An Interview with Anne Louise Davies

Anne is currently the Assistant Headteacher and SENCO at a mainstream 11-18 secondary school in Westbury, Wiltshire. When asked if she has any special interests in SEND, Anne explained “Dyslexia has become my most recent interest as I am interested in understanding more about phonological awareness and verbal memory.”

Anne completed the National Award for SEN Coordination with us at Real Training. 

What made you choose Real Training over other options? 

A colleague of mine had previously undertaken the NASENCO qualification through Real Training and recommended it. It also appealed to me as it was online learning and the assignment completion dates were not pre-set, offering me a huge amount of flexibility.

What was your experience of learning with Real Training? 

My experience with Real Training has been extremely positive, and I have strangely really enjoyed the course and all the reading involved. It has been a long time since I have written an assignment, but I found the whole process easier than I had imagined due to the excellent structure and support from my amazing tutor, Clare. When you first start the course, it appears daunting, but the ‘tick box’ approach to completing the different elements is very satisfying, and the tracking tool that shows you how far through the course you are is also very motivational.

Consequently, I have now signed up for the Certificate of Competence in Educational Testing (CCET) course. Even though the course is all online and I have not met my tutor, I feel that the level of interaction has resulted in a relationship being established. Her feedback was not only extremely helpful but was also provided promptly, enabling me to make the necessary alterations while my research was still fresh in my memory.

How has the course helped make an impact at school?

The course has resulted in a complete reworking of our SEND provision. This started with a visit to my placement school, where I discovered how they developed their TAs and the types of intervention they offered. I was also able to improve publications on our website, including the SEND Information Report, so that they met the requirements of the Code of Practice. Reflecting on my leadership approach has allowed me to develop a style that has empowered the Teaching Assistants and given them a greater sense of responsibility. Basically, everything that is now in place is down to this course.
 

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

The course has added substantially to the amount of educational research I have undertaken and has offered views and opinions that I would not previously have considered. The new knowledge has been applied to my setting to improve the quality of our SEND provision. It is also a reminder of the importance of keeping my SEN knowledge up to date through academic research.
 

Emma Sison – CPT3A Intensive

Emma Sison currently works as a Deputy Examination Manager within a mainstream secondary school and sixth form in Suffolk, which has 1500 students. She has recently completed the CCET intensively with us and is now starting the AAC component of the CPT3A qualification. 

When asked what her specific interest areas are within SEND, Emma explained that she is fairly new to the role but passionate about working alongside the school SENCO to support their students. We had a chat with Emma to see how she found her time on CCET and what her plans are once she has obtained the full CPT3A.

What made you choose the Real Training course over other options?

I originally found out about Real Training once I had been asked to do the qualification, and it was recommended by a few of my colleagues. It worked really well being able to complete it online and have it fit around my current work situation. The time they give you to complete the course is enough to give you the flexibility and work at your own speed.

I also found it was really useful to be able to do the online aspect and chat with others in the same or similar situations.
 

What was your experience of learning with Real Training?

The whole experience with Real Training has been amazing! Angela was fantastic at booking me onto both courses and answering all the questions I had.

The online platform for the intensive course and the module page was also great – easy to navigate and the resources were well put together. The tasks following the day course integrated all the learning into a great practical element, which tied everything together nicely. Being able to do the online training and be split into smaller groups for work was also useful, as it almost provided that face-to-face interaction.

I have now attended the one intensive day for AAC (currently working on this) and the three days for CCET. Both presenters and tutors were great, very responsive, and the feedback given was clear, relevant, and really useful for me going forward.

I honestly cannot thank the whole Real Training team enough for their support and commitment to everyone on the course. On top of this, it has given me a better understanding of SEND and what is involved in terms of AA.

How has the course helped make an impact at school?

Despite not having completed the full CPT3A, I have already been able to push for more test kits to be purchased and streamline the process a little bit with our SENCO, who is already a qualified EAA assessor. Once I am fully qualified, this will help a great deal.

As a non-teaching member of staff, I hope to be able to assess students as and when they are brought to my attention and ensure that support is in place early on in their studies.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

It has been great to be learning again. The course has taught me a lot and given me the confidence to conduct educational testing.

