How many hoops?

At this time last year, I was waiting to hear whether my daughter would be accepted to a local private school. I'd found the process grueling: Open Houses first...which school is the right fit???  Then, Psychological Testing (yes, for five year-olds), Play Dates, Site Visits, Financial Aid Applications, Financial Aid Awards, Deposits...how silly I was to gripe about any of it.  The process was so clear, the steps so nicely presented in a bulleted list...she's now on auto-pilot, and I imagine we won't have to really pay attention until it's time for College Applications, or if we decide to change schools mid-stream..

My son Elliot's journey, well, that's where we've earned our stripes as parents.  After he was born with congential CMV, we were given a list of resources, including Medicaid, Social Security, and Early Steps.  We aren't eligible for the first (even under the new earning guidelines), never pursued the second, and felt saved by the third. We should have done more through Medicaid at this point...keep reading.  Through Early Steps, a host of therapists came into our home and later, his childcare to teach us all how to best help him.  It was a godsend, and shaped our parenting so dramatically.    Unfortunately this service ends when the child 3.  So what then? 

Public schools don't have 3 year-old programs.  If your child is 3 yo, you can bring him to public school to receive this services, then bring him home/childcare.  Your other options are private therapy, or if you're lucky enough to qualify and high enough on the wait list, Children's Hospital has therapy services and offers assistance to cover the cost.  Orleans parish is just getting back up to speed, and is able to send teachers to your child's center.  However, we reside in one parish (Jeff) and Elliot's childcare was in the other (Orleans) so Homebound wasn't an option for us.  You can trust that your childcare center can use modifications and interventions.  But truthfully, there's not enough education and training for these dedicated professionals to be able to fully understand the scope of many disabilities, and implement what's most helpful. And frankly, that's true of most certified teachers in this state.  To get your child's needs met,  most families create weekly schedules that are more complex than Sean Payton's best plays.

Elliot's 3 year of life and therapy looked something like this: 

Ok-today is Tuesday?  You go there, and he goes here, and at 10 oclock bring him here and then this afternoon, we'll pick up him and her and go there.  Got it??  BREAK!

This included childcare at Abeona House, 2-3 mornings at Bright School, 2 afternoons at Children's Hospital, 1 monthly visit at Crane Rehab, and 6 specialist visits sprinkled throughout...all while we were pregnant with bundle of joy number three!

Can we meet you for a playdate, or soccer or gymnastics? Um, not likely.

You can see why we were looking forward to having a comprehensive therapy plan through the public school system when Elliot turned 4.  This process was no cake walk either.  First there was the Eval at the district office.  This whole process was rather frustrating.  One tester seemed exasperated with Elliot's distractability with her test questions (and my own guffawing)...after 2 hours of testing, lady.  He's 3 and a half! 

We were then given the option to have him in a half-day program for children with special needs.  This half-day program idea is ridiculous.  Who are these people who can do this?  And does it really benefit the child?  Even though the school program seemed wonderful, we opted out of this because it meant more days that look like the diagram above.  Elliot spent another year in childcare with loving teachers and lots of play.  Therapies too.  

We put-off a lot of school searching with Elliot's participation in Abeona House.  I can't imagine looking for suitable childcare for a tiny baby with special needs.  This network of support and knowledge was critical in his development, and mine. 

So when we were done there, the big world was waiting.  And as I just got off the phone and learned even more about services for the disabled, I don't know if we'll ever know enough.  There always seems to be another hoop to jump through.

In year 4, it was Pre-K 4 & THE IEP.  The Individual Education Plan is where you explain what supports your child will need to be most successful in the least restrictive environment.  It's where you think throughou how your child communicates, eats, pottys, learns, etc.  Note to parents- You have to know your kid, and what works for him/her and include it all in your IEP.  If your child has sensory issues and is adverse to certain kinds of toilet paper, include it.

The caveat: Public Schools only provide therapy and interventions that will help the child function within the school system.  If he/she is lacking a skill that doesn't affect his functionality at school, it's incumbent on the parent to seek private therapy. 

We haven't had a great experience with our child in the public school system.  The absolute worst of it was my son telling me as he snuggled next to me at bedtime that his teacher had hurt his arm.  I made clear to his teacher that whatever had happened was not OK with me, or with him.  Mostly, I was grateful that I have a child that can communicate to me.  I also wondered, and continue to wonder, how many times in this process will I feel like I'm playing a game with the system, with my son's teachers, as I dance between getting him what he needs and not pissing too many people off?

