Event ID: 2991474 Event Started: 7/20/2016 7:00:00 PM ---------- Please stand by for realtime captions. >> >> This is Robbin, I went through the whole spiel on mute. A Ricky mistake. I would like to welcome everybody to the webinar today. This is Robbin with NCDB. I am going to go through a few housekeeping items before I handed over to Linda, who will be kicking off today's webinar, if it doesn't start speaking when you introduce her she is on mute. I apologize. We do have the phones on mute with the exception of our speakers, presenters and we are trying to alleviate background noise. We will continue to work on trying to get the white noise that we are hearing off line. We will continue to work on that. If you do have questions, type them in the chat pod. We have a lot of content to share with you today in preparation for sum it. We will try to get those questions answered in the chat pod possibly at the end of the session. This meeting is being recorded. I have started the recording, so Linda I will hand it over to you to begin. >> Thanks, Robbin. This is Linda McDowell, I want to welcome everybody to the deaf blind pre-summit webinar number 2. The focus of Summit this year is that we are renewing our understanding of what it means, what it truly means to provide deaf blind technical assistance as a network. This has been a time of reflection and conversation and soon to be planning, to expand our effectiveness. We are talking about being effective as a network of TA providers, that effectiveness is shown by accomplishing outcomes for children and for families and the educational teams. This grant cycle, we are now in year 3, began with direction from OSTP to be a network and share in initiative work that represents achieving outcomes in six areas in those six areas are early identification and referral, family engagement, literacy, interveners and qualified personnel. Transition and a thorough child count there has been a lot of collective activity in these areas over the last years on into year 3, and it has included sharing information, advising, joint product production and more and more ideas on implementation, through sound, TA practices. Today's webinar, the second presummit webinar is going to be a time to provide a brief update on all these activities from the initiative area. And it is also going to include an explanation of where to go on the NCDB website to learn more before summits. The hope is that you will all find, within the initiative, materials and processes, resources and partnerships to apply in your own individual state TA. So far, we have been using the change model to guide us and this year three reflection and conservation -- conversation, Susan element that you see with me and this Hollywood squares location has led us in the work of developing a shared vision. That was the focus of the presummit webinar 1. And follow-up website comments and a couple Adobe room meetings. This visioning will be shared more fully at the opening of summit. Along with a summary of the conversations I have had the privilege of being engaged in with one state project after another. When I was in those conversations over the last month, I was seeking to begin conversations that will continue at Summit and post Summit. We actually were using the change model components as a guide, knowing beyond the collective vision, to thinking about what is necessary as far as skills, incentives, resources and action plans. During those conversations, we reflected on the delivery of deaf blind TA in our current structure of individual state projects and a national center. We consider topics like, what are the asset and solutions within your deaf blind TA in your state? What are the benefits of deaf blind network activity? What would help with network communication and activity sharing? And what our hopes are four-year 4 and 5. I really think it is safe to say that while the needs of children and their families and the systems that need to be addressed and built and maintained for quality services are really similar nationally, basically each of you has specific content in which you operate. In other words each of you has to make choices about the collaborative work you engage in nationally as well as the TA methods you use in your own state. There is a range of factors that inform the decisions that you make that includes knowing the opportunity available within your states to develop those collaborative partnerships, how ready the systems are to engage in TA and their willingness and capacity and also the variables around your own capacity as a project to address all the specific needs in your states. We are going to be offering, today, a form that will help guide your reflection from now until summits. It is to be brought with you to Summit to help with our collective discussion and planning there. We, once again, I want to emphasize we are using the change model component, even with that form, so visioning has been done and Susan will give us a quick update in a moment. Then, we are moving on to the other components, the next components of the change model which is an analysis of skills, resources and developing an action plan. The form covers these next components and it is going to help, I think, relate the national initiatives to the state work. Again, this form is for you to use, both presummit and at Summit, to consider how the national initiatives connect to and support state TA. How are you, as a state project, might collaborate in the initiative's work, including how your state work might contribute to the initiatives. Some of the things to consider for each initiative are questions like this, is this a priority area in my state and in my project? How can I participate in the national initiative activities? Peer to peer TA opportunities, keeping current on work and conversations, co- creation of tools and materials, all of which should support the TA and your state. And achieve the outcomes for the children and the families and the teams. Some of the other questions you will probably then asked, as you see the reflection form, will be, what are other states doing in that initiative area that I might collaborate with? It will be mutually beneficial to the two of us or the group of us. What about my own action plans? What might change in my own project action plan post Summit for my