Event ID: 2066179
Event Started: 1/17/2013 2:47:06 PM ET
Please stand by for realtime captions.
I will go headed do a little bit of housekeeping. This is Barb Purvis speaking right now. We are going to be recording the webinar. So that way, you can come back and listen to ensure -- and share it with anybody who wasn't able to listen. We will share a link within a day or two. Synthesis part of the universal TA that we are doing as part of the initiative, we will also be asking you to complete a short evaluation form at the end of today's session. We will give you that link when we get to the end of the session. Also, if you want a better view of the PowerPoint slides up in the right-hand corner of your screen is a tab that says full-screen. If you like on that, you will see just the slides. That is an option for those of you who don't need the captioning or want to be taking advantage of that. Just before we start recording which will be pretty quick, we will mute everybody's phone and if you have questions please feel free to type them in the chat box and we will be monitoring those. And following the presentation, we will on me lines also. For questions and answers. In the first thing I need to tell you is that if you're looking at the introductory slide no, you CJ's name and my name. And you Mark Schalock same. Mark is a really bad [ Indiscernible ]. He managed to get through this on Tuesday for us, but wasn't able to be here today. Robyn bowl is stepping in to the plate for him and I appreciate that very much and I know you will too. That being said, I will go ahead and start recording and get us started.
This is Randy, I will mute the phones.
Hi everybody, this is Barbara Purvis from the Kansas office and the team leader for the early identification and referral team. I would like to welcome you to our webinar today. I am really excited that you are here. The first thing that I want to do is let you know who has been working with me as part of the team on this effort for the past year. And for some of them, more than a year. You will see the names right there of the early identification and referral team. And in addition to this team, we have had the input and expertise of personal from 10 state projects. Some of them are here today. Donna [ Indiscernible ] from Tennessee is here. Kristin Parsons from Pennsylvania, Heather Herbster from Ohio and also Karen Wendy from Illinois. You will have the chance to hear from them later. But I want to thank them in advance for being here and participating with us. Right now, as we get started, I would like to introduce our project director, Jay Gense, and he has a few things to say as we get started.
Thank you Barb. I want to make sure that I am not on mute. Can you hear me Randy why the the
Barb, you were saying I have to apologize in advance, I am getting over this nasty bug that has been making it's way through the halls of teaching research. I apologize for what I saw Mike. I know it's not fun to listen to somebody who is scratchy and horse. I do want to thank everybody for taking time to join us today. We're really excited about this effort that brings focus to early identification and referral and know that we are eager to share with you some of the tools and resources that I know will prove valuable at a local and state-level. As we begin today and we jump into the early identification and referral work, I would like to set the stage by also asking to keep in mind -- broadly this is an example of the power of the project network working collaboratively for the benefit of everybody. It's an example. I believe it is an example of how together the state projects the national project can join forces to achieve truly remarkable outcomes, benefiting kids and families across country. Early identification we all know the importance of finding kids early and making sure that they and their families -- we understand that it's not always easy to respond when their suspicion when the system for early identification is not working as needed. And as a national network, we have a challenge that can be addressed together. It is clear that this is an issue for which a network approach makes sense. It is obvious that every state wants to have quality systems in place to support appropriate early identification and referral. We obviously want the national system to support quality early identification efforts. And the work that is being shared today is a collaborative effort that response to state and national needs by making available new tools and resources that can be used as needed in an individual state and by -- in the death/life network in order -- appreciated need for early identification. As we jump into the discussion, please keep in mind this router perspective of this being one of potentially many issues for which a group effort makes sense. With that, I will turn this over to Barb, who will walk you through this exciting work. I know that you will find it valuable in your ongoing efforts interstate. Barb?
Thank you Jay. Briefly, here's what we will do today. We will give you a brief overview to remind you of how we have gotten to this point. And then we will be talking about both self-assessment guide document and the overall self-assessment process. You're going to get a tour of the NCDB webpage where the guide is housed, and find out how to access it. And we are going to go into the guide and take a look at each section. You'll hear from pilot state participants. About some of the things that have been happening in their state. You will have the opportunity to make questions and those can be directed to the pilot states or to our team. And then finally, we will ask you to complete a short evaluation survey. Like all good T a N D projects and all good webinars, we have some outcomes that we expect to accomplish today. I wanted to know that today's webinar isn't meant to be a training on this tool, it's purpose is to acquaint you with the tool, introduce you to the resources contained in it, and find out what it has meant to some of the people who have used it. We will let you know how to receive TA support if you're state decides to implement the self-assessment process.
