Event ID: 2742895 Event Started: 10/7/2015 6:00:00 PM ---------- Please stand by for realtime captions. >> Welcome everybody and Robin will start by giving you the housekeeping rules for the meeting and that we will hit record and get going. >> This is Robbin Bull and I want to remind everyone that the phones have been muted to reduce background noise during the meeting. If you want to say something you can use star 6 to take your phone off mute and use star 6 to mute your phone when you are done speaking. We have posted a couple questions in the chat pod. Have you completed or started the self-assessment guide and if not, do you plan to go through the self-assessment guide? We would love for the participants to type the response in the chat pod through the meeting. If you could do that, that would be great. I am going to set the recording and Megan when you hear that start you can take off. >> Hello everybody. My name is Megan Cote and since January . My name is Megan Cote and since January 2013 -- 2015 I've been serving as the project special for education and referral as well as family engagement for an CDB and this is the first in a series of six webinars related to early education and referral. There will be 2 webinars this month, the one today on the self-assessment guide and the other on October 28 on the action plan. The remaining 4 webinars after that will be related to each of the 4 targeted systems identified in the action planning process which is Part C medical, [ Indiscernible ] and community programs and the details for those webinars and the dates and times in states we've asked to help present can be found on the EI&R initiative page. If you have not created a profile and join the initiative please do so because we will generate a lot of conversation and that can be related to tools people are using, things working for states, and things like that on the landing page. The webinar series was created as a result of state practice when we were together at Summit to hear about other state successes and lessons they learned and we are thrilled to have you with us today to begin the journey of sharing together. With me today for the webinar are some of our project partners. We have Jennie Mascheck who is the project director of the Missouri project, we have Emma Nelson whose project coordinator of the Vermont project, and we have Rebecca Obold-Geary from the Kansas project where she serves as the director. The plan for the meeting for today will be as follows. I'm a teacher and I like to give my lesson plan. The lesson plan will be we will have each of you introduce yourselves and say what state you are from. After we do that we will briefly explain to you all how the self-assessment guide came to be, show you where it's located on the NCDB site and show you how easy it is to populate your state numbers into the guide with the click of a button. I remember when I was in Kansas were back in and I were completed -- Rebecca and I were completing it together and we thought it would be a challenge but it auto populates for you. We will show you how easy it is to do. Each of the three states will explain the questions that you see on the left of the screen and finally there will be time for questions and answers for you to ask specific questions of anyone on the call today to find out next steps for yourself and your work related EHDI project. Let's go around and quickly for people on the phone as well as people on the screen, I guess Jennie and Emma and Rebecca don't need to introduce themselves but why don't we go down the list of folks that I see that our participants and say your name and what state you are from or if you are with NCDB or another organization and where you work. So Amy Parker do you want to start? I see what the top of the list. >> Hello Megan and everyone. I'm Amy in Oregon and I'm with NCDB and glad to be here. >> Thank you. Gail, you are next. >> Gail? Can you hear me? I never had star 6 and I was disobedience. Hello. I am Gail an IM in the Oregon office of NCDB. >> Emily, you are next bikes >> You can hit star 6. >> Emily might not be dialed in yet. >> I am here. I have to get back to my screen. I'm from Florida. >> Welcome Emily. I see Jennifer is next on the list. >> Hello I'm Jennifer and I'm with D&B Central which is Michigan. >> Welcome. And I see Julie. >> We can't hear you, Julie. >> She is dialing and now Megan. How about the other Julie from California. >> This is Julie from California and I'm an education specialist here. >> Welcome. Lindau you are next. >> Did you star 6 your self? Maybe not. There she is. >> Okay. This time it worked. I am Linda and I'm here in Oregon at NCDB and I've been here since February. Prior to that I was in the state of Mississippi working with the project there. >> Nancy, are you ready? >> I am. I am Nancy and I am in Tennessee with NCDB. >> Great. Peggy, you are up. >> Hello and Mrs. Peggy and I also in the NCDB Oregon office. >> Rose, you are next. >> This is rose from the [ Indiscernible ] project and glad to be here. >> And Sherry? >> This is Sherry from North Dakota. >> Welcome. >> Sue and? >> This is Susan from Mazari across the hall from Jennie Mascheck. >> Than we have Susan Clark, is that right? >> Yes Susan in Oregon at NCDB office. >> Welcome and Susan is one of the new staff members at NCDB and we are grateful