Tag Archives: Special

Special Education Programs Meeting Student Needs in Nassau County

Children’s Readiness Center

Student Disability: Significant developmental delays including autism, and mental retardation

Student Age: 5 to 8 (Early Elementary)

Students who attend this state-of-the-art early education center in Long Island need a highly individualized behavioral approach and small class size (6:1:2). As part of its educational/behavioral approach, the program’s specially trained staff track results of each student’s activities in continuous documentation. Long Island school program goals include not only developing the youngsters’ communication skills and increasing their social interactions but also accomplishing individualized educational goals in preacademic and academic programs. Parents and family at this Long Island school learn behavioral and educational strategies that can be used with the children at home.

Applied Behavior Analysis (ABA) is the teaching methodology used throughout the program. Skills are broken down into small steps and various teaching techniques are used to ensure skill mastery under a variety of conditions. This Long Island School uses a progressive total communication system that may include spoken words, photographs, pictures, symbols and/ or sign language, to increase communication skills. The Picture Exchange Communication System (PECS) method involves the child initiating a social exchange to make requests or communicate.

Carman Road Preschool

Student Disability: Preschooler with a disability (multiple disabilities, physical disabilities)

Student Age: 3 to 5

The Preschool Program at Carman Road School is one of many Long Island schools that provide total educational intervention for children with multiple, physical and cognitive disabilities in a specially designed environment. All children at this Long Island school are encouraged to reach their greatest potential through many activities that stimulate growth and development while building self-confidence. Youngsters are referred to the program by their local district Committee on Preschool Education (CPSE). Once accepted, they attend full-day classes, five days a week, entering an educational environment that promotes the greatest possible achievement.

The total child perspective at this Long Island school is used to address the needs of each youngster on an individual basis. The curriculum stresses the development of physical skills and the growth of cognitive, social, emotional and language skills. Each child’s unique abilities and needs are considered in all the program’s activities.

An Engineered Aided Language Environment, using visual strategies and assistive technology, are used to encourage physical development and the growth of communication skills for children attending this Long Island school. For each child, a multidisciplinary team develops strategies and methods to meet the goals and objectives of his/her Individualized Education Plan (IEP). Children receive physical, occupational, and speech therapies as prescribed in their IEPs. Time is spent each day encouraging the growth of skills needed in activities of daily living, such as feeding and dressing. Social skills are developed in structured activities and free play. This Long Island school uses individual and group projects such as painting, cooking, coloring, planting flowers, water play and using the sand table develop motor and learning skills. The children work with specially trained teachers in the Learning Center where they begin to use assistive technology, adapted computers, specialized software, touch screens and switches. Access to the Adapted Physical Education provides opportunities for additional growth in motor skills for children attending this Long Island school.

Parents can visit their child’s classroom and observe the program. They can also talk with the classroom teacher and with members of the multidisciplinary team on these visits and throughout the year as necessary. Parents also participate in the development of the child’s IEP. Parent Teacher Association (PTA) meetings at this Long Island school cover topics that are important to education and management of children with special needs and are held monthly.

Special Education Home Field Trips – White Water Rafting

Did you know there are white water rafting programs for special education kids, autistic kids, and kids with down-syndrome? Did you know that one ride down the river for these kids will be an event of a lifetime? Think about it. Best of all when kids of this nature experience something so radically different and new, it causes them use parts of their brains that have yet to be used much. Yes, that’s right it helps with brain development, just as if they were learning how to ride a bike, sing a song, or learn how to do a new skill. Okay so, let’s talk.

Some folks involved in providing such trips down the river for special needs kids tell of how it becomes a life changing experience, so to do the parents. Occasionally, it’s almost to the point that there was “little Junior before the white water rafting trip, and little Junior after.” Some parents note the difference is that profound – to which I say; wow. When I first heard about all this, I thought to myself, no, it couldn’t be that good, but the parents swear by it and the kids after doing it, they’ll never stop talking about it.

My question is; why does it work so well? Perhaps, because special kids maybe apprehensive about the water, fearful, and yet excited at the same time, well, that is just about everything you need for strong memory imprintation isn’t it? Okay so, I’ve read research papers on how the simple task of learning how to play a musical instrument, learning how to ride a bike, or interacting with an avatar on a computer helps develop these brains, and the empirical evidence has been show to prove it so. Thus, maybe these white water river rafting trips are akin to those other activities, but even more so, perhaps that’s why only one trip down the river is enough to trigger changes.