I look forward to putting my qualification to use and conducting Access Arrangement Assessments in school. There are already talks for me to oversee AA in other secondary schools in our Trust too, which will be interesting for me to do.

Colette Davis – Leadership of Inclusive Practice

Colette Davis is the Leader of Inclusion for Beacon Hill School in Hong Kong. Her school have 540 students on roll with 21 spaces for students with more moderate needs. Leading a team of three teachers and seven assistants, Colette and her team aim to help support children and teachers to remove barriers to learning.

She is working toward gaining her Masters with Real Training. Having completed the Leading Inclusive Practice 60 credit module, she has gone on to begin the Gender and Sexuality and Social, Emotional and Mental Health modules.

Colette’s specialist interest areas of SEND are: Mental Health, Wellbeing, and Autism. Having recently completed a mental health first aid course and previous training in social thinking as a way to support. We caught up with Colette to see how her studies with Real Training have been going.
 

What made you choose the Real Training course over other options?

The tutor support was excellent. I enjoyed the variety of coursework, including readings, videos, and practical work. It was great to be studying again and having more rigour and ownership of my professional development. I enjoyed the interactions with some of the other students and was particularly interested in those who were also in international settings.
 

How has the course helped make an impact at school? 

The course has had a direct impact on the work we have been doing at school in terms of inclusion. In the last two years, we have redefined what inclusion means to us as a school and changed our model moving forward. This has involved whole-school reflection, professional learning, and intense professional development days.

The course has meant that our approach towards the leadership of this change project and the measurement of its impact has been much more intentional. The timing was perfect. The change project that I shared and unpacked for this module was just a small part of the larger change project that we were already leading.

The impact has extended beyond the school as we have also had an opportunity to share within our wider foundation and at two international conferences.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

I am looking forward to continuing my studies and deepening my understanding of a broad range of topics linked to inclusion. There is a big move in my organisation towards recognising and respecting Diversity, Equality, and Inclusion, and I look forward to Real Training helping me to dig deeper into this.

I have also been reflecting on my personal qualities as a leader and how I might become more intentional and inclusive in my approach.

October is International Stuttering Awareness Day. In light of this, we teamed up with Janet Stevens to bring you an informative article on Stuttering. Janet is an experienced speech and language therapist, independent practitioner and module leader on our Speech, Language and Communication Needs module. 

This article highlights the different terminology you may hear, important facts, risk factors, and much more. If you are interested in any of the information below, please do feel free to leave any questions or feedback for Janet in the comment section at the end of this article.

Raising awareness on International Stuttering Awareness Day

Firstly, it is important to understand the differences in terminology: the speech difficulty known as stuttering in the USA & Australia, is more commonly referred to as stammering in the UK. The charity that supports & provides guidance for families, education & health agencies that have contact with children & adults who stammer in the UK is known as STAMMA. All of these terms can equally be encompassed within the descriptor of dysfluency.

Stammering is a neurophysiological speech disorder that appears to affect neural pathways in the speech-linked areas of the brain; it can be described as being like ‘a glitch in the wiring’.

A current definition of stammering is:

A voluntary disruption to the smooth flow & timing of speech, characterised by prolongation or repetition of sounds, blocking or secondary features.

This is what we know about stammering:

• It affects 5% of children under 5 years of age
• It affects 1% of the adult population
• It usually first manifests between the ages of 2 and 5 years of age
• It is not linked in any way to intelligence (IQ)
• It can be intermittent & appear to disappear for periods of time
• Early identification & referral to a Speech-Language Therapist (SLT) is essential to monitor & assess risk factors
   

Main Risk factors

• Family history of stammering: hereditary factors particularly strong with male relatives, although females can stammer
• Recognised difficulties with early speech/language/communication development OR significantly advanced language skills
• Time since onset of stammer: the longer the period of time between onset & consultation with SLT, the greater the risk that the stammer will become established
• Pattern of change over time: if child stammers every day, the risk of more permanent stammering is increased
• Parental levels of concern: the more anxious & concerned parents are, the greater the potential risk that early mitigating factors will not be effective
• Child awareness/level of concern: the higher child levels of concern/anxiety, the greater the risk that the stammer will become established
   

Triggers for Stammering

Multiple factors can interact with these main risks to trigger a stammer at any time; the circumstances will vary for individual children; however, none of these factors will cause stammering by themselves; individual children will already have an underlying deficit or predisposition or a stammer.