to have her. She's really strong on technology and were glad to have her on the team. >> And Susan? >> I'm Susan from Mazari and I'm across the hall from Jennie Mascheck. >> I think that is everyone and Julie your phone was not on so do you want to say hello to the group? It is star 6 to remove your phone from you. -- From Butte. >> This is Julie from Virginia. >> I think we have everyone. Did I miss anybody? >> I think we missed Sue and from Pennsylvania. >> Hello, Sue Ann. Oh 0K -- >> Muting and unmute and. I apologize. This is Sue and from -- Sue Ann from Pennsylvania. >> Is there anyone who just called in on the phone? >> Welcome everybody and thanks again for joining us today. Let me tell you briefly about how the self-assessment guide came to be and it might be all of us on the call today understand when it started and where it came from but I will give a quick background to make sure. A group of folks at NCDB and the lead at the time was Barb who I think is [ Indiscernible ] actually and I am respectful of her upbringing around the process gathered together to create the EI&R guide and in 2012 approximately 10 states participated in the pilot of the process with the support of staff at NCDB and the guide was created and the team worked hard to tie all their work to evidence-based practices and to make sure the process was intuitive for states. After the pilot was complete the self-assessment guide was launched in 2013 at since that time several states have completed the self-assessment guide and [ Indiscernible ] technical assistance provided to the state that one support and guidance. Now with Robbin's navigational skills we will show you the self-assessment guide and where it's located on the NCDB site. She will open the shared pod so we can show you how to find it. When you get into the NCDB site you will click on the top toolbar where you see the word connections on the burgundy colored toolbar. You will click on that and when you click on connections you see TA initiative group pop up. Click on the TA initiative group and then next you click on EI&R where you see the picture of the baby . This will take you to the landing page of the early identification of referral initiative. Yesterday and the last few weeks we've been working on reviewing the landing page so for those used to the way it used to be designed, it does look a little different so we are interested in receiving your feedback. If you can scroll around a little bit after the webinar to see if you like the new layout. It was always part of Barb stationed that the process become a graphic where you could see it's a cyclical process of evaluating the effectiveness of the project in terms of identifying [ Indiscernible ]. When Roberts growth on more you can see the graphic and the red shape that says use the self-assessment guide you will click on that. When you click on the red thing, where it says process phases you will click on the self-assessment side. When you get there you will see it. There is a picture of the cover of the guide and a list of the states. You can click on your state and we will pick Alabama up because it is first. When you click on that there will be a self-assessment guide. You see when you scroll down to the document and we won't explain how to do it as much today but it literally lays out for you step-by-step what you need to do and you can see that the child count data for this most recent count has been populated so all the new data is there now for this reporting period which is pretty cool. Your state data will be in there. You can save this or printed up and use it as you go through the process. The next one is just a few clicks and you have what you need to start the self-assessment process. Does anyone have questions about where it's located? It's fairly easy to find I think. If we don't have any questions and I'm not seeing any come up in the chat pod we will carry on. Let's hear from these guys and the awesome state folks who came to present today. We asked them to help because they've gone through the self-assessment guide as many of you have and have lessons that they learned through the process. The questions in the pod we will answer one at a time and they will take turns answering how it impacted them in their state. We will go left to right and start with Jennie with the first question which is why did you complete the self-assessment guide? >> Hello everyone. I guess I had been moaning about the lack of outcomes from our outreach effort to referral partners with our advisory committee. We had gone through a process with them and making sure it was Barb at the time the possibility of piloting the self-assessment guide became available. It coincided with talking with our advisory committee about the systems, what were potential and feasible systems for change. That was an opportunity we could not pass up. >> What about you, Emma ? >> Can you hear me? We have no kids under three when the grant cycle started so we knew it was an immediate action step we needed to start thinking about was how to find them. My background is in early identification and I was new to the state and excited to tackle it. It was -- we were drawn to the self-assessment guide because it was a systematic way to figure out why we were under identifying kids and to think about what the next steps would