504 Plans – What Are They and How Can They Help? Webinar

Rhonda: Welcome everyone. Thank you all so much for joining us today. It’s our great pleasure to have Whitney Hayse with Kentucky Protection and Advocacy with us. I’ll just kind of go over a few things here in the beginning, and I’ll just be helping out, changing the slides for Whitney and helping with questions. And so we’re facilitating that in everything. [00:00:23] My name is Rhonda and I’m with Kentucky SPIN and it’s Kentucky Special Parent Involvement Network. And we all are parents, and or persons with disabilities or family members helping one another. We do have the parent training and information project for the state of Kentucky and have had that since 1988, since Kentucky first received it. [00:00:46]It’s really important to know what we do as much as what we don’t do. We do not act as attorneys. We do help to effectively advocate for your child or for self-advocate for themselves, and really provide that peer support role to help you to be able to advocate effectively. But also to know, your right, as well as, you know, different things with education, but we also help families because as a family, myself, you know that, there are many different systems, when you do have a disability or someone in your family with it. [00:01:21] And so we do help to work through different things. We help people to understand Medicaid waivers and a whole variety of things. And if we can’t help or are not the appropriate person, we will help connect you with who is. We’re going to go ahead and sorry. I clicked too fast there. [00:01:41] Whitney Hayse. I don’t know how many years that we’ve worked together, but she is the best ever. [chuckles] And she is there to help everybody. And she has a great knowledge and we are just so grateful that she joined us today to talk about the 504 plans. What are they, and how they can help. [00:02:04] So, Whitney, what I’ll do, first of all, you will see that you have two handouts and we’re going to also follow up with the PowerPoint and send that to you in PDF version. But if you don’t have time to download the handouts that you see there, we always follow up with an email following the webinars, which will include those too. So you don’t have to worry about that. Also, too, you can ask questions and I’ll help facilitate those, as we kind of stepped through it. [00:02:34] And Whitney, what we can do is, if you’d like, to pause every so often, you know, it’s really up to you. I don’t know if you want to wait all the way to the end, but sometimes typically we will kind of pause throughout to check in to see if there’s any questions but you just let me know. [00:02:50] And we’re just so grateful that you joined us. I hope everyone’s doing well and staying safe. So take it away, Whitney. [00:02:58] Whitney: Thank you, Rhonda, as for having me here today, I’m just going to do a sound check. Can you hear me? [00:03:03] Rhonda: Yes. You’re perfect. [00:03:06] Whitney: Good, if you can’t hear me, let me know. And then if you want, if you see a question as I go through these slides Rhonda, just stop and let me know, and we’ll, yeah. [00:03:15] And then at the end there’ll be, I have a slide that says at the end for any further questions too. [00:03:21] Rhonda: Ok Awesome. Thank you so much. [00:03:23] Whitney: No problem. And the, as Rhonda said, the publications that will be attached to this PowerPoint, they’re going to be sent out via email, but they’re also available on Protection Advocacy’s website. [00:03:36] And I can get you that email address too. Just in case. [00:03:40] As Rhonda said, I am with, my name is Whitney Hayse. I’m a staff attorney at Kentucky Protection and Advocacy. I work with children and youth team, you went next slide. Rhonda. [00:03:56] Rhonda: Yeah. So there’s a little delay. I’ll have to tell you. And when it will show up for you. So bear with me just a moment because I’m sometimes not the most efficient, but I’m going to try to be good here. [00:04:08] Whitney: That’s good. You’re fine. You’re doing great. [00:04:12] Rhonda: Okay. [00:04:14] Whitney: But you may not have heard about protection and advocacy. Every state has an advocacy system. Kentucky’s protection advocacy system is called Kentucky Protection Advocacy. It’s within the Department of Public Advocacy, public defenders, but we just got placed there by the governor. [00:04:35] We are federally funded, we provide legally based individual and systemic advocacy and education. And similar to Kentucky SPIN, if we can’t provide you the answer, we can always try to refer you to the correct people who could perhaps answer your questions. We are made up of attorneys and advocates who have either lived experience, have had experience with disabilities. [00:05:00] So