state TA and my collaborative work with states? And the collaborative work within the initiative. So, welcome to presummit 2, webinar 2, and now to some of the other presenters, starting with Susan and moving on to Sam and then our initiatives. Susan? >> Thanks, Linda, hello, everybody. Linda has given us a preview of some of the details of things that we will be looking at as we prepare for Summit and while we are at Summit. I would like to just imagine we are assuming way out to the 300,000 feet level and looking down at the range and process over time that we have been trying to sort of create and construct this pathway toward really collaborating as a network. Back in April and May, NCDB staff spent a retreat period just really looking at elements of a vision, what might constitute a potential or at least elements of a vision that we all might be able to see ourselves is really committed to and as part of that vision. The work that was done in April and May was just a beginning. Many of you have contributed to some great comments, analysis of that starting point giving some really good ideas about how that vision might be shaped and that has taken place, primarily this month of July, state projects have participated in a number of ways, first of all on the state portal, by making comments and offering suggestions and ideas. Also, in the drop in calls Sam and I hosted this past week, where we had some great conversations about this process and about the details of vision statements and where we all fit and how we relate to that. At Summit, we will look at that again. We don't have a final product because we really want everyone in the network to be able to help shape and form our vision and our direction. Some of the activities that we will do, using the form, that has been described will give us actions to move us toward actualizing or operationalizing the vision that we are creating together. In the fall, the plan is for conducting a national needs assessments, which will further inform the action plan for the network. What are the actions that NCDB will undertake, what are the actions the state projects will take, what kinds of collaborations will be developed. We hope that will, in turn, inform the priorities for the next funding cycle. So, this is kind of a quick look at the process over time. We are not done and we won't be for quite some time but that is good because it is a formative process. The ultimate goal is that we would arrive at an efficient and effective, learning, collaborative network built on a shared vision. I will turn it over to Sam at this point. >> Thanks, Susan. I am just going to spend just a couple minutes talking about nuts and bolts so you guys will know what to expect before Summit, and at Summit. Linda talked really well about the form and what is on there . And you will be able to find that in the state portal in the material section. There is a folder there for Summit and the materials will be uploaded there this afternoon. And tomorrow, the form, state project finding form will be there as well as the agenda. We will continue to put forms up there over the next few days, and related materials for Summit. The other piece that she will hear about is the initiative home pages have been updated so you should take a look at those too as you are thinking about presummit, thinking about initiatives and how it relates to your work in the state, there is updated work there. At Summit you will again get a much deeper update on the initiatives. You'll hear more about the division in process and the piece around that so we have a rich understanding and agreement around that. Around the initiatives, you will also have time, we will have small group discussion around each of those initiatives, we will really have time to build more actions and more shared understanding around the initiatives and work happening in your state. There will be both presentations but the majority is going to be small group work. The other piece is you will get an update around technology and we also are going to have time to give -- get input from the state projects around the technology at NCDB, the website, moodle and other pieces, what is working for you guys and how we can be more responsive as a project and the needs of the network around technology. Those are the pieces. As you look at the state planning form or you look at the information if you have questions feel free to shoot me an e-mail. I will be around and I would love to hear from any of you if you have questions or comments as we move toward Summit. That is it from a me. >> Can you hear me this is Megan? >> Hi, Megan this is Amy I can hear you. >> Thank you, Amy. Hi, everybody, I am glad to be with you today. My name is Megan Cote and I serve as initiative lead for two initiative the first is family engagement and the other is early identification referral. I will give you really brief updates about what has been going on in both of those initiatives since we were altogether last at Summit 2015. And when we are together at Summit I will go deeper on a lot of this information. Quickly, what is driving the family work at NCDB is two overarching goals. The first is providing training and resources to help make sure the families and the states get the support they need and the second is to build the capacity of national family organizations to help create a cohesive network of family leaders across the country. So what is rolling out? Let me tell you a little about some of the things we have been doing. The first is, which is not on here I thought I ought to mention is a report we put out a few months back called working together for families, a document created based on input we received from state deaf blind project and parent centers about levels of collaboration they are presently doing together. And that document is available on our NCDB website as well as two webinars we provided where state deaf blind project talked with parent centers about initiatives they have been working on together. Those are available for you guys to take a peek at if you like, if you have yet to do that before we get to Summit when we are all together. The second thing I want to mention is that just this last weekend we actually were blessed to be able to partner with an FAD -- NFADB and the day prior we hosted a specialist training we