own staff. We use Texas SenseAbilities to keep abreast of what's all going on. And I'm telling you if you read an article in Texas SenseAbilities and don't learn something then apparently you know it all because every time I read an article I'm always learning and it's just good in our field to know what's going on, it's good for family members to know what's going on for their children and students. So it's really been a valuable resource and I remember those purple editions. Ann Adkins put down that the original newsletters were printed in purple. At the time I was pretty involved with our children's program, which was with Texas commission for the blind . So I knew Kate Moss. She worked for our agency and went over to Texas School for the Blind. We have always been a good partner with TSBVI. So thank you so much for allowing me to sit on the editor's board and to talk to you a little bit today. And then also I want to remind people that older students really can benefit from SenseAbilities too. It might be something they might find interesting.  Some of the articles and stuff and it's just going to give a lot of information that helps them. So they're going to know what's available as they transition out from school to post-school activities, whatever that may be. Employment, post-secondary, whatever that may be. So I want to talk to you a little bit about what our agency does and what services are available, just in case you're not aware of vocational rehabilitation.  So it is an eligibility-based program where, you know, with school, you know, that's a federal program that is an entitled program with education.  Every child, every student is -- that's something that everyone's entitled to a public education. And in Texas it goes up to age 22. Well, VR is an eligibility-based program so to be eligible for VR, you first -- and for our services -- you first have to have a disability. And in this case a visual disability. And it's got to be a visual disability that can create barriers for employment. So we used to have a visual acuity cutoff. We no longer do, thank goodness. Now we just base it on functioning.  So if a student who is receiving Special Ed services with the schools, if they are receiving services through Section 504, they are eligible for our services. That would be a disability. And then, you know, the second criteria is that they're going to need the services for employment. So we start at age 14 with our transition program and a counselor is who would be the person that the student or the family would need to contact to begin services. Or perhaps it's also an educator. A lot of our referrals come from the VI personnel out there across the state or someone else who is in Special Ed. So, you know, you contact a counselor and they can complete an application on a student. You know, if they're under the age of 17, then of course it's going to take a parent or a guardian to sign on the application once they turn 17 then the student is the one who will be signing for everything that they receive from our agency. So after eligibility is determined, we have a myriad of services that we provide. And I'm really proud of what Texas does.  Not only does Texas have the very best School for the Blind -- now I know we have people here from Ohio and California but we're pretty darn proud. We have an excellent School for the Blind here in Texas and we also have good services, VR services for people who are blind and visual impairment in Texas too. In fact, we have some services that other VR agencies in other states do not offer and provide. So I'm just going to -- I'm showing a display here and it shows the State of Texas, the emblem with the map, with the state flag in the background. I'm sorry, I've got an ear infection today so it's a little hard for me with talking. If my voice sounds a little weird, I feel like I'm hearing through a barrel today so just please ignore that. So it starts with a counselor who works with the student and they start with providing counseling and guidance. Finding out, you know, what does that student want to do, you know, when they grow up.  What are their interests. And often they're going to need some type of vocational diagnostic, and I'm really proud of what we have in Texas. We have psychologists who work with us who are staff and they're specifically trained on a battery of tests, vocational tests that have been developed just for students who are adults too, who are blind and visually impaired. So there's standardized testing and it's really a very thorough testing that helps people to understand what their strengths are, what their aptitudes might be, and then also just to help them to explore what are they really interested in for a vocation, for employment. So we have vocational evaluators that the counselor can help make the referral to the student so they can get those evaluations. We also have rehab teachers with other state agencies that serve the blind also have that, but we have quite a few rehab teachers all across the state and they go into people's homes or employment sites. They help with independent living skills. They help with what we call blind skills training. So, you know, it may be communication with Braille. We have a lot of adults who need to learn Braille because they have gone blind later on in life. They weren't in the school system. Organizational skills are often quite difficult, especially with transition age. I just think of my own boys when they were teenagers, oh my God, organization was a huge issue with them.  