we can either do an information referral service, like a technical assistance, which is providing assistance over the phone. Oh, and like we can open up cases where we can attend meetings if needed. We are funded by seven different grants, as you can see. So we cover all disabilities from birth to death. [00:05:22] So usually what I tell people is if you have a question and you think that your rights have been violated because of a person’s disability, go ahead and give us a call .And we can least say, no, that’s not a violation, that’s not a legal violation, we can’t help you. [00:05:38] My understanding from talking to a lot of individuals with disabilities is they don’t know who to call. And they’re just always wondering. And so we can always provide you with that information. [00:05:50] So I’m here today to talk about what is a 504 plan? And I know that we wanted to go and how it can help, so I separated it down to two questions. The two questions and I’ve answered, to give the first question about what is a 504 plan. I think we need to look at what the law says. [00:06:15] So 504 plans protect schools from discriminating against students with disabilities. They help make sure that the, they cannot violate a student’s civil rights is what the school do. It is based upon section 504 of the Rehabilitation Act of 1973. It was one of two primary laws that assists students with disabilities. [00:06:39] The first one you may have already heard about, which is the Individuals with Disabilities Education Act, and that’s a little bit different than 504. And I’ll go into that in a second, about a, kind of a comparison about the two. [00:07:00] So, the individuals with disabilities education act is primarily an education law. It covers children from age three to 21. When they enter school. IDEA there’s different parts of IDEA, but once it, starts once kids into preschool and then follows it up until they graduate high school or they turned 21. [00:07:24]And in it with IDEA, you have provided specially designed instruction. Which means that they make arrangements so that you can understand the content, the grade level topics that they’re teaching for a child. [00:07:41] Section 504 is little bit different. It’s a civil rights law. It covers all ages. And so it can last, you can have one starting in elementary school and it lasts through college. And it provides accommodations meaning, and like 504 where they may have to change the way that they’re teaching a child or a student the education or the material. Students, teachers should not change the way that they provide accommodations and how, so that the students can better learn. [00:08:18] And I’ll get into the accommodations, what kind of accommodations we’re talking about later in this presentation. [00:08:29] And I always think it’s important that parents and students with disabilities have the links to the law, so that they can look it up. And so you have the Federal civil rights law effect, which makes section 504, puts it into law. Then you have the federal regulations, which makes up the rules of how they’re going to fulfill the civil rights law. And that’s the link to the civic, the regulations. [00:08:58] The Americans with Disabilities Act of 1990, expanded the protections within section 504. [00:09:10] And so this is what primarily section 504 says, in a nutshell, that a handicapped person, shall not be discriminated or excluded from participation in, or had been subject to discrimination under any program or activity which received federal financial assistance. We’re going to break that down, now. But I also wanted to get to see the specific, section that’s usually talked about. And again, there’s a link. [00:09:44] So affected programs. So any program that’s run by a federal agency, federal employment, any programs that receives federal funding, like private schools, public schools, can get, are subject to 504, and the 504 law. They had to provide those protections. [00:10:04] So I understand that some students that may go to private school, you think it doesn’t apply, IDEA doesn’t apply, wouldn’t apply in certain situations if they didn’t receive, but 504 might because they received federal funding. That’s the first question you need ask. Do you get any money from the federal government? [00:10:31] Students are protected if the student has a physical or mental disability that substantially limits one or more of his major life activities, is regarded as having a disability or has a record of having a disability. So they, again, this is a lot of information, I’m going to break these three pieces down. [00:10:51] Next. [00:10:56] The substantial limitation. So he has to, the student has to have a physical and mental disability and that substantially