DISCLAIMER: Raw, unedited transcript from webinar. No guarantees are made for the accuracy of the content.

Please stand by for realtime captions.   
>> This is Robbin Bull with NCDB. I want to welcome everyone. I will go through housekeeping items before I hand it over to Linda McDowell who will kick off today's webinar. To begin with all lines have been muted to reduce the background noise. Question and answer session will occur at the end of the presentation. However, you can write your questions in the chat box at any time during the presentation, as it will be monitored throughout the webinar in chat box at any time during the presentation, as it will be monitored throughout the webinar in  preparation for the question and answer session. We do want to let you know that this webinar will be recorded and archived and we will post it on our website in the next couple days. And, Linda, the recording has started, so you are good to go. 
>> Great. Welcome, both of those who could be here this Midsummer webinar, and also those who have to listen to the recording. We missed you. I'm excited to have this time with you on this topic of systems I'm excited to have this time with you on this topic of systems  TA. One basis for my enthusiasm comes from finding value in systems-change work as a State project Director in Director in Mississippi. I needed alternative back cavities and  solutions when child-specific EA had barriers. I'm talking about repeated problems. One student after another, particularly in the area of transition from school to adult life. More about that later. Thesecond basis for my enthusiasm about our time today is the opportunity here towards the end of year one to explain a bit about what NCDB has been up to come particularly in establishing relationships with national partners' product we believe result in activities that support you in your State systems TA. Across our network of State and multistate TA projects, there is a great variability in what each project is focused on. All projects are wanting to improve outcomes, family supported, children found early, services by qualified personnel copper in successful Transition to Adult Life for every young person. Some of you are very focused on child-specific TA. Some of you are beginning systems TA to address the common barriers for families and children and youth who are deafblind. And some of you are deeply engaged in in systems TA. No matter what amount  of effort you are making it systems TA at this point, I am looking for your opinions today that give us at NCDB ideas for next steps. And I am hoping And I am hoping you will walk away today  with ideas of your own for next steps. The link between child-specific TA and systems TA is well described in the Systems TA Guide. It is found in the Portal on the NCDB website as a resource for State projects. There is also a link to the Systems TA Guide that Sam put in the chat pod. As I said a minute ago, in my Project Director days in Mississippi as I conducted child-specific TA, I would at times encounter common barriers to successful child outcomes, and I am fairly certain this rings true for many of you to work for example, I common problem with providing TA to transition aged youth is a lack of knowledge about transition planning and the adult service system on the part of most providers and many families of children with traditional disabilities. This leads to poor transition outcomes for students who need long-term support. Common problems and barriers occur across a wide range of systems, as I'm sure you have experienced, and systems referred too not just State just State agencies but to the regulatory structure of the processes that guide how how these agencies  function because you know, the agencies we encounter include Part C, school age, Special Education, developmental disability services and VocRehab services as well. State deafblind projects and families described systemic needs and common barriers to success success in the 2017 national deafblind needs assessment.  Examples included insufficient connections among and a lack of support for families. It included limited funding for events. It also included limited funding and opportunities for professional development and a range of service providers, and they lack, in other words a lack of recognition and a limited supply qualified interveners. Another example was a lack of sustainable system of personnel preparation for teachers of deafblind. You may be experiencing these identified systems issues, and I am sure you could describe others. Systemic problems exist at different geographic levels, and our network when mostly likely continue to engage in systems-change activities at all levels. You may be focused on a local local level problems such as limited deafblind expertise in  the school district with a large number of children who are deafblind. You may be focused on a State problem such as important deafblind issues are not incorporated into statewide educational initiatives. Or you may be focused on a regional problem. A common need that is identified by a number of State deafblind projects in in the region. NCDB big  and this grant cycle with a focus on national problems that represent local, State, and regional programs -- problems the need solutions. Addressing common needs, experienced by general with general with Deaf-Blindness and the families throughout the  country I am referring too. This change activity is conducted by State deafblind projects and NCDB that go beyond child-specific TA intended to address the needs of numerous children's and families. And they are intended to create more sustainable deafblind services by their solutions. Systems-change activities can range from fairly simple like working on implementing an instructional practice in the school district to quite to quite complex led  developing an Intervener training program. I heartily agree with the recommendations in the Systems TA Guide. Perhaps you do as well if you have read through it. In that guide it says that as you identify solutions to the systems problems, you need to think about you need to think about how the solutions fit with the potential targeted  system. In other words, the solution for deafblind children and their families also fit within the existing organization, setting, audience priority, the values. Funding of FIT is to for us at the National Center as we develop partnerships with other national organizations, as it is true for stable and projects for we develop partnerships with other national organizations, as it is true for stable and projects for  State systems. For example, is the solution due to lack of support for families is to integrate supports for families with children who are deafblind a PTI services, we would need to ensure that this solution was consistent with the PTIs priorities. To their organizational goals include extending outreach and services to specific populations? 
