E96: 5 Different Types of IEP Meetings (AND Parent Advocacy Opportunities for Each!)
IEPs have a 3-year cycle. Which means there are different kinds of meeting for where you are in that cycle! And when you know what kind of meeting is coming up, you can be mentally prepaired for it that much better! In this episode we discuss: 1) 5 different types of IEP meetings (initial, annual, re-evaluation, amendment, and transition) 2) When each type of meeting happens 3) Embedded opportunities for parent advocacy in each!
IEPs have a 3-year cycle. Which means there are different kinds of meeting for where you are in that cycle! And when you know what kind of meeting is coming up, you can be mentally prepared for it that much better!
In this episode we discuss:
1) 5 different types of IEP meetings (initial, annual, re-evaluation, amendment, and transition)
2) When each type of meeting happens
3) Embedded opportunities for parent advocacy in each!
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Beth 0:00
You might have known that the IEP system has a three year cycle, which can be shortened a little bit, depending on the situation. But did you know that there are five different kinds of IEP meetings, and oftentimes, I will mention a particular kind of IEP meeting. But I haven’t really taken the time to sit down and explain the different types, and how they relate to taking advantage of the time in the IEP cycle you’re in as a parent. So you can get that effective IEP and take advantage of that school system to work with it instead of feeling like you’re fighting against it all the time. So this week on the podcast, we’re diving into the five different kinds of meetings in the parent opportunities for advocacy in each so stick with me. You are listening to the parent IEP lab, the podcast that helps you get an effective IEP plan for your child so that you can get them supported and learning in school. I’m Beth Liesenfeld, occupational therapist who started to notice trends in parents who got effective IEPs for their kids, without having to fight the school. My mission is to help you turn insider knowledge from the school side into effective parent advocacy for your child. The parent IEP lab focuses on preparing you for any upcoming meetings you have, but also talks about commonly missed opportunities for parents to get an effective IEP outside of the IEP meeting itself. So let’s dive into today’s topic and think about what we can change and tweak to get the right formula for success for your child to learn and grow at school. Welcome to the lab. As we are getting into turning over into a new year of 2023, I can’t help but really be thankful for the clarity that I’ve seen in my role in helping parents like you in their IEP journey. And one of the things that I have really been able to focus on is the themes that I’ve seen parents be able to do to take advantage of that IEP meeting, and really have that be a productive and parents centered child centered meeting. My main course is called the ultimate parent IEP prep course for a reason because I’ve seen parents go from freaking out and really stressed to really having some calm and know what to happen next, know how to prepare for their next IEP meeting. Without all of that stress through that course. But if you aren’t quite ready for the prep course yet, then I do have a freebie that hopefully will come a little bit of your nerves and help you know what to expect and what kind of parent input is so important to share with your IEP team. Just to make that IEP meeting a little bit less stressful. I have the IEP process step by step guide available for free on my website, and it breaks down the IEP annual review process into 10 steps. And it includes what parent input to provide. And when you should submit that parent input so that you actually feel heard at your next IEP meeting, you can download your free copy at WWW dot v IUP lab.com/iep, or the link to download that is below this podcast in your podcast player. First of all, if you are listening to this when this podcast is being released, then happy holidays, I know I have a lot of Jewish listeners and a lot of people who celebrate Christmas as well a lot of people who likely have a variety of religions as there are a lot of immigrants who listen to the show. So thank you so much for listening. And I hope you get some amazing quality time with your family this holiday season. And as we look into the new year, I hope that you are really excited about what your child can achieve in this next school year and how they can be supported with an effective IEP. So many, many podcasts will think that no one listens to podcasts around the holidays. And to be honest, I always see a decrease in listens to the podcast or on the holiday. By the way, I can only see if you download the episode, I can’t actually see anything about you. The one thing I can see is what state people are downloading it from but that’s it. So I have only republished one podcast in almost 100 episodes of the podcast. And I really don’t like it because there are so many times where I feel like I’m behind. I feel like I need to do more topics and share more information for you to really have good context about what’s happening from the school side IEP team so that you can advocate coming into the next year. So I never really liked to republish any episodes, I really like to you know, create new podcast episodes that are going to be helpful. And if you are catching up later after the holiday season and you haven’t seen this one yet, then I hope you had a great holiday. But this is a podcast episode that I’ve really probably is overdue. Honestly, I feel like I skip ahead a lot and there’s not a lot of really basic