Event ID: 3182485 Event Started: 4/19/2017 7:00:00 PM ---------- DISCLAIMER: Raw, unedited transcript from webinar. No guarantees are made for the accuracy of the content. Please stand by for realtime captions. >> Your webcast will begin shortly. Please stand by. Thank you for joining. We will begin shortly. >> We will get started. This is Robbin Bull with NCDB. I want to welcome everyone. We will go through some housekeeping items before handing it over to Megan who will kick off the webinar. The lines have been muted to alleviate background nice. The question and answer session will occur at the end however you can write your questions in the chat box at any time. It will be monitored throughout the webinar. In preparation for the question-and-answer session. I want to let you know the webinar will be recorded and archived for future viewing. And I will start the recording now. Megan when you hear the announcement that will be your cue to start. >> Hello, everyone. I want to welcome everyone to the webinar. Thank you for taking time out of your schedule to learn about this exciting new product. My name is Megan Cote and I am the initiative lead at NCDB for early identification and referrals as well as family engagement. Join me today are two of my colleagues, Mark Schalock the data and evaluation coordinator and Elizabeth Bell was a specialist. A 60 minutes with you today we hope to achieve the following outcomes. We hope you understand three of the identification and referral work and what product and support are available. We want to give you an orientation to the EI framework and its potential uses. And give you an understanding of the proposed type of TA available for use of the framework and also the early identification and referral self-assessment guide. Now I will turn it over to Mark Schalock who give you the brief history of the early intervention work. >> Thank you, Megan. When we started planning this webinar we thought it might be a good idea especially for many of the folks who have joined state projects recently to give you some background in terms of where we have come from and how we ended up where we are. We will talk about the self-assessment guide that we have as well as the toolkit that accompanies it. The self-assessment guide really has its roots almost 10 years back. Back in probably 2007 column 2008 or so. The early identification workgroup inside of NCDB has spent a lot of time looking at the literature and talking to state projects and we created a document called early identification and referral for infants who are deaf and blind. That document has been recently updated and it is still a document - - rate document. - - Great document. We knew that following that, what we wanted to do was create a process to work with states to identify where the issues were. In terms of either identifying kids are getting kids referred to your project. The first thing we did was to conduct the projects and that was in the fall of 2009. We brought in a number of states, big states, small states from all over the country. All of it had more than average numbers of kids birth-to. That is how we identified them. We spent a full day talking about what it is they thought made a positive difference in finding kids and getting them referred. That was the beginning of creating the self-assessment guide. From that we spent way longer than we thought it would take to create initial draft of the self-assessment guide. It was a long work of labor. I think it surprised us all. Once we had it put together, we put out a call for the states to see if they could pilot it with us. We had eight states that went through the self-assessment guide and gave us copious feedback on what worked well and what could be improved and how it needed to be changed to make it more useful. We took all of that information and created the self-assessment guide. It was pretty significant. We brought in nine more states that we provided technical assistance to working through the process as a field test. During that test we got more feedback and that really has gone into creating the self-assessment guide as it stands today. It's a self populating Fillable PDF that automatically downloads the most up-to-date data into the self-assessment guide. We also have been working simultaneously in creating, collecting stuff to go into the toolkit and creating a framework. To organize all of the information. The self-assessment toolkit really found some key evidence-based practices related to identification and referral and highlighted those. They seem pretty simple and self-evident. There are very specific things within the practice work. We started collecting lots of materials and organize them around the four systems we work with. Part C early hearing detection entered - - intervention and the medical community what I thought it would be good to do today as well is provide you a quick tool of the EI&R webpage . I meant to take you on a quick tour. But for some of you may be new. I wanted to make sure you knew how to access it. I am going to provide a pretty concise narrative so it gets into the captioning for those of us who are not here or need to use the captioning to find it. Where do you find this stuff? If you go to the homepage for NCDB and move across the top bar to national initiatives. A drop-down menu should appear, and if you click on early identification, it will take you to the early identification referral page. Then you will see the face of Megan Cote smiling. To find the self-assessment guide as well as the new EI framework which was just put in here this morning . You scroll down until you see the bar that says tools. The first link is to the self-assessment guide. If you click on that, it will take you to the download page. It's very simple. You just go to the drop-down menu and select your state. You click it and you wait a few seconds and the PDF will be downloaded. It will be time stamped so we know which version you have and then you have your own specific state self-assessment guide. That is how