The good news, though, is that Elliot is in a typical classroom, with an aide who assists 2 other children and him.  This is really the optimal learning set-up for him.  However, the school's Special Ed kindergarten is a joke: kids are in the pre-K building, and "Go over for inclusion (groan) once a day, unless it's raining."  The SPED kinder is a mixed-age group of kids 3-6.  NOT FOR EL.

So what are our choices as we look at kindergarten?  This question has led me on this year's journey of  disappointment, frustration, and new insights.  If sharing can spare you any agony, please read on:

-Public Schools:  Just because public schools are legally required to serve your child, don't be lulled into false complacency-this is still a system that needs to be navigated, and like most anything, the squeeky wheel gets the services, or something like that.  

• 
  
  Befriend someone on the inside...an administrator who can look at the system objectively, help you navigate the inner workings, and connect you (or give you the names) of the people you need to talk to.
• 
  
  Ask for what you want, or find out what you need to do to get it.  I know Elliot thrives in an inclusive environment.  I'll ask how this can happen in his district school, his Pre-K 4 school, and other schools 100 different ways to everyone I talk to.  Each conversation yields some bit of info.
• 
  
  Don't foget advocacy groups: Families Helping Families will connect you with a lawyer for your IEP meeting if you're meeting resistence in having your child's needs met.
• 
  
  Start asking questions for the next year right after Christmas.  That's when schools are in the planning and staffing stages...if you wait too late, your child and his needs won't go into the planning.
• 
  
  Kindergarten Special Ed programs are not in every school.  Find out where these are to begin your search.  If you want an inclusive program, you probably still want access to SPED services...
• Talk to parents.  Any time I see a parent with a disabled child, no matter what age, we have a conversation.

Catholic Schools

I am pretty sure that Jesus would open his arms wide for my child, but no so at most Catholic schools, and even when they do, there are limitations.

• Most that I have found don't serve SPED until 1st or 2nd grade, and even then, it's depending on the nature of the disability and how independently your child can function. 
• SPED usually means a resource room that assists children who are slower learners.
• Many won't even accept children with 504 plans--plans ensuring minor modifications, like preferential seating.
• The one or two that we have learned will take our child are loving environments but expect us to provide a child-specific aide.  Tuition (w/ no financial aid) + aide = No Way.

Child-Specific Aides

• You may be able to have one of these through your public school.  Elliot currently is with a SPED aide in a typical classroom. I'm hoping he'll have one in 1st grade at his district school.  (Erin, if you're reading this, any info you can add would be appreciated!)
• If you participate in Children's Choice (also known as the New Opportunities Waiver), you can have a child-specific paid in part by the gov't and you at the school of your choice.  The caveat: You should've applied for a Medicaid Waiver NINE YEARS AGO...like, before I was even thinking about getting married.  It's worth getting on the list, though, I hear from a parent who has a Child-spec at a local Catholic school.  To do so, your local office of disabilities will come down an eval and see if your child meets the criteria for the Medicaid Waiver, and will send the Statement of Approval to the Medicaid Waiver office who will contact you.  If you participated in Early Steps, they will post-date your application (which will bump us up a few years).  Read this, and weep, Republicans.  I'm sure these are the services you're always trying to cut.  Guess what?  We need them all.
• My friend's recommendation: child specific's will come through the agency.  You probably won't like who they send out.  She hired her person, and asked the agency to hire them too...they pay for this person together.

Private Schools

Like Catholic Schools, each of these vary, but for the most part, private schools have homogenous populations.  Unless you have an older sibling participating in the school, you may not even have a serious conversation about whether your child can participate, as I found during my search for Ana's school last year.  Even then, I'm imaginging these schools expecting you to provide a child-specific.  The good news is many private schools offer financial aid.  Again, no therapies are really available at private and parochial schools...you can't drop the ball on this.

What now?

We are most likely going to remain at H Park, but this crazy journey has helped me know that I need to write a letter requesting a child-specific in the typical classroom.  If this idea is rejected, we will be somewhere else.  Exactly where that would be, we don't know.

And before he starts wherever, there's a summer camp to find.  *Sigh*  It's exhausting, but what wouldn't we do for our guy?  He deserves it all.