are happy to report 33 participated in the family specialist training another 33, 27 are currently working on their state deaf blind project in the role of family specialist with a caveat that two also serve a dual role where they do other things on their project beyond just serving as family specialist. It was a raging success. We worked through a guide called serving on groups, which was created out of Wisconsin. They are now -- they have all received the manual and trainers guide and now are able to go forward and provide training in their state to help support parents in learning how to find leadership roles in their state. We did that training in partnership with a wonderful woman from Wisconsin. After that, that followed quickly by July 16 through 18, NFADB symposium, 140 people in attendance because originally NFADB set out to have 75 participants so it blew up beyond our wildest dreams and it was really a successful event and we look forward to telling you more about that when we are together in a few weeks. The next thing I want to talk about is the recommended knowledge and skill set for state deaf blind project family specialist. We have been working, for the last few months, to look at the role of the family specialist and what knowledge and skills are required to serve in that role. We put together a work group to help begin to create a list of what those competencies and skills would be. Than we had a follow-up focus group with a select group of state deaf blind project coordinators and directors to begin to look at it and say what might that location before this document, how my to support you in getting your family specialist the needed training to serve in the role, etc. Again, we will share more that -- more about that when we are together at Summit. We wanted to let you know that is something in process and where we were with family specialist we talked more about and brainstormed with them, additional weighs in which they would want to be receiving training in the future and support. Then I want to let you guys know that just last week we released our second family matters story based on a family from Arizona named Magliano, it highlights their beautiful children, Camila and Soliz. It will only take a few minutes of your time and it will provide a big source of inspiration before we had to be together at some of. The last thing we will spend a little time talking about when we are together is the family partner project organized last year and talk about implications for expanding that and what that might look like. At Summit, as I said, part of what we are going to talk about his future collaboration with parent centers what you guys think you might want to do around that. We sent out a survey to the parent centers and found that when we interviewed them, 63% said they would like a TA around involving the relationship and 30% said sometimes refer children with combined vision hearing loss 58% said they always do. So it was obvious there is work to be done there. Only 25% of the parent Center staff rated themselves is very knowledgeable and combined vision hearing loss so there is work to be done there and conversation to be had about how we should progress with that work. The other thing we want to focus with you guys on the family specialist knowledge and skills document to talk about how we want to both unfold future training and support into that document. In my last quick slide is to talk to you about the TA available from this initiative. Since February of 2015 we have been hosting monthly calls for folks that serve in the role of family specialist on their state deaf blind project, interested in participating on the master line group any state deaf blind project that does not have a family specialist involved in the group, I highly encourage you to get with me and we will add them to the group. It has been really amazing for these folks to get in together once a month and talk about issues they are having and generate solutions together to improve their work and improve the support they are able to provide to families. We can also provide a specific consultation about building family training. We have information, as I mentioned, through our highlighting collaboration with document called working together with families where you can read the document and get more ideas about advancing your relationship with your parent Center. Also the families lead .org which is a repository of information to help support mentoring and leading families. Through Facebook and Twitter accounts we put out Friday family fun facts. Estate deaf blind family project specialist helping to create from families and actual states that might serve as inspiration to other folks and craft ideas for solutions for what they might want to try to help support their child in their home or community. As I mentioned we have the family matters stories. We so far have two and we are hoping over time that we have representation from at least one family in every state. And then we also offer the online study in collaboration with NFADB in the role of interveners in educational settings, set to begin October 3 if you are interested in registering for that, advertise it to your family specifically to be part of it then get with Patty McGowan through NFADB and they will help you get that information and get the family [ Indiscernible ]. That was it for a quick run through the family work next comes early identification and referral and mark will join me and help share information with you about our ERI work. The basic goal driving a ruckus to help continue better identify and have kids referred as early as possible. To your child count. The second is to build partnerships within the national deaf blind TA network and also the broader EI community to make sure intervention is received for the kids that need it. >> Before we get into what is new and rolling out, you have heard this bill before either from me or read it it is still important to say it again. About the effectiveness of the process that has been developed. The original nine states who participated in the process, you have heard the story before, they saw a 51% increase in the birth through 2 count since implementing the process. This past year, the birth through 2 count collectively represented 35% of the total. But what we have done this