>> With that is unlikely we would be successful. Our goals must align in some way with potential partnership goals that for us nationally as well as for State projects. The guide describes a variety of solutions to With that is unlikely we would be successful. Our goals must align in some way with potential partnership goals that for us nationally as well as for State projects. The guide describes a variety of solutions to  systems problems leading to outcomes that would improve child outcomes as well. outcomes as well. Some of the examples may be familiar to  you, and others may give you ideas to pursue. Policy and regulation solutions could be Intervener type or job descriptions and pay differentials are clearly defined in the school district. Or interveners are listed in State regulations and IEP databases, or district policy development results in transition plan appropriate to the needs of youth with Deaf-Blindness policy development results in transition plan appropriate to the needs of youth with Deaf-Blindness  and disability. Program solutions could include with a set up of a model class word practices used for students who are deafblind. Our teachers participate in newly developed Community of Practice activities. Culture and norm Systems Change Solutions could include something along these lines:  Following the use of new materials and activities to shift attitudes about capacity of children who are deafblind, service providers demonstrate attitudes indicating  new materials and activities to shift attitudes about capacity of children who are deafblind, service providers demonstrate attitudes indicating  they understand that you with Deaf-Blindness can learn when they receive appropriate intervention. Personnel and family knowledge and skill Systems Change Solutions might be my Personnel and family knowledge and skill Systems Change Solutions might be my  multistate family training program, family knowledge and skill learning or increased. Or from an online training program for vision and hearing teachers, vision hearing teachers, vision and hearing teachers  knowledge skillets increase. A process systems change solution might include students assess according to developed processes with an existing low-incidence services. Those services address the needs of students with high-intensity need. A resource funding system same solution could be family activities are being conducted using required funds. Today's Webinar focuses on critical year one partnership establishment. Partnerships within a State service system. That State deafblind projects at work, or partnerships with those who can influence the State service system. That's been NCDB focus since year one. This focus has been based on the fact that services to individuals who are deafblind occur within existing that services to individuals who are deafblind occur within existing  systems. Those partnerships and those systems R&D critical. We conducting systems change TA, you want to know who would your State works on the issue you on the issue you are addressing, or a related issue. Again, it could  be change is needed and policy regulations programs, cultures norms, personnel and family knowledge and skills development, processes improved, or just additional resources in funding. I'm thinking you agree that having a Partner within any system is critical. That would be someone that would act as a champion and assist you in that having a Partner within any system is critical. That would be someone that would act as a champion and assist you in  navigating the system-specific structure, processes, and procedures. Helping you with the fit that the change needs to have come the change your working on. It's also kind makes sense to facilitate the participation of parents and individuals who are deafblind and and committees and organizations associated with the  system, as they have a significant amount of influence. And all of these recommendations on partnerships hold true for NCDB, as well as State projects, and it will we sought out partners that could help with State systems, we sought out partners who State systems would listen to, perhaps were already listening too. Many of you have already engaged in partnerships, but the purpose -- but for the purpose of reflecting on how it is going, here is the end of year one. I mentioned other categories described in the Systems TA Guide. You may want to consider for to consider for systems-change if you haven't  yet done so. For example, who works on parent leadership in your State? Who champions the needs of paraprofessionals? And imported to find these organizations and these people. Also what task force councils and interagency groups and other decision-making advisory bodies our likely to be interested in addressing the common problems and barriers faced by children who are deafblind and their families? It supported to find out who these people are and connect took some of those committees and councils are from state-level agencies and inform service delivery and policy and procedures like developmental disability procedures like developmental disability counsel and statewide  early intervention counsel in Special Education Advisory Committee. And some of these councils can have county-level versions as well. Professional organizations should also be considered. They have State chapters to provide professional development and guidance on issues