be. >> Rebecca? >> We knew we needed work in this area. We had worked mostly with school-age kids but we didn't know how to go about tackling the early kids and didn't have a lot of experience or contacts and that sort of thing. We did a part of the beginning process of the RFP when it came out so we can have helpful baseline data information to guide our thinking about the goals we had. >> Great. The next question is did you find the self-assessment guide user-friendly and how long did it take and who was involved in helping you complete the Guide? I told the ladies there were things that were not easy about it they could be on his to share of what they liked and didn't like and we have not kick them under the table to say nice things. Jennie why don't you start. >> We found it user-friendly. We were all talking earlier how excited we were to find our data was populated for us and it was ready to go so to speak. I can't tell you exactly how long it took us but for the purposes of the pilot we had a short turnaround time of 2 to 3 weeks. Project staff was involved in everybody did bits and pieces on their own and we put the information together in an internal related bowl reliability method to see if we had the same information. >> Emma? >> At first when I looked at it I have to admit I was so overwhelmed and thinking can actually do this? I was doing it by myself and before I got into it I looked at the charts and percentages and thought how will I do this? I realized like you said it auto populates and once you get past part one and into the next part, I got to page 9 and it feels good to me. Even if you feel overwhelmed looking at it, it became very user-friendly for me. I did it by myself and with input from loads of people. I sent emails and asked question to our project directory called Barb a lot. I did it slowly because I was trying to fit it in. I blocked out a couple hours each week to work my way through it so I did it in a 2 month span of January and February 2014. >> Rebecca? >> I would second wife Emma and Jennie said is that it's user-friendly. The first steps is a click of a button and the parts to it for you and it's a matter of gathering data you need to grab from someone [ Indiscernible ] but we at the time had someone help us gathering some of that data. The second step was about how do you think about the data and the third part is the part of making the plan and the implementation. It makes a lot of sense and it gives you a big picture and a narrow focus that you need and it appeared to be overwhelming at first but it really makes the task so much easier to two pieces at a time. You don't need to do the whole thing. It is nice because it eliminates the areas you don't need to focus on. Instead of thinking you might have to do everything for everything, it narrows it down so you may not need to do that. You may only need to do one little part or a section you might want to consider or a system you might want to address. It narrows it down into chunks and I think we did it over a period of a couple weeks like a couple half days. We would get data and work on it and then go back and think about it and come back to it. It is quite manageable. >> Okay and then everyone will talk about what results they found. What system did you end up identifying and specific needs that you found in the system? >> We were thrilled in that what we found in going through the self-assessment guide was the same as what our advisory committee had concluded so it was a validating process for us. We looked at a single system which for us turned out to be Part C. The self-assessment guide worded it more nicely and said something about feasibility and likelihood of affecting systems change for a particular system which was better than banging your head against the wall for some system and finding a system that was a good potential partner. Part C was what we started out working with. >> Emma? >> What we found when I looked at it was all the systems needed work and that felt overwhelming when I first looked at that and exactly what you said, Jennie, the next question was not just what is the need but the potential for a positive impact , and that felt so helpful to think about. There was a systematic way to take us through that as the state and look at our partners and what resources we had an each area and thinking about where we had the potential. For us, it was very clear the Part C was the first place. What I found is that as I was doing this I was thinking about doing it again because I was thinking about now that I dug into the state there may be some possibilities for positive impact in other areas. >> Rebecca? >> I think what was helpful was we found the parts that were going well or seemed to be strengths we had and that made it not quite so overwhelming. What we found in comparing the numbers was it helped us when we jumped from 0 to 1 was too high. We didn't have enough kids based on the numbers from zero to go one cannot help us narrow down again where some of our work needed to be done. We found Part C of feasibility was doable. We also kept on the radar the medical piece that we knew in the past we had not addressed very well. We did not have connections etc. and we have been on the radar knowing we might not have the biggest impact their as big as with Part C but we work with Part C more