There's all types of independent living skills that they can assist with. And, again, they can go to the homes, to employment sites. Sometimes they've even gone to schools and worked with the teachers and the students at schools too. We provide orientation and mobility. Now, I know that's something that's offered in the schools. So we do not provide that if a student is getting that in the school. But once they start aging out or perhaps if it's a summer activity and they need orientation mobility, we have staff and we also have contracted providers because we just can't have enough staff that can provide all the orientation and mobility needs that we have. So we have staff and providers who will work with them on those travel skills to be able to learn how to access public transportation. We can provide physical restoration. Sometimes people need eye surgeries and they may not have insurance or they may not have Medicaid. So we can assist with physical restoration. Or sometimes even if they have insurance, they still have deductibles and if they meet our income guidelines. Now that is not part of the eligibility. Income is not part of eligibility.  It doesn't matter how many millions of dollars you may make, you still are eligible for services but there are some services that may require an income guideline and physical restoration is one of those.  Then of course we have preETS. Pre-employment transition services. That's for any student from the age of 14 up until their 22nd birthday. Every state that offers preETS services, they follow what the education system does in that state. Well, in Texas, as you know, a student can remain in school up until they're 22, so we do the same with our preETS services. In our preETS services, there are five categories of services that we provide. One is career exploration, which is really important for students age 14 on up. Again, what do you want to do when you grow up? What do you want to be? What are you interested in? And then there's work-based learning. We have a lot of activities that are offered. Some of them during the school year, a lot of them during the summer when the students are off that give them actual, you know, working situations.  Many of you may have heard of SEAL. Summer employment -- now I can't even think of what the rest of SEAL stands for, but it provides summer employment for our students and they get paid. They get paid a salary, at least minimum wage and a real job to work. Just like their sighted peers get to do summer jobs as teenagers. So we do work-based learning. We offer counseling and post-secondary opportunities. So post-secondary may be college or it may be some type of technical or vocational schooling that a student is going to need for whatever career they're interested in. We offer workplace readiness training. And that's really important that in order to succeed at work you've got to be ready for work. And we call it soft skills and it's, you know, learning how to get along with others, number one. That's a big deal.  Getting along with, you know, co-workers, being able to communicate, showing initiative. So those are all things that we provide with work readiness training. And then the final category of preETS services, pre-employment transition services, is self-advocacy. And that's really important that our students understand their visual condition. They can explain it to someone. If it was an employer, they would be able to explain what they need. And not only explain what they need, but also be able to explain how they can skill, you know, how they can read, how they can do the job, how they can do something just as well as the sighted person. So those are all of our activities, categories that we offer with preETS. And I want to just cloud the water just a little bit in case you're interested.  To receive preETS services you really do not have to be what we call a customer, a client. You can receive any of those services in what we call a category that's preETS eligible. So that means like if you're receiving Special Ed services, you're a student in public education or anywhere. It could be private education but you're in that category 14 to 21 -- or up until your 22nd birthday. You could participate in any type of preETS activity that we might have going without being an actual customer.  So it could be, for instance we have a STEM camp.  Well, you wouldn't have to be an actual VR customer.  You could be eligible through, you know, showing that you're receiving Special Ed services and you're a student at a public high school. That would qualify you. But most of the people that we serve, I would say 99.5% do go through the application process as there's a lot of other services that these students also need. We also have Deafblind program specialists who work with people who they don't have to be necessarily labeled Deaf but have a hearing issue. So, you know, if you have a vision issue and a hearing issue, we have Deafblind specialists who work with our students and adults. We have a rehab center in Austin. Some other VR agencies also have rehab centers but we have the largest state VR rehab agency in the country and we've had a lot of people come from other countries just to come to look at our rehab center. So it's located in Austin. We also have assistive technology services where we have a unit that can do specific assistive technology evaluations to make sure that our students and our adults have what they need to succeed. I'm going to tell you, if you don't know assistive technology, if our students and adults don't have assistive technology skills they're not going to make it in the employment world. We also have providers and staff who can provide diabetes education. They are actual certified diabetes educators. And finally, our big service we provide is employment assistance, because that's what it's all about is employment. So, Cyral, I think that pretty much wraps up what I wanted to explain about what services we have and we provide. 