important to them like qualified personnel insights with the knowledge and skills for the populations being served. That includes a ER, Association of education and Rahab of the blind and visually impaired. It includes ASHA, Mirkin speech and hearing Association. Organization such as CASA, case of those total of administrators on Special Education. And most states of organizations for administrators who work in different systems such as special directors organization for early administration groups. These groups are typically overseen by the Agency. And they can be found with education department and they help disseminate regulatory information and practice information. There is also professional development structures in states to consider. State personnel development grants, confidential systems of personnel development and State Special Ed training centers. Still more partnership considerations to ask to find out if there's a low-incidence instructor in your State. There may be an advisory interagency groups, or the may be disability-specific consultants in the State education Agency. And then it's important to ask, because there's been a slight change in the terms that are being used now. We learned that in our visit with a SAP there may be other focus groups now addressing the needs of students with high-intensity support needs which is being used know more often. Is there a regionalized structure for services within the State like county-level copper vision or hearing services. The last two slides, particularly these questions have really guided State deafblind projects, as well as NCDB in establishing partnerships for Systems-Change TA work. These are very critical. They really find out what agencies and organizations are really responsible for the change needed, change needed, especially  regulations, policies, services which are programs, processes. And then press it NCDB asking, with the national level is working on systems-change related to our related to our initiative areas? And what kind of support do they offer  to State systems? We really our working to provide you with the answers to these two questions. We identified national partners who are seeking to support State systems, specifically per the initiative areas, but assisting State systems within a form of change, whether it is the policy regulations, for the programs or the culture, the norms, or personnel family knowledge and skill development, improvement vetting processes, additional resources and funding. We are asking them to assist in addressing the problems and the barriers that are common to students who are deafblind and their families. Our initial partnership meeting has led us to clarifying activities to to clarifying activities to try to achieve outcomes for both  the deaf-blind network and also for those national partners. In a short while I'm going to be asking some polling questions for those of you on the call. I'm going to be asking and wanting to know what evidence what evidence you have  noticed to date that these national organizations are at work in at work in your State. And I am also going to want your opinions on whether or not these National not these National Partnership efforts really help  move forward adoption, embedding, sustaining practices and policies in your State that would help children who are deafblind. One last reminder from systems guide is systems-change activities fall into two broad categories. And they overlap. The activities that you lead and then there is infiltration activities. And this also applies to the National Center on Deaf-Blindness of the work we have been currently engaged in, because some of the activities, we are in the lead. And others we are infiltrating the work of these national partners who have have already  engaged in systems-change work. But in both cases we are seeking results that can bring outcomes to the State projects and families and children that you work with. The same ways the State level, you may be in the lead in finding systems change activities. And in others you may be infiltrating to get deafblind outcomes as needed into the systems work that is already that is already happening around  you. The approach you choose, whether the lead or infiltrate really depends on the problem being addressed and the extent to which it is already embedded in an existing systems-change effort. For example, in the focus on establishing Intervener services, we, that is either you and your State partnership efforts or NCDB a National Partnership efforts well probably provide a great deal of leadership because we are creating something new in trying to get people except and innovation of familiar to them. On the other hand, the focus is to work on improving early identification, we probably will divert energy to infiltrating existing systems that state-level and also at the national level. A couple of points more about sharing in the work. Many but not all systems-change efforts will require training of some type to improve service providers' knowledge and skills regarding students and skills regarding students who are deafblind. Partnering with  existing service delivery systems with professional development is essential. That is found in the early intervention world and also the statewide Special Education groups. Secondly, the knowledge change activities such as preparing for and providing professional development