Report Card Time!

It's been almost a month since the kids started school, and here's the lowdown.

Public School
Administrative Clarity: D+

• Student Eval didn't take place when it was scheduled.
• Twice over the summer Elliot's enrollment was questioned (Did you get a letter? Are you sure he's coming here?)
• When the student eval *did* happen, his enrollment was questioned, and his IEP was not there. The (+) comes into play because the group rolled with the eval (assuming the error was their's, not ours).
• Principal was inaccessible for at least one week.
• Orientation was poorly organized and showed a lack of understanding of the needs of young children: It was called "Parent Orientation." Children were there. We asked if we should go bring our child. We were told to do so. While Kevin went to collect Elliot, I sat through a meeting about first day logistics where the children sat or drove their parents crazy. I did not particularly enjoy getting a snapshot into this wide range of parenting styles. By the time Elliot arrived, orientation was over. Children had not been introduced to their teachers or classrooms. Nary a crayon on a table to occupy them. Did not look good.

Sense of Community for families: D/F

• I got a good taste of a thriving happy community at Open House for the K-6 program. Sadly, there have been no opportunities for pre-K parents to meet each other, and connect, especially now that friendships and relationships have been formed.
• Unintentional relationships are growing through drop off and pick up, but honestly, that's mostly a function of Elliot, who runs to hug each child and say "Good Morning," to silent clusters of parents.
• It's an amazing school community there, but I don't think they realize how to engage, and connect parents...it might be a little threatening. There's definitely a guarded involvement (through fundraisers for example), but nothing really authentic.
• There's kind of that "You need us, we don't need you" feeling...instead of being treated like a customer...and while some folks don't have a choice of what school will educate their child, it's everyone's choice to bring their child there each day. We should all be treated in such a manner.

Curriculum: A+

• I've got to hand it to his teachers--the curriculum is developmentally appropriate, exciting, and provoking. Hands-on learning is evident from the nature of his homework assignments: look for examples of your favorite color in magazines and cut them out. Determine (after reading Goldilocks) if each bed in your home is Small, Medium, or Large, and if it's Soft, Hard, or Just Right. No worksheets, but a few days ago, Elliot wrote his first "A."
• Parents receive a weekly newsletter with details about what's being studied, requests for connections with the home, like family pictures, a list of the week's homework (which I REALLY appreciate having in advance), questions to ask your child to make connections, and explanations of how do develop independence (have your child take his folder in and out of his bag. Have your child place his bag in the same place in your home each day).
• I am SO very relieved that the poorly planned orientation didn't reflect how well the teachers understand what kids need and respond to.
• I really want to deduct points for a crappy yard with no climbing equipment and no animals. I feel like the teachers do the most they can with what they have...

Least Restrictive Environment: A+

• I am confident that the objectives of Elliot's IEP are being met.
• He has a special ed aide with him in the typical classroom, helping him as needed. He is not "pulled out" except for a couple of therapies weekly. He's mostly with his peers, and it's evident through his development of friends, that HE is experiencing a sense of community, and feels very happy.

Teachers: B

• I believe his teachers are exceptional. I wish there was more involvement/volunteerism allowed: parents are relegated to entry points ONLY. I don't know if this is a school policy, or reflective of the teachers' comfort level.
• I am communicated with daily about his day through a notebook. His special ed teacher and I write longer notes to each other back and forth. His teacher has given me her cell phone number.
• His teachers are cheerful, and appear to love what they do. They all seem likeable as well.

Overall, my goal for moving Elliot to this program was for him to understand how to apply the lessons of our intimate AH to a larger setting with greater expectations for behavior, and more teacher-directed experiences. I wanted him to receive his services within one environment (as opposed to shuttling him around town all week). We want Elliot to be in an inclusive kindergarten, if he seems ready, and this larger pre-K seemed like the next natural step. I feel good about having him at Haxel Park. He's happy, enjoying learning, creating friendships, and he is well-cared for and loved. This move has been a definite step out of my comfort zone, but I understand better why parents of special needs children who are able to afford small private programs opt for the public school. There is a strong awareness of what the child's needs are, how they can be met, and the understanding that these are part of Elliot's fundamental rights to receive them. I don't know where we'll be next year, but I feel good about where we are today. And Elliot does too!

