TSBVI Coffee Hour Intervener Model 12-17-2020 >> Kate: Good morning everyone. As you're coming in, we'll get started in a couple minutes, but as you're coming in, if you want to take a look at your chat box and make sure that it says all panelists and attendees so that everyone can see your comments or questions. Also in the chat put a link to today's handouts, you'll find that. And we'll get started, like I said, in just a couple minutes. And just for fun if you want to in the chat just let us know where you're at, like to see where people are joining us from. El Paso. Nice. You know, that's so funny, I was actually the other day thinking how much I'd like some CHCHLT -- CHICO's tacos. We actually hit below freezing last night. It was kind of monumental. All right. I'm going to put the link to the handout again. We'll share that a few times. Hey, I know pen Dell ton. I know it really well. I had an uncle that lived near by. There's a great Mexican food restaurant there that I just love. Yeah. Watermelons. You get the best ones there. >>: Yes, EL CHIRITO. That's right. We'll go ahead and get started -- stop talking about Mexican food. My salad is looking sad. That's so funny. We'll get started. I think we've got most of our folks here with us. Just a few announcements quickly. Please make sure to in your chat box, make sure that it says all panelists and attendees. So if you have a question or comment during the time that Deanna is talking, you can post that in the chat and everybody will be able to see that. Your microphones and cameras are automatically muted, so you don't need to worry about that. That's why we use the chat feature. The handout for today's session has been shared in the chat and we'll share that a couple more times throughout the presentation. You can see that immediately. And it will also be available for later viewing, along with a recording of this and past Coffee Hour sessions through a link on our Coffee Hour page on TSBVI dot EDU and I'll share the link. Once you're on the page, scroll down and find where it says visit the new TSBVI Outreach Coffee Hour archives and that's the link that will take you to all of the recordings, handouts, transcripts and information. To obtain your CEUs, you'll get an evaluation e-mailed to you and I will give you a code at the end of today's session. There's no opening code, just a closing code. So you'll want to stick around for that. At the end we'll end our presentation at about 5 minutes to the hour so that you've got time to get your code and announcements. I'm really excited to introduce today's presenter. Deanna Peterson is a member of our outreach team and our deafblind project team here in Texas. I'm going to turn the time over to Deanna. >> Deanna: Hi, everyone. I'm really excited to be here with you today to talk about this very unique population of students within our congenital deafblind community. So thank you for being here. I'm going to share my screen. Sorry. Oh, sorry. Somehow... Please forgive me. Technical difficulties. Here we go. Somehow my PowerPoint got closed on my screen. >> Kate: Deanna, this is Kate. I'm so sorry. We are not seeing your PowerPoint. >> Deanna: You're not? My screen sharing says that it has been paused. >>: We're seeing your browser. Start again. >> Deanna: Let me stop sharing and share again. How about now? >> Kate: There we go. Perfect. >> Deanna: Okay. Good. Success. So, on November 13th, we had our annual introduction to the intervener model team training and we typically have breakout sessions where we can explore how the material that we're learning together applies to specific students. And this year as all things go lately, the training was virtual and so we didn't have the opportunity to meet in smaller groups. So that's what we're going to do today is dive a little bit deeper into the intervener model, and specifically with students who are in the general education setting. I'm going to be sharing with you a little bit about who are proficient communicators, about the supports that interveners are providing to your students that we know of, and hopefully learn from you other ways that interveners are supporting your students. And before I forget, I would like to say a really big thank you to my friend and my colleague and my mentor Robbie Blaha and also Rachel CLINS, Jennifer ab Kelly, they all donated their time, their expertise and some of their documentation so that I could share that with you today. And off we go. for decades, the needs of emerging communicators have driven the information, strategies and resources that have been developed for use with congenitally deafblind students. Currently, we're seeing an increase in students who are deafblind and congenitally deafblind and proficient communicators. What we mean right now by -- well, first of all, the term "Proficient communicators" might change. That's what we're using right now so that we know who it is we're talking about. So proficient communicator are students who are accessing the general curriculum rather than an alternative curriculum. They are taking state testing with or without accommodations. And they are using formal language. Proficient communicators are faced with some of the same underlying problems as emerging communicators. They have difficulty with gathering important incidental information that can lead to missing or incorrect key concepts as they grow up. And additional time is required to gather information, process and respond. Combined vision and hearing loss provides significant challenges to a student's ability to easily gather information in the regular education setting. The pace of the instruction is fast and the scope of the material is wide. Students are working so incredibly hard to have access that often is occurring at a furious pace. Even students that