IEP episodes except for really early in the podcast and I feel like I have so much more clarity now. So I’m revisiting some of those more basic, hey, here’s how the system works kind of topics so that I can really make sure that I have really good resources for you moving forward. So we are going to talk about the five different types of IEP meetings today and a little bit about taking advantage as a parent in that particular process or that particular meeting, so that you can understand where you’re at in the IEP cycle and what things you should really be paying attention to in that cycle. Just like with anything, like you can’t focus on everything all at once, that becomes too overwhelming. So there’s just going to be a couple of things in each type of meeting. And hopefully this makes a lot more sense. If you have any questions about like, if your process in particular is messy, or if you’re like, I’m not really sure where I’m at, in this cycle, jump into the Facebook group, there’s a link below this podcast in your podcast player to join. And you can introduce yourself there making new posts, kind of say where you’re at in that IEP cycle and ask any questions that you have, and we’ll be happy to help you out. There’s a lot of helpful parents in there. And it’s so fun to see, as more and more people join, there’s more and more people from the same state, which is really helpful, too. So let’s jump into the different kinds of IEP meetings. The first one, we’re going to start at the beginning of the process, which really is eligibility, but I have a whole bonus series that I already did on eligibility, and the evaluation process and parent opportunities for advocacy within that process that is so, so important. So I am going to refer you to that whole bonus series that’s already complete, we had an episode for each eligibility category. So there’s 13 of those plus an additional one at the beginning to say like does the eligibility category matter, and have that discussion as well. So if you want to scroll back in your podcast player, those are labeled with brackets, and they say, eligibility bonus series labeled on them. Or you can go to the websites that are up lab.com/podcast. And there’s a menu on the right hand side of that page, where you can see if they’re tagged, and you can go to the eligibility tag, and you can see them all in a row on the website that way, and then you can click on them to listen to them online. Or you can just kind of grab the number and go back in your podcast player and search for that one and listen to that one as well. So I’m going to refer you to that if you’re like oh, we’re in the eligibility process, go back and listen to that, or you have a re eligibility coming up, go back and listen to that particular category, at least one so that you can get those hidden opportunities for Parent Advocacy within that process. Because that’s a whole nother thing, right? We’re not going to get into that. But the initial IEP comes directly after the initial eligibility meeting that you have. So the first eligibility, the first evaluation that you have that next IEP is the initial IEP. And so sometimes this meeting is in the same setting as the eligibility meeting. So sometimes they will say, okay, like you were given a copy of the evaluation report, do you have any questions, they might go over it briefly in that meeting, they’ll go over eligibility checklist with you, so that you understand if they qualify or not. And if you’re listening to this, and you’re having an IEP, then they qualify in some category, right? Otherwise, you wouldn’t be listening to the IEP, or maybe you have a five before right now and you’re interested in if they’re going to qualify, then you can have an IEP meeting right after that
in the same setting. There are some advantages to having these as separate meetings on different days, and disadvantages. So you have the option of having them back to back and having them in the same setting. Or you have the option to splitting them and doing eligibility in one meeting, and then coming back and reconvening for the IEP meeting, you know, in a week or within 30 days of determining eligibility, there are advantages and disadvantages to having them together in the same meeting or separating them. And so a couple of pros are you get it done and implemented right away. So if you feel like the evaluation report was really good, and you roll into the IEP meeting, and it addresses all of the concerns, and you’re able to like check the boxes, and really feel good about that, you can still take that IEP home, you don’t have to like sign it right away, because it does have 30 days to get signed and implemented and processed. But if you do get it done all in one meeting, and it all feels really good, then you get it done, and you get it implemented right away, which just allows the team to get started on those services right away and get your child supported a little bit sooner. So that’s a pro. The other pro is that you have everyone there, with the evaluation report fresh in their mind. You know, it’s really typical that a team will have multiple IEP meetings, even within a week, and when we’re rolling into the spring. There’s a lot of IEP meetings in the spring and we can talk about that at a different time of why that is. But when you have like sometimes I would have seven or nine meetings in one week. And if you separate them into two meetings, yes, like, my memory is pretty good. But if I have seven, or eight or nine meetings in between when we talked about the evaluation, and then we do the IEP, sometimes that’s not as fresh in everybody’s mind. And so you might be able to say, Oh, hey, like, you just kind of emphasized in