so we left out medical piece is that we may need to keep on the radar and keep working with. >> Great. The next thing the ladies will share us whether they were surprised by what they found out. >> No. We were not surprised but we were believed to have a direction in which to move. And we did not feel overwhelmed by the need to reach out to multiple systems and not be very effective in doing so. It was nice to have a direction in which to move. >> I wasn't surprised by the system that was addressed but I was surprised because there was a table that said potential explanation for under-identification under-referral, and I hadn't thought about that in such a specific way. I wasn't surprised but I was surprised by actually seeing it written out in front of me what the reasons were for under-identification under-referral. So thinking about it in a way that was so clear and with such specific questions helped me think about where my direction might be within the system. >> I think it helped articulate what we may have already know but didn't know yet well or may have come to a conclusion but in a random fashion. It gave us a way to organize our thinking about we had Artie done historically with schools but not enough in Part C and medical areas. It gave a direction for what needed to happen which was very helpful. >> So now to do guys need help completing the self-assessment guide? Some of you mentioned a little bit about it but you can speak to that. >> I may have had Barb on speed dial at the time. Yes, we did reach out to Barb a number of times and particularly when it came to the next step. Once we completed the guide which was the action planning. She was able to point us in the direction of the tools that hooked up to the assessment guide in those were very easy. >> I agree. Barb was instrumental in the action planning part and I did have a couple questions that I reached out to her with on the initial part. It was more the state partners I needed support with in the first section completion so partly Susan and also my office mate and I'm lucky because she's Assistant Director for Part C and I would ask her questions like, what is this? I don't know the name of this. And then also Google. I don't know who the director for EHDI was and I ended up turning to the Internet to know who to reach out to. >> Rebecca? >> I think it was more to clarify our thinking to make sure I understood the question correctly so we could make sure we can answer them correctly to have a good baseline of what we were answering and to the plan Part C was helpful in thinking about what needed to happen and cheese nuances out and help think about what we were gathering. >> That's the meat of how these guys went through completing the self-assessment guide. We were scared in Kansas to start. We knew we needed to do it but Rebecca and I were freaked out when we started it and we were so relieved when it was over because we felt like we had a plan that made sense. That gave us confidence to move forward with creating the action plan and the other thing that was a surprise that I was not anticipating was there were agencies within the state of Kansas like what Emma was saying and we didn't know who the key players were and frankly in some situations we did know they existed. Trying to do the work to figure out who the potential partners are and could be and the names of people to reach out to was also really interesting because it helped Rawdon our pool of who we could help partner with. -- Brought in our pool of who we could partner with. We have about 27 minutes until we are going to sign off on the webinar and we want to open it up to anybody with questions that may have for Jennie, Emma, Rebecca, or myself or people on from NCDB that were part of doing the pilot and helping create the self-assessment guide. Feel free to put your notes in the chat pod or star 6 to take yourself off mute and ask a question. Maybe nobody has questions because these ladies did such a good job. >> Megan, Dale has a question. >> Jennie I know you talked a little bit about the increasing numbers that were the result of your work and am wondering if you could tell us a little bit about the numbers and maybe Emma and Rebecca if you sought an increase after going through the process what difference that made? >> This is Jennie . Our experience parallels some others. When we started out we had I think it was 12 children and 2 identified on the child count and they were all in St. Louis Arkansas City which we thought was suspect and not anywhere else in the state. With the first year of action planning and working with our Part C partners our number went from 12 to 21 which was a 75% increase in the first year. The second year we went from 21 to 28 which we thought was pretty powerful. Then this year we're seeing a leveling off but starting that process has led us to do a number of things differently and has continued to be increasingly useful and positive outcomes. >> We went from zero to go for -- 4 which is huge and the city acted -- suggest a number each year was between 2 in 4. We had a tremendous increase in now that I'm finding through the process is that people are calling me even if the child isn't necessarily identified or not sure the child necessarily qualifies and saying I want to talk with you a little bit and see -- because