have optimal vision and hearing conditions may struggle to find time to effectively process information and teachers may find it difficult to perform effective comprehension checks. So students may face limited opportunities to ask questions and discuss the material. They can often overcome some of those challenges by memorizing. But we want them to do more than memorize. And they want to do more than memorize. So this is where we need your help to gather this information about what are needs that proficient communicators are experiencing and how can we develop ideas about supports and strategies that we can share together as a community. We know that training as a -- and I can say this from my own perspective. We know that training as the TVI doesn't completely prepare a person to be a teacher of deafblind and we know that training as a teacher of the deaf and hard of hearing also can't completely train someone to be a teacher of deafblind. But because -- and I say this delicately, but because the needs of proficient communicators are so different and because there aren't -- there isn't this bank of resources and strategies, even training as a TDB can't completely prepare someone to be -- to be a teacher of deafblind who knows how to support their proficient communicators, and that is no one's fault. Everyone is doing the best we can. That's why we need your partnership and the partnership of families so that we can put this together. We -- let's see. One other thing I wanted to say was that we know that -- we've identified these proficient communicators in Texas. We've used our deafblind child count from 2020 and out of our 820 students who have been identified as deafblind, 142 of those students are proficient communicators. And we know that 18 of those 142 students have interveners. One of those interveners is certified, but they are all functioning as interveners. So we need you to tell us what you're doing and how you're doing it. Another way that we hope to gather information is we've recently started a professional learning community for teachers and school staff, and we are hoping and looking to partner more with families to see how we can learn from them and what types of support we can provide. My friend rob by over the past few years has compiled a list of 12 recurring and very specific needs. If you wonder why there is a picture of little Henry there, it's because we need to identify these students as young as we can, and we know that about identification. We need to get better at it and we need to find them young so that we can set up the supports that they are going to need throughout their education. And in Texas, the students don't take state testing until third grade. So of that 142 students, we know that we're missing a lot of kids who are not of testing age yet. But we can spot 'em and you can spot 'em. So this is the list of those 12 recurring needs that rob by was finding and they're in your handout. At the top of the list we've got addressing requisite concepts, modifying the curricular content. Defining comprehension checks. Building time into the day for individual or small group work. Adaptations or modification to home work. Technology needs. Indications of stress. The impact of distress. Considering the unique social skills needed. Self-advocacy. Transition. And additional resources and training. Today we're going to talk about No. 12, complement al needs and services considers the need for additional resources and training in class, specifically the intervener. I'm going to pause here for a second to ask you this: What specific supports might an intervener provide for a proficient communicator and what supports are your interveners and you as interveners, what supports are you providing? And I'd like you to think about that as we continue on and please add them to the chat. We're going to save that information and it's going to help us all as we move forward. I can't see the chat. Kate, is anything coming in? >> Kate: Not yet, but I'm sure folks will answer, hint, hint, in a moment. >> Deanna: Okay. I'm going to go on, but please interrupt me when you see something that someone wants to share. These students -- >> Kate: I actually just had one come in. Before you get into that next thought. Alex shares, so our intervener currently helps reteach the materials that are being shown in his general education classroom because of the pace. >> Deanna: Yes. That is -- that is something we talk about over and over and over, that pace is so fast and the students are working so hard, you know, to be an active participant in what's happening and to use their vision and hearing to have access to it. And so, yeah, that is great that you have a designated time for the intervener to go back and reteach that information so that the student can have that back and forth conversation to show us that they're processing that information. >> Kate: We have some more. Patty said the safety net, meaning knowing what the student does not hear or see, and making sure they receive this information. >> Deanna: Yes. Yes. >> Kate: Rachel -- oh, I'm sorry. Did you want to follow up on that one? >> Deanna: No, go ahead. >> Kate: Okay. Rachel says inter# interveners help facilitate conversation and interaction between peers. And helps to direct attention during classroom instruction, for example, look at the teacher, the board, etcetera, to support consistent engaged attention. >> Deanna: Right. One of those issues that proficient communicators might struggle with that's similar to emerging communicators is trying to time that information that's coming in. So I love that you said help direct the student's attention. You know, that can take some of the anxiety that these students are feeling away. If they have someone to say, you know, now Ms. Jones is talking, oh, there's