>> Cyral: Thank you so much, Juanita. There's so much to unpack in all that but we're going to have to move on so we'll ask Karissa to give us a brief overview of the HHS services as well, because all of these are linked in through the newsletter and all our programs are linked together. 

>> Karissa: Thank you, Cyral. And thank you, Juanita. That was a very thorough overview of TWC services. Today I am prepared to share a little bit with you about our blind children's program and I know Kate and the TSBVI team have invited me to come back and our team to come back to explain more to you about all the other services that are provided in the Health and Human Services system so I'll focus on BCP today. The blind children's program, BCP for short, assists eligible children who are blind or visually impaired to reach independence through communication, mobilities, and activities of daily living. For a person to be eligible for BCP services, they must have a documented visual impairment, be 21 or younger. If older than 18 they must be registered in school and be a Texas resident. The types of services provided are direct skills, training, case management, and parent education. So an example of that is if your child might not know any other children with a combined vision or hearing loss and BCP offers a camp, specifically designed for BCP for a child with combined vision and hearing loss. The camp provides specific opportunities to improve independent living skills, recreation and leisure skills, communication skills, and opportunities to socialize and make connections with other families. Another example is if your child may need help with accessing medical care or community resources. So we would work closely with you and your child to identify those resources in your community. So if you're interested in any of our BCP services, you can e-mail us directly @blindchildrensprogram@hhs.Texas.gov. Thank you. 

>> Ann: Our educational partner person who is going to speak is Kate Borg. 

>> Kate: It's me. I'm so sorry. I have to figure out how to keep sharing my screen but turn on my camera. I volunteered to be our PowerPoint shower and, wait a minute, do I know how to do all of this?  But I'm excited to take just a brief minute just to share a little bit about our effective practices section of the newsletter, which is a really important piece involving our educational partners.  So for effective practices, this is a section of the newsletter that really primarily targets professionals but provides valuable information for families as well. Typically each issue we have an article from our TSBVI superintendent, Emily Coleman right now, which offers great insights and updates not just to what's happening on campus and we also share information from other departments here on campus, like short-term programs, curriculum or campus program. But we also solicit articles from professionals, families, and students from all around the country and hopefully internationally more and more as well. So the practitioners have important perspectives as they work to better their practice. So we're really grateful to these educational partners and we love our effective practices section. 

>> Ann: Thank you, Kate. And now we would like to share with you some of our favorite articles. We want to highlight one from each section of the newsletter. One from the family wisdom section.  One from effective practices -- Kate just talked about that one -- and one from news and views. We do have a variety of topics and certainly want to encourage all of you in the audience to submit articles. But now Charlotte's going to share an article from the family wisdom section. Thanks, Charlotte. 

>> Charlotte: Hey, everybody. As Ann mentioned, I'm going to talk a little bit today about the family wisdom section and in that section we always try to think about what parents have been asking about, what kind of information they've already been sharing and what kind of resources might they find helpful. And this might be activities that they could try at home or information about specific issues. And last winter of course the big topic was how to switch from remote learning to in-person classes, given the pandemic, and how to encourage the use of masks, especially with students who might be really reluctant to wear them. We were lucky to find Amy potss who is the mother of a student who is Deafblind and she had already pulled together a lot of information about masks and some of the issues for people who were Deafblind. You can read all of this in an article that's called wearing masks, glasses, and hearing aids. You can probably guess from the title that the article looks at some of the special issues for students who already have a lot of things behind their ears like glasses and hearing aids and how it can be really challenging to add to that bulk. So this is a real-life issue for a lot of us who are teachers or parents, especially of kids who are Deafblind or who have significant multiple disabilities. Amy really had looked into the effectiveness of masks and she looked at some of the style you may have seen that have the clear windows so that you can see the speaker's mouth and her research actually found that those are often not the best choice for many learners who are Deafblind.  Of course it will depend on the individual. But often it's difficult to lip read for individuals who are Deafblind and there's also some distortion and blockage of sound. This is an example of some information that a parent had that she wanted to share with other parents, and this was a perfect venue to do it. She also shared some tips on how to make your own masks for a child and my favorite part is that she shared a strategy that worked for her son using a song based on the Pete the cat book. I love my white shoes. Actually, it was Danielle, her residential counselor -- his residential counselor who made a special song called I love my green mask.  And right there we're looking at a photo of Danielle signing mask. Apparently, when this video was sent home, Amy told me it was sent home and her son listened to it over and over and over and he just loved it. And apparently this really made all the difference in motivating him to wear his mask. You can see there what we're showing on the screen now is some tips for actually making your own mask.  There's a photo then of those masks I was describing that have that clear window. Anyway, as I said, this turned out to be really a helpful strategy, this particular song. But I think this is a really great example -- and the reason we're sharing it today is it really shows what we're striving for.  We're trying to find things that are really current.  Again, mask wearing with kids with multiple disabilities, Deafblindness, huge topic for all of us. And I think this is a really helpful article because it's got specific strategies and tips for other parents. So we really hope that you'll have a look. We always welcome ideas, as people have been writing in the chat. We are always soliciting new articles so if you have ideas, if you are a parent or if you know parents who have something to share, please let us know. Thank you. 