limits them. The 504 law regulation did not define what substantial limitation was. However, the regulation for the ADA, which was passed in 1990 said, An impairment is a disability… if it substantially limits the ability of an individual to perform a major life activity as compared to most people in the general population. [00:11:28] So you’re taking a person with a disability and you’re comparing them with the person that doesn’t have a disability. So what is the major life activity? Well, the federal regulation gave examples such as caring for oneself. Performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working. It’s pretty much encompassing. [00:11:55] Next. [00:11:56] And so, and I think the next slide has some other major life, thinking, concentrating. They say emotional on mental learning disability, reading. If you had problems interacting with others. So that it gives a full range of, major life activities. [00:12:16] So what does the school must provide, has to provide a child, like IDEA, 504 has to provide a child with the free and appropriate public education. So a school, the education with accommodations that is comparable to the education of person that does not have a disability. And it has to provide equal opportunities to participate in the school’s extracurricular activities. Extracurricular activities include choir, sports, clubs, activities like that. [00:12:51] So what kind of accommodations can you get? Remember earlier, I said specially designed instruction is when they, like, when teachers change the way that they’re teaching the students the information. Accommodations, extra time on assignments or tests, you can then modify assignments. [00:13:10] You know, maybe that means shortened assignments, breaks during the day. Preferential seating, visual aides, readers or scribe. Extra time to transition from class to class. [00:13:22] I’ve seen some, sometimes we may have a child with an IEP and sometimes these accommodations, they put in there. But if you have a child that doesn’t have, but they say that, that the school says doesn’t qualify. You might be, these are some of the examples that he may need in his, to help him make it through the day, the school may give him a 504. [00:13:50] So Rhonda, I think this may be a good time. Does it, have you gotten any questions? [00:13:59]Rhonda: Just one, is in the list of accommodations. Is there just a certain list? Things you can only get? Is that the only thing you can get, like what was listed or…? [00:14:12] Whitney: No, the first slide I presented were the examples. They are listed in the stipulation. And then in our experience, there’s a second slide, I don’t know if we can go back, has other examples,. I think that we’ve seen, that I’ve seen in our agency, and other advocates and attorneys in our agency that students received. [00:14:35] Okay, good. Go, up. [00:14:40] Affected programs, next substantial limitation. [00:14:52] So the first steps and then the second one, I think, yeah, go back one. [00:15:00] I think, yeah, they [inaudible], I do not believe it was listed in the stipulation. And the reader, scribe, I don’t think it’s listed in the regulation. And I don’t think it’s your time to transition from class to class is either, but those accommodations that usually that evaluation says, this is something that a student may need. They can provide it. [00:15:26] I’ve had a call where a child broke, her, it was, they had broken body part, it was her leg or arm, and she needed extra time. It was very short period, while the brake healed. Cause they were trying to take the body part [inaudible]. And so ask them for a 504 to get the time to transition from class to class. [00:15:52] Rhonda: Okay. Wonderful. Thank you. There’s not any other questions right now, but thank you so much. [00:15:59] Whitney: And like I said, if you see anymore and something comes up. Let me know too, as we go. [00:16:04] Rhonda: I will. And let me just pre-phase this with, letting everyone know that this is my first time watching the, which should be scary to you, all the questions and everything, so if I do miss it, I apologize. But we can also follow up after this. We will have emails if I happened to miss it. So I apologize in advance. [00:16:26] Whitney: Don’t, if you miss it, then just email me the questions that I can follow up with the, if the person leaves their email address, I can follow up with them usually. So if people were not. [00:16:37] So how can a 504 help? [00:16:46] When to ask for a private plan? So a student who does not qualify for an IEP and I have on here at any time. For example, a student may qualify, I’ve had cases where a student has qualified for an IEP for a specific period of time. They’ve done a re-evaluation and they