year is something new we started looking at the newly identified infants and toddlers birth three two the first come on the senses and are submitted for the child count. Overall this past year there were 349 newly identified kids birth through two, which is good. And we looked at 15 states, the original nine states as well as some other states we have been working with closely. And you heard from them last year through the webinar series. Those 59 -- 15 states represent 50% of the newly identified kids birth through two in the 2015 child count. I think what is even more impressive is that they represent 65% of all the kids under the age 1 identified. I think it is pretty compelling evidence that the process is effective, not an easy process but is effective. But with more kids comes greater need for more, better intervention services. This is what Megan is going to discuss for the balance of our time and puts -- what is rolling out this year. >> Thanks, Mark. Mark just proof the process works, which is fantastic. What we decided we are going to work on next, this came out of our summit discussions from last year is one of the things we wanted to do is create a group where we would begin to discuss what we needed to create in order to help the state deaf blind project once they started and I'm working with the system to make sure that the intervention piece was being taken care of, materials were available for them to trade and share with the part C providers about intervention best practices. So we did form the Part C workgroup and quickly got to work. Then, what we did is collaboratively with Vermont and Georgia we worked closely to create a two-hour web-based training that we provided to Pennsylvania Part C providers and coordinators via their online tutorials where they teach webinars. And it was really remarkable. The session filled like hot cakes and 183 people attended the session which was pretty incredible. As a result of that, they have taken a recording and broken it down into segments and have created on their moodle server and actual online training that there Part C providers can take. We now are getting into the section of this where exciting for you all as they are going to provide a copy of the training and give it to us so you guys can share it with folks in your state related to intervention for Part C. It was basically looking at an overarching what is DB how you find kids that are deaf blind, if you find them what should you do and some general strategies about interventions. And quickly following that we went to Indiana to do a Part C training for their providers and coordinators that was a day long, designed with the assistance -- the workgroup weighed in on content to align it with the TEC recommended practices as well as developmental domain. Now that training that has been done is going to be broken down or is in the process of being broken down into little segments which we will go into an intervention matrix. The state deaf blind project can use to customize support they provide to their state deaf blind project. We are really excited to be moving along with that. The other thing I would like to mention, we will discuss more in depth when we are together is that it was pretty amazing to see what happened after the day long training, somebody suggested an aha moment on the provider state since we were talking about kids with deaf blindness possibly look like. There were moments where you could see that oh my goodness I have that child and she experienced an amazing jump in her numbers birth through two in two days following the training so we are pretty excited for her. What we do know is the training that was provided does yield big outcomes. At Summit, what we want to focus on his three basic things. We want to talk to you about the matrix we are creating, take sure if you have existing resources in your state or nationally or wherever they are we would want to include those in the matrix and have deeper discussion about how you guys want to have support around using it. The second thing is for state needing support around EIR process when it comes to completing self-assessment guides, trading action plans and targeting your system using the toolkit to get your resources together, how best you want to support you around those needs. Would be that you would like to have drop-in calls, where we organize you all based on states that have similar needs for targeted systems, those types of things and the third one is as people continue to have lessons learned and make progress within their individual states within any of the four targeted systems how do you want us to share those resources and knowledge across time so that it can be not only archived but we can also have critical discussion with those folks how did you get it done and what loopholes did you run into and how should we move forward as a group to use your knowledge you have learned to make it better for everybody else who is just beginning in the system. That is it from Mark and myself. I think that in terms of what is available we just mentioned the self-assessment guide and action planning process and toolkit are all resources on our website. You can fill those out by yourself or we can support you on those. The six national webinars Mark referred to earlier that we did, based on the process are all archived on our website. You can have access to those as well and you those whenever you want, to hear from the states that presented about their work in each of those. Nancy you are up. >> I feel like whack a mole we are coming up and going down. Megan, before you get off, Cindi had a question for you way to get a copy of the matrix? >> Good question, Cindi it is actually being constructed right now and looks absolutely awful. It is not pretty for you guys yet but I actually will make copies of it if you want to give a look before we get together, let me know. We are actively right now adding those segments from Indiana and Pennsylvania and additional resources we have. I hope it will look prettier by the time we are all together at Summit and we will share it with you guys. >> Literacy is up next and friends, where we are if you don't know there is a literacy website, a whole literacy website that can be found at literacy.nationaldb.org, it has been around for a little while. It was developed through