It’s not that normal (whatever that is) kids don’t also go away with experiences and memories that they cherish for years to come, they do too when it comes to river rafting, but for the special education kids who may not get the chance to do all those other activities that regular kids do consider it the most fun they’ve ever had in their lives, and it shows on their faces and their excitement every time anyone mentions it for long into the future. Indeed, I hope you will please consider all this and think on it.

6 Things You Need to Know About State Special Education Laws That Will Empower Your Advocacy!

Are you the parents of a child with Autism or other type of disability who receives special education services? Are you currently having a dispute with your school district related to your child’s education? Would you like to learn about State special education laws and regulations to use in your advocacy? This article is for you and will be discussing these laws,and information that you need to know to empower your advocacy!

1. Every state is required by IDEA 2004 (federal special education law) to have laws and regulations that will show how they will be complying with the law.

2. State regulations cannot “establish provisions that reduce parent’s rights or are otherwise in conflict with the requirements of IDEA and Federal Regulations.” Federal law “trumps” or is stronger than State law. State law can give a parent more rights but cannot take away rights.

3. Many States laws are not consistent with federal laws.

4. Some states have been told that they must change their state regulations to be consistent with federal law. For example: New Jersey stated in their regulations that school districts had the right to test a child in an area that they did not previously test—if a parent asked for an independent educational evaluation at public expense (IEE at public expense). Office of Special Education Programs (OSEP) found this inconsistent with IDEA 2004 (300.502). They have required NJ to revise their regulations and until they do so make sure school districts are not evaluating children in an area not previously evaluated before paying for an IEE.

5. Other States regulations are also inconsistent with federal law but have not been told by the U.S. DOE that they must change their regulations. One example is New York who has a regulation that ESY eligibility is only for children with multiple disabilities and/or who show regression and slow recoupment. This is not consistent with federal special education law and may hurt children by denying them needed services. Another example is in my State of Illinois the parent guide states that parents must “request” an IEE before the testing is done. IDEA 2004 states that parents have the right to “obtain” an IEE if they disagree with the schools evaluation. A letter to the Illinois State Board of Education pointing out this inconsistency was answered with this statement “The office plans to review the identified guidance document and initiate any necessary revisions during the summer of 2012. Your information will be considered during the course of that process.” It is now 2014, and I will not be holding my breath for the State of Illinois to revise their parent guide.

6. OSEP policy letters often address inconsistent State laws and regulations! They are great advocacy tools and can be found at: http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/index.html#topiclisting. I use them all the time to show special educators how the Office of Special Education Programs (at the U.S. DOE) interpret IDEA 2004 and inconsistent State regulations.

By understanding these 6 things about State Special Education Law, your advocacy will be empowered! Good Luck!

Orange County Schools’ Special Education Alliance

The Orange County Schools ‘ Special Education Alliance was created by the 28 districts in Orange County in 2003. The primary goal of the Orange County Schools’ Special Education Alliance is to meet the need for a countywide system that can focus on special education. This includes offering staff development and training to school employees, creating leadership in advocating for legislative and administrative change, overseeing the decisions and rulings rendered by administrative agencies, offering a way to fund the litigation and appeals of administrative and judicial decisions and rulings especially when the outcome has a countywide significance or precedent setting in its implications for all students.

The Orange County Schools’ Special Education Alliance was created with the intention of addressing all the concerns of all students regardless of if the student has any manner disability. Any student that is not receiving the full services they need changed because of lack of funding to support mandates created under the federal Individuals with Disabilities Education Act. The main problem that Orange County Schools faces with meeting this federal mandate is drawing funds from the regular education program. Funds are often taken from the regular education program to support the needs of special education students. Orange County Schools’ Special Education Alliance aims to provide the services all students need to be successful in meeting academic standards.

Orange County Schools’ Special Education Alliance plans to accomplish this goal by providing staff development to its practitioners, use the legislative process to seek adequate funding to provide these high quality services, and when necessary, support litigation to achieve these goals. Orange County Schools’ Special Education Alliance also encourages staff members, parents, advocates and organizations to get involved by using their voices and contact the local officials and hold them accountable for promises and mandates for which regular education and special needs children are entitled.