decide he doesn’t, he doesn’t qualify anymore. [00:17:09] I’ve gone through the case, I’ve gone through all the records and the accommodations, you could get on a 504. I usually tell the parent, you know, suggest to parents, go ahead and request a 504. [00:17:22] Oh, and there may be a time when a parent may request an initial evaluation and the initial evaluation can support an IEP, and the IEP comes back, rh, the evaluation comes back for the IEP and the ARC meets and they comes back and they say, no, he doesn’t qualify. [00:17:41] You could ask for an independent IE, evaluation and the school comes back and says, no, it still doesn’t qualify. That’s when you asked for 504. At any period of time, I would go forward and ask for 504. [00:17:55] The other time is if he attends a post secondary school, vocational school. Usually the referral process differs between secondary and post secondary schools. Today I focused on secondary schools. This is to give you a little bit of information regarding post secondary and vocational schools. When a child gets into post secondary and vocational. And even if they had an IEP, that IEP ends when the student graduates high school. And [inaudible], high school districts will tell you that, but they will not tell you that you can get a 504 in vocation, and secondary. [00:18:38] So when you, what a child or student wants to do, we’ll take his most recent IEP or 504, and the evaluation copies to the school. The type of evaluation that the school requires varies. Schools are not required to identify students with disabilities. And so they will not, and they’re not required to pay for an evaluation. [00:19:02] So that’s just information you might want to do. So let’s focus on post high schools and middle schools and elementary schools. So when you make a referral process, you want to do a 504 referral. You can make a referral to the 504 coordinator,. The school can make the referral or the parents. [00:19:24] In my practice, it’s usually the parent that makes the referral. It does not have to be writing, but I highly suggest that it be in writing and you get a copy and you keep it for yourself. And I would put in the referral a date when you would like to hear back from them. [00:19:44] The 504 coordinator may be the district’s director of special ed but it doesn’t have to be. So you may want to call the board office and say, who is my [inaudible]? Who is the 504 coordinator? [00:19:56] Also, in an IEP meeting, I’ve had meetings where the child does not qualify for an IEP, we say we want a 504 meeting. And the school may say, okay, well, you know, you had to call, that’s another type of meeting. That’s fine. Just be prepared. I’m telling you this because I want you to be prepared when they say that. So you may well, if you have a feeling going into an IEP evaluation, or re-evaluation, that they may not find him qualified. You may want to be ahead, get ahead of the process and ask, call [inaudible] and say, who is your 504 coordinator? Make up the [inaudible] response. [00:20:38] So if they say, well, he doesn’t qualify for an IEP. Say, okay, well I want to call, I want a 504 evaluation and hand them the written request. [00:20:52] So evaluations. These are only 504. And districts decide on whether to evaluate. They choose the evaluation process, they do not have to evaluate when a parent requests the district to do so. There’s a lot of, it’s much more freedom to the school. There are options. If the school does not choose to evaluate, that, and I’m going to talk to you about that at the end. So hold on if you’ve got and if you can’t, if there’s questions, we can go back. If that’s okay with Rhonda? [00:21:34] Rhonda: Absolutely. [00:21:35] Whitney: Okay. [00:21:39] Re-evaluations. They can occur periodically, but I don’t think the regulation does not say specifically how often. And the IDEA, it says every three years, unless the ARC decides that it’s not needed. So you may want to call, once you get a 504, you may want to call and say I need a 504 meeting. [00:22:00] So who’s on the 504 team? Well, again, the law does not state who is on the 504 team. All it requires is that, that individuals who are knowledgeable about the child and about the evaluation data and placement options are on the team. P and A recommends that the parent and student be involved as much as possible. So you may, I would always suggest that again, if you wonder who’s on who’s on 504 team, make a written request to 504 coordinator and say, can you tell me who will be at this meeting? And please let me know by a date. Because in my practice I’ve seen a lot of times when districts will not get back to school. And it’s, I try to give districts the benefit, the doubts sometimes, cause like they’ve got a lot to