Private School

Administrative Clarity: C

• Having worked hard to learn the Art of the Parent Guide, I have to say, I was less than impressed at how confusing this first introduction to Ana's new kinder was: the information was alphabetized!? Is there first thing you want to learn about your child's school "Aftercare?" Random charts with no headers? In general, I became more confused as I read. Less than impressive.
• There are so many events, I'm not sure what's important and what's just social. It's actually quite dizzying. In the span of two weeks, there were at least 3 parent events at night. I don't know if this slows as the school year pace becomes familiar, but for someone who usually needs to get a babysitter, it would be helpful to know what's critical.
• Too many room parents, liaisons, helpers, board members, administrators have the password to the electronic "push page." I receive far too many notices in my email box...it's getting noisy. They need a better communication plan to sharpen the reception.

Sense of Community for families: A+

• Parent involvement is highly encouraged, in indirect and direct ways. I've already done a lesson on hand-washing, and have plans to show pictures from Madagascar since the class has some new cockroaches.
• Families are encouraged to be inclusive: invite all the kids in the class, or just one of them. Don't leave kids out.
• There are a number of social events (see above) to meet and greet to your heart's content.
• Parents receive a "Facebook" with pictures of all the kindergarteners and teachers in the PMK for the purpose of planning playdates. Love that idea.
• There is the feeling that the teachers know you, know your child, and want your child to succeed.

Curriculum: A+

• Intriguing. It's both rigorous and easy at the same time: Ana's reciting real poems, learning French phrase work, shapes of lips for phonemes (THAT is some crazy but fascinating stuff there), keyboarding, clock reading, intense math...with real expectations (higher than mine might have been?) that she is meeting.
• Classic. She's learning songs that every kid should know--Camptown Races, When the Saints Go Marching In, Swinging on a Star, Hit the Road Jack! She has to run long distances each day. She has to file into the atrium to beautiful music everyday.
• PMK- Every afternoon, the kindergarten has a whole building dedicated to "centers"--collage, printmaking, a science lab, a building room, a reading loft, chess, puppetry...what a nice way to finish a rigorous day.
• Library--The library has to be the most impressive in the city. I love that my child can take home all she can carry each Friday. Her first week she chose a book for each member of the family. I LOVE that the schools policies reflect the value of literacy.

Teachers: A+

• Innovative, Research-driven approaches. Each parent receives a guide to their approaches entitled, "Everything about Teaching and Learning in Room 4." It explains the how and the why of everything that is done. Way to include parents in on the purpose.
• Ms. M1ller has been doing this for so long, as evidenced by the calm control she has...love that her eyes sparkle as she talks about it all. She loves what she does. She's stricter than many CD teachers--which I like.
• There's a bunny that hops around her room. Did I say that already? I LOVE that.

Overall, Ana has yet to have a bad day of school. She comes home shining and tired (and sometimes surly when I ask too many questions). She loves her school, speaks with it passionately, is excited by the Middle Ages, the transmission of sounds, the vibrations our lips make when we pronounce certain letters, drawing on the computer, endangered animals, estimating seeds, the song of the day, chess, and marble runs. She's just happy. And what else could a mama want?

And, while I won't hold it against either school--just for the record, why? gift wrap and chocolate???

Financial Aid

It's not official, but it looks like we'll have enough aid to get this tuition within striking distance.

At the very least, the tuition will be the equivalent of a low-moderate Catholic school. And with such a good fit between child and curriculum and environment, there's no reason not to.

The paperwork will be sent off in the am.

*whew*

One down, two to go.

Notes from the mom of a five

This is not the big *drumroll please* moment where I announce Ana's new school. This is just the nuts and bolts behind our choices, just in case it might help someone else. I want to type this up before I'm biased tomorrow, when we are accepted or rejected at another program.

1SL (1nternational School of Lou1s1ana) was originally our first choice.
Pros: Spanish language immersion, diverse population (culturally, economically, not so much ability), FREE.

Cons: key administration still learning and creating; not as much of an issue with Ana (who can roll with the punches), more of a concern for Elliot; curriculum's only creative piece seems to be language. Nothing particularly innovative about the teaching.

Bottom line: I don't have the energy to "help create" a school, although this one would be a worthy candidate. It's hard enough to find "quality teachers." Add second language proficiency to the mix, and you substantially limit your pool.