you find the self-assessment guide. I am going to back out of here by closing this page. If you look down to the new product, the early intervention framework. That was just added today. I won't click on it, I will let Elizabeth do that. Where do you find the toolkit? Soon you will find the link right here. For now, scroll back up to the top of the page until you can see the menu on the left-hand side of the page. Click group wiki. This is where the toolkit is house. We would suggest you click on getting started with the toolkit. It explains how to organize how to use it, and then you can go from there. Depending on which evidence-based practices you are using as well as which system you are addressing, part C and a medical community, etc. That is where those resources are found. Robbin, I think I'm ready to stop sharing my screen. >> I am up next. This slide says why and early intervention framework lacks the reason is simple. It was the next logical step in helping state projects have access to training materials that they could use and customize to train service providers and families of infants and toddlers. Also just to be honest, the state said they wanted it. We assembled a Part C workgroup and we were off to the races. There is a daylong training in Indiana. A two-hour web-based training for Part C partners in Pennsylvania and we did a webinar for the division of early childhood. The trainings became the starting point for the materials we placed into the framework. The members of the Part C workgroup we owe an immense amount of gratitude for. When you start looking at the framework you will realize why we owe them so much thanks. They are listed on the slide. They have been instrumental in getting this off the ground. The purpose of the framework is to provide a collection of resources based on the division of early childhood or DEC recommended practices that state projects can use to train service providers , families, and even state projects staff about intervention strategies for infants and toddlers. There are a total of eight units to the framework. I will read through them quickly because although I know you know how to read, we are trying to entice you to take a peek more. They are understanding and recognizing sensory loss, building a foundation for successful learning, key strategies for improving outcomes, fine and gross motor skills, social communication skills, cognitive skills, social skills, and then we rounded out with section 8 which is adaptive skills. Here's a fast peak of what's in each section to tempt you. The first section I mentioned recognizing and understanding sensory loss. This is a list of topics included. Ongoing medical issues, risk factors, and that overarching thing everyone seems desperate to get their hands on which is overview of deaf-blindness. The second section where we talk about building a foundation for successful learning, we go into talking about trusted relationships and access to people and objects and activities. And really working on meaningful learning activities. The third section which is called key strategies for improving outcomes. This is where you find information about choice making and using cues and the ever important greeting and leaving rituals. And wait time. Then we have fine and gross motor skills were we talk about active learning, and underhand, and strategies to motivate movement. The fifth section is social communication skills. We talk about basic communication strategies and using cues and symbols. And section 6 which is cognitive skills we go through talking about early literacy development and contact development and developing responsive environments. This one that I think is important using systematic instruction like fading, peering, shaping, and task analysis. Section 7, social skills talks about communication and interaction partners. And how you facilitate participation with a child. How you work on following their lead and greeting and leaving rituals and also name cues. Then the last section, section 8 talks about adaptive skills. In here there is information about calendar systems and how you make adaptations, facilitating participation including independence and self-determination. Something we talk about in each of these sections we went through is the impact that it has on those different sections. Now I will turn it over to my good friend Elizabeth. She will give you guys a nickel and dime tour of the framework. >> Thank you, Megan. Robbin will put the link to the framework in the chat pod. I am going to share my screen. Before I do anything else, I want to mention that if the screen share pod is hard to see since it's small, you can make it full-screen by looking for the little icon in the upper right corner that looks like for arrows pointing away from each other. If you click on that the screen share pod will become full-screen and you can see what I'm doing more easily. There is the link to the framework in the chat pod. I want to mention if you have questions about what I'm doing as I give the tour of the framework, please put your question in the chat pod and I can address it as soon as I see it. I will also have a chest - - transfer questions at the end as well. I am here on the NCDB homepage. You can use the link to go to the framework and I will show you one more time how to get to it from our site. Mark demonstrated that a minute ago. Usually we put links to new products on our homepage but because this is aimed specifically at state projects and not at the general public we are probably not going to put it on the homepage because we don't want to confuse anyone. It is in the EI&R group. To get there I will go to the main navigation bar and hover over national initiatives and click early identification. Here is the EI&R group. I will scroll down to tools. Here is the early intervention framework with the new icon next to it. I will click there and here is the homepage for the framework. As Megan mentioned what this is is a collection of resources projects can use to develop customized [Indiscernible] around various topics. We developed this based on cc division for early childhood recommended practices. If you want to know more we put the link for those in the first paragraph see you can click on that and read the document. There are five main types of resources you will find in the framework. The first is PowerPoint slides. The second is video clips, the third is recorded presentations, those are mostly clips from webinars. The fourth is handouts that actually includes a wide range of items from websites to forms tools, articles and things like that. And then the fifth type of resource is photos. I will show all of those in a minute. I will go down the introduction page a little more. This gives a nice overview if you want to learn more about the background of the product and get a pick orientation of how to use it. State projects are encouraged to use any combination of these resources to design trainings. This might be anything from a short 10 minute training you present during the meeting to a fall on two day workshop. There's a wide range of use for these resources. You can use them based on whatever the needs are for your project. You might provide one or two of the resources to a practitioner or family member to educate them about a specific topic. Most of the PowerPoint and video content for the framework came from three specific events. Megan touched on this earlier. I am going to mention them again. The first one was an in person training that was hosted by the Indiana state project about a year ago. It was presented by Barbara Purvis and the second was conducted by Lisa [Indiscernible]. With Part C providers in her states. The third was a webinar for Pennsylvania Part C providers presented by Megan, Carol, and Emma. If you see items in the framework labeled Indiana training, and the end interviews are Pennsylvania webinar, those indicate the items are from those three events. I am going to go to the menu on the left side of the page. This is the main menu for the product. As you can see those eight units that Megan talked about a minute ago are listed here. You can click on any of those to go to the page for that unit. I will go ahead and go to the second one down. This is building a foundation for successful learning. I will click on that. That will take me to the page for that unit. All of the unit pages basically have the same layout. We will have the title appear at the top. Then we have a list of audiences so these are groups of people that we thought the resources on this page would be most relevant to. Obviously you can use them for any audience. We used abbreviations to designate the various audiences. If you click on any of those it will take you to a separate page where it will say what the abbreviation is and give a brief description. That MDT is multidisciplinary team. Here's a paragraph on what that is. I will also click here so this shows us that it stands for service coordinators and here is a paragraph about who they are. Below audiences we have recommended practices. These are the division for early childhood practices that are addressed by the resources in this unit. If you click on those numbers and letters it will take you to the full document of reckoned the practices. We can find an easy way to link to specific practices. The document is not too long so you can scroll through it and look for whatever practice you are interested in. You can see the numbering system for the different practices. Getting down below here here is a list of topics for this unit. Clicking on any of these will open it and show you the resources themselves I have clicked on access to people, objects, and activities. If I click on it again it closes it. Now if you want to read through the page or print the page or something like that, you can use this expand all link in the upper right-hand corner. If I click there it will open all of the topics at once. That is changed to collapse all and it closes them. I am going to go back to access to people, objects and activities and walk you through that topic. Something I want to mention before I go any further is that for accessibility reasons we have made it so when you click on a resource it takes you away from the framework to that particular resource. I am going to demonstrate here with a video. I will click and it takes us to the page for that video. Then you have to use the back button in your browser to get back to the framework. That can get cumbersome if you are trying to go through the whole page and look at a lot of resources. A way that can make things easier is to open - - we have a question. The DC practices look like competencies. Are they? >> Megan can answer that better pics >> That's a great question. They are sort of like competencies. They are the way in which they structure the intervention practice for infants and toddlers that Part C folks do. >> Thank you. Again to make it easier to navigate what you can do is to open resources and a new tab in your browser. The way you do that is hold down the control key on your keyboard and click the link I will demonstrate that with the same video. I held down control and click the link and you can see it opens in a new tab. If I click on the tab we go over to the resource and when I am done I can close the tab with a red X and I am back to where he was. Again to open a resource in a new tab, hold down control and click the link. When you are done close the tab. That's a good strategy to use throughout the framework when you are navigating. I will go back to this topic. The first thing we have in this topic is PowerPoint slides. Our first PowerPoint is Indiana training part one slides 49-53. Each of our PowerPoint files is fairly long so we directed people to the specific slides that relate to this topic. The easiest way we found to do that was to use PowerPoint online. When you click on this link I will do a control click. It takes you to an online version of the PowerPoint file. You can see it's taken us straight to slide 49 which talks about access. Within