To get started, let's think about where we have been and how we have gotten to this point. This is one of the slides from our PDM presentation and it does a nice job of illustrating our journey so far. This journey began by talking to states that consistently have a high percentage of their child can't coming from birth through 2. We talk to them to Laurent strategies have been the most successful for them. We also reviewed work represented the most effective strategies for improving identification and referral of children with his abilities. We found the excellent resources put together by another funded project, trace which stands for the tracking referral and assessment Center for excellence, they have some resources to be particularly helpful and we have drawn them them and use them as we put forth this model. As this work progresses, the EIR team has been and will continue to rely on the entire deaf/blind network as we collect additional materials to enhance the guide and work together and engage in collective problem-solving around issues related to early identification and referral. That is where we have been. And here is where we are. Where we are is in the middle of a pilot project with 10 states. You heard some of those details at PDM and since then, we have been keeping people posted the news, Facebook, and most recently, through an article that Heather Herbster from Ohio road to be included in deaf/blind perspectives. And I even wrote a blog. It is on the NCDB website. You can take a look. Recently, our team finished conducting follow-up interviews with each of the pilots dates. We wanted to learn more about each states activity. One of the traits resources we really like and we wanted to think with him some more about their future activities. Our technical assistance around action plan implementation with those 10 states will continue until September, and I know you will be hearing more about that. The new piece about where we are is why we are hosting this webinar. The guide we told you about in July, the revised and the final draft was was complete is almost finished. We have launched it and put it on our website. And now we're making it available to all state deaf/blind projects. This guide is part of a holistic self-assessment and action implementation process. It is not just a document. And this guide any document in the process include instructions and tools and opportunities for data analysis, and allows you to reflect on what is going on in your state, with some of your issues are, the systems within your state, helps you to think about the specific issues that you should consider as you begin to target efforts toward improving early identification and referral. Gives you effective strategies, and really helps take all the possibilities, all the things that might be done and help you focus in on some targeted actions that you can take. And now that the guide is available, I am going to turn this over to Robin, and she is going to share her screen and show you where to find it.
Thank you Barb. Can everybody hear me? I will try to speak up and be loud enough here. As Barb mentioned, I'm going to show you how to access the guide and talk just a little bit about the data portion of the guide. And I'm going to start by sharing my screen here. If you need to go to full-screen, there is a button there to make it a little bit bigger on your screen if that is necessary for you. We will start on the national DB .org website. We will scroll down on the left-hand side into the two-point oh initiative. From here we are going to go over to the early identification link. This takes you to the early identification and referral initiative landing page, with -- which gives you a brief overview of the initiative work. Down towards the bottom right corner, you will see little graphic and link that will give you access to the self-assessment guide. We'll click on that. It takes you to the place we can access the guide, before accessing that, I want to point out a couple resources on this page. One is this tips section. These tips came out of the work from the pilot states going through the process. They were items that we wanted to make sure that you didn't miss. We put them here. Also I will scroll down below that box, a link to the article that Barb mentioned that Heather Herbster wrote. That is in the F line perspective. On the left-hand side, there is a link here in this purple box depending on your monitor. That is a very brief overview of the guide, if you click on it, it will give you the brief overview, also a link if you wanted to download it in a PDF version. The nuts and bolts of it is PDF guide itself. And we wanted to provide data that is specific to each specific state. What we are going to do here is go to this box and click on the down arrow. This is where you will choose your specific state. We will choose Missouri. Click the download button. This is going to download the file, the PDF file to your computer. Depending on what type of browser you are using. It will have a different process based on that browser and your computer. Just going to play note reflate here, this downloaded a PDF with your state specific data to the -- I will go over that in just a moment. I do want to point out, not sure if you can see it on the screen, but the file name of this file includes your state initials as well as the month and year of when you downloaded the file. The reason why am pointing that out is because as you know, the child data does change annually. And we will continue to update the data that comes. That the benefit of having dynamic data in this format. So if you are not going to be going through this process immediately, I would urge you at the time you're going to go through the process to come back and download the file again. And that we'll have the most up to date information in it. It may not have change, it may have changed, but it will also have the updated month and year. You can tell which file on your computer is going to have most updated information. I am going to go back to the PowerPoint.