training in Deaf-Blindness is one example of a systems-change effort that could be done in collaboration with other State projects. Now, to the kind of final segment of today's webinar, which will take a while. The Systems-Change Opportunities that are available by initiative areas. Answers to these questions can generate ideas regarding your State planning for engaging in systems-change that will improve supports the family. They also have generated ideas for who NCDB should Partner with to support State deafblind projects their systems TA work. Anyway, we needed to ask, how do families access PTI training and how do family support activities? What the Board training and activity are available to families from educational organizations, State Department of Education? Our their family organizations that focus on sensory disabilities in your State? For example, the deafblind parent groups, in it they be affiliates, CHARGE Liaisons, national Association the parents with children and -- and vision for Matilda, had the voices. What do general not specific family organizations have to offer? And then are there local- or state-level committees that Family Members can serve on? These were some of the organizations we approached during year one. Along with OSEP leadership. We wanted to ask each of these organizations and find out what they are doing, you know, what more could they tell us about the State system that they tried to assist and support in order to improve supports the families. In this list you are going going to see like,  hey, cadre, Center for Appropriate Dispute Resolution in Special Education. They provide a lot of TA on regulations program and i mprovement. That is usually based on a request from schools or State Department of add. There are several organizations on our list that advocate for change either in regulations or just Program Improvement, processes, Additional Resources, Program Improvement, processes, Additional Resources, knowledge and skill  building, but these organizations are great advocates, as well as can get information out upon request to families. You will notice there is a as can get information out upon request to families. You will notice there is a  couple of DTIs listed here -- PDIs, Region A and Regency. Those are two of the four Regional Centers that provide to stay PDIs to help build capacity. You will also see on the list University of Missouri Kansas City and UMKC. I was share a little more about that in a moment about the charting of life course materials and the process implementation that they support. But what I did more about that in a moment about the charting of life course materials and the process implementation that they support. But what I did  was I asked Megan Cote who is the initiative lead and family engagement to give examples of Family Engagement Family Engagement partnership results from year  one conversations an initial activities. And some of the potential impacts on State fund projects to systems TA. Megan summarized some of the impact saying the really has been increased partnerships to help in the provision of TA to families. There is been a better definition of needed supports across the lifespan through the use of Charting the Life to families. There is been a better definition of needed supports across the lifespan through the use of Charting the Life  Course. And then connecting families to one another for support. There is also been increased dissemination and knowledge of supports and resources on Deaf-Blindness to families. She also provided me with some specific updates on how these partners have been able to assist basically in the area of just improving processes for family support, particularly around the CHARGE Liaisons. They have been making information available to states fun project to get to families about CHARGE information, as well as making sure that information about the line projects get out to the families that come to them. So that they can basically be referring too each of the four services. NCDB is part of the Advisory Board for charge -- for charge-back. Part of that is -- coming up at an upcoming conference. They're working on a regional structure for liaisons that is similar to HKNC regional. They are looking at four, going four lines and not eight, but they are looking at this regional model. Just another update on NFADB Affiliates. They have really been trained in leadership and can lead and advocacy efforts with us as well as State projects. They can help reach out to the medical communities. They can meet with families of the Partner with State projects and help with family outreach. There is a guide in development on family TA. Just to give a quick update on UMKC's grant application, the really have made plans for piloting the chart of the life course materials with families of children who are deafblind so that these Family Members can be ambassadors of using that course material and process for other families in the system to support the families. Their wanting to see what works for deafblind and what is missing in order to augment and improve the chart of the life course materials and process. Those who are piloting can get involved with the national Community of Practice is that are also part of the State partnerships. In fact, all projects can contact Shelley and connect with that. We have that. We have really seen out chart of your life course is  