TRANSCRIPT
The Updated INSITE Developmental Checklist: Your Assessment Toolbox's New Essential
5-4-26

>>Christine: I just wanted to give a real quick overview how this presentation got started before we introduce ourselves. A couple of years ago, Scott and Sara from Texas came to Georgia to our vision teachers' conference and presented a workshop on Active Learning. And Taylor and I talked a lot to Scott and Sara about the INSITE checklist that we're using with our early intervention program. And a conversation started and Sara reached out to us again and said -- and asked us to talk about the INSITE checklist and we said absolutely but we're not doing that without Bess. I want to give you an overview what to expect from this presentation, how we have planned this presentation. It's basically in three parts and I am so sorry to hear that you have to stay until the very end to hear the code but we hope that you will enjoy the presentation. In the first part, Bess will go over the intent and the design behind the INSITE checklist because she is the creator of the INSITE checklist. Taylor will follow and talk about how we use it in our early intervention program in Georgia and why families love the INSITE checklist, the updated one, especially. And at the end, I'm going to try and show you maybe a little bit how the INSITE checklist can serve as a complement to the functional schemes assessment. But let's go into -- if I can find it -- there. Who we are. Bess. 

>>Elizabeth: I'm Elizabeth Dennison and I've been working with the Sky HI institute for 40 years. I also work for the Utah School for the Blind Parent Infant Program. 

>>Christine: I'm Christine Spratling and I am the program manager for the early intervention programs in Georgia that serves blind, visually impaired babies and babies with a vision and/or hearing loss with multiple disabilities. And currently we're serving about 200 families all across Georgia using the INSITE curriculum. 

>>Taylor: I'm Taylor Worland. I work with Christine. I'm the program lead for that same program. My heart has always been with the complex babies and so that's why I really love it. 

>>Christine: All right. 