a comment over there, helping direct the attention. And, Rachel, that's a great comment, too. I remember Robbie talking about that these students, they want to fit in. They want to have friends, but they don't always know like what are they talking about? What is cool right now? And that intervener, they can be the eyes and the ears, you know, scanning the environment and the topics, and they can fill that student in so that it is easier for them to jump into conversations. Love it. Thank you. So this is the stuff that we know. The national center on deafblindness defines interveners as through the provision of intervener services, they provide access to information and communication, and facilitate the development of social and emotional well-being for children and young adults who are deafblind in education -- whoops. How did that happen? In educational environments, intervener services are provided by an individual, typically an educator who have received training in specialized training in deafblindness and the process of intervention. We know this, but this is different for students who are proficient communicators and that's what we want to talk about. You also know this. The primary roles of an intervener. I'm going to go through it really quickly just to remind us. Working under the guidance and direction of the student's classroom teacher, an intervener's primary roles are to provide consistent access to instruction and environmental information usually gained by typical students through vision and hearing, but is unavailable or incomplete to an individual who is deafblind. They also facilitate concept development and provide access to or assist in the development and use of reaccept accept active and -- receptive and expressive communication skills. Also, they facilitate the development and maintenance of trusting interactive relationships that promote social and emotional well being, and they provide support to form relationships with others and increase social connections and participation in activities. So this is the stuff that you have all been mentioning. We also know the goal of an intervener is to ensure that student who is deafblind is an active participant and informed learner in all of their activities. We're going to show you a video next of a proficient communicator with his intervener, and these are some questions to think about as you watch that video: What are some of the specific supports you see Graham, who is the intervener, providing for JAES? What is making that support successful and what modes of communication are being used? So feel free to type that information into the chat and we'll discuss it when the video is finished. (Playing video with captioning) >> Deanna: What is happening with my screen now, Lowell? What do I need to do here? >>: Just re-share your PowerPoint. >> Deanna: Oh, re-share. Thank you. We good? >>: Looks good. >> Deanna: Okay. Thank you. Are there any comments, Kate, that people are wanting to share? >> Kate: Yeah. So JEEN says they kept him engaged in instruction by explaining what has happened in the environment. >> Deanna: Yes. Yes. >> Kate: Another person said clarified instructions and lesson content. >> Deanna: Yes. So many things -- go ahead. >> Kate: Oh, Patty says doing with and not for. And then Rachel said followed student lead to answer his question. >> Deanna: Yes. It's not only the student who is juggling a lot of different things, but it's also the intervener trying to make some decisions about what is the priority at the moment. We talk a lot as a project about serve and return, providing students with affirmation in ways that they can perceive and understand on topics that are theirs, not ours. Because as humans, we all need that. With emerging communicators, we often do that by direct imitation and we do this because we have learned through science that it shapes the architecture of our brains and all learning and development that follows is dependent on this social and emotional wellbeing, which also affects physical wellbeing. So when Jesse doesn't stop to say -- I'm sorry. When Graham doesn't stop to say you need to pay attention, this is what we're doing, he affirms Jesse, oh, I notice -- yes, I see that you notice that and he took advantage of a teachable moment. In a matter of seconds, he provided an explanation to Jesse that probably, I can only guess, but that might have alleviated a bit of anxiety and it taught Jesse a new concept. If we don't find ways to identify the gaps in our students' understanding and make a plan to address it, then they can be misinterpreted. They can be misinterpreted as being lazy or being a behavior problem or being ADHD or delusion al or paranoid. If we're always looking over our shoulder and this video is kind of a direct illustration of that, you know. Something happened over there and what is it? Should I be concerned? Is it dangerous? Do I need to know about it? Do I need to ignore it? If we don't address that, then we're really doing a disservice to our students. And who would have thought that Jesse wasn't quite sure about the wind being created by someone opening or closing a door across the hall? I think that Jesse thought wind is something that happens outside, but Graham took that opportunity and Jesse learned a really important concept there. I'm going to show you another video another -- >> Kate: Oh. >> Deanna: Yes, please. >> Kate: HIllary said it provided a [audio distortion] the success occurs when the intervener was able to redirect the student, but also validate his curiosity of things he's experiencing in his teaching environment. >> Deanna: Yes. I totally agree. What Patti said about a safety net, you know, you see it right there. And not only is it concept building safety net, you know, the emotional support, it's building