Okay, sure. I'm going to encapsulate it so it's not so long. But it's been a 40 year span. I started my experience in education as a teacher, I actually flew to Dallas on a Sunday night. And on a Monday morning, I began teaching for the first time in a middle school. And in retrospect, when I think about it, I believe my commitment to inclusion started that first day. And let me tell you why. So I meet my principal. And I noticed that I'm at one end of a very long hall. And at the other end of the hall, there's a door, we begin walking, and he's going to show me to my classroom. And we walk down the hall and we continue to walk and he's pointing out classrooms on each side. And we continue to walk and then we get to the back door. And he opens the door. And he points out to the back and he goes, there's your classroom. And there I was in a lonely portable in the back of the school building. But being a brand new teacher, I was so excited. I was going to conquer the world. I was like Okay, here we go. I'll take this and I'll run with it and I'll do my very best. And I really feel that that experience in and of itself that I now remember 40 years later made an indelible impression on me. I left there I went on to teach at a high school and while in the high school like have the opportunity to take students who are in special education to visit a college. Now, that's not significant now. But in the 1980s, students in special education, had aspirations to possibly manage fast food restaurants or go into some other line of work after high school. But certainly college was not an option. It was just amazing for me to see how naturally they fit on that junior college campus, and how welcoming the people were there. Fast forward a few years, I get my doctorate, and I start my mental health and educational resources company while I'm teaching in the Texas a&m system. And I am serving neurodiverse, and neurotypical students who are struggling in some kind of way in the school environment. I got my licensure as a licensed specialist in School Psychology, and I began supporting families. And it was really great. The thing that really challenged me though at that time, for the students that came to me privately for academic testing, was that finances made a difference. Those families that could afford private teams to work with their students, that students eventually had every opportunity to do whatever they want it to because of that support. And at that time, I had the experience of two students on each end of the neurodiverse track one on with autism spectrum disorder, and the other gifted and talented with a myriad of learning disorders, sleep disorders, behavioral disorders, worked with each of them for about a 10 year period. And at the other end of that period, they both successfully graduated from college, one became an attorney, the other went into the corporate world, and are working independently and functioning, happily living very happy, productive lives in society. And at that moment, I just thought, what would happen if every child, regardless of the ability to pay, could have the opportunity to have a team of professionals that would support them through their educational journey to ensure they were able to live their best lives. And the charter school opportunity came, and here we are. When I first started the journey of the charter school, I knew I wanted an inclusive school. I had no idea how to make that happen, though. I found your universal design for learning at that point, went to Harvard to study more about it, and found that that was really the key to making my plan work. So I wrote my charter. And here we are today. We're in our fifth year, this year, actually, with 112 students. And so we're really excited about the progress.