all of our partners in the network, we are still going strong. Last year when we were at Summit, we needed to promote use of the literacy website we spent a lot of time promoting those efforts we guessed hosted on communication matrix we do literacy kits, trying to get the word out and that has been a big emphasis and we also have provided some TA in a few states and the big thing we are trying to do is at the moment work on a module that will help teachers with knowing how to do literacy instruction. The people working on that module currently are Julie Taranto the late Shauna Benson a partner from [ Indiscernible ] Sue from Rhode Island and Christine from Georgia and myself. We are working on that now hope to get that ready for field testing around March. So that is what is new and rolling out and hopefully will be coming to you for field testing for some of your teachers especially folks that have teachers of the deaf blind we are really working on trying to get that altogether for the focus we are going to have a particular session because we are not at a place where we need a lot of input from the network at this moment but what we will do his partner with Amy and qualified personnel we want to know what does the future look like for this module we are developing or modules depending on how much content we get in our work. And how does that tie in with what moodle users are doing with CEUs and professional development within their states. Also efforts around teachers of the deaf blind. We really want that input from you guys we will be talking about that with Amy and qualified personnel. And what TA is available always a TA available around the use of the literacy website for deaf blind project. We will be more than happy to walk you through the website, how you can use it in your stay, we have materials already developed we are more than willing to share with anybody who wants to provide any kind of training in your state or we will be more than happy to help you with that and then we will also be doing field testing around the literacy module and future trainings on hosting the literacy module by the network partners. That is it for literacy. Amy, I think your next. >> The next mole has risen. Thank you. Thank you, Nancy for that. I am particularly excited is there a buzzing noise? -- excellent -- someone has hung up. Nancy is right. Her initiative does definitely dovetail with intervenor and qualified personnel. As many of you know what is driving the intervenor and qualified personal -- personnel there is widespread recognition of the need for qualified personnel for students who are deaf blind at the local level. What are our sources? We know it is important these days to cite sources even when you are speaking at national speeches or on webinars. From the national intervenor recommendations that is one of the sources of recognition. Both our partners at the NFA DB and charge sin trip leadership meetings have been talking about, for a very long time the need for qualified personnel at the local level. This has led to efforts by the community around the Cogswell Macy act. One of the things I did not list here is one of our sources is the Council for exceptional children has also recognized the need for qualified personnel and has developed competencies both for interveners and teachers of the deaf blind. We know that competencies change as our field evolves and changes and those competencies will be updated in the next couple of years. But, it is good to have that widespread recognition and that common recognition, that is what is driving our initiative. There is also, number two, the need for high-quality tools that states can use to support training and recognition for interveners and teachers who support students who are deaf blind. Just yesterday, on July 19, I had a conversation with Mark -- Mark Schalock, those of you who have with Mark know he is a smart person and a delight to work with any way. To cite another source, Mark and I were talking about this focus of this initiative and the many things that have been done, including trying to come up with a synthesized definition on the role of the intervenor. We have done a lot of synthesis work around what our community knows about interveners to address the competencies through our modules. We have done a lot of synthesis work in partnering with people and having conversations about a practicum. And we have talked with our partners about teachers of deaf blind interveners and E portfolios. As I was talking with Mark, he said something I thought was really cool. I'm going to quote him. He said the goal of this initiative is that there be greater quality tools and access and equality to students who are deaf blind across the nation no matter where they live. So that is Schalock 2016. That's a great quote and sums up the multilayer set up gone into this initiative. What is new, but is rolling out, as many of you know on October 1, 2016, all 27 of the modules will be released to the community for use and adoption. Many are already in use and have been adopted and are being used and we have great data coming out about that. What is new, many of you know this, there will be a national intervenor certification ePortfolio or NICE process and product that will be released in partnership with the Para2Center at the University of Colorado Denver. This morning I met with our director, Linda McDowell, and some members of our team, Leanne and Jeff, who have been working hard on this ePortfolio with me. Jenna has been part of that, one of our student workers. We basically, if you have not already guessed if someone can get near my tentacles I will wrap them into something, forewarning. We have a big team, none of us ever do this work alone but in this initiative we certainly have not done it alone and we have roped project partners in, as many of you know, to multiple layers of this work. We will be releasing the ePortfolio both the OHOA ecosystem and the NICE system, national intervenor certification ePortfolio system is going to be very nice. Have supporting materials that will enable adoption and use. Let's go on to the next slide, Amy. Stay focused. Our DB Summit focus we are going to continue to emphasize the participatory outcomes of our product development. How are they being used by the national community? These are not