Orange County Schools’ Special Education Alliance is lead by an Executive Committee that is composed of Superintendents from different school districts across Orange County. The actual carrying out of the goals is the responsibility of the Review Committee. The Review Committee is comprised of five Superintendents regionally nominated, Orange County Schools’ legal counsel, two private attorneys representing school districts in special education matters, two SELPA directors, and one business administrator. The Review Committee has been working hard for the past two years in order to try and meet the goals of the Orange County Schools’ Special Education Alliance. Even though the focus of the Orange County Schools’ Special Education Alliance is in the areas of legal and funding, it tries hard to work closely with teachers and staff members so that its members are informed about the needs of the schools at root levels.

Since the Orange County Schools’ Special Education Alliance was created it has accomplish a great deal to meet the needs of the school districts across Orange County.

Special Education Has Changed Over Time

Special education has been assisting students with learning disabilities in the United States education system since the end of World War II. The first push for special education started when a group of parent-organized advocacy groups surfaced. In 1947 one of the first organizations, the American Association on Mental Deficiency, held its first convention. That marked a starting point for special education as we know it today.

Started during the Civil Rights Movement in the early 1950s, the United Cerebral Palsy Association, the Muscular Dystrophy Association, and John F. Kennedy’s Panel on Mental Retardation were among an increased amount of advocacy groups for assisted learning programs. This strong push helped bring special education into schools across the country in the 1960’s as school access was established for children with disabilities at state and local levels.

The parent advocacy groups dating back to 1947 laid the ground floor for government legislation being approved by Congress in 1975 that was called the “Education for All Handicapped Children Act” (Public Law 94-142). This act went into effect in October of 1977 and it was the beginning for federal funding of special education in schools nationwide. The act required public schools to offer “free appropriate public education” to students with a wide range of disabilities, including “physical handicaps, mental retardation, speech, vision and language problems, emotional and behavioral problems, and other learning disorders.”

The law from 1977 was extended in 1983 to offer parent training and information centers. Later in 1986 the government started programs targeting youngsters with potential learning disabilities. The Act from 1975 was changed to the “Individuals with Disabilities Education Act” (IDEA) in 1990. Since establishment of IDEA more than 6.5 million children and 200,000+ toddlers and infants are being assisted each year.

Special education in schools often unintentionally overlooks a key aspect of why students suffer from learning disabilities. The reasons for common learning disabilities are weak cognitive skills. Studies show that 80% of students enrolled in special education at some level suffer from underlying weak cognitive skills. Cognitive skills are the mental capabilities that one needs to successfully learn academic subjects. In more detail cognitive skills are learning skills used to retain information; process, analyze, and store facts and feelings; and create mental pictures, read words, and understand concepts. They are not to be confused with academic skills which would include subjects like math, science, or history.

Proper testing to identify these weak cognitive skills will help quality learning centers put together a plan of action to strengthen them. This sort of training will last a lifetime. By not targeting the cognitive skills a student will struggle for the rest of their life until they are trained properly. It is highly recommended that you get your child tested at a learning training center that provides cognitive testing. Once tested a personal, unique training program can be developed for your child to overcome their learning disability.

Parental Retaliation in Special Education – How Can I Prove It – And Will It Ever Stop?

Are you a parent who has a child with autism or other disabilities that receive special education services? Have you experienced parental retaliation by special education professionals in your school district, because you have advocated for your child? This article will educate you on the U.S. Department of Education’s Office of Civil rights (OCR) definition of retaliation, and also what standard they use to determine if parental retaliation has occurred. In addition this article will discuss whether retaliation can be decreased, so that you can truly be a meaningful participant in your child’s education!

Section 504 of the Rehabilitation Act which is enforced by the Office of Civil Rights states that: “504 prohibits recipients or other persons from intimidating, threatening, coercing or discriminating against any individual for the purpose of interfering with any right or privilege secured by Section 504, or because the individual has made a complaint, testified, assisted, or participated in any manner in an investigation, proceeding or hearing under Section 504.34 C.F.R. 100.7(e).” One of the protected activities under Section 504 is advocacy, and retaliation is prohibited if you advocate for your child.