Robin, as you are doing that, we want to remind people that once you downloaded, you will want to save it. Right now, Robin did not do that, but you will want to save it so you can fill in the blank tables and also in case you want to print it out or print out sections as you are working on it.
Yes, we did provide it as a fillable PDF. And that is where as you go through it, we will go through showing the different portions as the data came into this, we filled out the tables for you when you downloaded it. The data went into the tables in the different portions of -- different parts of the document, you can fill that out yourself. You may want to print it or fill it out online. I think most states ended up printing it in some aspects. I am going to go over parts one and two, which are related to the data and part one, we provide for data tables that were pre- populated with your state specific data. When you downloaded the PDF. We have provided national and federal part C data within the tables. Analysis from more than one perspective allows you to take a broad view and create a look reliable snapshot of the situation in your state. This process allows you to probe deeper as you move through it. There are no specific establish standards against which to judge whether state has a low birth to 2 deaf/blind trial, but each section we provide guidelines based on a five-year trend that you can use in making this judgment. We also provide two optional tables for projects that may want to consider additional factors that may affect early identification and referral at birth. Such as regional data or race and ethnicity data. As you see the blue boxes here and on the last screen, those are the pieces that you can fill in any fillable PDF at this point. Part two is designed to guide you through a set of indicators based on the results of your analysis of the data to determine whether underlying issues exist related to under identification, under referral or possibly both. It may be that you get to this point and through your analysis, determine there is no need to go any further. I believe one state did that and determined that they didn't need to go any further. I'm going to hand it back over to Barb now to talk briefly about the difference between under identification and under referral. And take you through the rest of the guide.
Think seven. Within the self-assessment guide we have distinguish between under identification and under referral. Under identification refers to children whose vision and hearing loss have not yet been identified. Or the fact that they have combined vision and hearing loss hasn't been recognized. And under referral, it refers to children who have been identified but not yet referred to the deaf/blind project. Under identification, requires those kinds of strategies that are related to raising awareness about the definition of deaf/blindness and hearing loss on early learning in order to let people know that there are resources out there that can help. Under referral, requires those kinds of activities that in addition will require strategies that are focused on how to ensure that your project services and your project referral process are understood by the people who are providing services to these children with vision and hearing loss. And so even though we tend to think of it and we often talk about early identification as one big issue, there are different practices that are associated with under identification and with under referral. Part three is a review of your state system. This one does take a lot of time. He will start by thinking about your own project and about your levels of knowledge and collaboration with early intervention systems in your state. When you gather information about the different systems, you may already be -- it is systems that you might already be collaborating with or there are systems you might potentially want to collaborate with. The state systems that we have identified are the part C system. The medical community, and under that we also talk about an ICU and hospital's and with medical specialists, pediatric ophthalmologist, and another system is the [ Indiscernible ] per room interstate which is the early hearing detection and intervention programs. EHD I and for finally the last system is community programs, other community programs that serve children birth group 2. That could include early head start, maternal child health organization, disability specific organization so those are the -- outreach programs from schools for the deaf and schools for the blind. Even though this seems like a big task and a lot of things to think about, if you take the time, at this point in the self-assessment to really think about these things, it is going to save you time and pay off later on when it is time to start thinking about which system you are going to partner with or which system you want to target. To take the time here. We have gotten some tips from the pilot space, you might want to divide and conquer if you have -- some people have divvied up those systems and come back and shared. Once they use their advisory board to help find the information they needed. You can take advantage of relationships you have. He will be sure to want to do that. If you're not knowledgeable about all the systems or don't have relationships within only systems, this is a good time to learn more about the systems. We know that not all states deaf/blind programs have the luxury of having someone on their staff who knows intervention really well. This gives you the opportunity to learn more about early intervention systems. Next to you move to part four, and part four and part five really follow the same format. They're designed in the same way. The difference between them is that part for focuses on under identification and part five focuses on under referral. For each of these parts you will be walked through a set of reflection questions and they are questions that help you to reflect on indicators related to each state system that we have been talking about. You'll see a reflection question. As Robin mentioned, the blue spaces are where you will fill in your own answers. There is also a place to begin to think -- first you will summarize all that information you have been reflecting on into this matrix. When you get to this point, this matrix will begin to funnel down things that you have been doing in the process and point you toward identifying priority issues to address and also a system to target. These two slides show part five and again they are the parallel to part four. A show the same process for under referral.