The factors to consider are:

• Language factors
• Psychological factors
• Environmental factors
• Physical factors

There is a Framework for Stammering that is used by the majority of NHS SLT teams & alternative diagnostic agencies, to inform their thinking about the specific factors involved in the stammer of individual children

This is also known as the Multifactorial Model: as the graphic illustrates all 4 factors interlink & overlap. SLTs will use this information to generate a Profile of Risk for each child, which will then inform the focus of intervention & act as the evaluation framework for that intervention.
 

Features of Stammering

• Repetition of sounds [usually word initial]: e.g. m.m.m.mummy
• Prolongation of sounds [usually word initial]: e.g. sssssunshine
• Blocking of sounds: e.g. trying to speak but no sound comes out
• Secondary features: e.g. eye blinking, twitching, facial grimaces

This list is a broadly chronological pathway of the typical evolution of childhood stammering. In terms of identification, generally stage 1 is auto-resolvable, whereas once stages 2/3 are reached, the risks multiply & the likelihood of the stammer becoming established is significantly increased.

Prevalence

Of the 5% of affected children:

• 2 of the 5 will experience transient difficulties with dysfluency between the ages of 3-5, which will resolve with no external intervention
• 2 of the 5 will experience significant dysfluency as young children, which will be    resolvable via SLT intervention & guidance
• 1 of the 5 will become a chronic stammerer, through childhood into adulthood
   

Intervention Options

1. Indirect Intervention: this could include guidance/advice for the family & ‘watchful waiting’ by the SLT, who would over review appointments if the family requested them
2. Direct Intervention: the care pathways on offer across different NHS trusts in the UK will vary. In my own Trust, SLTs are trained to offer Parent Child Interaction sessions, Lidcombe Therapy sessions, Swindon Group Therapy sessions and referral to specialist intervention at The Michael Palin Centre in London. An individual child (& their family) will be guided onto one of these options initially, with the possibility of moving onto other options at a later date. This is not a sequential pathway, as each individual child & family are unique, so therapy packages will be uniquely designed around their needs.
    

Parent-Child Interaction

This intervention is based within the Hanen Approach: essentially it comprises short video clips of interactions involving a parent/significant adult & the child, which are then watched by the adult with discussions guided by the SLT to help identify areas of interaction ‘practice’, which could be ameliorated or changed, by the adult to minimise the child’s stammering behaviour [referring to the Profile of Risk].
 

Lidcombe Programme

This is a behavioural treatment mainly for children under 6 who stammer; there is no pressure within the treatment sessions on the child to consciously attempt to change any stammering behaviours. Parents are ‘trained’ to identify the number/severity of every stammered utterance [called ‘offering verbal contingencies’]; they do this in daily ‘treatment’ sessions AND in some ‘natural’ conversations. [https://www.lidcombeprogram.org]
 

Swindon Group Programmes

The SLT team in Swindon have devised, operated & trained other SLTs in a series of 3 different group therapy programmes. They combine intensive speech therapy in a group of peers with similar impairments with outdoor activities. These can be used sequentially & generally cover the ages from 6 up:

1. The Smoothies Pack (6-9 years)
2. The Blockbuster Pack (9-12 years)
3. The Teens Challenge Pack (13-17 years)

[https://thefluencytrust.org.uk]
 

The Michael Palin Centre

As a centre of excellence in London, the team of highly skilled SLTs deliver intensive 2-week programmes for the families of the stammering child, as well as the child themselves. Group discussion, parent support and techniques to reduce stammering behaviour, combine in a challenging yet supportive environment to resolve often deep-seated family & personal issues, of which the stammer is frequently a manifestation.  These courses require referral & local GP/NHS funding, so it can require years of effort to secure a place.
 