>>Elizabeth: Okay. So the INSITE Developmental Checklist was really developed to be used with young children with multiple disabilities and sensory impairments birth to 6. We were working to try to come up with a tool that was more sensitive, broken down into smaller steps so it could show progress a little bit better with these children. And it has, you know, covered all domains. Did he feel help, motor, your sensory areas, social, and cognition. And it was developed through the INSITE Model Demonstration Grant from 1982 to 1989 through the U.S. Department of Education. And a team of professionals -- I know we had speech-language therapists, occupational, physical therapy, deaf, hard of hearing, vision specialists, school psychologist, a team of people worked together developing the tool. You can go to the next slide. The early history, when the grant was started in the early '80s, the only tool actually around the country that was designed for kids with sensory impairments was the Calier-Azusa Scale developed in Dallas, Texas. There were very few items in the scale that covered the birth to 3 range. But give us a place to start. And with the permission of Callier, we started developing a new tool and referencing the Callier, the language development scale developed out of SKI-HI, the Piaget cognitive scales, we referenced those as we were putting these together. There were really no tools that were researched based on this population of children. It's not appropriate for there to be a standardized tool anyhow because we know these little ones with multiple disabilities, there's nothing standardized about them. They're very different, each one of them. One of our consultants, key consultants, came and spent a week with us in Utah as we developed the INSITE checklist was Nancy Fever. She had a lot of experience with really young babies, with sensory impairments and additional disabilities. And she worked in our team in developing that. And then once we had the tool in place, we had a four-year grant developing the early intervention INSITE program. And so we used the checklist in looking at progress with our children and helping us with goal setting and then it's continued to be used as we started outreach in the INSITE model. You can go ahead and switch. When we talk about the INSITE being a sensitive tool, which you kind of need for little ones who are, you know, developing much more slowly, this is an example that just looks at the skills, the number of skills. In the 0-2 range found in each of the development domains. It compares the INSITE with the Oregon and with the help checklist. For one example, you look at the gross motor andesite has 191 items. The HELP has 106 and the Oregon has 37. In our Utah program, we use the Oregon with kids who are low vision and higher functioning children who are blind. But we use the INSITE with our multiply-involved kids because it's broken down into tinier steps and helps us to see progress a little bit better. So you are able to see how that distributes that INSITE along with many, many more items, which is a challenge because it maybe takes a little longer to get through all of those. But remembering that these children are progressing really quickly so it's not like you're going through having to check many, many, many items. But that gives you an example there. You can go ahead and change the slide. The other thing about the INSITE checklist is we took each of the major domain areas. I'll take, for example, self-help, and we divided it into subdomains so that you get a chance to look at feeding -- drinking and independence, the mealtime skills all together. Then you look at dressing and dressing. Toileting and personal hygiene and so on. This allowed people to really better understand development, developmental sequences in each of these sort of major subdomain areas. But you can look at this more closely later too. You can see exactly how that's broken down. Next slide. Here's an example why we did that. Most checklists, like it shows on the left, you have a cognition section. And all these skills are listed maybe from birth to 6 months, 6 to 12 months. But they're listed in the order in which they occur. And within those are, you know, cause-effect skills, object permanence, they kind of are more linear. The INSITE broke it out into these subdomains of object permanence, object concept, so forth. And then you're able to follow, for example, means end develop in sequence from birth all the way up to 2.5, 3. And so again, it's broken down in a way to help people better understand development. Plus if they're trying to work on means end skill with a little one, they can look at that and get a better idea of the sequence of that and maybe where it's better to target the child, based on what they're doing. So that's just one area that it shows you. Go ahead. Next slide. We'll look a little bit closer, this is a little sampling. The sensorimotor stage and skills in cognition. This shows a more detailed look at each of those items, just in the zero to one month level. In the checklist there's an additional column that talks about children with complex needs. Sometimes you're able to score, sometimes not. But they are just comments that help you understand, in our children that are very involved, what some of those skills might look like or what some other challenges might be in a little bit more of a specific way to help you out. Go ahead to the next slide. Validity of the INSITE Developmental Checklist. You know, there was a concurrent validity study done early on through an evaluator with INSITE checklist comparing it to the Callier scale. We had to compare it with something used across the country. Even though we had more items in the birth to 3 range, it still came out a strong correlation with a .68. So the data supports that INSITE is a valid reference tool for monitoring individual progress over time rather than comparing children to a standardized norm. In the data we took in from states in the mild demonstration period with children and looking at how they progressed under the INSITE program, we just compared children to themselves where they looked at this particular child. If they hadn't had intervention, where might they be by now versus now with intervention, how has that changed. We were able to show, even with that other data, that children were making progress, good progress for them. All we're doing is comparing the kids to themselves. That's the only fair way, really, to do it. Okay. Let's look at the next slide. So recent history. In 2021-2024 we undertook the effort of updating the INSITE checklist. And in doing that, some of the things that we did is we expanded the sensory domains, auditory and tactile, subscales in particular. Added many more items to them, smaller-step items. We improved the scoring tools and have electronic score sheets that you'll see a little bit later. We updated the instructional manual so that it better had information about current best practice doing developmental assessment with these little ones. And then we kind of refined the domain structures in that we sort of consolidated areas into fewer so it wasn't quite so complex. So we did that. And then we tried to provide a little bit more support for learners with complex needs, as I just shared. And created more meaningful scoring for them. So really this new checklist is modernized, more user-friendly, more clinically responsive tool with more support with the scoring with our little ones. Let's go ahead to the next slide. This is just one example. For each major domain -- so this is in the cognition domain -- before the actual checklist item starts, we have one to two pages where we just try to give you some inside of things to consider in general of how development might vary with our little ones who are more involved. So, for example, in terms of means-end and causality, when assessing these skills with children who have physical challenges, use individually designed active learning spaces and materials to allow them to use their limited movements to create sensory experiences and to learn that they can cause events to happen repeatedly. We refer them to the Lilli Nielsen Active Learning materials and website. Use of adapted switches with toys that can be helpful and that kind of thing. Getting people to think about other resources that maybe there to help them better understand development in that area and some of the special challenges our little ones might have. And the next slide. This is where you're able to find the INSITE is checklist from Hope Publishing and how you're able to order it and the score sheets. And you can get those, the score sheets in print or electronic format. So, did I take 15 minutes or less? So we'll turn it over to Taylor. 