Prefix is developing an action plan. A decision-making matrix is provided herein this part. To help you summarize the information from the previous sections. And you'll be asked to think about each system in terms of feasibility and likelihood of impact within that system. Also at this point, in the self-assessment, you will be introduced to a toolbox of resources of strategies that are related to under identification and under referral. It goes to the toolbox. You will also be asked to develop an outcome statement. And some goals. And also we included a step for you to look at what you are already doing on identification under referral and you can do that in light of what you are learning as you go through the self-assessment. There may be some things want to keep or change. And finally, an action plan is included although we know that many of you may have your own action format that you want to use. As I move to the next slide, the slides I have been doing are the ones that were -- I hope everything was covered and if anybody from the rest of the team has anything they want to add, please feel free to do that.
I want to go back briefly to the toolbox that I just mentioned. When you get to this section, when you follow that link you'll see a page that looks like this. It doesn't look exactly like this because I had to do cutting and pasting and squishing to fit it all into one slide. The toolbox is designed to be used in conjunction with the self-assessment guide. It is to be used as you think about strategies for your action plan. As it says right here at the top tools that have been selected they early identification self-assessment guide. They provide background information, related to NCDB work around early identification. Also include information for increasing your knowledge of evidence -based practices. Those are those things here and read this first section. The first is NCDB, white paper, information about trace and materials from there and evidence -based strategies that we have a. And also in most systems people often -- people saying we can share information because of privacy or HIPAA or confidentiality. This is an excellent resource hear from the national Center for hearing assessment and management. That's where programs follow some information from correlate and their group about privacy and confidentiality. Than the toolbox contains materials from state deaf-blind projects. These are organized to correlate into each of the systems I will talk to about that are potential targets of your efforts. Hospitals and medical centers, medical specialist, the ADDE system, community programs that are serving children birth-2. We want to make sure we point out here that the use of target materials are key evidence -based practice. We will most from research and the work that you do that are going to be effective, the information you present to a delve -- development own pediatrician will have to be different than what you might share with a an ICU nurse or social worker or early head start provider. For us, it was very important that we do whatever we could and do as much as possible up front to help you be up to target your materials based on the referral sources. And which system you're going to be working in. Keep you from having to wait tons of examples to find out just what you need. We all know there's a lot out there. We all know we are very good in -- busy, so if we can provide things targeted ones who have gone through this process, yet started very broad, you have gone to the point where you are narrowing in on a particular system and you can go right here to the system that you need them the system that you're going to be targeting and find what you're going to work on. We have another thing we want to tell you about. Robin mentioned that we will be adding things to the guide. We have told you all long that at this point, the referral team has developed as guide but it really belongs to the home network and these material and resources belong to the home network. We intend to continue to add things, there is one tool that has been developed as we are checking back in with Dave that we have argued develop that is not on the website but we will let you know when it is. The last thing I want to mention is a resource that illustrates two things we have our to been talked about. This whole process is based on an organized to assist you in using evidence -based practices as you engage in your early identification and referral activities. We have all tried lots of things, we know some things have been more effective than others, we want to make sure that we all start from a base of knowing that what we are doing has evidence and research behind it to back it up. And the next, as I said, we will be adding things to the guide and this will be the first thing that is at it. This is another tool that you can use as your action plan. We have developed it because it highlights for particular practices that are team feels are specially significant for our work. The guide is organized this way. First you will see at the top a description of the practice and in the first column, it tell us you -- it explains what that practice looks like. When you see it. In the center column, you will find some things to think about, and these questions, they are prompting questions for you and they are based on indicators from how to demonstrate that this practice is being implemented. They are prompting questions in the center column and a blank column on the right for you to jot down your ideas and begin to decide what implementation activities you are going to engage in as a result of your thought process here is you plan.