the evaluation report that this was an issue. And I don’t see it supporting the IEP, like, everybody can be like, oh, yeah, we did talk about that. Let’s get that in there. And so it’s just kind of fresh on everybody’s mind, because everybody’s busy these days. So it’s not that like they’re trying to skip over things, most of the time, I tried to give them the benefit of the doubt, because I was one of those people. And you’re also busy too. So you might forget that, you know, there was a really big challenge that you wanted implemented in the IEP, you might even forget, if you have two separate meetings. Now, if you take good notes, then that’s not a big deal. And so you can mitigate that a little bit, right? Some cons is when you do the eligibility in that initial IEP meeting together in the same meeting, you probably won’t get to see a draft IEP first before you go into that IEP meeting. And this is because legally, they are not allowed to really share that they have the draft IEP ready, until eligibility has been determined with you present. So this is a legal thing they’re not supposed to predetermine. So you probably won’t get to see a draft IEP first, they probably won’t even say, yeah, they’re probably going to qualify, or No, they won’t qualify, because that’s really strictly not allowed. School districts have gotten in big trouble for saying those kinds of things. And so if you feel like they’re being kind of secretive about it, and you’re kind of confused, you kind of feel overwhelmed, you want to see the draft IEP first, then really advocate for those to be two separate meetings, so that you can see the draft up before you actually have the draft IEP meeting. So that makes sense. And then the other con is that meeting fatigue is a thing. So those meetings, when they’re put together can be really long, depending on how detailed they are, with the evaluation report and how many questions you have. And if I’m being really honest, how long winded your IEP staff team is, and just for an example, I’ve had a lot of amazing school psychologists that I’ve worked with, but sometimes when you say be brief, when you’re going over the highlights of the evaluation report, sometimes they take 30 minutes just to go over their part. And I’m going to be honest, that by the end of their summary, I get fatigued, and I’m like, will you just please tell me how that is going to impact them in the classroom, maybe we need a particular accommodation that’s going to work the best that you’re gathering from this information, please just give me the highlights and a lot of times and I’m picking on school psychologists, but really, this could be anybody that is worried about you understanding the report, and is really worried about going over it and making sure that everybody understands everything in the report when Yes, it’s very important. But that makes the meeting really, really long. So if you have specific questions like you should have been able to see the evaluation report beforehand. So hopefully you do have some clarifying questions and try to have those really directed to how that’s impacting your child in the classroom. So instead of saying, Hey, can you explain these scores to me? Or how is this test done? Maybe ask the question, instead of what accommodations would be good. When you look at these scores, does it lead to more effective accommodations that you see from this report, like have them interpret those scores in a way that actually lends itself to building a really good IEP. And I could probably go on for a whole nother episode on that. So I’m just going to earmark it and leave it here for now. But if you have any questions happened in the Facebook group and ask those questions in there, so I can support you know, I’m gonna be really, really honest, because I always like to be honest, this initial IEP is not going to be perfect, it is not going to be the most amazing IEP ever and have everything supported for your child. And it never needs to change because it’s just going to be perfect from the get go. You want to make sure that the IEP addresses all of the concerns, but you won’t really know if it’s a good IEP until it gets implemented. And you can see the rate of progress if their behavior decreases because now they’re getting the right supports that they need. If their pay behavior increases, and you’re like, Okay, what’s going on, this must not be a good IEP because it’s not supporting them. You know, you should see them have an increased access to learning, more enjoyment more progress on their goals, like it’s always a trial and error process. That’s why my business is called the IEP lab because it’s always an evolving dynamic process. So just people cared for that that if you are going to be super nitpicky about this IEP being picky about all of the challenges in the evaluation report, getting into the present levels and getting supported with that IEP, don’t get really, really picky about specific accommodations and think that this is going to be a hill that you’re going to die on. Because it is going to change. And that is okay. That’s how this process works effectively, is if we all have that understanding that we got to start somewhere, we need to jump in and start supporting your child. And some things are going to work really well. And we’re going to keep those and some things might not work as well. And so we’re going to throw those out that there’s ways to change the IEP as we go along. And it doesn’t have to be this huge pressure to get it perfect. The first time out, just make sure that all of the challenges that are listed in the evaluation report are getting into the IEP somewhere, right? That’s something that you can’t go back in the