they know who I am and that's the number one thing we had was they didn't know who I was or what our project was or what we did. >> Rebecca? >> Megan, this is Cherie Nelson and I went through the process in our state and it validated what I felt was our greatest area of need and those of you that have done this and gone through the self-assessment guide second time, have you felt it was worth doing it again and what -- have the results changed or reconfirmed what the first assessment showed wax --? >> I mentioned I was thinking about doing it again so I can't say what would happen if I was to do it again if the results of changed. But I think they have. What I think has changed is that I get the system a little bit better. I understand even if it's not Part C that I have started to build relationships with people and within the medical community I talking to doctors because I have seen the kids they work with because those kids are now referred. I don't know if I'm explaining it but since it's such an integrated system I am figuring that out. I think the possibility for positive impact when I got to that part of the self-assessment guide might show I had more of a possibility for positive impact in other areas. And Julie I saw your question and I did it and 2 months in a couple hours a week. I definitely did not do 4 hours a week. I didn't always have that time. ID and I did a lot -- by the and I did a lot. I would say I did 2 hours a week for a while got me going. >> This is Megan and Rebecca would you say when we did it in Kansas it took a total of maybe one full day of work and probably about eight hours? Rebecca and I did it together and we locked ourselves in the office for two half days and did it together because we wanted to bounce thinking off each other and make sure we were correct in knowing what some of the organizations were that needed to be identified in finding out things like that. >> I would agree and think eight hours of time total invested would be about right. >> I think something Jennie mentioned at some point, the fact she had multiple people helping her complete the process, little pieces of it and then getting together and talking about it. I think that would be an interesting way to do it. Rebecca and I sat side-by-side but doing what you did and and getting a consensus would be a neat way to do it if you had other people to help you complete the guide. >> I think possibly one of the reasons it took me so many hours is because I didn't know the state and had moved a month before I started the guide and I did know anything about it so I spent a lot of time googling, asking questions, and calling people. That may have been why it took me longer. It definitely was more than eight hours, I have to be honest. >> Go ahead Rebecca. >> It's great to go back and look at pieces of it again. When we did it one of the people we didn't know well was the outreach person from our school for the deaf and she was not on our radar and we didn't really know her. Now we talked frequently and we're going out to see kids together. Those are some things that may not be captured in such a [ Indiscernible ] we in the assessment but there are pieces like that better helpful when we look back 2 years we didn't know this person. Now we have done workshops together and we share Kai rides -- car rides so there is a -- there are before and after pieces that show areas that the relationship [ Indiscernible ] better. >> This is Megan and the other thing that ends up happening is it becomes a cyclical thing and the ladies keep mentoring -- mentioning when she's out even not with Rebecca but she remembers to pass information along and having a relationship with Rebecca on doing trainings and workshops and seeing kids together. They are really locked in to that source of someone that can help find kids on the ground. >> We are talking about -- when we talk about the time estimate we are including the action plan also in the 2 month span and I don't know if you guys are also including that or if it was just 2 straight days and then you develop the action plan after that? >> Jennie, do you want to answer that first ? >> I would say completing the action guide was about eight hours in the additional action planning time I don't believe was significant. It didn't stick with me as taking a significant block of time. >> Rebecca? >> I don't exactly remember to be honest but it wasn't a huge amount of time. I think 8 to 12 hours the whole thing could be done so go through the numbers, look at the data, consider the pieces, and make an action plan. >> We have about 17 minutes if people have additional questions. >> This is Rebecca and I want to mention one more thing that was helpful. The other piece we were noticing as we were losing kids from Part C two-part B. We didn't know where they went and they didn't pop up someplace else and we work hearing from folks and people weren't sure where they went. We took a look at those kids are made a concerted effort to send information to parents and work with contact people to make sure we didn't lose them from Part B to Part C. >> I echo that Rebecca. We did the same thing. We wanted to keep the two-year-olds when they TARGET 3. -- Turned to -- Turned 3. >> In Kansas we send it to the providers for the child as well as the parents. We read find them if the transition