We have talked about where we have been. And what is happening now. And the next is to think about what you can expect if you decide to go through this process in your state. To help answer that, it is time for me to quit talking, and let you hear from some of your friends who have completed the self-assessment. They are busy implementing their action plans now. When you heard from some of them in July, you heard some of their experiences with the process itself. So today, I have asked them to think about ahead of time and share with you some of the result that they have begun to see. These will be immediate results. We have to wait, long-term results will have to wait but there are some things that of our to been happening. We will be talking about some benefit, some of the results, some of the activities that they have decided to engage in as a result of this self-assessment process. I am going to ask Donna [ Indiscernible ] from Tennessee if she would please unmute her phone by pressing star six and we will hear from Donna. All had Donna, thank you so much.
You're welcome, thank you for inviting me to share. We have had a really good experience in going through this process, because we had -- invalidated some of the things that we thought we needed to target. But it was most helpful to have Barb get us to focus and eliminate some of the things in our action plans we had something we could really wrapper hands around. It is still as big, but not as big as we started out. And we realize we have both under identification and under referral. And we have a very large population in our state where that is a huge problem. We haven't had a referral from Shelby County Fort -- the youngest child is 11 years old. Or early intervention system has been not functioning will. So our first thing was to try to meet with this state person. That state person was not identified until last month. But in trying to contact them and make contact to find out who this person is going to be, we were invited to participate in September at a conference that our early intervention system organized. And that was the first one of those conferences they had have been about six years. And so they put it on for the early intervention in home provider agency as well as the service coordinators from the early intervention system and run for the big guys, from each district office. We didn't get to see everybody, because we were among a lot of presenters but we had good attendance and a lot of good feedback. And we have had referrals from that. And we have had request, do some training at some agencies, which is really exciting for us. The second thing is we finally got the state person identified and we had a meeting last month. She took our senses material and put it out. The census material for December 1 went out under her name and her title. With our form and everything. That was very helpful to us. And she arranged for us to come -- this coming week to a district meeting that they're having for all the district offices for early intervention in our state will be there. The had person, the data people, all of the service court maters. And we are to have our dog and pony show pretty will worked up. And tweaking it a little but. Looking really forward to this presentation and to making the relationship with the Memphis office. That our goal, is to get some referrals from that area. Because we think that children are being -- they just aren't recognized as deaf-blind. We have to educate and build relationships.
Thanks Todd. You hit on relationships, and also the things that you are talking about demonstrate -- one of things that is an evidence -based practices about making sure you get to the right person, finding out who the right people are to talk to and the whole idea of targeting when you said that you share data. State people respond to data. You did a really nice job of doing that and those are the kinds of things that we're hoping that this guide will help people with. Thanks.
We recently have one of our offices send us 43 referrals. They were not all [ Indiscernible ], but they had a question, some of them were referred simply because of the diagnose of down syndrome. We found 14 children. I'm beginning to wonder how many children are we going to end up with if we do a really good job? There are a lot more children out there that we know. That is just my thought. They warned us we need to be ready to know what we are going to promise to do. We really need to be ready.
Yes, and those are conversations that we had way back with the focus group. When we do a really good job of identifying these kids, we need to make sure we have the resources to adequately provided them with the TA that they need. You are right. Kristin? Can we hear from you? Unmute your phone, star six.
I have to say was an amazing process. I thought in the beginning, I really thought we're doing the best we can and then I realized we don't know what we don't know. And so by putting it all done, it really helped us reflect on what we needed to do. I think to tag along on the other statement, it really did start to build and facilitate some relationships with organizations that we thought that we are ready had good relationships with may be, that people obviously change careers or leave, and then you need to go back and find another person in that organization. To touch base with. I would say that over this last year, we have really noticed a difference in the hospitals, the children -- children's hospitals across our state contacting us and referring children. And that is leading to training in those facilities. We are doing it over the web. But it is information that they need to have and I think that that is so important. Other than that, I think from our point of view in our state, our [ Indiscernible ] is so different than the organization that I work for. Even trying to bridge that gap in making sure that I keep putting a bug in their here. And really continuing to forge on instead of just saying we tried, it is not really good enough. I know we really need to make sure that we are constantly in their here. And really planned about it in thinking -- I will contact them again and another three months and already putting it on my calendar or in two months them planning ahead. But I think it has been an amazing experience. I think at the beginning when you look at all the paperwork and data you think oh my goodness. We have gone over those hurdles. I really have noticed a difference in our state. And I think we have also have some of those referrals of kids that probably -- that don't qualify. But instead of taking that as a negative or thinking about the positive, that there are professionals out there that are looking for our kids. I think that's really important.