PowerPoint online, you can navigate using these arrows at the bottom of the screen. You can see this forward our will take you to the next slide and the back arrow will take you to the previous slide. However you can't actually modify or edit the document in PowerPoint online. If you want to do that, you want to download - - you need to download the PowerPoint file itself. For that we can click on download this file right below the title. The file will show up here at the bottom of my screen in this download bar. Where the downloaded file shows up will depend on which browser you are using. In chrome downloads show up here at the bottom of the screen. If I click on that file it will open in PowerPoint. Here you can see it is a regular PowerPoint file. This is really long. There are 85 slides here. You can feel free to modify any of the PowerPoint files to meet your needs. You might take slides out just pull out the ones you want you can put your logo on them put your state project information on them. Edit the content whatever you want. Feel free to do that with any of the PowerPoint files you find throughout the framework. I am going to close this. I will go down to the next item in PowerPoint slides which is Pennsylvania webinar slides 27 through 33. These are from that webinar I mentioned. It will be the same situation as the Indiana training about. I will click on it and it will open up in PowerPoint online and take us straight to the slide we want which is 27. This is the environmental considerations section. We can navigate using these buttons at the bottom. If I want to download the file I will click to download this file link will show up at the bottom in my downloads. I can click it and it will open at which point I can modify it. Let's move on. Next up we have the videos section. The first thing we have under videos is another item from the Indiana training. This is providing access to children with death-blindness. - - Deaf-blindness. You can see it's taken us to this video clip it's a short section of that daylong Indiana draining - - training it shows Barbara presenting on the topic of access. You probably already know this but if you want to turn on the captions in YouTube you click this CC button and it will display the captions. When you click it again to turn them off. I will go ahead and close this plate - - you can see that we have added a transcript for it. If you open that it's basically a text version of the video. This is something we do for accessibility. We are currently in the process of producing transcripts for the majority of the videos. In the framework so this is a project our student workers are doing and as they complete them we will upload them so you will see more of those showing up as time goes on. Another thing I want to mention is that a lot of times the videos are going to be connected to the PowerPoint slides within a topic. For example, the video I showed you of Barbara presenting about access she is actually showing and discussing the slides 49-53 that we look at a minute ago. A lot of times there will be that connection between the slides in the video. Our next video is Indiana interviews. Visual needs and the learning environment. If I click on that, this is a video from the interviews that Lisa did with the Indiana Part C providers and she is interviewing a TV guy from the early intervention program. I will close then you see we have a transcript for that video as well. Moving on the next section is recorded presentation. As I said before these are mostly clips from webinars. In this case we have a clip from the Pennsylvania webinar for part C providers that was presented by Megan, Carol, and Emma. This is the environmental considerations section. I will click there and you can see it's taking us to a YouTube clip of that section. Our next section is photos. Here we have some photos of some extremely adorable kids. You can see we have several thumbnails here. If you click on any of those, it will give you a bigger version of the photo. If you want to download the photo to your computer, you can click the download this photo link and again it will show up here at the bottom of the screen in my downloads. I will click on it and here we go. This is the full-sized version. Again feel free to use the photos for whatever you want you can put them in the power points or decorate your flyers. They are completely fine to use. Do we assume photo permission is granted to all of us? Yes. We have Artie taken care of getting the permission forms for them. Yes. You can. That is the end of this topic. I am going to go back up and close that topic. As you may have noticed that only included four types of resources we didn't have any handouts for that topic. This will be true with most of the topics. I don't think any of them include all five of the resource types. Cindy asked are the photos good in perpetuity? And Megan said yes. I'm going to show you another section that looks different from that one. I am going to meaningful learning activities. I will click on that. We have PowerPoint slides similar to the last one. With the Indiana training PowerPoint slides we have divided them into two files because they were so many. You will see part one and part two in different parts of the framework. That is what that refers to. I'm going to go to the video section for this topic. Something different we have is we have linked to some videos from the Washington state project site. You can see here likes and dislikes. That is from their site. I will click on that and it has gone to their site. You can click on the videos tab and watch them. They have a lot of great material and video clips on their site. I am going to go back here and scroll down. Here is the handouts section. As you can see for this topic we have a lot of handouts. Within handouts you will see two different things. A lot of them are links to either PDF or websites so if you click on those it will open up the PDF or take you to your browser. You can see this places map is a PDF and it shows us the