being talked about in used throughout the nation in more and more State interagency transition plans our using those materials and processes. The regional PTI conversations have really helped us with resources, particularly resources on Cultural Competency recently. Also in engaging in their regional meetings, and regions ABCD this grant cycle. The regional PTI's are then able to become more aware of the deaf-blind network resources and communicate that to the State deafblind projects. And encourage the connection between State PTIs and State deafblind projects, hearing about each other's training. National Family Associations, the partnerships that have resulted in presentations and information booths, National Conferences, really trying to increase the awareness of what is available in deafblind resources, which include the availability of State deafblind project TA. I want to stop right here and ask Robbin to put up the two Poll Questions that I want to use after each of after each of the initiative areas after  describing these National Partnerships. In the first poll question is trying to get from you right now what you have noticed in year one, what evidence do you have a national organization network in your states. Anyone of them that I have described today. We've got the majority of folks that have seen the beginning of this, and some of you have not yet seen that or have noticed, not notice the national organizations that work with your State work with your State systems have. Open up the second question as well which is more is more about thinking  ahead. But it is still focused on the impact that National Partnerships could have to improve the systems for families, particularly those families in your State. The choices are listed here for y ou. Well it help with the adoption of new ideas to have these national partners assisting of the State? Well it help with embedding practices? Well it help with improving and sustaining practices and policies? And you can check all that apply, including that that apply, including that you are not sure  y et. You need to learn from the system. All right, I appreciate your comments. Showing NCDB just the importance of these National Partnerships, but also what we need to continue doing to make make sure that the impacts  are felt by you at the State level. It looks like it really does, would help with the embedding of practices, actually all actually all of the areas I see that is a high choice  here. Thanks, Robbin. Moving on to another initiative area, these are suggestions to generate ideas regarding her State plans for engaging and systems-change for improving early identification and referral in Early Intervention Services. This also help generate ideas for who NCDB should Partner with. I'm hearing a lot of background noise. 
>> Anyway the Self-Assessment Guide, The Early Intervention and Referral Self-Assessment Guide really does help identify the systems to work with. The early identification systems, as you know, include Part C, EHDI, a medical provided community agencies. It also includes taking a look at the professional development opportunities and structures that would also be worth exploring in the State EI systems such as confidential system of personnel development plan. These are some of the organizations we approached during year one, also including OSEP leadership, Project Officers have been helpful in been helpful in this area as well, as you can  see these organizations are SAP funded ones that engage in systems change efforts. They do try to reach out reach out to states and help improve programs and processes. ECTA, early childhood Technical Assistance center, particularly, and Early Childhood Personnel Center. They are Project Officers have been helpful talking to us about ways to connect. Some of the connections have been fabulous. There is also National Center on hearing assessment and management. EHDI partnerships and Hands & Voices partnerships have been on our list. I asked Emma Nelson if she could give me some examples processes. ECTA, early childhood Technical Assistance center, particularly, and Early Childhood Personnel Center. They are Project Officers have been helpful talking to us about ways to connect. Some of the connections have been fabulous. There is also National Center on hearing assessment and management. EHDI partnerships and Hands & Voices partnerships have been on our list. I asked Emma Nelson if she could give me some examples  the EI partnerships results from year one. Conversations and activities we found have potential for impact on State deafblind projects systems T A. MS list included these things, increased understanding of the ways identification ways identification and personnel development systems  work. Awareness dissemination and training at the national level around the need for early identification for State deafblind projects. Opportunities for collaborative -- and State-level early identification, and referral. And then also opportunities for creation of materials a Deaf-Blindness to support the efforts and EI personnel development. If you are details from Emma to share. As far as ECTA, the early childhood TA center, they really have sustained partnerships with Part C and knowledge of identification processes and State issues and efforts, and our relationship with the CTA directs us to -- and NCDB to resources and provides states the five projects