was coming up for them. At the time of the senses we would ask them where will this kid be going to school so we could have the flag up to know what school or district to call to work for that child if we didn't know the exact school would be. Or if we didn't know the teacher. Then you can calling get the information that we. >> The other thing we're doing now is between 2 1/2 and three we send information to parents letting them know the transition is coming in asking if we can be helpful and with the team so when the teams start to think about transition, they hopefully have seen our name and number and have us on their radar as well. >> In Missouri we haven't done the Self-assessment guide a second time but we have certainly used the practices and lessons learned and applied them to other systems and other outreach efforts. As Rebecca said, there are a lot of unanticipated positive outcomes from going through the process and becoming familiar with the tools that are associated with the guide to. >> And Megan, this is Nancy and I was on the original crew with that started on the workgroup. One of Barb's visions of that was that a state would use it and identify and target one of the agencies and then after they felt like they got the action plan up and moving and going in the direction they needed and making connections, then they might do through the Self-assessment guide again and maybe a second time target another area. That was her vision with this. So you were not so overwhelmed with all the different agencies but really targeting in on a specific agency during the first go around and then maybe targeting the medical community the second go around. That was the intent of it when we were in the first parts of this. >> That is very helpful. The other thing is sometimes when people complete the self-assessment guide more than one system comes up as a need, and that happened for us in Kansas. What we did is we picked a system where we felt like we had initial connection and relationships in order to infiltrate the system. Another point that is significant that echoes Nancy's point is that it's good to go through in my opinion instead of just guessing or looking at your data and moving on because not only does it give you the specificity of should I be looking at either Part C or medical or community programs, but then the targets is it an additional of under-identification or under-referral or both within the systems? The evidence-based practices, materials, and the way in which you then approach your targeted work looks really different depending upon whether it's an issue of folks aren't sending the kids your way or folks don't know how to recognize the combined vision and hearing loss and those are very different and distinct things that require you to either provide one set of knowledge for those folks or a different set of knowledge or information. That was another thing that we and everybody else on the call today were surprised about is there was a specific need within Part C for us related [ Indiscernible ] and if the doctors don't know to cross refer or the system itself isn't set up to know about the [ Indiscernible ] project. Those are significant differences. >> We have about 10 minutes left and does anybody else have any questions for the ladies on the call? Or anybody that you know who has joined that you might want to ask a question of who is not on the screen? >> Megan, this is Robbin Bull in the toolbox is built with a lot of resources from the field and I'm curious for the gals that are here , did you find the resources were useful and I know Emma you created a resource, at least one resource that I know up through this process that you worked with par bond, and I'm wondering if through this process if you develop more resources that are also available to share or that you shared are ready or how you from that part of it? >> I did find the toolbox helpful in one thing I learned is that people did know about the project that were not referring because they didn't want to tell family members their child was deaf-blind. They didn't want to use that word in our documents have that word on it. I went to the toolbox and found I think it was Michelle Klein's project which had an initial referral form that was on there that was very simple and Part C people could fill out and send to me. I could work with team members in the family to fill out the big eligibility form so that was huge. I modified that for Vermont. I created a couple documents with Barb and one was -- I don't know if she put these on the tool -- in the toolbox or not. One was profiles of kids so you could see the range of kids who might be eligible for the project. We had five or six kids with pictures and they were for my kids and it can be modified to put your own state kids. We also had one talking about wide combined hearing and vision loss is important because that's an area we found people didn't view deaf blindness as any different disability than anything else so why should they call us? It was about the impact of deaf blindness and why that was important to have. Does that answer the question, Robin? >> That is great. >> This is Jennie. The thing we learned from the toolbox and from the evidence-based practices was we were so focused on eligibility and the referral process that we lost a piece about