Where we are: #62 on the waiting list. I'm told 1st grade is easier for entry (although I think it would be very challenging to be a new student amongst others already more fluent in the language). It is remotely possible that our number might come up.

************************************************************************************
C0untry Day was a non-choice until I remembered my limited experiences with the program through my friend Niki's work at their summer camp, and my former boss' work on their board.
After the tour, I was hooked.

Pros: mixed-age kindergarten (K-2) in the a.m.; contructivist approach; no grades--everything within a context (to me, the best segue from Reggio, where passion for learning is the motivator); amazing library; mealtime centered around relationships...

Cons: Cost (we will have to receive SIGNIFICANT financial aid); homogeny; big class differential that makes me wonder if our family will "fit"

Bottom line: This is my first choice. I can't reconcile my concerns about how comfortable I may or may not be vs. how well this curriculum suits MY child (not every child, and not all my children...ANA). This is a match for her.

Where we are: She's been tested (WPSI-III), we've had a playdate, they've visited her at AH, and tomorrow we learn about acceptance, and financial aid.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Before I enumerate our plan C- A word about the ISAS schools and their screening process (testing, play date, school visit): It makes sense if a school can afford it. Each part is one small piece; I hope that not too much weight is given to each piece for their sakes. With Elliot's special needs, I certainly wish that something like this were in place to give a full picture of who he is. Instead, he's a name, a social security number, and a list of "needs." And yes, he's a child. And my wish is that a school will want him because every child can learn and has value. We'll see how his process goes.
*************************************************************************************
Our other visits in a nutshell:

*St. Chr1stopher-Convenient, affordable, resource room for children with special needs to get help, warm. Traditional curriculum. This will be our first call if CD falls through. Another pro: Gabby & Alex attend.

St. Anth0ny of Padua- highly innovative Montessori program through 1st grade, diverse, low-to moderate tuition (high for us). "sacred" feel: very quiet (vs. joyful?) but kids were engaged. Admin balked at special needs question; not an option for a "family school" for us. Ana also more joyful and constructivist in her approach. No added value for the extra tuition.

St. Agn3s- My old school. Nothing has changed. Uninspired, unfortunately. Low tuition. Not an option.

St. Franc1s Xavier- Worksheets R us. Uninspired approaches, low to moderate tuition. Resource room for kids grade 1 and up (this teacher seems great). Needs a curriculum lift. Not a bad choice for the kids. Not excited about it.
************************************************************************************
Haven't visited & Here's Why:

H1ll School- I've heard great things about their program from credible sources; my concern is their desparate attempts at enrollment, and lack of chief admin. I wonder if they'll be around long, and who wants to do this again.

Haven't visited but wonder:
St. Ge0rge's- might be a good family school (resource room)...would need hefty scholarship.

H0ly Name- heard scary stories about how they teach "pro-life" values; otherwise low-to-moderate income + developmentally appropriate practice. Likely to give them a call if others fall through, but wonder if they've filled up already.

Other Option:
Enrolling Ana in Haze1 Park, where Elliot will likely attend. Public school; unsure of approach to curriculum. I need to visit.

Ready:
To occupy my free brain space with other thoughts.

#62

In our struggle to find a good kindergarten, we have two choices, both with "cons." One day soon I'll document the whole thing. Right now it occupies so much of our thinking that I just leave it be.

Today we found out the free immersion choice held their lottery.
We are #62 on the wait list.
I don't believe that is a choice anymore.

If only

Wanted:

-Stimulating K-8 school that embraces developmentally-appropriate, hands-on curriculum driven by ideas and contemporary thinking rather than NCLB

-Differentiated instruction for children at all ability levels, mainstreamed environment

-Colorful collection of parents of diverse economies with simple New Orleans values

-Strong administrative practices where teachers are led by a common philosophy, and have a support system for guidance

-Free, and open to children in any parish

Who knew this would be such a tall order?

Having just received Ana's WPPSI test results, and read many pages of positive superlatives, percentiles, words like "subtests", "coding", and "standard score" regarding4 our creative and talented child, the phrase that nags, that is the cause of stress is this one:

Behaviorally, this youngster came through as being an endearing, independent, mature, confident, and highly motivated 5-year-old. Ana’s overall testing profile indicates that she should excel within an enriched academic program.