Advice for Parents and Supporting Adults (e.g. teachers)

• Remain open to communication about the STAMMER
• Do not react to the STAMMER in a negative way
• Wait for the child to finish talking, don’t interrupt or finish their sentences for them
• Don’t ask the child to stop & start talking again
• Praise the child for things they are good at/do well, using specific praise
• Praise the child when they talk ‘fluently’ or ‘smoothly’
• Maintain eye contact when communicating with the child whenever they stammer
• Slow down your own rate of speech
• Use pauses to give the child time to think & process information
• Don’t ask too many questions; use comments instead

In conclusion, if, as a professional educator, parent or relative, you become aware of a child stammering, please refer or encourage parents to refer the child immediately. The closer to onset a child can be seen by an SLT, the better the long-term outcome will be.

Rachel Trigg – CCET

Rachel Trigg currently works as a Learning Support Tutor at a university in Newport, Shropshire. Her specialist interest area of SEND is Dyslexia.

Rachel has recently completed our Certificate of Competence in Educational Testing course via the online route.

We caught up with Rachel to ask her some questions about her time studying with us!
 

What made you choose Real Training over other options? 

I selected the Real Training course as I was looking to become a Dyslexia Assessor and this seemed one of the quickest and most direct routes. It was convenient in terms of online learning which meant I could work on it alongside my current job and also study at my own pace.

What was your experience of learning with Real Training?

I found the course excellent in terms of materials, assessment, and support. The first thing I received was the folder of resources, which was great to have as a source of reference that I could look back at if I was stuck on anything. There was a very comprehensive section on statistics that enabled me to understand and explain some of the statistical terminology used in testing. The videos were also helpful in explaining key areas, and it was useful to be able to refer to previous students’ work for help with assignments.

I also found methods of assessment on the course were relevant and practical, such as assessment reports and videos of testing or giving feedback. My tutor was really helpful throughout my time on the course. She responded quickly to any queries and also gave me constructive feedback on my assignments as well as motivating me to keep going even when I was finding things a bit hard!

How has the course helped make an impact at school?

It has been useful to share my updated knowledge of testing with my colleagues and for us to discuss the layout/requirements of assessment reports. I have also increased my confidence in administering tests to students and hope to continue building on this when undertaking my next course in Dyslexia Report Writing.

How has the course helped develop you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

I have now enrolled on the Dyslexia Professional Report Writing module and hope to become a Dyslexia Assessor next year. I will then be able to undertake dyslexia assessments with students, enabling them to access support at University and to apply for Disabled Students Allowance, enhancing my positive impact.
 

With Dorthe Kronborg Allen, SEN Consultant

Earlier this year, Dorthe provided us with her top tips to discuss SEN with parents. Dorthe has completed a variety of courses with us at Real Training and you can read more about her time studying with us here. This article provides a really useful overview of effectively discussing SEN with parents.
 

Teachers, parents and learners are a team. Together we cover all the essential contexts and bases for support that lead to a learner’s progress. We are all working toward the same goal, albeit with differences in our respective motivations and methods.

Sometimes, the introduction of the ‘SEN variable’ into this team equation can be the cause of tension and stress, especially when an initial meeting is scheduled with parents to discuss observations that point toward the need for intervention. In fact, parents of children with special needs often report feeling overwhelmed by such meetings – even if it is not the first time they are attending one – and thus we need to proceed with care and professionalism.
 

To assist with the planning of meetings to discuss SEN with parents I created the following acronym, quite early in my career, to remind me of the five areas to be mindful of before, during and after the meeting:
 

Honesty, Empathy, Language, Preparation, Support

 

Honesty

Honesty. It is important to be direct and to tell parents the pertinent information about their child’s strengths and weaknesses – from both the academic and pastoral perspective – and to explain what this has meant for the child thus far in their learning journey. Sugarcoating the situation in the hope that parents will accept the information more readily only causes confusion and makes it sound as if the school doesn’t have a solid intervention plan for the child. For children who do not have a formal diagnosis, it is really important that you do not make any suggestion (or an informal diagnosis) about the particular special need category you suspect, and you should always avoid referring to a specific SEN condition even if you are certain you know what the diagnosis would be. I have often had parents offer their own ‘diagnosis’, asking me to confirm their suspicions about their child and this is the golden moment to indicate that an external assessment by a qualified professional would be useful. 