>>Taylor: All right. So, yes. I was going to start with -- you can go back one. I was going to start with explaining how we're using INSITE checklist for our program in early intervention but also, like Christine said, why the parents love it but also why we love it as the interventionist. Part of it starts right here. We have physical copies that you can order, for those that like hand-held, writing it in the booklet. But there's also the PDF version that you can get on the Hope Publishing website. The score sheets now do all the math for you, which is wonderful. And it's Word documents and Excel documents. Super easy to use and I'll show you more of that as we go. Go ahead, Christine. Okay. Bess already explained this but there's some notes on the side for special notes for complex needs. This is giving you -- if this kid has a bit more going on, maybe look at this instead. And like she said too, before you get into each domain, there's a whole page of special notes, which is just super helpful as we're going through and assessing. Next page. Administering is easy. On the same Hope Publishing website, there's also a link to get the -- it's called the instruction manual. And it really describes step by step how to score and how to report. So that's nice to have too. I couldn't fit it on that slide. Oh, there it is. Christine has it. But this is just a quick little run-through so you can see it really is easy. One checklist per child. That's the same as it was. We're marking directly on the checklist, so physically writing it or if you have the PDF version, open it in Adobe and mark it with an X, put an E. But we have X for mastered, E for emerging. There's an option for R for regressed. We're talking about our medically-complex babies and a lot of them get hospitalized or get seizures and might regress. There's an option to put an R and write a note to the side what's going on. And then there's also NAs, which are really nice. I think it's on the next slide, but if not I'll tell you about it. So, yeah. So how we do it in our program is we assess every six months. That first time you're assessing the baby, you're starting at the beginning and going until you get to the mastered skills. When you come back to your next assessment, you don't have to do it again. You're starting where the age range where there is not any Xs. I'm reading the chat. Yes, yes. That is in the instruction manual. Good question. A description of what master and emerging means and that is in the scoring manual. We tell our providers every time you assess, use a different color so that you can track skills as they increase and, you know, mark that color and the time, the date that you're assessing. Okay. Next slide. Okay. I didn't talk about NA, so go back one. Sorry. So NAs are really cool because complex babies. For example, the section that Beth was showing, on some of them if they say if the child has vision, this is what it's going to look like. A lot of times in italics or on the notes section on the side it will say if they don't have vision, maybe they're tracking with their hearing, so you know what you're looking for. But if there's something on the assessment that is not -- they can't do that because they don't have vision, you're going to write an NA. And they still get credit, so you can keep going. They're not getting -- what is it called? Topped out. We're not stopping the assessment just because they don't have access to that sensory system. So that's a really nice feature of this assessment as well. Okay. Now you can keep on. Yeah. So the scoring and the reporting forms are simple. They're electronic. They're doing the math for you. The two basic types of information that we're getting are developmental-level scores that are in months. I have a note about that too. And then skills gained. That's what we were really excited about with this new update of the checklist is that we're no longer -- I mean, you can and we do sometimes share with parents the developmental level scores, because a lot of our babies are complex and those scores are moving very small every six months. But we're doing skills gain. They gained this number of skills in the past six months. It's a much more positive way to present this data to parents. I already said electronically like three other times. Yes, electronic is nice because we don't have to do math by hand. All right. Let's keep moving. This is what the electronic score sheet looks like. This is an Excel document and it has dropdowns -- it's easier to see if you can pull it up. But -- yeah. We can't do it on there. So we use this sheet to report what we marked in our booklet. So you'll count the number of Xs, the number of NAs. It's that simple math. We can do that. Count and put it on the score sheet. It will populate the developmental month level for you. So it does that math for you. All right. Let's keep moving. The reporting form. There are two different reporting forms. This one, we just take the scores that they gave us. They did the math for us and now we're plugging it in. This is a Word document so we're just plugging it in each section, what the score was. And we consider it more for ourselves, like to look. And this chart is actually inside the INSITE checklist itself too, so you can keep up with the developmental scores for yourself. I'll have a slide later about how we present to parents -- and a lot of times I don't share this data, unless they want it, because of the next form. 

>>Christine: You want me to put the next one up already? 