processor, it’s really hard to go back in the process that way. This leads us into the second type of IEP meeting, which sometimes isn’t a meeting. And this is the amendment. So this is how you change the IEP without actually having to have a huge IEP meeting. And a lot of cases, it can be a meeting, you can have an amendment meeting or review meeting. And the main difference is that an amendment will change the IEP, but it won’t necessarily reset all of those dates. So you have an annual IEP, which is what we’re getting into next every calendar year. And so an amendment will not reset the dates of when that next IEP meeting is due, okay, so you can have a meeting for this. But you can not have a meeting, which is called a non meeting amendment. And this might be to change a goal because your child minute early, and you need to establish a new goal, or you change the writing of a goal. Think of, okay, you have an IEP, and then the next school year, you have a new service provider, you have a new special education teacher or new OT, and they look at the goal. And they’re like, this doesn’t make any sense. Or we need to clarify this, or actually, this doesn’t seem like what they need. And so you just need to change that one goal that can be done in amendment. The other thing that you can commonly change in men is a combinations, you can remove a combinations that aren’t working, you can add new ones that you want to try, or you have services increase in minutes or decrease in minutes. But I do want to just note here that you can’t add a new service, or remove a service completely through an amendment because that really has to go through either an IEP meeting, or to add a service, you really need to go through a new evaluation to add that service. So these are for like things to change within the established IEP. But not necessarily to like add really significant changes, or decrease services or supports really, that should be done with an IEP meeting so that you all are present. And you will all agree to those bigger changes. But these are just kind of for like small updates to the plan as you go along. Now the next one, the third kind of IEP meeting is the annual IEP. This is the most popular IEP meeting that we have, every calendar year, the IEP has to be updated. So you should know when this one is coming. If you’re like, oh yeah, we had our initial meeting in the spring. So it’s going to be due in the spring, and you can look back at your paperwork, it should say right at the top when your next annual IEP is due. Okay, so you should know that this is coming. There are a few instances where they will have it early. Most commonly this happens that if your child’s IEP is to like say that your initial IEP was when they transition when they turn three, right when they transition from early intervention into school related services. So sometimes your child has a birthday over the summer. And so technically, their IEP might be due in June. Well, a lot of the staff isn’t there in June. So they’re going to have it early, like in the spring, like in April, so that they won’t be out of compliance by having it be late when they come back in the fall. So a lot of times they will have that early. And then the other instance is that a lot of times, you know because of staffing changes or maybe your child is going from elementary school to middle school or Middle High School. That team that has your child wants to have the best IEP in place because they know them right. It’s always better. If the team that knows your child really well is writing that IEP because they know what supports and accommodations are working. They can edit that they can make it the best they can. And so sometimes if your child’s IEP is due like really early in the school year in the fall, they will do it early in the spring so like okay, the eighth grade team will do it in April or May or whenever the IEPs are like due for the year so that they can be reviewed. They might choose to do that early so that the new team doesn’t have to try to update the IEP in like September when they’ve known your kid for like three weeks, right? So like that doesn’t really feel good for that team to have to write an IEP straight out of the gate on a kid that they don’t really know very well, right. So that might come early in those particular situations. But otherwise, the meeting just has to be started by the due date to avoid non compliance. So if you have multiple meetings, if you are reconvening for an annual IEP, that’s totally okay. They are still in compliance if you initially start that IEP by the due date. So if you haven’t downloaded the free IEP process, step by step guide, which I mentioned at the beginning of this podcast, this is really important, because this takes you through the 10 steps of the annual review process and guides you through what to prepare for your meeting. And get the most out of your parent advocacy and an annual review meeting really quickly inside this freebie that you have that breaks it down into the 10 steps. If you’ve been listening in the podcast, you know that the cornerstone actions that I’ve seen parents do to get the most out of their IEPs is to decide their priorities for the next year. And then communicate that in writing a vision statement and write out a parent input plan as well. This really helps you process through the emotions that are going to probably come up in that meeting. It also helps helps you process through the current information, what you think the next steps are, and really bring that to the team of what’s important to you and your family and your child. This process is the cornerstone of the ultimate parent IEP prep course, which is my signature course.