>> Ann: Thanks, Charlotte. That is such an awesome article. I encourage everyone to read it. And now here from the effective practices section is an article entitled Aidan's story, an alternate path to Braille and literacy. Before we show you the actual article, I'd like to share with you some videos of Aidan and they really are pretty much what prompted this article. Aidan is a student with optic nerve hypoplasia that I met. He was 6 years old when I first met him and so this is a series of five little short video clips from them. The first three show him during those early outreach visits from on-site outreach visits from TSBVI. Those were in 2014 and 2015. The fourth clip shows him after his TVI began a new program of instruction with him that led him on his path to Braille. And then the final video shows him as he is today, reading contracted grade two Braille. I can't talk. I get so excited about this particular kid. Can we show this video, please? [ Video ] [ Students chattering in the background ] 

>> Find the first letter of your word. [ Captioned video ] 

>> Ann: Thanks. Aren't those amazing videos? I get excited every time I see them. When I see Aidan's progression. Did you notice how he changed and the way his hands, the way he used his hands? So I get so excited when I see what his TVI did when she incorporated that fourth -- information in that fourth video of him reading textures that represented whole word contractions. I hope when you get a chance you'll all read this article and if Kate can actually click on the article they can see that it has some other pictures and has a lot of information of course about Aidan. It's a rather long article. There's sherry and Aidan at the special Olympics. When he first started reading the Braille whole word signs written in textures on the Wheatley, how he adapted some -- there's a keyboard that she adapted for him with textures . He eventually started using them in class. The next picture has him using a Braille note. I get so excited when I think of the progress this child made in what we would probably consider a very non-traditional way. So this article shares information about this program that Sherry created.  At one point in the article there is a quote from Aidan's mother where she says that Sherry's program changed his world. And it really did. And it changed it in more ways than just giving him a way to read and write because if you have a student maybe that, you know, you're reminded of when you see Aidan, the way he used his hands initially, the way he was lost in space when he was walking. You know, literacy was not what appeared to be a big priority at that time. But it was. And Sherry made that happen. This is a story that is clearly very close to my heart and I get excited about it. I could talk about it forever but I'm not. I promise you I'm not. So now how about an article from news and views? Juanita? 

>> Juanita: Thanks, Ann. The one that we're going to look at next is about career assessment. And this was written by one of our psychologists. She did a really great job with this and it helps explain why a career assessment is so important for our students. And it can help unlock the success for a student. It can find what their real interests are. As I said before a lot of teenagers have no idea what they want to do when they grow up but this can help steer them in the right direction and make sure that they're getting what they need so that they can succeed when they become an adult in an actual career. 