secrets. We want everybody to be involved in want them to know about it. We want to be learning from each other. Also, our data and implications. We have great data coming out from this product adoption and use. As Nancy can tell you we have also had some exciting child find opportunities. As our state partners use OHOA strategically to reach rural and remote areas in their states and partners in Washington have told us this as well as partners in Minnesota that sometimes what it can lead to is one, increased TA referrals. Places that may be haven't been as aware of or had a strategic partnership with a project. They find out about the OHOA modules maybe they take a module with support from a TA, project partner or somebody brought into the process such as a qualified instructor that is partnering with the project. And suddenly, from certain areas of the state there is a greater request for TA, which is both a challenge but also a great blessing because it means that more people are aware of the projects and their support. The second thing is we are finding more students. Kathy Lyle, our dear Kathy Lyle and Diana Ross Bauer from Minnesota have reported through the use of the modules the teachers they are finding more students. So we want to discuss what is this data telling us what are we learning from each other? Discussion of innovation and lessons learned. What TA is available from this initiative, as many of you know the beautiful and wonderful Nancy Steele leads TA but support from the NCDB team for use of the module. There is a moodle users group functioning as a community of practice. We have been talking with Gail, Sam and others about how to open the group more on the state portal. Some more people who are interested in participating, serious about using the modules can join the group. There is a process for doing it. We are excited to talk with you about that and hear your ideas as well. Also, Amanda, Elaine, Jacob, Leanne and Jenna support Nancy in the use of that. Nancy would vote or not vote I have been supportive of her. I think she might include me if I am lucky. NCDB will also provide, this is a big rollout and one that many people are curious about. We are curious about it as well. The NICE ecosystem that will be rolled out with the Para2Center, we are in the midst of, even today, receiving E portfolios from practicing interveners and we are going through a process that has been approved by an institutional review board to gather data on is there in her reliability, interrater reliability on these portfolios, what is the rubric telling us what is the scoring process telling us that we are working through that. If you are curious as to more information about that you can click that link that is an open document that explains visually, different elements within that system. As I said there are products that will support the use of that system also modules for interveners themselves who wish to apply for mentors and mentor training, who wish to support interveners in that system. There is also, I am going to be on the supports as well and standards for reviewers. People who choose to play a formal role on a national review board will have been trained, will have had training of some sort or other, may have taken a module themselves and they will be managed by our partner the Para2Center in partnership with us. So that graphic is a working system. Still under development. The memorandum of understanding is still under development but it is very exciting and we realize to support a system like this transparently and fairly and to provide that equity and equality that Mark was talking with me about we realize it has to have a great deal of transparency and support at every level. That is what we have been working on with our community. So we will talk very openly with you about that. You are welcome to ask questions. Frankly, as we launch the system with Linda McDowell's support, with OSEP support, we are going to be learning a lot this year as we launch that. And the data is going to drive us and tell us more about what is working. Interveners have been partners with us and telling us what is working as well. Technologically using the system and it is very exciting. I think I am almost done. So at the end it says NCDB will provide ongoing technical assistance and support for mentoring and coaching with interested state and university partners for OHOA and NICE. And that is going to become better defined as we work with our external partners and as we finish up our field tests and get things formally together and shared transparently on our website, on the Para2Center website and with you all as partners. And I think that is it for me. Thanks very much. >> Can everybody hear me? Notes to self I probably should have added a Mark Schalock quote for transition, always a good thing. So I am really excited about an opportunity to talk a little bit today about some of the things we are working on this past year and also seeing the conversation so that when we meet in DC we will hit the ground running. I was thinking about this past year and I just listed these three kind of shared things here vision, purpose and resources and it was really to go back and think about all of the work we have done as twigs as network and just thinking about some of the transition stuff and you go back and think about how it has -- you solidified some of these things in term of vision, purposes and resources. We are still thinking of deaf blind youth as kids who are regular kids first. We are still thinking about weighs in which we can provide opportunities to help them discover their interest and their strengths. We are still looking at exploring jobs and work variances, helping to develop social networks and recreation experiences for them. For our purpose, it still continues. We have not changed. We recognize this network has a level of expertise and resources that give these families and also these young adults their best opportunities to be able to succeed and have really successful post school outcomes that is how I think about the work we have done in the past year rain during -- anchoring to vision purposes and resources. You say what does a deaf blind child count stay if I were to pull people here and say how many young adults ages 14-22 years old you believe what is the percentage of those