The Office of Civil Rights has released information that OCR complaints have increased at a very large rate (which I believe is due to the amount of parental retaliation that special education professionals engage in). The types of retaliation I have seen are calls to Child Protective Services (CPS), banning parents from school grounds, and possibly punishment to a child. Parents need to stand up to this retaliation and gather evidence of the retaliation, so that they can file an OCR complaint.

OCR uses a five point test to determine if a parent has experienced retaliation:

1. “Has the parent engaged in a protected activity?”

2. “Is the district aware of the protected activity?”

3. “Was the parent or student subjected to an adverse action?”

4. “Will a neutral third party decide there is a causal relationship or connection between the protected activity and the adverse action?”

5. “Can the school district offer a legitimate non-discriminatory (non-retaliatory) reason for the adverse action, which a neutral third party will not consider to be pre-textual?”

A few comments about the five point test:

1. Under #1 advocacy is considered a protective activity as well as filing a state complaint or a due process complaint.

2. Under #2 most special education professionals know of parent’s advocacy especially if the parent has filed a complaint or due process.

3. Under #3 the adverse action means a negative action such as suspending a child or calling CPS and making a child abuse complaint.

4. Under #4 the retaliation must be closely-timed to the protected activity of advocacy, or OCR could rule against you on your complaint.

5. Under #5 this in some cases is what causes a parent to lose the complaint–If the school can come up with a plausible non-discriminatory reason for the action, and then the finding may be against the parent.

OCR recently released a Dear Colleague letter (April 2013) about retaliation that can be downloaded at, http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201304.html. This is a great resource that can ensure successful advocacy.

The only thing that will decrease retaliation is enforcement, which is usually left to the parent. I do believe that you should file an OCR complaint for ever retaliation action done by special education professionals (that you can prove of course). Work hard to secure written evidence to prove your case, as well as include the five point test in your retaliation claim, (with all of your evidence listed, and attached of course). Parental retaliation often occurs in the dark, and if light is brought to it, the situation very well could improve! Never stop fighting for your child-he or she is worth it!

Special Education Acronyms – What Do All Those Letters Mean?

Do you sometimes wonder what some of the Acronyms in special education mean? Do the acronyms make your head spin? This article will discuss common special education acronyms and what they mean. This will make it easier for you to actively participate in your child with disabilities education.

1. FAPE: stands for Free Appropriate Public Education. Each child has the right under IDEA to receive a free appropriate public education.

2. IDEA: stands for the Individuals with Disabilities Education Act; which is the federal law that applies to special education.

3. IDEA 2004: This is the federal law that was reauthorized in 2004. If you see this in an article, it usually means that something was changed in IDEA, by the reauthorization in 2004.

4. LEA: stands for the local educational agency, which is your local school district.

5. SEA: stands for the state educational agency, which is your states board of education.

6. IEP: stands for the Individual Educational Plan, which must be developed for every child that receives special education services.

7. LRE: stands for Least Restrictive Environment. LRE means that children with disabilities need to be educated in the least restrictive environment, in which they can learn. LRE starts at the regular classroom, and becomes more restrictive.

8. NCLB: stands for the No Child Left Behind Act.

9. IEE’s: stands for an Independent Educational Evaluation. These are initiated and paid for by parents, to help determine their child’s disability or educational needs.

10. IEE’s at Public Expense: stands for an IEE where the school district pays for it. There are rules that apply to this, that you must learn before requesting an IEE at public expense. Many special education personnel try and do things that are not allowed under IDEA, so you need to educate yourself.

11. ASD: stands for Autism Spectrum Disorder, which some school districts use in their paperwork.

12. ADD: stands for Attention Deficit Disorder.

13. ADHD: stands for Attention Deficit Hyperactivity Disorder.

14. PWN: stands for Prior Written Notice. Parents must be given PWN when the school district wants to change things in the child’s IEP. (such as eligibility, change services, refuse to change services etc.).

15. ABA: stands for Applied Behavioral Analysis that is an educational treatment for Autism.

16. SID: stands for Sensory Integration Disorder. A lot of children with Autism have difficulty with sensory integration.

17. SPD: stands for Sensory Processing Disorder which is the same as above, but some people in the special education field, call it different names.

By understanding the acronyms used by special education personnel, you can be a better advocate for an appropriate education for your child.