with State information including contact info on Part C coordinators. Secondly, ECTA is working with Part C to see vertically provides states the five projects with State information including contact info on Part C coordinators. Secondly, ECTA is working with Part C to see vertically  about the -- process. This is really an opportunity for us to integrate. This is some infiltration activity going on, some going on, some supplemental guidance and  ways to bring vision and hearing loss to the forefront. Cover stations with Hands & Voices has been exciting. We're meeting with people who are passionate about maximizing family connections so that there is increased orally identification. What we are doing is looking for a consistent path for referral to State deafblind Hands & Voices has been exciting. We're meeting with people who are passionate about maximizing family connections so that there is increased orally identification. What we are doing is looking for a consistent path for referral to State deafblind  projects. EHDI, the early hearing assessment is the overarching system over Hands & Voices but their part of that necessary family connection. They're working to overarching system over Hands & Voices but their part of that necessary family connection. They're working to  establish a consistent process so that every EHDI State systems within always actively refer to State deafblind projects. Some State EHDI programs have become champions of including Deaf-Blindness and they're advisory councils membership of the finest in their awareness materials, and as far as awareness, NCDB will be attending the EHDI conference and some State deafblind projects have been attending regularly. We're trying to bring awareness nationally to just diversity of Deaf-Blindness and the learning We're trying to bring awareness nationally to just diversity of Deaf-Blindness and the learning  strategies that are available for these conferences are always a great opportunity also for states to group together. To go there is a State project we are able too meet with other coordinators of services there. The ECPC is in the Early Childhood Personnel Center. They may know what is happening within states and they also may know what's happening nationally with personnel development for early also may know what's happening nationally with personnel development for early  childhood. They're very concerned with increasing the capacity of people who are working with children first 25 with disabilities, they have knowledge that can help us can help us at NCDB five projects, know how to influence and increase the capacity of EI the capacity of EI service  providers. And of course, participating in national conferences, trying to get awareness information out there about Deaf-Blindness and what resources we have, including the resource of State deafblind project TA. Again, Robbin, if you could put up the poll questions, and Let me see what people have to say about the National Partnerships in early identification intervention. First question:  What evidence have you seen from these national organizations that work in your State? 
>> In the early intervention world.   
>> With got a real mix. It looks like we are seeing some beginnings of the of the impact. Robbin, let's pick up the next question which talks about the future of these National Partnerships, and I would love to get People's opinions on how these National question which talks about the future of these National Partnerships, and I would love to get People's opinions on how these National  Partnerships can help improve Early Identification and Intervention systems at the same set of questions can these partnerships have with adopting new ideas and innovations? Or help with embedding practices? And/or help with improving and sustaining practices?   with improving and sustaining practices?    
>> Really if you are not sure what the National Partnerships can do, please Partnerships can do, please indicate that  as well. We really do plan to continue to get more information out to as we get it ourselves. All right, I think that embedding practices is getting the highest score but there is value is value in partnerships that will help get  new ideas adopted. Also improving and sustaining practices and policies. Thanks a bunch, Robbin. We're going to move to Interveners and Qualified Personnel. Once again here is a set of questions. That's up to set of questions of the answers to these questions can help generate ideas regarding State trends who are engaging and systems-change. Increasing qualified personnel for student and it helps us at NCDB as we thought about partnering to these questions can help generate ideas regarding State trends who are engaging and systems-change. Increasing qualified personnel for student and it helps us at NCDB as we thought about partnering  who should be glad to up support at the State systems TA level. We ask, what is the regulatory change process for your State education code? Who are potential partners for Intervener training? Community colleges, agencies? Who is involved in paraprofessional issues paraprofessional issues and advocacy interstate? What  administrative organizations, such a special education directors professional organizations can be useful in the efforts? Professional development opportunities and systems are available in your State for teachers and other service providers? 