>> Ann: Thank you, Juanita. Let me move the chat out of the way for a minute. The three articles that we have shared today are just a sample of the types of information that we like to share on our newsletter on the website. And there's so many others. So I encourage you to, if you get the chance, I certainly want you to go look at our website. Look back and see some of the previous issues and read some of the current ones that we've just talked about. And so you may ask -- and I think someone might have asked this earlier in the Coffee Hour, where do we find it? How do we get TX SenseAbilities? This gives you a link that goes to the TSBVI website and this link goes directly to TX SenseAbilities. The rest of the information on the slide is on that page. So we can go to that link on the TSBVI website. You will go directly to the TX SenseAbilities page. I want to mention also that there are two other ways that you can get to TX SenseAbilities. One is if you go to TSBVI's homepage. Our main page. There is a menu on the right-hand side and if you scroll down that -- thank you. I didn't even have that link on there but if you scroll down the right-hand side under "popular pages" there's TX SenseAbilities in both English and Spanish. And you can always just type it into the search box, you know, at the top of the page. So what's on this page? Who we are, we're a publication about visual impairments and Deafblindness for families and for professionals.  The first link on the page will take you directly to the current issue, which in this case is the spring 2021 issue that is also the one that we just had articles from. And you'll notice in blue on the left-hand side of the page where it says "read current issues." That's in English. The next one is in Spanish. If you click on an issue -- and I don't know if it will work while you're doing it, Kate. Can you give it a shot? Click on it. Yes.  There's the current issue. It's there. It's in two places. Click on it again, if you would, please. Okay. This shows you the individual articles within this particular issue and the table of contents is also over on the right-hand side and a list of articles. Each article is in English here on the left-hand side and there's also an audio version of each article that learning ally records for us. And you can scroll through each article, if you want to.  All righty. I'm talking fast because I always do.  I ought to slow down. So many good articles.  There's the Aidan article that I talked about forever but there's another one on literacy called literacy for little ones. Another awesome article.  I don't know, there's so many I could get carried away about them all. Let's give you more basic information about the newsletter itself. Back to the newsletter page. Go back. You'll find the publication information and information on the publication staff. And if you go shortly -- just right below that there is a short survey. We would love for y'all to share some information with us in the survey. But the most important thing or the main thing I think I want to share with you is what she's hovering over right now. Request TX SenseAbilities. If you click on the link there, it will take you to a three-question form, three little questions where you give us your name and e-mail address. If you sign up here, you will receive an e-mail blast every time there is a new issue of the newsletter on our website. You only have to do that once and you will continue to get copies -- get online notifications of copies of the newsletter.  At this point back on the main page you can scroll through the issues that go back until 2007. There are the past issues in English and Spanish. Some of them have the video articles embedded, some have a separate link to those. Didn't start doing them together until it was I believe 2016 or 2017 when we started doing it that way. If you scroll all the way down after the articles, until 2007, you'll see a link to the archived articles from the See/Hear newsletter going back to 1997 that Cyral mentioned. And there is the basic publication information.  We'll publish twice a year, fall and spring. That was one of the questions I think someone asked in the chat earlier. Here is our current staff and the e-mail addresses for each of us. If you have any questions, I'm hoping you will please e-mail us and these are all the section editors. As you can tell here, Cyral and I have e-mail addresses on here but the rest of the staff is there and the section editors for each of the three sections. Let's see, we ready to go back to the slide? Okay.  Now you know how to sign up for e-mail alerts.  Everybody needs to do that today. Thanks. Next slide. 

>> Kate: All right. I'm getting there. I'm getting there. 

>> Ann: I don't know how you can talk and do this. 

>> Kate: We're trying. I will be very brief because I know that we're running out of time. But just wanted to share as we are looking to the future. TX SenseAbilities has been a paper-based production with a copy of the articles available online.  Starting this year we are going to flip that. We are moving to have the majority of our content to be online and increasing the options that we can link and share all of the types of information that we have. I was looking for my search history on my phone today because I was thinking about how we search for information, and finding things -- everything from how do I find something on animal crossing -- because I love to play animal crossing -- but also I was looking at topics that had to do with visual impairment education and I go to my phone when I'm searching for the information.  And so realizing how our consumers, for the most part are consuming information, wanting to make sure that we evolve and stay relevant in that way. We're excited about the opportunities that moving online is going to provide in terms of being able to share links, just like you saw, that we can embed videos into these articles instead of having to figure out how are we going to print, you know, these super long links that people then have to try to type into their browser, that we have the opportunity to link this right to the information. We are still growing and evolving and we're figuring some of this out. There may be some opportunities for us to do like highlights in a print format.  Again, we're talking about some of this on the website it is going to stay looking how it is. As all of TSBVI continues to grow and our website grows and changes, we may make some changes, you know, to pretty it up and make the website itself feel a little more engaging. Again, as we grow and evolve, we're excited about these new opportunities that this is going to present to us.