5 Lies About Special Education Transportation, and How You Can Overcome the Lies and Get Your Child

Are you the parent of a child with autism or a physical disability, that receives special education services? Does your child need transportation services? Do you think that special education personnel are not being truthful about what the federal special education law (IDEA 2004) says about transportation? This article will be discussing 5 lies that are commonly told to parents about transportation. Also, discussion on how to overcome these lies to help your child receive needed, transportation services.

Lie 1: We can keep your child on the bus for as long as we want. While IDEA 2004 does not address length of bus ride, long bus rides can be negatively affecting a child’s education (causing stress, negative behavior).The Office of Special Education Programs (OSEP) stated in a policy letter to anonymous (1993) that lengthy bus rides may be discriminatory, and may result in denial of FAPE. Why could a long bus ride be discriminatory? If children with disabilities are on the bus longer than children without disabilities, this could be considered discrimination.

Lie 2: No one says that we have to provide transportation to your child, and we are not going to. Transportation is considered a related service and needs to be given to a child, if they need the service so that they can receive a free appropriate public education (FAPE).

Lie 3: The transportation director makes decisions about whether a child needs transportation not the IEP team. In a document from OSEP entitled Questions and Answers on Serving Children with Disabilities Eligible for Transportation OSEP states “The IEP team is responsible for determining if transportation is required to assist a child with a disability to benefit from special education and related services… ” If your child needs transportation make sure that it is listed in your child’s IEP as a related service (if child not riding regular education bus).

Lie 4: The state says that we can bring your child to school 15 minutes late every day, and take her out 15 minutes early due to transportation issues. Ask the school to show you in writing any documentation that proves that they have the right to do what they want to do. In the above example you could ask for “Please show me in writing where it states that our State Department of Education is allowing cutting short of education due to transportation issues!”

Actually the above OSEP document makes it clear that the school day for a child with a disability should not be longer or shorter than the school day for general education students. Since a child would receive less educational time this could also be a denial of FAPE.

Lie 5: If you want your child to participate in extracurricular activities then you must provide transportation, we do not have to. Actually IDEA 2004 states that a child with a disability has a right to transportation for required after school activities as well as for extracurricular activities. Make sure that the extracurricular activity is listed on your child’s IEP, and also listed that they require transportation in order to participate in the activity.

How do you overcome these transportation lies?

1. Learn about transportation requirements in IDEA 2004 (which is the federal special education law). I use the book Special Education Law 2nd edition from Peter and Pam Wright, which is fantastic. This book as well as a lot more advocacy information for parents can be found at: http://www.wrightslaw.com.

2. Call your states Parent Training and Information Center (PTIC) for help with advocating for transportation issues.

3. Bring all of the above information to an IEP meeting to assist you in your advocacy.

Good luck in your advocacy!

Analyzing Issues of Overidentification in Special Education

Overidentification in special education has two potential meanings. First, it can mean that there are too many students being identified as needing special education in a school or district. Estimates of students in need of special education services have ranged from 3% to 8% of total students. Central office staff typically attempt to stay within the 10% range however, it sometimes reaches highs of 13% or more. Second, it may mean that a certain group of students is over represented in the special education population in comparison to their make up in the general population of students. Ideally, the proportion of the subgroup of students in the special education population should be identical to that of the general population.

Overidentification of students in need of special education services results in a number of negative outcomes for the students, the school district, and to a larger extent society. Students identified as needing special education services often don’t receive the same rigorous curriculum as those not receiving services. Therefore, they are not as prepared for the demands of the next grade level as unidentified students. They frequently have lowered expectations placed upon them, may be socially stigmatized, may display greater behavioral problems requiring disciplinary action, and are more likely to not complete school or they complete school with less skills than other students.

Overidentified students place an unnecessary burden on already limited school resources and take away existing resources from those students who are really in need of them. Staff time is taken up in extra preparation for their daily needs, to go to extra meetings, and to complete evaluations. If discipline becomes an issue, then administrator time gets taken away from other duties.

In regard to potential impacts on society, overidentification’s reduced demands, watered-down curriculum, and potential social stigmatization leaves students unprepared to continue with their education or lacking the skills necessary to take a productive role in the workplace and support themselves. When these students are unable to become productive members of society after school then their educational institution has failed them.