>>Taylor: Yeah. The second reporting form. Next slide. This is the one we're really excited about because of how many skills are gained. It's only tricky, that initial time. It's not tricky, we just have to count a lot of Xs, probably. So that initial time you're counting all the Xs in a domain so you have your baseline and then sequence and administration, you're just counting the new one. You need to do a separate color. You can count the skills. It's also doing math for you and putting it over in that yellow column on the right side. It's calculating how many skills they have gained every time you assess. This is an awesome, awesome document to share at the end of their time with us in early intervention. So you can really see six months they gained this. And then at the end, we've got a big number to present. Okay. Next slide. Yes. So sharing results with families. I kind of already talked about all of this. This is why we love the INSITE checklist and the updated version, specifically. So this is not standardized and we share that too. If we're sharing developmental scores, this is an approximate age range. It's not a standardized test. So you have that option, if you do want to share. Some families want to know that. You have that option but then how many skills are gained is something to celebrate with a family. Our babies, the complex babies -- and I have one myself so I'm speaking from experience. We go through so many assessments, as y'all know, with our child. And they are so discouraging. And I end up crying through most of them and a lot of our parents do. So this is really cool to get really excited about because it's a positive experience with an assessment, which is so rare for our families. So I hope I hyped it up. Christine, you're next. I know I didn't take 15 minutes. Sorry. 

>>Christine: It's just no fair. Now I have to talk so much. I wanted to piggyback a little bit on what Taylor said because we heard from families. Taylor is a family too. She brings such a wonderful -- the best of both worlds to me as a highly, highly-skilled professional and as a wonderful human being and as a parent. When we talk to families, they say thank you. We love this. Even though we can see that our child has made gains, the developmental score didn't change. Six months later, my 2.5-year-old child is still on a 2.3 months level, if you use developmental ages. But you are telling me my child has gained five skills in this area and six skills here. And one there. Even one skill makes a difference but it wouldn't show in a number. And our kids are more than numbers. So we have received really, really high praise from families using this. And I'm very thankful that they have made that change. Actually, Beth, you pointed it out to us and said you guys nationwide are beginning to report scores more in forms of skills gained. I think I remember you saying that. 

>>Elizabeth: We're doing that in the Utah program as well too. 