resource. This is something you can fill in to identify learning opportunities for your child. The other type of handout you will see is some of them are word documents and if you click on them the word document will automatically download. The next one down call planning a routine is one of those. I will click on it and you can see it is downloaded and you can see it shows up in the downloads bar. I will click on it and it will open up in Microsoft word. This next one down identifying learning opportunities nature center is another word document. I click on it, it downloads automatically and the file is down there and I can open it in Microsoft Word. You will see both of those things with handouts. We have a wide range of types of different items in the handouts section from websites to tools, forms, things we have created an things estate projects created. There's a lot of great stuff in there. That is what the topics will look like and what you see when you open those up. That is pretty much what you will see on each unit page. I will go back to the left-hand menu and click on other ones. As you can see, they all have the same basic layout. One thing I wanted to mention is there is some duplication across units. For example in the key strategies unit we have stuff on hand underhand and then in fine and gross motor skills you will see more on hand underhand. We did that because we wanted to make it as easy as possible for people to find what they were looking for. You will see some duplication across units. Another thing I want to point out is some of our units have quite a lot more content than others. The earlier ones have a lot of resources and the later ones have fewer. This is a good time to say that if any of you have resources you created or that you know of, that you think would be good addition to the product, we would love for you to send them to us. You can send them to Megan and will make sure to get them in there. We are envisioning this as a living product that we can add to and expand in the future. Please do send us your contributions. I think that wraps up my tour. I want to go ahead and see if anyone has any questions about how to navigate and what sort of resources we included. Anything like that. If you want to put them in the chat pod were you can unmute your phone and say them out loud and I will answer them. Thank you Cindy. It was a lot of work but we are really happy with how it turned out. Mike asked if the photos are good for educational, governmental, nonprofit use only not for commercial? I would say that's true. Would you agree with that, Megan? >> Yes. I'm not certain what anyone would want to use them for commercial use for anyway. They are intended for state projects to use for training or brochures or flyers or whatever it is you guys want to do. To help him early identification and referral and knowledge and school - - skills for Part C providers. Curl - - careless sharing would you share the participant learning section. Yes. I forgot about it. I will go up here to the unit we were in. At the very bottom you can see we have a participant learning section that is designated with a redline on the left-hand side. What this is is a list of activities and questions you can incorporate into trainings to make them more interactive. You can see we have reflections and questions here that participants can do during the training. I think we have that section in five out of the eight units and we are going to be expanding that in the future but we haven't yet. That can also be a good thing to incorporate into training. Any other questions about navigation? Resources? I am going to turn it back over to Megan. Now that everyone is excited about the framework, we want to tell you about the structure we created for the TA around it. First off, if you want to explore it and use it by yourself you are more than welcome to do so. However based on the feedback from the Part C workgroups the state project survey and work some that we want to do more than that. We are offering a few ways folks can engage around the early intervention work. First state projects can sign up for focus groups around the framework to share with one another about potential ways the content can be packaged to meet the unique needs in each state. And then come together to talk about what they used and how it work etc. The dates and times for Adobe meetings will be set based on the availability of those that are interested. We at NCDB would host the meetings allow states to share and collaborate. Then as that is done we would take responsibility for gathering the ideas that are generated around the use of the framework and creating stories about them so they can go out to the broader network via foreign posts in the EI&R initiative space. This is because of what you say. You really want to understand what people are doing and how they are using things and what is working and what is not. That would be our attempt to help with that effort. The proposed TA that we would do around the self-assessment guide and action planning process. Since there so many new staff on state projects and there are states who have yet to complete the self-assessment guide, we are offering a section - - second focus group supporting states to complete the process. And NCDB did this back when the self-assessment guide was initially launched. The states who participated really loved it. If you have yet to give the process a try we strongly encourage you to sign up for the group. Also if you like individual state TA around the self-assessment guide or the framework, Mark and I are here to help you with it as well. Now we actually have some polling questions. It's related to what we talked about. We would like some feedback about when you guys would like to start the focus group and if you are interested in participating in one and the frequency with which you would like to meet. Robin will cover the share pod with question. The first one for those that can't see and I'm sorry you can't weigh-in on the pole. It's about satisfaction