Empathy

Empathy. Taking the time to explain the situation in detail to make sure parents understand the various needs of their child is vital for both cooperation and progress. It also means that you listen and give parents the opportunity to offer their own insights and reflections about their child’s behaviour at home and in other contexts. These ‘other contexts’ outside of the school environment present the part of the puzzle that we teachers don’t get to see and can provide useful insight to inform our intervention planning. Keep in mind also that the wonderful progress that we see our learners make on a daily basis is usually only communicated to parents at termly parent-teacher evenings, in hurried ten-minute slots consulting with a broad range of teachers, more often than not with a focus on the observed weaknesses in a certain subject, followed by simple instructions that “more needs to be done at home”.

Language

Language. Avoid using language that is too technical, such as our daily SEN department jargon, as this might make parents feel alienated and even more confounded. This is not the time to showcase your own knowledge on the subject, it is not a job interview after all. Your objective is to work together with the people seated opposite you to make sure that their child is happy, motivated by their education and successful, and that everyone is on the same page about how to best achieve this outcome. Direct and honest language is the best policy, as mentioned earlier, but you also need to make sure you are not too clinical or harsh in your explanations. 

Prepare

Prepare. You need to bring solid examples to show parents that demonstrate the need for the kind of support to be provided. Classroom or tutor teacher observations are really useful here as parents tend to trust their child’s main teacher. Make sure the observations are chronological so that they show the growth as well as the gaps in learning. If you have used any screeners and have the results then you need to bring those as well, making sure that you can actually interpret and explain them in clear language. Other documents such as observation questionnaires completed by TAs, and samples of work that demonstrate a gap or need should be brought along as well. You don’t need to show parents all of these examples, and indeed you shouldn’t aim to power through them all, but during the course of the meeting, you will be able to gauge which of these will be most relevant.

Support

Support. This is the final and broadest term, and the one that is also the most thrilling, time-consuming, and tiring at the same time. Parents need your expert advice on how to work effectively with the school and they may also need some emotional support during the meeting with you. You must ensure that you explain clearly the types of intervention the school is able to offer, how that will pan out in the school environment and, should an IEP be planned, now would be a good time to introduce this document and speak with parents about the goals you would like to set for their child at school. Support at home should be discussed as well, with time spent explaining how the parents can help with everything from the right environment for study, to strategies that support their child cognitively and emotionally. You will no doubt also be asked to give advice on how to get them to clean their room and remember to bring all their books to school each day, which is a topic for another, much longer article!  

 

Take the time to listen well, speak candidly and advise with clarity. If you are an NQT or a less experienced teacher and are worried about the meeting then you can always call on your SENCo to attend with you for support. When parents leave an SEN meeting with the relieved feeling that the school listens and is aligned with them to ensure their child is successful then you have done an excellent job and you can confidently pat yourself on the back as you make a nice cup of tea, type up the mandatory meeting notes and send them to all those concerned.

If you have any questions for Dorthe on tips on how to effectively discuss SEN with parents please feel free to comment at the bottom of the article.

Tina Thompson – DPRW and CPT3A

Tina currently works as an Academic Support Teacher and Assessor for Access Arrangements. The role is within an Independent Senior School based in Bedford. She has a special interest in Dyslexia.

Tina recently completed the Dyslexia Professional Report Writing module with us at Real Training.

In previous years, Tina has also completed our Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A).

What made you choose Real Training over other options?

I initially discovered Real Training through a colleague who had completed a course. I was looking for a course I could study that would fit into my work pattern. Online learning seemed the way to go, and then I investigated how rigorous and professional the courses were at Real Training. I found only excellent reviews and made my decision based on that. I noticed there was a lot of support from tutors, a library with a vast selection of relevant resources, and plenty of guidance with assignments.

What was your experience of learning with Real Training?

I enjoyed studying the courses with Real Training; they were academically challenging, which I saw as a positive. If I needed additional support and guidance, it was easy to contact my tutor, and the help was always constructive, clear, and accessible. I found this gave me confidence in my own development. There was the opportunity for one-to-one contact either via Zoom or phone, which I found really valuable. Each course met my expectations in terms of challenge, professional development, and new learning. I particularly enjoyed the library resources and reading academic articles and journals, as they led to greater knowledge around subjects such as developments in Dyslexia.

How has the course had an impact on you professionally and your school?

The impact at school is linked to two developments. I am now able to assess for Exam Access Arrangements and complete diagnostic reports for Dyslexia. Additionally, these skills assist in informing support plans for students following assessments.
 