go on. [00:22:56] Because, just reminded myself that at the end of the day, parents have to work with the districts for 18 year, for least, until the child graduates. And you want, and sometimes you get more information when you’re nice. So that, but the 504 teams job is to interpret evaluation data, determine accommodations and make placement decisions. Usually certain 504s are placed in the general education setting. [00:23:34] So, if you think about it, they’re in the education setting and so they need a break and it’s in their 504, they can walk up and take that break. And if something happens at school, a teacher says no, you don’t get the 504 break. I usually recommend, okay. The need a 504 meeting. [00:23:54] What about behaviors and disciplinary proceedings? A behavior plan can be part of the student’s 504 plan. However a student can discipline, a school can discipline a student who has a 504 charges can be filed, that’s important to know because I want to make sure all the parents know and all the students know what’s going on. [00:24:20] But if something is on the behavior plan in the 504 and the school and child has a behavior. And they want to suspend, the school, says, okay, I want to suspend him for more than 10 days. They have had manifestation determination meeting. It only applies to out of school suspensions that are more than 10 days. I have had a lot of parents call me and say, my child has been suspended so many, let me say 15 days. And I have to get into further detail, it’s in-school suspensions that they’re talking about. So I want you to focus on the out-of-school suspension. [00:24:56] Schools may not call this manifestation determination meeting. They just may call it a 504 meeting. So first of all, you need to find out if it’s a behavior and if it’s an out-of-school suspension. And then this is what the two questions are going to ask in the 504 meeting. Did the student’s disability directly cause the behavior? Was it a manifestation? Where’s the student’s behavior, the result of the school’s failure to implement the student’s 504 plan? There’s those two questions that are asked. [00:25:34] If the question to either of these answers is yes, then it’s a manifestation and school cannot change placement. Only if it’s no, that behavior is not a manifestation and the school can change placement. [00:25:46] When we’re talking about placement in this circumstance there may be situations when school wants to place a child at an alternative school. And so that’s where we’re talking about regarding placement. So if they want a place them at an alternate school, they can, if the child’s behavior was not a manifestation. [00:26:16] So if the student’s behavior, if the student’s behavior was a manifestation, I would always suggest that the school conduction a functional behavior assessment and create a behavior plan. The functional behavior assessment is it evaluation really of the student’s behavior. It’s similar to what happens with students with an IEP. [00:26:36] In the fact that the school is looking, the school psychologist is watching the student, over several times, to see what’s the triggering at the, what the trigger of the behavior is. And they should come up with a plan to address that behavior, so then that the behavior doesn’t occur. I always say if the school files charges, no matter what situation, you need to have the functional behavior assessment done and get behavior plan in place and in a 504 plan or an IEP. [00:27:14] There are three circumstances where a school can discipline child in spite of the student’s behavior, no matter what the manifestation. If this student had weapons, he has drugs or because serious bodily injury to another. [00:27:32] And a serious bodily injury may be if the student gets disoriented and he has hands are swinging and he might hit somebody, accidentally. I still I’ve seen that be a serious bodily injury. [00:27:47] It’s sometimes it’s circumstances, you never, you never see coming. You don’t think about it and you step back and go, Oh, okay. [00:27:58] Hey Rhonda, did we have any questions yet? [00:28:06] Rhonda: I don’t see any. Again, I’m hoping that I’m catching things that please know that you can follow up with us afterwards if I am not catching them. [00:28:16] Whitney: Okay. So if you have a disagreement, you can request the local grievance policy from the 504 coordinator. I would always do it say, go ahead and request that at the beginning of the process. [00:28:28] And the 504 like, when you’re asking for the evaluation, when you’re asking for him to be evaluated, go ahead and request it at that time and have a copy with you, every time. If you lose that, copy go into a 504 meeting and say, can I just have a copy of the local grievance