Some of the reasons for overidentification include:

  • Poverty and income inequality
  • Inequity in schools funding
  • Inability to access early interventions
  • Lack of training in regard to appropriate referrals to and placements in special education
  • Lack of understanding of diverse populations

Research has found that students from impoverished backgrounds are more likely to be unprepared for the rigors of education and lack the background knowledge and experiences of their more affluent peers. The Head Start Program was developed in 1965 to meet this need, and to provide comprehensive services to low income families during the preschool years. However, while gains have been made, a gap still exists, and many families are unable to access these services for a variety of reasons.

Schools are not always funded appropriately with many schools requiring students to bring in their own work materials, lack resources for paraprofessional support, or lack the funds to have full day kindergarten or hire enough teachers to have smaller classes. When schools are funded appropriately, the district often determines where and when the money is spent, which may not always be on the biggest needs or those that will make the biggest difference in the long-term.

Unfortunately, some schools don’t always make appropriate referrals or placement decisions. Sometimes they wait too long before making a referral and sometimes they make one too soon. The advent of Response to Intervention (RTI) may help in this area as schools should have data about how students respond to interventions before making a referral.

Lack of understanding about different cultures and the way children learn may also lead to students being over identified, especially for behavior concerns. Not every child is able to sit in a chair for six hours a day learning. There are many ways to learn and students need to be exposed to as many of them as possible before being identified with a disability.

Parents and educators need to be aware that over identification of students for special educational services has short and long-term consequences. These consequences affect the student, the school, and, potentially, society. It is the school’s responsibility to keep an open mind, look at individual differences and all possibilities prior to identifying a student as in need of special education services.

Do Special Education Success Stories Exist – And How Do I Obtain This for My Child?

As a parent and advocate for over 25 years, I often become frustrated by how long it takes to successfully advocate for one child (even my own children)! Sometimes it seems like I am banging my head against a wall (giving myself a concussion), with little to no outcome. I was recently reminded that advocacy is difficult by its very nature, but even when it seems like I have not done much or the parent has not done much—the child can really benefit!

1. I was helping parents in another state with their high school son’s education. Things had gotten very bad at school for the young man, and the school wanted to send him to an alternative school. I immediately began working with the mother and educating her on IDEA 2004 and discipline laws. I read letters, helped her write letters, worked on a settlement with the school, and encouraged her to keep fighting despite how bad things were. The situation worsened, and the young man left school-which was frustrating for his parents and me! Imagine my surprise when a few months later I received an E-mail from his mother with a picture of his high school diploma! I am so excited for the young man, and I realized that if his parents and I had not fought for him, he probably never would have graduated! Great outcome!

2. I advocated for a child with autism for over a year. The young man could not read, was delayed in all academic areas, and had developed school phobia. In my advocacy, I had to do a lot of educating of the school staff about dyslexia; research based instruction, as well as extended school year services. Another issue is that the school district insisted on bringing their attorney to all IEP meetings; even after giving them a copy of the OSEP policy letter to Clinton discouraging this practice. After a year, we had made some inroads, and the parents (and I) decided they would try on their own (with me helping them by phone etc.). After I stopped coming to meetings the school district stopped having their attorney attend IEP meetings—and the treatment of the parents is somewhat better. The young man is learning academically and no longer has school phobia-awesome!

There are success stories in special education advocacy; and here is what you can do to increase the chance of success for your child:

1. Assertive and persistent advocacy for as long as it takes. Sometimes advocacy is like a long journey, rather than a short one! Hang in there and you will be glad you did!

2. If your child is having difficulty with reading it is critical that you find accurate information on dyslexia, to use in your advocacy, and research based ways to deal with the disability. Try this link to the International Dyslexia Association ( http://www.interdys.org/ ).

3. Learn about best practices in special education for your child’s disability, and advocate for them. For example: ABA is still considered best practice for children with autism.

4. Call your states PTIC and ask about free or low cost advocacy trainings. You will not only learn lots, but you will be able to connect with other parents!

5. Consider the use of a qualified experienced advocate-this can often go a long way in advocacy success! Make sure that the advocate has experience with your states dispute resolution processes.

6. If the school continues to deny and/or delay needed services consider using the dispute resolution processes (due process, mediation, and state complaints).

Advocacy success stories to exist and this article has given you a few examples. You have also learned some dragon slaying tips to work toward your own child’s success story! Good luck!