>>Christine: And it comes from parent input. If we don't listen to families, then we're missing the mark. And so we're really excited about the INSITE checklist, as you can tell. So the third piece was, that is my part, is kind of compare it a little bit to the functional schemes because many, many of you are participating in Active Learning study groups, using Active Learning. And you know that the function scheme is the assessment that goes along with Active Learning that was developed by Dr. Lilli Nielsen and it goes along with the FIELA Curriculum and is the assessment she designed to create a possible learning program for our learner. Initially, Sara has had us to see if the INSITE could not replace the functional schemes but how it could compare to it. And so I'm going to attempt that without having the actual functional schemes assessment in my hand. I thought I had it but I didn't have it. It's available through Lilli Works. I'm going to compare the two instruments a little bit. So you have the functional schemes on one side and the INSITE test booklet. And I will attempt to do this. Just very briefly, the functional schemes is an assessment that assesses from birth to 48 months, whereas the INSITE checklist goes up to 60 months. The functional schemes is divided into 19 areas of development, whereas the INSITE checklist has nine areas of development with subdomains. I'm going to try to line them up to see how they might line up. The functional schemes has consistent age increments from birth to 18 months. It's always across all areas. It's always in three-month increments, each subdomain. Starting from 18 months to 48. It goes up in six-month increments. The INSITE checklist varies. It does not have developmental increments. To me, that makes a lot of sense because if you've had kids, you know they don't develop all areas. Typical development does not occur evenly every month in all areas. If you have your own kids you realize all of a sudden they make a lot of gain in gross motor and you're like, they're not talking anymore. Kids don't develop evenly, so I think it would be very, very difficult to have even developmental increments. And so the INSITE checklist does not. And I appreciate that. This is my very, very humble attempt at trying to align the functional schemes with the INSITE checklist to see where the different areas might overlap. So both of them have a gross motor area. The INSITE checklist gross motor area is extremely detail-oriented. Early on Beth explained how many skills assessed in gross motor. Actually, if we have time, I can pull up a PDF and show you in the PDF. There are drawings in there. And I am not a PT. I need drawings to understand what some of the skills mean. When we assess, in our program -- as you know most of our babies have PTs, OTs, SLPs for feeding. Yes, we have the nine areas on the INSITE checklist but I tried to encourage -- we try to encourage our providers to say please ask the PT, who is from early intervention agency, see if you can get input from the PT. Or if the family has a PT, they do their own developmental assessment. So we may not need to do this area. We do not require our providers to do the entire assessment -- at least not initially. Because it's a lot. It is very, very detailed, which is great. We typically say initially, and that's something we do. I'm not saying that everybody has to do it, but we always say you have to assess communication because communication is at the heart of everything. Then we do -- we say assess the sensory area that is affected, hearing or vision. Because for our early intervention program, we are not the required Part C provider. We are through the Department of Education through the office of state schools. And our eligibility criteria to receive our free early intervention services is a diagnosed hearing and/or vision diagnosis. So that is one of the requirements I ask everybody to assess. If a child has a visual impairment, has a vision loss, I am also required to assess the auditory skills area because that is a huge compensatory skill. And cognition, another area of choice. People may want to do the whole checklist but it can take a while to get it all done, unless the baby is very new, very young. That was a side note. Okay. Let me focus on the slide at hand here. So both have gross motor areas. Both have -- actually, Lilli Nielsen calls it gross movement, we call it gross motor. One word. The functional schemes was developed in Danish because Lilli Nielsen is from Denmark. It was translated into English. And there may be some approximations that may not be -- may not sound familiar to you because it was not translated by a native English speaker. So she calls it gross movement. We call it gross motor. Fine movement, fine motor. We have the area of self-help skills. And I've figured that -- I think the toileting skills, undressing and dressing, personal hygiene, all the things on the functional scheme. Mouth movements, I think that is a really cool area on the function schemes. We don't have that. But this makes so much sense in the functional schemes because you use your mouth to explore. So that is awesome. We don't have that on the INSITE checklist. We have a designated cognition piece in the functional schemes. These skills on the object permanence, object exploration, and other ones that Beth mentioned earlier are kind of embedded in other areas. You will see them maybe on the next slide. Lilli Nielsen has something called social perception, emotional perception, and play and activities. And I kind of think they go along with our social emotional piece because that is divided into interactions with people, interactions with the environment, and social play. This is not research based, this is what we think how it might align. So you're welcome to disagree. It's just my stab at it. Actually, someone who worked at the Deafblind Project in South Carolina, North Carolina, Georgia, you name it, she did this a long time ago, and I helped her a little. Communication. Typically, we have the receptive and expressive communication. And the functional schemes she has language, non-verbal language, verbal. Then we have vision. On the INSITE checklist it is divided in stimulus preference, looking behavior, and early eye-hand coordination. Functional scheme calls it visual perception. They have auditory perception. We have the auditory skills. Beth mentioned earlier that in the 2024 edition, we really expanded on the auditory and taction. This is not my child, I can't be proud of it but because in the past, if you remember the old INSITE checklist was mostly about localizing sound and there's so much more. I want to show a few things about that. Lilli calls it auditory perception. She has haptic-tactile perception. We use taction, which we divide into responses to touch and handling, exploration, manipulation, object exploration, and identification through touch. Then she has a smell and taste section. We don't have that on the INSITE but so many of our babies have feeding tubes. Spatial perception. So now here are the other areas that kind of go -- I said they were embedded in some of our sections. She has a whole spatial perception section which includes visual skills, cognition, gross motor. Object perception includes vision, fine motor, cognition, auditory, and language. The purpose of those two slides was just to show you the functional schemes has 19 subsections. The INSITE has nine. And how they might align. And that may also help later on to figure out how can I supplement, how can I complement? What can I use from this assessment to dig deeper and this assessment, what can I use from this assessment to dig deeper into the other assessment. I honestly have no clue what my next slide is. Oh, that's my next slide. So I took a subsection from the functional schemes on the left and a subsection from the INSITE checklist on the right and I wanted to kind of put them side by side. And I used the 3 to 6 months level, partly because that was the best view I had -- I don't know. The others were like this and I'm too embarrassed to show that on a slide. The purpose of this is not to show, oh, the FIELA only has six items and auditory from 3 to 6. Whereas we have 250. That's not the purpose. But the purpose is to show you kind of how to score the FIELA. Also, you see empty lines -- excuse me, not FIELA, functional schemes. In the functional schemes you see empty lines. And you're supposed to write in observations or skills you might want to add. So that would be another cool thing, if you have the INSITE checklist to say, oh, do you know what? From 3 to 6 months we are beginning to localize. However, it's not going to be behind. That's a typical check. If a child doesn't turn his or her head, she can't hear. That is not developmentally appropriate at 3 to 6 months. She, on the functional schemes, she talks about reacts only to sounds with a radius of 30 centimeters. 30 centimeters makes sense to me. It's not in feet. We don't specify the range but we talk about more on what level, it has to be at ear level and not above, below, or behind. It's just a little comparison. One more time. We have the notes for the complex kids. This is not for scoring but it's a lot of comments, what to be aware of or what might it look like in a very complex child. You know, when Taylor said there is the NA section where you can say this item is not fair for this child because of the disability he or she cannot exhibit this. Of course, if the child has no auditory nerves, you're not going to do this section anyway. But let's just say this child has auditory neuropathy spectrum disorder. It may not be fair to score the child here. You could use NA or you can also use your professional judgment in seeing yes, the child will get credit for it but this is what it looks like. It doesn't exactly look like -- yeah. I don't have a specific description here. Okay. Yes. Let's look at Item No. 6. Recognize and discriminating sound. It's a reflexive response to sound. And then we have listed some behaviors. There can be 15 other behaviors, how the child, the complex child may show us that he's aware and attends to sound. So I like the INSITE checklist because you can use your professional judgment and say either this does not apply to the child. It's not fair. The disability keeps the child from exhibiting or obtaining the skill. Or you can say yes, the child has mastered this but it looks a little bit different. As long as you stay true to the meaning of the item. And Beth, please correct me if I am talking nonsense here. 