Okay, thanks. A couple things that you said that resonate that I want to highlight as people are listening. we were talking about the parts he -- part C, after going through this, you saw that it was best maybe you might have better results if you work with a different system so you focus and efforts at the Children's Hospital. You haven't forgotten about the part C piece that you have have it worked with -- taken another route, but still resulting in referrals. Thank you.
Our local [ Indiscernible ] unit, contacting them and trying to think of brainstorming when we were going through the brainstorming and places that we might have overlooked. And realized we have -- and I think the other thing I want to say quickly is that doing it on your own, I did 95% of it on my own. Because that's how it was at the time. I think bringing it together as a team would make a huge difference.
Thanks. And Karen, you can unmute your phone. And [ Indiscernible ] from Illinois. She is one of the deaf-blind specialist in Illinois.
I think what the other two expressed is the same thing we have done. A self-assessment would help us decide where we should put our investment of time. And set our priorities, and one thing as we looked into trying to find codes for children who have a vision or hearing impairment diagnosis and that is still coming because we have a contract with the database but we're hoping in the future it is something we can do. We also have contacted our early intervention program which is through a CFC connection, and we are in the process of doing little trainings, 15 minute blurbs that these trainings, where low incidence, they tend to forget and turnover pretty high in that area. And also we are rewriting the brochure for the vision and hearing early intervention workers because we are not sure they know how we fit sometimes with them, because they're saying we're dealing with the hearing -- and we as the deaf blind, what is our goal they came out because DTH -- what do you do? And it was frustrating to hear that come up with at the same time it made me realize that maybe they don't understand what our role is that we do continue after early integration of that is part of what we had to do there. And we also had -- like someone also, we have reached out to are hearing partners, and we just recently wrote an article on the red flags, vision red flag so the people in the hearing-impaired population can say my child has that, or -- the child I'm working with has that going on. And collecting data and in showing that, we show that to some of the people at the higher up early intervention. What we are doing and how the impact is and what can children we have and why we need more information as well.
Thanks, you also talked about targeting materials and how this process -- I think what I hear everybody saying is it helps you be more intentional about that kind of targeting and think that through where we might not have been so good about doing that in the past. Or we know we can get better at it. And the last person who is going to catch us up here on what has been happening in Ohio is Heather Herbster. Heather, it is your turn.
Can you hear me okay?
I didn't want to disconnect myself again. I don't know what it is about that big button that always makes me push it. I was going to share a little but. We are state that did use the guys initially the self-assessment guide with our board and I think it was a great first step for us. We are fortunate to have three folks on staff who could work through the assessment process when you are returning yourself, there are definitely things as far as you are used to doing what you are doing, sometimes you don't know what you're not doing. We sat down and tried to think about from an assistance perspective and we break it down, it was good, but we still ran into obstacles along the way and I don't know that we are always in total agreement. What without would be a good opportunity for board is break up into group -- groups related to underrepresentation. And use the matrices to discuss points and make sure we had a range of people within each group. We got some wonderful feedback that way. We are also able to follow-up with a groups to talk about potential activities and to brainstorm which was something that helped us develop our action plan. I definitely think it's wonderful to get a broader perspective. People generally if they're taking the time to sit with us and talk with us, they're somewhat invested in the -- they don't know how to plug themselves and or the agency they represent. We did that, I definitely would recommend that. And since then we have been working to get things going, related to those systems. In our state, we have a number of regional things. We have regional hearing program, we've got a regional -- educational system for support is regionalized as well. We've got our part C, so what we're trying to do now is as we're talking, approaching people, and engaging them in this discussion, thinking about how their systems work and trying to learn a little bit more about their language and the professionals within those systems who we should be focusing on to target things a little but more. This is still something -- we have our interview with Barb and the team but we are still trying to fine tune that. We have had some transition in our state. That is going to happen. Trying to do the best we can with what we've got, we have also been in the process, someone had mentioned an early intervention guy. We had had an early intervention guide that we wanted to update and so this process we try to take advantage of in that update that revision. Getting the material renovate -- ready and using that as a tool, a concrete tool that we could use to get good access into -- teleconference call so we can introduce this tool. That could benefit you in these ways. Will we have access to those opportunities, talking a little bit about the census and deaf blindness in all the areas that we could related to EI, and we have been able to do that and that has been really nice. Also we have used -- think about the systems, as far as targeted systems to think about how we can expand members of our board, for instance, to represent those systems. So we have a better voice, a stronger voice related to EI.