policy? Just so in case there’s a problem. [00:28:49] You can also file a complaint with the U.S. Department of Education’s office of Civil Rights Division. It’s called an OCR complaint. Those complaints have to be filed within 180 days of the act of violation. That’s the link to the website. Anyone can file a complaint. And then OCR usually does not offer mediation but it can facilitate a mediation to resolve a complaint. [00:29:18]If, I don’t know how many individuals on the call, webinar have had, or know much about IEPs, but under the individuals with disabilities education act, education act, you can file a start complaint. You can mediate. Or, you can file litigation is called due process. So the mediation and the due process in this situation, are not addressed. [00:29:47] It’s just solely the state OCR complaint. And then that can lead to mediation. [00:29:59] And then if you go, we’ve got our two publications and those are what we are sending to you. They address the kids that are in elementary school, middle school, high school, and then students that are going into the post- secondary and vocational schools. [00:30:25] Do we have any more questions? [00:30:33]Rhonda: Yes, we did have one that I see for that popped up is, what would the timeframe be from requesting the 504 to actually getting that in place? [00:30:46] Whitney: I don’t, I don’t think there’s a specific 504 plan specific timeframe. I have seen cases where if you bring in an evaluation from a doctor, school has to evaluate, but if you bring in like a doctor’s evaluation or a doctor’s letter, say my child, I’m just making this up in my mind, has ADHD. Then the doctor says the child has ADHD, these are the accommodations he needs. The school may put those accommodations, draft a temporary 504 plan while they evaluate. So it could almost be immediately that you have somewhat of a temporary 504 plan in place. [00:31:34] Rhonda: So there is one more is so, does any of this take into account a parents, you know, input in the evaluation process and, or the youth or child? [00:31:53] Whitney: I think the law doesn’t require that the parent or the student have input. In my experience, schools try to have the parent and the youth provide input as much as possible. It’s my understanding that the regulations require the they, the school use a plenary of resources. [00:32:13] So they may ask the parent or youth different questions. Is that, is that what they got further questions? I can clarify. [00:32:27] Rhonda: Yes, that does. And I do see, one here, hold on. Just a moment. You mentioned earlier that it lasted until your college ends. I was told that you could use it for life. If the paperwork is correct and updated, did something change? [00:32:48] Can college students qualify for a 504 plan if they didn’t have one previously? That’s another question too, sorry. [00:32:56] Whitney: Okay. Let me, okay. So let me start with the second one first about qualifying in college and then for life. 504, yes, a student care qualify for 504 in college, if they didn’t have one previously. And usually that’s where you’re going to the evaluations process. So it’s not, if he doesn’t have an IEP, if he didn’t have a 504 previously, he may, the school may require him to get a 504, to get an evaluation. But the college is not required to pay for that evaluation. [00:33:35] The office of vocational rehabilitation works with a lot of students with disabilities. They, but so you may want to check with your counties, obviously, vocational rehabilitation. See if they can provide some assistance, because it’s my understanding that they have provided assistance to students with disabilities in college. [00:34:00] The second one, then the one before that was about, it lasted through life? [00:34:05] Correct? [00:34:05] Rhonda: Yeah, it said, I’ll read it one more time. You mentioned earlier that it lasted until your college ends. I was told that you could use it for life, if the paperwork is correct and updated, did something change? [00:34:20] Whitney: If the paperwork is correct, what happens is it’s a list of accommodations and it can provide you with a reasonable accommodations under the Americans with Disabilities Act too. [00:34:33]So if depending, the Americans Disabilities Act expanded on section 504, to make it to ensure the private businesses are providing accommodations, two students, two individuals. Those accommodations that are listened in the 504, maybe accommodations you need in your job. So it can, it can lead, it can bleed into your job and help provide some documentation. I’ve got a disability, these are the accommodations I need. And then depending on where the job is, they can say, okay, with the, you know, we can develop an accommodation plan for you. [00:35:31] Does