resiliency. It's building their relationship. It's building his brain. So many things happened in that 10 seconds of a conversation. So thanks for pointing all those things out. Anything else? >> Kate: Sorry. That was me that -- not at the moment. >> Deanna: Okay. We're going to show you another video. The student is named Cole. This is a short clip from a longer video project that our colleagues mat and Nathan created. It's a 12-minute documentary of his student and his team that's available on our new fancy website which I'm sure Kate will share in the chat. Whoa. Sorry. Next video. Insurance (video playing with captions) >> Deanna: Feel free to comment on that video. These students, and, Kate, interrupt me, these students are working so much harder than their peers with typical vision and hearing. To do our part, we have to learn how to support them. And in that video, they mention accommodation and assimilation and accommodation. So this is something that we learn from PEOGET, his theory about the nature and development of human intelligence. It gives us a clear description on how the human brain gathers information, processes it, constructs, stores and retrieve s that information. The process begins when we have to access a new piece of information. We have to relate that piece to an existing piece of information that we already know and understand. All of the concepts, all of the new concepts are built on existing concepts. So our understanding of the world is built one piece at a time. Assimilation is how we piece and adapt into that situation. Accommodation is when that process occurs in our brain. It has to alter it's existing schemas in response to the new information. So this is why it's so important that we build strong concepts and for these students that we evaluate those concepts so that we know where there are holes and gaps so we can fill them in. >> Kate: Patti shared this allows for the wait time that all of our students need but also the intervener doesn't get to process in real time but rather when reteaching is allowed. >> Deanna: Yes. You froze a little bit for me, so I heard the beginning and the end of that. And because it's Patti, I need to know everything she said. Would you read it one more time? >> Kate: Absolutely. She said it allows for the wait time that all of our students need but often the proficient communicator does not get to process in real time but when the reteaching is allowed. >> Deanna: Yes. Yes. It's that pace, you know, over and over, it's that pace. It's so fast. The demands that are placed on middle school students and how it increases as they move into high school and beyond, to give them that time, that wait time which we know all students who are deafblind need. Thank you, Patty. So Cole's team, they -- let me go back. Let's see. Cole's team created additional roles for his intervener to better support his learning in a classroom where the pace of instruction is fast and the scope is wide. Sorry. Here we go. So these are some of the specific roles that they created. I'm sorry. Ms. Lerma provided additional information when Cole appears excused or stuck. She repeats direction as necessary during real time instruction. She repeats key points as necessary during real time instruction. She helps Cole prioritize his attention. She helps him to use and manage his technology, which for these students, they are often using and responsible for quite an array of technology, and we're going to talk about that a little bit more in a few minutes. Ms. Lerma checked for comprehension by using open-ended questions. She provided additional information or clarification when necessary. She used pre-teach and reteach for course subject content during down time and individual work time. She collected content materials from the regular education teachers, the content area teachers. Scanned and made it accessible on Cole's tablet. She used her planning -- a planning period to prepare materials and review content for future classes. For the content area teachers, some of their roles were to provide copies of printed and written materials to the intervener prior to the lesson so that she could do that planning and preparation. They built in opportunities for pre-teaching and reteaching into the lessons. They used an FM microphone effectively to provide auditory access. They used preferential seating to assure that Cole had optimal visual access to the projected content. They participated in the planning and implementation of effective use of technology to meet two needs: Sensory access to the course materials and the development and maintenance of digital organizations -- of a digital organization system of core subject materials, notes, and homework assignments. This is hunter McGowan. Patti McGowan is here. Patti, feel free to jump in and correct me, add more information. She very generously shared some of the tools that she created to help with Hunter's assistive technology organization. I'll show that in a little bit. This is a video of Hunter talking about his intervener and the way his intervener supported him. And, Patti, I believe he's in high school in this video? >> Kate: Yes. >> Deanna: I think Lowell is going to show this one for us. (Playing video with captions) >> Kate: Deanna, this is Kate. I am Cole's TSBVI and I want to say we are still changing and modifying the role of the intervener to this day because it is a very fluid position and his needs change. So being very flexible in this role is an important part of his educational journey. Hillary followed up the students needs may change as demands on the student change and the student matures. >> Deanna: I love it. I love that. Yeah, things do change and flexibility for all of us is the key to adapting and continuing to support that student as the needs evolve. One