Okay, thank you. Talking about targeting and I think it's fair to say that everybody -- we have all learned the importance of that targeting materials piece. And also we have learned a lot about evidence -based practices and the states were using this have as well. And given me very limited resources we have and the demands on all the things that you all in the network are trying to do. To have something that -- so you can be assured that what you are doing has evidence -based behind it and you can count on it being effective for you, that that will be a big value for all of us. We are going to get to questions. I want to let you know that there is technical assistance for any state deaf blind projects that wants to get involved with the self-assessment process. If you have questions about the form itself, accessing it or filling it out or any of the things that are in it, Robin is your best person to call. If you have questions about the data, Mark or Robin, are the best people to call. And if you are really wanting to think through what is going on as you reflect, how we prioritize, the strategies, what does this mean, help us with our action plan or help us figure out the best way to implement it, then Kathy, myself and Nancy Steele, we are the TA part of the team so feel free to call us for that implementation for TA around the form itself. You can turn to Robin and Mark. I do see that there was a question about the census, the child con data and Robin answer that. In the chat box. And Cindy also had a question about the tables, and Robin, I will ask you if that is something you think we can do now or if it's better for you or marked to give Cindy a call in do that. It is about walking people through the tables.
Can you hear me?
I do believe that is a little more detailed than we want to get into now, if there are more questions, Cindy, I am helpful -- happy to go through those with you one-on-one. Or if more people have those questions I can go through with them as well.
Okay, thanks. In terms of the -- it is being sure you have a chance to look at your own data, compared to part C data, compared to national child con data, overall child count versus the birth-2 count, and look at the jump in the data from zero to one, 122, and two to three. So you can think about your data in more than one way and from more than one perspective. Now if you want to unmute your phone, or type them in, either way is fine.
I put the evaluation link up on the screen. We will put it in the chat box. You might be able to click on it. From the PowerPoint and get to it from there. We do ask that you fill that out.
Thanks for that reminder.
Other questions or comments?
It is Karen. It is Heather here today or did she have a baby?
She is here and she has not had a baby.
Heather, work on it, would you?
I will be having a baby it looks like on Monday.
I will say it does impact this belly of mine, does impact my respiratory a little but.
We are just glad you are here.
This is Karen again. I tried to do that evaluation form and I got a bad link. Just so you know.
Did you type from the slide?
I tried it from the slide. It may work this time.
We do have somebody typing.
That was about the evaluation. Thanks Leslie.
This is Karen. And I was able to click on the link in the slide and it worked fine. Minded works. Great job.
Thank you. For those of you on the call, Karen and Gail and Indiana, when we talk about targeting, I think some lessons we learned when I was look -- working with Indiana, the importance of several pitot -- people touched on it. Really going to the source, when we wanted to figure out what is the best way to reach part C people, we asked be part C people and it resulted in a whole revision of referral process.
It is working relatively well.
I don't want to cut anybody off, but we are just about to the end of our our. I don't know if Jay has anything he wants to say as we wrapped things up. But if not, I think we're very appreciative that you are all here and you know where we are. You can get in touch with us, you know where the guide is and there are -- we look forward to hearing from some of you in finding out how this works for you and being there to help you out along your journey.
This is J, I am sorry, I was on mute talking away. I just want to thank everybody for joining us. Please take advantage of this incredible tool. I know that things are busy and it's always hard to find time to do something new. But this really is something that I think everybody would find valuable. Please know that we are available as Barb identified for support and questions, so take advantage of that as well. And I personally want to thank Barb and the rest of the team for the inordinate work that went into this. It's incredible, including be 10 states that help us to pilot this. It was a partnership and collaborative effort and it shows. Thank you for that.
We finished right on time. Don't forget to fill out the evaluation and call us if you need us, and thank you all very, very much.
Thank you Barb, goodbye.
Goodbye. [ Event Concluded ]