Where the hell is this enriched academic program? Does this make it MORE impossible to live the dream that my daughter and son will attend the same school? I do not know, but apparently, I won't rest until I find out. This is exhausting.

School Choice

I think we've found it.

I'm hesitant to say, but when I think of what I saw at the International School of Louisiana
the other day, I feel tremendously confident about BOTH Ana and Elliot in that environment.

Diversity in the truest form I've seen. Teachers and Children from farms in El Salvador or Belle Chasse (ah, exotic Belle Chasse) next to Muslim or Asian or New Orleanian kids discussing Sherlock Holmes in Spanish. Having an honest-to-God literary discussion in a language other than their native one, working in cooperative groups, having spirited and lively debates with open and kind teachers. Children of all ability levels in an integrated environment working together and getting the services they need. No special ed classrooms. Because the staff is so diverse, and come from cultures where the children in the class are simply the children in the class, the inclusion wierdness so common in our public school system seemed non-existent. I spoke to the special services coordinator who seems like a fabulous individual, but then again, I had that feeling from every staff person I met or saw in action.

Did I say that it's free too? And that feels absolutely irrelevant. I would certainly pay for my children to be a part of this experience.

I feel fortunate to have worked in several environments where staff work together under a common vision. Not only do I see that at ISL, but I see parents who look like me, who I want to work with to create a place.

I'm still doing my homework. If anything I want options. But it just feels damn comforting to find a solid one.

Metairie Acad3my

Well. It was fine. That's all I can say.

Ana would be fine, and would do fine, and we'd all be fine with them being educated there.

Diverse. Happy teachers, and kids. Not particularly notable work, or philosophy or approach or appearance. Friendly principal who I liked quite a bit. Smart kids, reciting smart-kid things, even in preschool. Which made me wonder where the play was? It felt more like "watered-down kindergarten" than a program with a developmentally appropriate vision. The teacher in there, though, had a smile that could move mountains. And the kids were so proud to read their sight words, and spell their colors for me. It was fine.

But certainly not the quick-free-fix to my education woes. I was waiting for some magic, but wonder if you have to pay for that in this town.

And so unless ISL is the magic bullet, we're left with the paid-for possibilities...parochial schools, ISAS schools...

I'm kind of disappointed that my worries didn't disappear with the tour. But that probably wasn't a fair assumption.

Open Houses

Tomorrow, I'm off to an open house for Metairie Academy as a potential school for Ana next year. I've heard good things about this place--that their focus is long-term project work (which is my newfound passion) and kids are really happy. As an entering preschooler, Ana would have to be screened. I'm curious to imagine how she would respond to that: either with flying colors, or complete refusal, you never can tell.

What I'm looking for tomorrow:

• diversity
• teacher-child interactions
• examples of quality student work
• student-teacher ratio
• parent involvement
• exposure to varied media, experiences, people, cultures
• happy children

What Ana told me to look for: Everything like Abeona House. I'm going to miss my friends.

We have a lead on a potential school for Elliot: Madas in Jefferson Parish. Highly integrated community, happy and effective teachers that they retain quite well, etc. When trying to schedule a tour, I ran into the bouncer (read: secretary) who redirected my inquiry to the Special Education Office for Jeff Parish. That person redirected my inquiry to someone else. I left a message. Let's see what this whole process is like.

Still on the itenarary:

• Open House at St. Andrews
• Tour of ISL
• Purchase of small property in Lusher School district (just joking)
• Move to Minnesota (still joking)

Interestingly enough, all this school talk has me looking into the EMBA program at Tulane. It seems wonderful, with the exception of the $80K price tag! Yeah, right.

Random notes to my blog readers (remember, I can't comment on your blogs with my *(&#$computer):

• Erin, Try the Patak brand "Korma" available at Sav-A-Center/Rouses with your next meal...a canned curry that is out of this world with some potatoes, pecans and raisins. YUM.
• Shokufeh, I hope you're healing nicely, and want to plan a "pray date." Ana's been fighting with me about God's love. Where does she get this from(-;
• Holly's blog has pictures of our fun time with Will at the Ochsner event...I won the Tree Trimming service at the silent auction, btw. $50 for $300 in work.
• I'm trying to schedule in my Heifer International helpers. If you're still eager to help, we need to get moving. There's a press release all of a sudden.