But if you aren’t ready for that course yet, for some reason, you get lifetime access, and it gets updated every year. So I would encourage you to join that sooner rather than later. But if you don’t feel quite ready for that, for whatever reason, and you just need help with like the vision statement part, then that’s covered in Episode 41 of this podcast. So if you’re like, oh, vision statement, I haven’t done that yet. Let me start there, go to Episode 41. And you can find that as well. So obviously, you will have way more annual reviews than you will probably have any other kinds of meeting. So I would encourage you to download that freebie. It’s super, super helpful. And the next type of meeting is a re evaluation meeting. So every three years and sometimes sooner, your child will have another evaluation called a triennial review. If it is the normal every three years. If you have it early for some odd reason, then it’s just called an evaluate a re evaluation and not a triennial review. So just keep that in mind. They’re kind of one in the same but not really. This is a mandated process that we have this reevaluation triennial review every three years to make sure that your child still qualifies for special education services. The mistake that I see in teams making all the time is that they are allowed to do a file review on old information to re qualify your child. A lot of times I will see this because my particular experience was very, very heavily into the autism classrooms. And what happens is they’re like, well, they obviously qualify, because they still have autism, and they still have all these needs. And so they’ll go back and they’ll say, oh, we’ll just do a file review. And we’ll look at the data that we have, you know, maybe from progress reports, and they’ll go from that this is a hill that I will die on. I do not agree with file reviews. Unless you as the parent just had an outside evaluation from like a psychologist or you went to a children’s hospital and had this amazing, thorough evaluation. Cool, then yes, the IEP team is not going to have new information. Besides that, that’s pretty comprehensive. So yes, they can review that information, put it into their own evaluation and state that it’s a review of this other report. And then that current fresh data to base the new IEP on, sometimes the teams will try to do a file review, and it’s on information that is three years old. And so at the end of that IEP cycle, now you’re basing that last IEP on data and information that is five years old, and your child has definitely changed in the last five years, right? And so those they’ll try to say, oh, yeah, we’ll put progress reports in there. We’ll put like a current observation in there. Maybe they’ll add some current information, but I just I don’t feel like that’s right. I don’t feel like that’s ethical, that doesn’t sit right with me. So this is a hill that I will die on that I really want fresh evaluation information. When we do a reevaluation, it’s not just to re qualify them. It is also to update the evaluation and make sure the present levels are amazing in that IEP so that you can have an effective IEP built from that information. So even when my teams would want to do a file review and I also had a couple parents asked for a file review instead of new information and I never understood that. Then I would still Test, I’d be like, you can do a file review, I can’t control you. But I’m going to do new testing. And I would do new testing. And I would put my new testing in there. So this is definitely something that I feel very strongly about, right. So the main point that I want to make when you’re going to this reevaluation IEP meeting, is that again, I’m going to refer you to that, that bonus series that I did on evaluations, to really like understand this process. But the main point that I want to repeat is that before you get the evaluation, report back, make sure that you have your own list made from your own brain of the challenges that you feel like your child is having. And then when you get that evaluation report, look at the summary first because it’s less overwhelming. And see if you can find it’s kind of like a word search, see if you can find the challenges that you wrote down on your list in the evaluation report. And if you don’t find it in the summary, then you can go back into the body of the report and try to find those. But just make sure that all the concerns that you feel like they are having in that environment is covered. Even if it’s not related to the category that they’re probably going to requalify in it doesn’t matter, like make sure that all of their challenges are addressed in that evaluation report. Okay, I obviously need to do a whole other podcasts on revaluations, because I feel really strongly about it. But just let us know in the Facebook group, if you have any other questions about these reevaluation, IEP meetings, Okay, moving on. So we are getting into the last kind of IEP meeting. And this is the transition IEP meeting. So at age 14, there are additional sections that are filled out inside of the annual IEP. If your child is younger than 14, you actually might see these sections and they’re just left blank, or at 14, you might see these additional sections added in there. And so you’ll you’ll see these typically, it’s a section to do some additional like testing or assessments on career interests, or volunteer interests or list out their strengths as far as you know, job related skills go and to write transition goals. So this is your opportunity to really beef up your vision statement, and communicate your priorities for when school services. And yes, you start super early thinking about when school services end so that you can prepare your child for life after school. And you can really communicate what skills they need to learn by the time they leave school. Right. So the tone of these meetings starts to change a little bit as you