with the webinar. The question says please rate the quality of the webinar with five being very good, four being good, three being satisfactory, to being not very good and one being poor. We will wait for you guys to answer. The second one is the webinar was presented in a way that was interesting and easily understood. We have the choice of yes, no, unsure, or no vote. And then the third question is for those that can't see, the EI framework will be a helpful resource for me and working with Part C service providers. We will pause to allow those that will participate to provide input. I am glad to know 100 percent of you guys believe the quality of the webinar was very good. And that the webinar was interesting and easy to understand. And that 91 per six percent of you said that the framework will be a helpful resource with the Part C service providers and estate. Thank you for that it's a relief to us and all the members of the Part C workgroup that you feel about that. We have the second set of questions we will be related to how you want is the focus the structure groups. If you choose focus groups - - how frequently should we have the group meetings? Every two weeks, once a month, once a quarter. The next one is when would you prefer to start the focus group? Late spring? Summer? Early fall? The preliminary results seem to be that folks are most interested in having the focus groups meet quarterly. 72 percent of you said that. And then when we would like to start the focus group it's almost a dead tie between summer with 45 percent saying that and then 54 percent of you guys saying he would like to start in fall around September or October. That is extremely helpful for us. We really appreciate you getting feedback to us we want to have it meet the needs of the people interested in using it. Thank you for that. I also want to mention briefly to you that Robbin has been very kind to put in the chat pod in the lower right-hand corner. For those that are interested in doing one or both of the focus groups, or if you would like to request individualized state TA specific just for your state. We put a link to a survey gizmo here where you can sign up for that and on that survey we are asking again for the same input we asked you about frequency of meetings and when you want to start so we make sure it matches with the focus group you're interested in. Thank you. >> Next. We want to offer a description about what the next steps are. If you are interested in participating in either or both of the focus groups or individualized TA, you can use that link that Robbin put in the chat pod. But we will be putting a post out on the state deaf blind portal and also the listserv showing where the legacy you can get to it that way. Based on your feedback we will set a schedule on the date for the meeting and set times for when the group will have their initial meetings. I would like to say that there is some sort of free car or something offered for the first 10 people to sign up. You will just be able to rest easy knowing that you are committed to a dynamic group that will learn, share, and were together. We look forward to you signing up as soon as possible so we can get going on creating a structure and sending out the meeting notices for you as soon as possible. We have a small amount of time waiting. - - Remaining. I'm sorry I didn't see that. The webinar will be archived and it should be ready in the next few hours. I am hoping tomorrow I will put out a forum post in the state project portal. With the link to it and we will send it out on the project listserv. I will put it in the early identify and initiative. That is a great question. Are there any other questions folks have asked please feel free to put them in a chat pod or hit star 62 un-mute your phone and go for it. >> >> Oh and Robbin put in the chat pod that passed webinar recordings can be found at the link she put in the chat pod. https://nationaldb.org/library/list/96 >> And Cindy asked a question. What is your email. This is the email for myself and Mark my email is megan.cote@hknc.org and Mark says schalom@wou.edu >> Juanita says it's great to have materials in word it's easier to make the translation and adaptation. Thank you. Juanita is one of the people working on the Deaf-Blind project. Thank you, Juanita. We are happy to have that feedback. I think Ms. Elizabeth Bell must've done the most magnificent job ever of explaining the framework or people are clicking around on it right now exploring. I will wait and see if any more questions come through. >> If anyone has any trouble navigating it please feel free to contact any of us and we can help you. >> Cindy Robinson wants to invite everyone to attend the Western regional early intervention conference in Scottsdale Arizona in June. It will be a great conference. It's been two years and planning and she will send the flyer through the listserv. Thank you. We want to know if we can Allstate your home. Free lodging at Cindy's. >> Sherry says fabulous team. Marcy says she likes it. Thank you Marcy. Sherry says she is sending folks to the conference that Cindy mentioned and she says it a great conference. And Cindy says her house is an hour and a half away. Clearly we are not looking at her home. Jennifer says great job. Thank you. We are happy to have you. And respect for time I'm not seeing any burning questions pop up. Elizabeth R Mark are you thinking of anything you wish you said that you want to chime in on? >> I think I covered it. Hopefully. >> With that, the three of us as well as the Part C workgroup and all the staff at NCDB who work hard especially the web development team to get all these amazing resources on the Internet captioned accessible and everything else we would like to say thank you for coming. We look forward to working with you guys on improving the knowledge and skills for Part C families. Please don't hesitate to let Mark or myself or even Elizabeth know if you have any additional questions. Thank you very much for coming today. >> [ Event Concluded ]