Yeah. So I started working with Tyler in sixth grade when he entered Middle School. And I don't remember exactly the goals of chess of my head. But he came to me with a handwriting goal. And his handwriting really, it was larger than what a typical sixth grader is. But it was actually pretty legible. But what Tyler would do is because he did not like handwriting, which that's okay not to like handwriting, he would self limit what he was writing. And so I had, I kept this example for a long time, and I don't have it anymore. But I don't know if Tyler remembers this. He had a worksheet that he had to complete, and I can't remember it was about a shark or a whale. But the worksheet had questions and spaces for him to write his answers. And he had zipped through it went really fast, wrote like one or two answers for each of the questions. And some of his answers weren't even related to the question. And I read it. And I was like, Tyler, I think you can do better on this, because he is so incredibly smart. And part of that is because of all the experiences that his family has given him. And they do as a family. He has a lot of rich background knowledge. So I knew he had a lot more information about these sharps or wheels and what he was writing. So I said, let's get out your Chromebook. And let's put one question on each slide. He answered them, and like each question, he gave it, two or three sentences to he went and grabbed some pictures pulled into pictures, enlarge them, crop them, put, you know, borders around them. fancy stuff, and I said, Can you share this with your teacher and share this with me? And so I showed the teacher I said, she did this completely on his own by himself. She was blown away. I mean, she's I had no idea that he knew of that I did not help him at all, he did this all on his own. I said, so the handwriting he will self limit his responses, and we really need to try to utilize technology. So from then on, and I shared that with mom and dad. And I also he was also very involved in scouts, and a neurotypical scouting, club, team, scouting groups, you know, this, my son was in Scout, scouting groups, and he loved archery, he went away to all the summer camps. And one of his other goals that I was supporting, was related to staying on target, and not target staying on topic. And if we remember this, Tyler, but we made a slide deck, and we had an archery target on it. And we would talk about staying on the topic on the bullseye. And if it was not on top of that, they Oh, you missed the target. That was not quite on topic. And so again, pulling on these rich experiences that he had, and these interests that he had and applying those to his education. So over the course of his middle school, he was in almost all gen ed classes, he took family consumer science, he took tech ed, he took band. And so I started going into those classes with him. Because I wanted to those are really, really important classes and research shows that students who take those classes have better outcomes upon graduation. And I didn't want him in there not benefiting from the information, either because it wasn't adapted for him, or it was done for him. Either way. I wanted to make sure that She got out of those classes, what he needed to get out of them, they're really important classes. So I started adapting all the slide decks for facts and check in. And we did adapted 3d modeling. We did adapted architecture, I can't remember all the things, but every single unit they had, and the nice thing is that the unit lasts for three or four weeks. So it's not like every week of having to, you know, make a new slide deck. These, especially for those that are listening, it wasn't like every single class, every eighth day, I had him create a new slide deck, it was really adapting that lesson, which was a unit, which lasted again, like three or four weeks. But because of those adaptations, he was able to get the information out of it. And I didn't do this for Tyler, but I did this for another student, but it just illustrates why it's so important. In fact, they have to do a sewing project. And one of my students have very, very low vision, the standards don't say that you have to so on half inch button. The standards just say disabled so. So I just got a very large wooden disk the size of a frisbee and use a jump rope to thread it for sewing. So this and then the students can understand what sewing was how to do the, you know, the certain stitch. So in the same way, Tyler was able to understand, you know, what a model was, he was unable to understand what the resume is how to, you know, cook a certain meal or that sort of thing. So I spent a lot of time supporting him in that area. And again, for facts for Family and Consumer Science. Those classes are really looking at what OTS call ADLs, and IADLs. And research also shows that when you are independent with those skills, you're more successful after graduation. So another reason why it's so important that we're in there. But there was one highlight from Saks. During this time we went on, we were at home for COVID. And one of his assignments, so many memories that I learned, what are the assignments is that they had to talk about what they wanted to do in the future. And we should be asking all students that but we don't always ask all students that. And Tyler had told me that he wanted to do something with like marine biology. So I had a green screen setup. And I was in a rowboat on the screen with water. And I was fishing. And I would pull out a fish. And the fish would say they have a question on it. Like, what could you do if you were a marine biologist or those sorts of things. So he was able to do that assignment, again, in a modified way that other students were having to, you know, go research it and find out what kind of degree you needed and where you forget. It's just, you know, it was too much too much for me. I mean, some of the assignments are overwhelming for me. So we were able to get that question answered, and a modified way. And we came up with different things he could do if he worked at an aquarium that was one of the things we can said that he can feed the animals or take care of the tanks or those sorts of things. So that was a highlight for me. But one of the other highlights that I had was Tyler had self determines, he decided and he made the decision and had the goal that he wanted to be in marching band once he got to high schools. And so in eighth grade in order to do that, he had to take bands as an elective. So the mom was already in touch with the band director at the high school, and he had suggested that we try percussion. And so Tyler was on it. But he was having a hard time learning to read the notes which I had a hard time learning to read the notes. So We made all kinds of different activities. We played Go Fish, using different note cards, like the C note or a note was on. And I would ask him, do you have a C? Or do you have an A or do you have a G. And so we would play Go Fish, like that. And then I also made him this interactive staff. And we would move the notes around on it. And he would have to tell me what the notes were. And then I also collaborated with his band teacher, and we talked about maybe making the notes larger, so that it might be a little bit easier. We talked about possibly color coding it, I don't have a strong music background. So some of the suggestions, you know, we're gonna work, some of them weren't just because of, you know, what my knowledge base was. And then we also talked about maybe having him play only the chorus instead of the whole entire song. And then we also talked about having him learn songs that were familiar to him, because they were playing these, you know, check offs he or Mozart or the songs, I didn't know the tune to them, so I couldn't play them. So we, I put together a book of songs that were familiar to Tyler's such as happy birthday song, so that she could kind of learn the notes in a very fun way that was more motivating, and not so overwhelming. And you could also hear when you made the mistake, whereas with the Tchaikovsky if I was making a mistake, it sounded good to me. So and then, the amazing thing is that not only the T self determined that he wanted to do that. But as a freshman, he made the marching band, and he plays the percussion on the marching band. And I understand that when he's a senior and chamber years, he will be going to London to march in the New Year's Day parade with this high school band. That's amazing. So proud.