young adults on our senses. I was very surprised after working with Mark and having conversations with other people. Our child count for those young adults 14-22 there is about 40% reflected by young adults who are deaf blind in that age group. I was shocked by that. Got me thinking what are the implications for this. The resources we have, the expertise we have are all needed. At this particular time it is needed now more than it has ever been. This helps us as we move forward and think about two weeks from now our conversations and maybe one of the things that pops up is what type of TA might be effective in your state in terms of working. The TA you provide and the TA you may provide as part of a workgroup. So what did we do? What did we accomplish this year? What are we currently working on and what are we planning is where I am going next with us. This very nice picture here are some young adults who participated in the very last transition Institute in Georgia. Most people know this is an ongoing collaborative effort with a number of states. This particular year it was hosted by Georgia. Alabama will have the opportunity to host the very next one. What I was thinking in terms of the work we have done, the Institute supports a number of very specific areas, we will talk about this more when we are together in a couple of weeks, student development and student planning are very important. Part and parcel of what we are trying to offer young adults and their families. Family engagement, really trying to build up, kickstart interagency collaboration and program development. The culmination of this work we are able to complete one particular product I am really proud about and if I were a little closer in the room with you, you would probably see me smiling ear to ear because this has been a really nice product, collaborative product by our partners and I look forward to sharing this with you further. This particular product is the transition initiative access the dream DVD. This particular artwork you see here, many of you have received the electronic version but this is the boxed set with the artwork and I bring your attention to the artwork because it was actually the result of young adults who created the artwork for this. It was a competition and everybody won. We are going to be talking further about this as a TA tool and how you might utilize this in your states to support your ongoing efforts to support the families and the providers. The very next thing is the ready tool. For many of you who are familiar with the transition rubric from the Northeast and area 4 product this Ready Tool is a transition guide for families to really help improve the efficacy and effectiveness in planning for deaf blind students. I'm really excited about this because we are probably 75% of the way through and we are going to be asking for some support in terms of field testing this. This is one of the other tools that I think will really help families identify where their young adult is at and help them plan with those educational teams in moving forward really trying to create a quality of life that young adult chooses for themselves and families are in support of. The other thing we are working on, this starts in the fall, the information brief. Essentially what we were asked is NCDB to look together with the DB network at how we are supporting young adults and their families in the area of preparing young adults for college and career and also community living as well. The way this, what we are going to do in two weeks I'm going to ask a number of presenters, Jerry will be there to support this. He will share some of the preliminary results from the post school outcomes survey, the survey that many of you supported and we are very appreciative of that, we will have enough information to be able to share interesting things for that age for those students who are exiting the school system. That will be good. And then of course the transition initiative IT TI work many of you are familiar with New York's large-scale effort. Some of you may not be familiar with New England, Tracy had let out this year also doing ITTI work as well. I have asked them to share a little information regarding how this past year went and potentially as a group relic of this is a collaborative TA model. If you have any ideas about way to improve or things you offer in your state that are similar this will be the opportunity for us to talk a little more about it. Last but not least there is a really nice conversation NCDB has seated with HK and see -- HKNC we talk about adults with additional disabilities young adults who are not necessarily candidates for college or career but they are certainly -- they need quality of life too. We are having conversations with HKNC in terms of partnership that can help support these young adults as well and to look at really accounting for those youth as they exit the school system because we know that a majority of the young adults who are exiting the school system are not students you might find at the transition Institute and we are very mindful of that and want to be able to now turn some focus to those young adults and their families as well. So that is what I expect that we are going to talk about when we are together in two weeks. And I will stop there. >> Thank you all so much for sharing the updates. I know that we have tried to answer questions in the chat box as they have come along. As Sam said earlier, if you have any questions about what the agenda will look like, best come prepared to participate in Summit send Sam an e-mail same for myself as we get ready to see each other in Washington DC. And continue on with thinking about how to implement all of the things you have just heard presented. Without further ado I think we are going to wrap this up on time and it has been recorded. Those who were not able to make it live can get the recording. I will also remind you, check in and find those helpful documents, not only the summit agenda but particularly the guide for reflection and thought around these initiatives and how you might engage in things you haven't engaged in yet that will help you in your state level individual state TAs. Thank you all for coming and joining us today and thanks to all you presenters for the time and effort to put this together. [Event concluded]