of the other things I love about that video of Hunter is that you can see that Hunter knows what he needs, and the student needs to be a part of that planning and development of the intervener roles. All the members of the team have to -- teaming is one of the most important elements of providing an effective program for these students because everyone has a perspective. The student as the learner has a perspective. The family as the person who knows that student the best. The intervene Everyone has an important perspective to bring to the table. So everyone getting together, sitting down and developing a plan and continuing to evaluate that plan and adjust it, it really looks like, and, Patti, you can speak to it, it really looks like Hunter's team, that they were doing a great job at all of this. >> Kate: Patti makes the comment the proficient communicator will lead his intervener toward their end of education. As his mom I would remind the intervener that he does not know what he has missed. >> Deanna: Yeah, those are really good points. That video, the documentary of Cole, when you look at that you will see Ms. Lerma, his intervener, talk about how -- you know, that the goal is that Cole be as independent as possible. She's back there. She's ready to support him. And the goal is that the students, for whatever parts of this process that they can be independent at, we want to support them to get there. But like Patti said, none of us know what we don't know. Some of us do, but it's also that intervener's job to be in the background looking for those subtle indicators. I remember one of my students who is deafblind in her reading class, when I was functioning as her intervener, when I saw her reading Braille independently, I knew if she didn't understand a word or a concept because her reading would kind of slow down and she had kind of this turn of the head. And she didn't want to be interrupted in that moment. And this is Rachel and Jennifer's student who they had when she was in high school. But there were subtle indicators that I needed to go back and explain at the right time. I think that's what, Patti, you're talking about. Okay. Let me share my screen again. So Patti shared with us the intervener roles that were defined by Hunter and his team at the time whenever this was, in high school. So we know these have changed and I would love to see how they evolved over time. The intervener -- and I took Hunter's name out, but we'll just use Hunter since we all know who he is now. The intervener would help Hunter move his rolling desk from class to class. As a team, the intervener would plug in the wires as Hunter would set up his assistive technology equipment. The intervener was his notetaker. He mentioned that. At first the intervener would e-mail the high school teachers for the assignments and then Hunter took over this task. The same for handing in home work assignments. His intervener would try to have the high school teachers send the assignments and home work in advance so that he could scan them into KURZWEIL. Patti and team? And then Hunter eventually took over that task. The intervener would make sure the scanning, modifications and accommodations for computer needs. There was time built in for Hunter and his intervener to have that one on one time for her to teach, reteach, pre-teach and reteach. Pre-teach and reteach would consist both of reviewing the day before homework and notes. And again the same would apply in the afternoon. Hunter was allowed to check in with his home room and then would be able to be with the intervener before the day started and then in the afternoon every day. Hunter's afternoon schedule would typically consist of the teacher of the deaf and hard of hearing, the teacher of the visually impaired, the orientation and mobility instruction, and the intervener. Patti said the TVI is -- you're going to have to remind me of the name. >> Kate: Alex. >> Deanna: Alex. Does that mean that every afternoon Cole was able to spend some time with these team members? I'm sorry. I said Cole. Hunter. >> Kate: Patti said yes. >> Deanna: Yes. It was very -- this was a very important year for his schedule to have most of the harder academics scheduled in the morning before visual fatigue would set in. That's a really good one. The intervener worked with the team to go over what to do during fire alarms and emergency situations. And Hunter for the most part was independent from the intervener during lunch, which was his choice. Also during swimming which he did all throughout high school as a member of the swim team and his PE credits. Again as support in the beginning. And a classmate in the pool would make sure he was hearing the instructions or he would just get out of the pool to hear the teacher and the coach. Alex and Patti, is there anything you want to add to that before I move on to some things we've gotten from other teachers? >> Kate: Patti says no. >> Deanna: Thanks again for sharing that with us. These are some tips that Rachel Collins who is a teacher of deafblind and Jennifer GRO CHSHGZHIN, who is a teacher -- I can't remember if she's a teacher of visually I am POIRD paired. I know she's a classroom teacher and has been an intervener. These are some of the tips they shared about their students. They wanted others to know that it was important to wait for natural breaks to provide explanation and avoid interrupting the student when she was working. When possible, allow the student to finish her work before moving on to the next class or task, because when she was unable to finish her work in the allotted time, that was frustrating to her, as it would be to all of us. So they communicated to her when she would have more time to finish her work and that reduced her anxiety, which anxiety is a big one with these students