>> These were some of the organizations we approached year one. Once again also in conversations with those in leadership. We wanted to know how State systems could take advantage of the assistance and support from these partners to increase qualified personnel. This list includes organizations, well, the professional organizations that have similar concerns that we have about needing qualified personnel. It also has organizations that are already busy advocating for qualified personnel. And then so that's definitely the National Deaf Center and the National Family Association for Deaf-Blind as. But then also on this list of the Teacher Training Programs, and their eagerness to put processes in place to make sure that they are qualified personnel in place. And I will give you more details in a moment. I asked Kristi Probst to give examples of I could be partnerships resulting from year one conversation, activities and some of the impact it might have. Her list includes:  Increased national level awareness of need for qualified personnel and available resources, opportunities for national level advocacy for for national level advocacy for interveners and  teachers of the deaf-blind role adoption. Increase understanding of personnel development delivery methods. We talked too quite a few to get some help on University, what it looks like to have university credit. Micro-credentialing available. Identify collaborative solutions for training training and Professional  Development systems a for personnel who work with students with high-intensity support needs. And support for needs. And support for the Communities of Practice to support the current interveners  and teachers. Some of the details I got from Kristi Probst when I asked for more information was really, once again, there is partnership at there is partnership at National Conferences bringing awareness of  deafblind resources. Also ways that can connect and have qualified personnel in every State. I do want to mention that one of the organizations listed here is national Association of State Directors of Special Education, and SDSC, done Eisenberg has now been the Director. And he's really the Director. And he's really  pledged to getting the word out to State Directors at Special Education about interveners and teachers to students who are deafblind. NASDSE is looking for ways to look into how to improve programs. Some other organizations have been helpful in partnering and peer learning communities. The profession communicator, peer learning community is benefiting by having the National Deaf Center present. Usher Syndrome Coalition, and NFADB, National Family Associations, so we really appreciate those partnerships. Those programs of the partnerships can really lead to getting the word out as to where key service is happening what research is happening, adjust provide subject matter adjust provide subject matter expertise as  needed. Recently San Diego State University has made it known there is new training for all states for professional development for teachers and related service providers. Can you put up a poll now to see what people have to say about these National Partnerships?   
>> The first question:  What evidence have you seen of these these national organizations that are in your State that have to  do with efforts around Interveners and Qualified Personnel? It's an area we need to work.I think just seeing what impact we can bring. Some beginning impact. We really need to check this out and get more information out there so, thank you for the marching orders. Andsecond question, how can National Partnerships improve systems, particularly in the support of Interveners and Qualified Personnel? 
>> Adoption of new ideas. We got high scores on this one. It's a mixed across-the-board of adoption and a new ideas. Getting the high scores here of how National Partnerships can help, and also they can help with embedding embedding a practices, and then improving and sustaining. But it looks like we need to come back to this at But it looks like we need to come back to this at  some point. Thanks, Robbin. 
>> The final initiative area is area of transition, and some of the questions that are asked in the area of transition that help us find the systems change efforts that we should make. It's important to ask questions. What is in your WIOA State plan? What are the current Employment First efforts in your State? What agencies assist individuals with disabilities in gaining employment in agencies assist individuals with disabilities in gaining employment in  your State? Who advocates for imported and transition services in your State? What about developmental disabilities Council? What about protection and advocacy? Where is it located? And it located? And then what professional development opportunities and systems  exist within the Vocational Rehab and developmental disabilities systems? This led us -- these organizations and National Partnerships in this list. You can see DeafBlind Citizens in Action listed. They are a great help with the transition Institute. And they are also very prone too advocacy efforts for high quality support. The other organizations you see listed here, Helen Keller National Center, National Association of State Directors of Developmental Disabilities Services, the National Technical Assistance Center on Transition, NTACT, and also WINTAC, Workforce Innovation Technical Assistance Center. They are critical and play a significant role in the activities in in the activities in the implementing that are going to help with implementing as transition implementing as transition recommendations, which are hugely  systems-change efforts. I asked Mike Fagbemi to give examples from year one, and some of the potential impacts for states to find a systems TA. And find a systems TA. And on Mike's  list were information that come from these partnerships for our network on strategies that really do impact State transition systems, the policies, the regulations, the programs, the processes. There's also growing opportunity for ensuring the needs of deafblind students are included in State and national efforts. There is also opportunity for building the capacity of really do impact State transition systems, the policies, the regulations, the programs, the processes. There's also growing opportunity for ensuring the needs of deafblind students are included in State and national efforts. There is also opportunity  transition -related service providers through personnel development. I finished my conversation with Mike recently by getting his personal spend on updates that for these updates to you. His comments included that we have always needed to be in partnership with other OSEP funded projects, beginning with the idea of what they do and where they intersect with what we do, what type of systems-change efforts are they existing with that we can connect too. Particularly WINTAC intact of the two federally-funded centers are highly interested in state-level system work. WINTAC/NTACT too find a way to do better jobs with those who are deafblind. There's been a change. The is too just want to case study on the website. Now There's been a change. The is too just want to case study on the website. Now  with WIOA there is a lot of attention both in education and Vocational Rehab, there's a high amount of interest in successful implementation, began partnership with State deafblind projects the Centers have RSA dollars to invest in pre-empt. The Partnership with these other centers has really helped us because we're confident we can achieve systems work within our reach, and having National Partnerships within our network peer-to-peer learning communities is valuable to our networks systems work. Robbin, can you put up the last poll?    