>>Elizabeth: No, that's right. 

>>Christine: So that is auditory. I have another slide. Again, just how detailed it is in the INSITE. Because there are so many more skills in auditory than localizing. Again, the notes, the child has to be positioned well in order to show a response to localizes sound. So just to be aware what needs to be done or we might have to teach the child how to learn this skill. That's auditory. I think I have -- I'm going to show you -- okay. My apologies. This is truly small. I understand this. But I was trying to get all of this in one slide. Social perception. I know social perception on the functional schemes does not totally equal social emotional on the INSITE. But I just wanted to show you social perception on the functional schemes on the 3 to 6 level. At three-month increments. On the INSITE, we have two to three months -- there are one-month increments because so much is happening during that time. And then 4 to 6. Even here, 4 to 6. It would equal the 3 to 6 months on the functional schemes. And yes on the functional schemes, a lot of these skills are embedded somewhere else but this was my attempt at demonstrating this, how they might align. Before I go into the conclusion, I wanted to show you something else, quickly. So the INSITE checklist -- I mean, yeah. Excuse me. You see a little purple piece of paper attached. This is how we send the INSITE checklist to our providers. And the purple checklist -- purple piece of paper. Nothing major but what it is, it's for vision. It's a note about vision. A huge part of our babies either are diagnosed are CVI or at risk for CVI. And if you remember that Beth talked about in the introductory section for each of the subskills, she talks about how you need to supplement or find other resources or support your assessment. And in the vision -- on the vision piece of INSITE checklist, there is a, in the introduction she talks about CVI and how you need to supplement for CVI because the INSITE checklist and the vision -- now, if I go back to the vision -- well, it's not here. It's on the other side. It talks about typical visual development. With CVI we all know we cannot expect typical-vision development. And so you need to supplement. And with an instrument you feel comfortable with, whether it is the Dutton checklist, whether it is the CVI Range, whether it is -- oh. I can't think of the name. Dr. Rachel Pillings. There are instruments. Whatever you are using supplemented with that. I have chosen -- it sounds like I have all the power. But for our program, we have chosen to use the early visual development guide from Babies with CVI. She has an early visual developmental guide which she divides in three stages. And it also follows typical visual development but in different terms. She talks about visual alerting, visual engagement, and visual integration. And I'm asking our providers to use that visual developmental guide, either instead of the vision checklist on the INSITE checklist or supplement. We put it into this booklet. We just want to get a good picture of the baby. That's what we owe the families, the child, and whatever resources we have we want to help the family get a good picture, this is what my baby can do. Not what my baby cannot do. This is what my baby can do. This is what it looks like. And dadgumit, this is what I'm going to tell everybody my child can do. Time's up. I see somebody pop up, time's up. Families are well equipped to say no need to reinvent the wheel, this is what my child can do. In conclusion, I think both assessments complement each other. I think we can use both to dig deeper. The good thing is the INSITE checklist does not need any special Active Learning equipment and it is a whole lot cheaper. So this is a handout with some resources that we put the resources for the INSITE checklist and for the functional schemes. Yes, Beth's e-mail is there. She is here as a resource on the INSITE checklist. Thank you for your time.