that we're not going to have time to get into today, but in the resource materials there will be some information there. The intervener and others needed to prioritize the most important parts of the lesson. Too many details become distracting, confusing and overwhelming. And that's why we talk a lot about the need to prioritize that information. And they incorporate the student's interests and experiences to relate new content when possible to build new concepts. This is an example that Patti shared with us. It's a way that she designed -- she designed this chart so that they could make a plan, keep organized all this assistive technology that Hunter was using. So you can see that there's a spot for what is the technology, who owns it, who paid for it, how old is it, when will it need to be replaced, will the current -- will the device transfer to a new environment. Will the current provider change? Who pays for it? And on and on. If we don't make a plan for -- so that everybody knows what's the technology, who's responsible for it, what's their role in helping Cole to organize it and trouble shoot it, then that's another one of the stress ors that these students are feeling as they try to keep up with their peers. And then as if all of that wasn't enough, then we have COVID to really throw a wrench in all of this. and I can tell you for a lot of this I don't have much information. That a lot of your students who are communicators, how they are using their interveners to access their education virtually right now. So if you have something to share there, I would sure love it if you would share that with us. I've added some resources which are in your handout. And then this is ELISE. She is one of these young students who are paving this path with her family and her team. She is an example of one of those little ones. She's in second grade now, but we know she's going down this path and she's going to need these types of supports. These -- our students are displaying such impressive levels of attention and such a strong desire for learning. It's important for us that we affirm those characteristics in them because when they hear those affirmations from the adults that they look up to, it helps to shape their identities, and a strong identity as a person who learns well and overcomes challenges through hard work and focused attention can fill an emotional well that they're going to need to draw from during challenging tim And we know that challenges await these students in high school and beyond, challenges that they'll be better prepared for as a result of your exceptional and individualized program. Thank you so much for your attention. Are there any last-minute -- I know we only have a couple of minutes left. Is there anything that anyone wanted to add? >> Kate: So Robbie BLA ha in the comments said thanks to Alex and Cole's team by not only providing cutting edge services, but making this video to train other teams. This video is going to be seen by many because the national center of deafblindness has it on their website. So heart felt thank you to Cole and his amazing team. And then Patti says I cannot even imagine this time for proficient communicators and their learning environment. It must be such a challenge. >> Deanna: Thank you all for your thoughtful -- yes, thank you for your thoughtful comments and just for being here with us. It's really an exciting time for these students and really long over -- overdo you that we pull together and provide these resources. >> Kate: Thank you so much, Deanna. The way you organized the information is so helpful. We really appreciate you taking the time to be with us today, so thank you so much. All right. I have the closing code and then I have some announcements and I think that this group especially is really going to like one of them. So let me give you your closing code so that you have that. It is 121720. One more time. 121720. And I will put that in the chat as well in just a moment. All right. So please just remember that you will get an evaluation that will be e-mailed to you from our registration website ESC works. You will enter that code which again is 121720. And the CEU certificate will automatically generate upon completion of that evaluation. A reminder too that the handouts and recordings from this and all past sessions of Coffee Hour that we have are at TSBVI dot EDU/Coffee Hour. You can find them at the bottom of the page where it says visit the TSBVI Outreach Coffee Hour archives. Just so you know, this is our last Coffee Hour for 2020. We will pick up right away in January. So our first session will be January 4th at 3:00 o'clock. I actually get to be the presenter on that day. We'll be doing tips and tricks for positive behavior support. Also in January you're going to want to save the date, so January 26th at 11:00 a.m. till 3:00 p.m. we're having a special Coffee Hour session co-hosted by the western regional early intervention conference. David brown will be the speaker for that. I knew there would be a lot of folks especially in this group that will be excited about that. Alex, no, if you go to the TSBVI dot EDU/Coffee Hour WEEB cite, I just put that in the chat, you can read the session descriptions of his session. It will be a 4-hour session. He's doing a part 1 and a part 2. You're going to want to mark that on your calendar and dedicate that time. I think in terms of announcements, I think that is it. We hope everybody has a wonderful holiday break. Please, please, please don't work too much. Make sure you get good rest. Big thanks again to Deanna for doing this. We really appreciate you. All right. Everyone happy holidays! I was going to say there's your daughter in the back. Thanks for letting us borrow your mom. We appreciate it. Happy holidays everyone. We'll see you next year.