why should our partners refer to us? What were the benefits of the system for families and children? That's been very powerful for us. They want to learn what happens as a result of referring children to us. >> Rebecca, do you want to speak to that? >> The only thing that's in the toolbox that's really helpful is the basic understanding about which other systems. I don't have any medical background so just knowing the [ Indiscernible ] helps when understanding how the system really works and that's also in the toolbox and its helpful. I had to switch my brain and put on a different hat been thinking about if I was a medical person, this is what I might need to know are the language I might need to use. It's different from educational things and all of that is in the toolbox as well. I think the toolbox narrows down pieces so you don't need to look at the entire toolbox. You can pick parts of it and its helpful so it focuses on what you need and want at that particular time. Just know there is a wealth of information in there and going through the assessment using the toolbox helps you down that path you need to go. >> That's great. Here's the way that things will flow in terms of the EI&R webinar series for folks who are here listening today. The same ladies will join back again with us for a webinar coming up in a few weeks.@Wednesday, October 21 and that's when we will have a dropping call -- a drop in call and if you use between now and the 21st to look at the Self-assessment guide and see if you have questions. You can join us that they and we will open in Adobe room and you can join in and ask questions about how to get through the Self-assessment guide. In the meantime if you are like I've looked at it and it doesn't make sense, feel free to call myself or my coworker Mark who should have been here today but he's not feeling well. Or one of the ladies that presented today and we can help answer your questions. If not you can, on the 21st at 11:00 Pacific 1:00 Central Time or 2:00 Eastern Time and in the same Adobe room to get your questions answered. And we will offer another webinar at the end of October on the 28th where the ladies will talk about the steps because the first thing you do is you complete the Self-assessment guide on the second piece is what you find out from your numbers from completing the Self-assessment guide, then you go through the action planning process. You target your system and your needs whether it's under-identification or under-referral. Than you target evidence-based practices and from there you start making intervention. They will get on and talk about part 2, how we get through the action planning process and what did they would do -- do as a result of the action planning process. You can join them in myself and hopefully Mark will be feeling better on the 21st to answer your questions about Self-assessment guide and the following week where they can tell you about what they did as a result of completing the action plan. The idea is that you will have a webinar where you learn from states and then a drop in call a few days later to ask questions and so you have a chance so you can get on with state specific questions. As I said, if you want TA , any portion of the process, Megan, where is the guide? Megan how do I get through it? Feel free to call me or email me and I am happy to help you. So is Mark and there is no question too small or too silly and Rebecca and I asked a lot of silly questions in Kansas and Barb did not laugh at us so I won't laugh at you. I might not know the answer and might have to help you get it. Each state has Pacific agencies and organizations that work with kids so we might have to help you do some work. The Self-assessment guide is not intended to be a one-shot deal. It is intended to be a cyclical process where you can constantly look back and reflect and say I made some strides in my numbers have improved so what should we do now? If your state has Artie gone through it once, we encourage you now that the process numbers have been put in that you might want to look at it and see if you feel to fine tune your plan for intervention. And if you guys can help us by answering the poll question about whether or not you thought the webinar was helpful or if you have remaining questions you can ask them of everyone now. If not, then I need to give a shout of thanks to everyone for joining us today and especially to Jennie, Emma, and Rebecca for sharing experiences and lessons learned and also for Robbin Bull to get the Adobe stuff because if I had to do that I would have fallen out of my chair. So huge thank you to Robin for all the webinar announcements she is creating because they are really great. I'm not seeing any additional questions pop up in the chat pod. We will wait for a minute or two more in case anyone has one but if not we say thanks and we hope you will join us for the drop in call and if not the ladies will tell you stories in part 2 of the action planning process. >> Thank you. Thanks again everybody and we will leave the room open for a minute or two more in case anyone needs to ask another question and I can grab it off of there can follow up with an email or phone call to you and thanks again and I hope you enjoy the rest of your beautiful Wednesday. Thanks again everybody. Goodbye. >> [ Event concluded ]