Karen Goulden – CPT3A and DPRW

Karen Goulden currently works as a Specialist Teacher for the Dyslexia Outreach Service, her main area of interest is Dyslexia. Currently based at a secondary school, Karen’s role entails devising support plans for pupils aged 5 to 18 from across Norfolk.

Karen has completed Certificate in Psychometric Testing, Assessment, and Access Arrangements and Dyslexia Professional Report Writing with us, so we caught up with her to see what she had to say about both courses.
 

What made you choose Real Training over other options?

I have completed a range of courses over the last five years, but I find the Real Training courses the most practical and accessible. The layout of their online platform, Campus Online, is easy to navigate. Relevant support materials were available at every stage, and the information was always up-to-date. I also found it easy to monitor my own progress throughout the course, seeing what work had been completed and what was left to finish. This kept me focused and motivated.

What was your experience of learning with Real Training? 

The courses have been very practical and completely related to my line of work. All tasks and assignments were relevant. My tutor was very responsive, and I loved the access to the library and chat forums. It was also helpful to be able to refer to the work of previous delegates for guidance.

How do you think the course will impact your school?

Obtaining my APC will give schools and parents confidence in the reports that they receive. Thanks to my time on both courses, I will also feel more confident about those reports. Furthermore, I have been able to share lots of information from the course with my colleagues, for example; the most relevant tests to use, the length of time we should spend on an assessment, and creating our own assessment framework.

How has the course helped developed you as an educational professional and what do you hope to achieve with the new knowledge/skills in the future?

Completing the course has improved my confidence in the work I do. Secondly, being able to share information with colleagues has led to greater consistency in the team’s report writing. It has certainly made me a more reflective practitioner. I look forward to obtaining my APC, but irrespective of this, my overall understanding in putting together all the elements involved in diagnosing Dyslexia has been improved.
 

During the summer holiday, we often like to take the time to reflect and catch up with some of our past delegates – educational professionals from a wide range of settings and locations worldwide.

Throughout August, on our Real Training social media platforms, we shared some of their top tips around best practices for special educational needs (SEN) and inclusion in schools.  

We think their tips provide other educators with invaluable advice and insight into how best to support all children and young people in educational settings. In case you missed those posts, you can find all of the top tips together below and on our Twitter and Facebook pages. If you have any tips you would add, please add some comments on the posts.

Working with children with SEN – Beverley Williams

1. Don’t stereotype people on the autistic spectrum
2. Avoid sensory overload but always tailor strategies to the individual’s needs
3. Look out for those who don’t feel they fit into any specific group
4. Understand, they may find it difficult to learn about things that are not of interest to them
5. Provide opportunities for individuals to restore and refresh using whatever strategies work for them – and never assume what these may be

Ensuring inclusivity within your school – Taneisha Pascoe-Matthews

1. Create strong communication and collaboration between families, schools and other stakeholders
2. Implement up-to-date policies and leadership adhering to both the Children and Families Act (2014) as well as the SEN Code of Practice (2015)
3. Ensure staff have the necessary training and attitude toward inclusivity
4. Encourage peer support and a sense of belonging this will improve well-being and ensure a sense of inclusion
5. Implement a pupil-centred approach focusing on individual needs

Discussing SEN with parents – Dorthe Allen

1. Be open and honest when you explain your observations and how the school can provide support
2. Show parents that you are there to support their child both academically and pastorally
3. Communicate clearly and meaningfully, avoiding jargon and technical terminology
4. Be well prepared and show parents any reports, screener results and teacher observation documents that help to demonstrate the student’s need(s)
5. Discuss strategies for school and home that will support and nourish the student

Working with children with EAL – Nicholas Wilding

1. Develop relationships by meeting students and parents at the point of admissions and begin to build a student profile from a wide range of data
2. Adopt the ‘All Teachers are English Teachers’ approach, providing staff with training and skills to develop the resources needed to support language needs
3. Implement ongoing assessment and effective use of data to track progress
4. Upon graduation, clear assessment and graduation expectations should be shared with all stakeholders
5. Post-graduation, students and staff are supported through resources and in-class support with families informed of their child’s successes and targets

If you have any questions relating to any of the top tips in this article, please get in touch via social media, our website or email us.