start to look again, more at where you want your child to be after school services end. And the cool thing is when I’ve been in the high school IEP meetings, and when I’ve been in the 18 to 21 meetings, it is shifting back into more parent input. You know, in the very beginning, when you’re transitioning from early intervention into school services, if you’re in preschool, kindergarten, first grade, those primary grades, you can have a little bit more say as far as your parent input goes, they will listen to you a lot more, especially in that early intervention to school transition. And then this starts to shift back again, when you are starting to think about transition out of a school setting as well, well, what is the situation? Are they going to go to an adult day program? Do you need us to do any assessments or any like IQ testing, sometimes they need that in order to qualify for community services. So they’re asking you those questions. So they should be so that you have everything that you need to get them set up for services, after they leave the 18 and 21 program or if they’re going to college, then really like let’s focus on some self advocacy skills. And let’s focus on some executive functioning and organizing skills so that they can organize their time better. Those kinds of life skills become the the focus of the IEP because you’re looking at that transition right? Asked for job shadowing, learn about if they have a school work Alliance program, sometimes called a SWOT program, ask about that ask about your state’s Department of Vocational Rehabilitation so that they they get connected to things like supportive employment and things like that. So know what’s coming in the next few years, take advantage of their resources, ask a lot of questions about what kind of transition services they have like that swap program or the 18 to 21 program, volunteering, job shadowing, field trips, any of that kind of thing, because a lot of them have these programs, but it’s not necessarily like advertised anywhere. So ask those kinds of questions about what they have. Also think about things like communication, safety, self advocacy concerns here, and really make sure accommodations are dialed in, make sure that they are accommodations that are working. If you’re still trialing and airing some accommodations, make sure that you guys are on the same page with like, oh, we need to make sure that these technology options are in place. And really what about these technology options are helping so that when they go to college or when they go to a program that’s for vocation, that they know their accommodations and they can advocate for those and like why they need them as well right. So there are so many times where I’ve seen in those 18 to 21 meetings and even the high school meetings to that there’s this fear in parents eyes when we start talking about life after school because they just haven’t processed through it. And I don’t want you to feel stress, because you haven’t thought about yet. So earlier, the better even if you have a preschool aged kid, think about what you want them to be able to do after school services. And of course, it’s going to change. And that’s totally okay. But just think about that, and allow yourself to dream a little bit and shoot for the stars with what they’re going to be able to do. Okay, so that concludes the different kinds of meetings, if you have any questions about the types of meetings, or if things are kind of messy right now, and you’re like, I don’t even know what meeting we’re going to have, because this happened. And then this happened, and it kind of got all messed up, then that’s a perfect opportunity to come into the Facebook group and ask us kind of give us a little bit about your situation, so that we can help you prepare for your next meeting. You know,
I am so grateful as we wrap up this year, I am so grateful for you guys, because there was I think it was two weeks ago. And I went in and checked downloads of the podcast. And that’s really the only metric I have. That is how I make decisions on what podcast topics to cover, because I see which ones are downloaded the most are obviously interesting to you guys. And so I try to make more of that, that kind of information content. And so I went in like two weeks ago, and I was like, who shared it like, and I went on my Instagram stories. And I was like, Thank you for whoever sharing it, because I don’t know that. But the download numbers were just like doubling, it was amazing. So thank you so much for sharing this podcast, it helps me to know that it’s resonating with you. And it’s being helpful. And the podcast continues to grow because parents just like you are reading and reviewing the podcast and sharing episodes, like in parent only Facebook groups that I can’t get into and serve people or you’re sharing directly with a friend in Messenger and, and sharing the link to the podcast for them, for them to listen to so that they can learn the things that you’re learning too. So if you haven’t rated or reviewed or shared the podcast yet, I’m just asking if you could do that super quick. This helps that IEP information get in front of parents just like you who desperately need it. And they need to feel like they aren’t alone. And it also allows the algorithm that is the podcast to show this podcast to more people kind of like you as well. So thank you so much for sharing it. And whoever did there was a couple of people who responded to my Instagram story and said, I just found you and I’ve been sharing it like crazy. So thank you so much for doing that and consider rating and reviewing it for me as well. So thank you so much for this year of growth. And I’m so excited for you to just hear your wins in 2023 and how you’re going to take advantage of this system to your advantage and to your child’s advantage as well. So have a happy new year and I’ll see you same time, same place next week. Thanks so much.