that answer that question? [00:35:32] Rhonda: Which is, yeah. So it kind of switches over to ADA once you exit grade school and college so you’re covered under that. [00:35:42] Whitney: Right. Yes. ADA expanded on 504, so the 504 law. Because, remember the 504 law applies to anything that was getting federal funding. Like federal agencies, federal employment. So that’s why I’m saying, depending on the job. [00:36:03] Rhonda: Yeah. So, but if it is private, not federally funded, then you’re covered there. Which I think is what really helps a lot of us is that there is that coverage. Thank you for explaining that. [00:36:13] Whitney: Yes. And there are some, there are some limits on that too. So, it has to be a reasonable accommodation too. But… [00:36:24] Rhonda: Well, and if I can just add here, who had asked the same question, said ADA at 18, I understand. [00:36:34] Whitney: Say that again, Rhonda, I misunderstood. [00:36:37] Rhonda: If I’m understanding the question, right, you’re saying ADA would start at 18? But that’s not true. It would cover you… [00:36:43] Whitney: Yeah, it doesn’t start at 18. What I would, ADA covers all ages too. So if you have a child in childcare and in a childcare facility, the ADA covers you. [00:37:01] Primarily 504.. [00:37:01] Rhonda: Well it depends on, where they get the money. So it depends on where they get, if they have federal funding or not, what’s going to apply. So. [00:37:08] Whitney: Yes. [00:37:11] Rhonda: Thank you. [00:37:13] Are there any, I don’t see any more right here. I’m hoping I’m catching everything when it pops up here. Are there any tips that maybe you would like to leave us with that you think might be helpful? [00:37:26]Whitney: The primary focus I would say is, even if you feel like the school is not giving your child an IEP. I would look back at that IEP and see what services he needs on there and well, and see if you can build it into an accommodation too. [00:37:47] And I always suggest if you have a student or a child that doesn’t have an IEP or a 504 plan, always start out with the IEP because that always provides more protections, but, know that you can ask for 504, if they don’t, if the school does not provide an IEP or if, the ARC says that he does not qualify, or that says that the child does not qualify for an IEP. [00:38:16] I’ve had some and just be prepared, like sometimes, like I said, I’ve had situations where we’ve gone through an IEP process and ARC process, gotten thrown off and said, okay, now I want to do 504 plan because they said the student is disqualified. Sometimes some districts try to go, okay, well, you know the process for that. So, but you know, step back, be prepared, have your letters ready, make sure you have everything documented too. [00:38:49]And if you’ve got any questions, you’ve got my email address on the PowerPoint. And Kentucky Protection Advocacy’s email address if you call us, we will always call you back within three business days with the questions. Somebody will call, if you call us somebody will take information and then it will be assigned to somebody. [00:39:13] Rhonda: Thank you so much. And what, we will make sure that we send that email out that has this and anywhere that Whitney had, where it gave web links within the PDF, you’ll be able to click on that to access it. We’ll also include the other two handouts. If we can help in any way, always reach out to us too. [00:39:32] We work very closely with P and A, and they are one of the great partners to help our children and families as we all work together to build those positive relationships. So we are so grateful and I’ll also tell you the recording for the webinar will be available as soon as we get it closed caption, and put on our YouTube channel. [00:39:54] So that will be available. And we’ll also follow up with an email. If you wanted to go back and hear something or someone couldn’t join that you want to share it with, we’ll have a link that you can share that. As well as you’ll be able to access the handouts too. So, thank you so much, Whitney. We greatly appreciate it. [00:40:13]And as always, I love working with you and you help our children and families so much. [00:40:19] Whitney: Well I appreciate working with Kentucky SPIN, Rhonda, and you, because you’re always there for the families. [00:40:26] Rhonda: Well, oh, and, we’ve got to thank you, Whitney also from the question chat box. So you’ve greatly helped us all. [00:40:35] And so you all just stay tuned. We’ve got a lot more webinars and different videos that we could share. So we’ll make sure you can subscribe to our listserv. But we will have this information sent out to you. And I hope you all have a wonderful safe day and take care now. Bye bye. [00:40:55] Whitney: Bye.