>> I'm asking for evidence of these national organizations that work in your State. I'm seeing a lot of the beginning of the impact. If you put say -- a few people saying not yet. 
>> More have seen then not. Still need to make sure everyone everyone knows what is happening within the State so just the about the way these National Partnerships can help the about the way these National Partnerships can help  in your transition with t he second went to go on the map. How could say partnerships help improve system transition outcome. They help with adoption, embedding practices, improving and sustaining practices and policies. Getting quite the mix. It looks like a lot of it is on the embedding of practices. We really appreciate that. We appreciate that idea because we would like to continue to pursue this. The majority that impact can be felt and embedding practices. I appreciate that, Robbin. Thank you. For putting the polls up. 
>> I'm going too wrap-up by portion and turn it over to Sam. We hope that if you have had comments to make that you can use the chat pod or you can take yourself off of mute, but we really would love to use the last 10 minutes to just think about any comments you have or questions that you might have that we should address.   
>> [Pause]   
>> Sam, I assume you took yourself over me. 
>> I have but I had a little problem doing so. Can you hear me? 
>> As I can, and do you want to put your face up here and welcome people for comments. I am going to stop sharing. 
>> Sure. 
>> All right, it seems there are not many questions right now but that is okay. I first of all would just say that the is okay. I first of all would just say that the  evaluation for the webinar is in the chat pod, so if you would have a chance to do that before you move on to do the next the today we certainly appreciate that. In terms of if you have questions that are specific to an initiative, I would certainly encourage you to reach out to each of the initiative leads and they are move on to do the next the today we certainly appreciate that. In terms of if you have questions that are specific to an initiative, I would certainly encourage you to reach out to each of the initiative leads and they are  listed there. If you have more global questions about about  TA, if a structure P says, project management or those things you can reach out to Linda or I. We look forward to hearing from out to Linda or I. We look forward to hearing from  you for sure. Just as a reminder, the next webinar will be August 21. That will really be a view of our TA activities and structures from NCDB to support State deafblind projects in mostly systemic TA but also on child-specific TA, so I hope all of you will tune into that as well. If you have any questions, feel free to put them in the chat pod. If not, I am assuming you know how to get in touch with in the chat pod. If not, I am assuming you know how to get in touch with  us and we will look forward to hearing from you. 
>> Thanks for today, Linda. That was great. You gave me a good recap as well, so I appreciate appreciate that as well. 
>> You are welcome.    
>> It's actually exciting to summarize what all has been happening. It brings a lot of hope. 
>>    [Pause]   
>> And then, Robbin, but the link to the upcoming webinar in August.    
>> Great. If there are no questions, I wish you all a good remainder of your Wednesday, and I hope everyone is finding a little bit of time bit of time to relax this summer and enjoy your cell. We look forward to hearing from you  soon. 
>> [Event Concluded]