Event ID: 1895413
Event Started: 2/16/2012 12:45:18 PM ET
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I apologize for some of these technical glitches that seems to be the way, is never smooth but that is alright, it is just us and we will get through it. For those who are struggling in connecting with the conference line, I really apologize to you. I don't know what is happening. I know we are going to be archiving this webinar so would be available via archive once we are done but hopefully, people have been able to get in. Welcome to those of you who are able to log on today. Good morning to those of you on the West Coast and I guess amount of time and good afternoon to central and east coast friends. We really appreciate you were able to take some time today to join this webinar that brings focus to our new website on literacy. It is interesting, I was walking our dog early this morning, an analogy hit me, in the context of real estate sales. If we were selling a property, we would be considering this webinar to be our open house as it were and that we are using this as an opportunity to invite you into show you around ultimately hoping you're going to leave with some increased understanding of the value of the content the commitment of spreading the word to friends and colleagues and that you will leave with an interest in coming back so consider this our letters the open house. -- Our literacy open house. Before we jump into the content of this webinar during which Nancy Steele and Barbara Purvis will share details about the new website that is exciting and available on the will include some information about how was designed and the many people that were involved in such and I want to begin very briefly by providing some context important context about the site and how the work associated with it fits in to the bigger picture of NCDB 2.0 was in the extension and how the site serves as an example of future work or work that we are envisioning so I will make this very brief but it is important context think matters. Most of you are aware of the fact that NCDB received a two-year extension funded from this past October through September of 2013. And as we have been sharing with everybody since we began in October, our two-year extension narrows our charge and moves us from the previously funded five year project that was charged with 24 different priorities into a two-year project extension that is charged with six priorities and the significant implication obviously is that moving from 24 to 6 priorities narrows our focus in this requires us to retool our organizational infrastructure and how we allocate resources. So how are we doing this and how does this new literacy site fit into that context? Let me explain because I do think it is important. We are addressing our new priorities associated with the extension through implementation of for targeted initiatives, each of which brings a systems development focus to the Deaf project line network. Meaning work strategies that enhanced his -- enhance the Deaf the line network is a system we have a goal of ending the extension Period with a very tangible infrastructure in place that will be of value to the entire Deaf line project network. We are certainly not going to spend time talking about each of these initiatives but just so that everybody is aware of what they are, early identification, family engagement and leadership, intervenors, and finally technology solutions rate and it is from the perspective of technology solutions that we bring to you today, this literacy website. The work associated with our technology solution initiative over two years, will be a multifaceted that's in part, will focus on identifying ways that we can use existing technologies and the new ways that meet the needs of the Deaf line project network systemically and that is where the new literacy project comes to play in as we are engaged in this work, asking how we can use available and emerging technologies to work together to better serve kids in families and schools and those who are part of the Deaf-Blind TA network. We know that one of the ways we can do that is through the design and implementation of web-based environments that not only collect and organize content specific information, and resources but also make them available in a dynamic, rather than a static way. We are working to create some web presence that provides you and us in the field with content that is needed but also supports and benefits dynamic interactions among participants. In short, we believe the Deaf-Blind can be enhanced in part by using technologies to access technologies and expertise in enhance collaboration and corporation with others on topics of mutual interest rate as I turn this over to Barb and Nancy to focus on a website that focuses on literacy, I ask you to please others larger context in mind because we see this as the beginning of potential and want to use this as a platform that is replicated in other content areas. The site has been initially designed not only to be a collection and organization of information and the resources that is designed to be interactive which is a new path, our hope is that it will continue to grow potentially the more it is used, the more users engage in and with the content, the stronger it will become. So we hope that people will actively engage and ultimately enhance the entire site for everybody's use. So, with that said, again, that context is really important. I'm going to turn this over to Nancy and Barbara and they will walk you through this site and I am going to stop my WebCam and hopefully, they will be able to turn their son. Thank you.

Okay hi everybody. Thanks Jay Gense. I'm going to get us started today and I'm going to do that verse by giving you a little background. A little background about the website. This work began in or out of our literacy practice partnership that has been going on throughout this funding cycle of NCDB. Those of us who are part of literacy practice partnership did a lot of work first, doing a lot of reading and thinking about literacy and the first thing we did was develop a set of literacy OPI, out come performance indicators within the course of our work we gathered a lot of information and we knew there were a lot more things that we want to share with folks, especially strategies for literacy. So we came up with a vision of a literacy website, a way to share this information. We were committed to repurposing content rather than creating new things because we know there are a lot of good resources out there anyway to collect those and we want to organize them and when to put them out in a user-friendly way. We wanted to look at resources not just from Deaf-Blind but from beyond our network because we knew the letter see resources has implications for our populations and he wanted to show off what we know about literacy and put that out there about everybody beyond our network because if things work for our kids that want to work for other populations as well. This ability to organize things in a useful way and you will see that the website is developed sequentially and developmentally. You can start at the beginning and go all the way through. But we also want to make sure that there was a way that people could come to the website, even if they don't have a lot of time and find specific resources to help them with that particular issue or problem or challenge. Throughout our work, Nancy kept talking about, the special ed teacher that has 15 minutes and she has a kid in her lab -- in her classroom who is Deaf-Blind and everybody and their school journals every day she is trying to tear her hair out every day and a my gosh, what am I going to do with this kid? We hope that the website gives folks with that kind of challenges, some kind of hell. So the extension that we are in now gives us the opportunity to finish our work and to get things just the way that we wanted them. And I'm going to tell you now little bit about how we got started. And all of the work that we did on the OPI, and the reading that we did around the subject of literacy, certain ideas kept emerging and these ideas became our guiding principles and influenced everything that we did. So the first was the belief that all children can read. It has been interesting to me, when you work with children with complex challenges, sometimes people feel like we could not do better is to, we need to put that aside because we need to work on functional skills. To me, there is no more functional skills in reading. We sell, all believe in strongly held that literacy is something that happens for everyone. It begins at birth and it exists along a continuum. We know there are stages that all children go through on their road to literacy and they begin as soon as the baby is born. We know children move through these phases at different times and they move back and forth between stages. We also then the movement between the stages of our population is likely to be much slower than for children without the challenges that our space but we know the behaviors and the skills that are found in these stages are important.

Regardless of the child's age or abilities. It is actually true that a lot of our students have never had the opportunity and never been exposed to some of these literacy activities so we also realize it doesn't matter when you start, it is never too late to start the regardless of the age of a child if you can find out where the child is along this continuum, where they are, what stage of literacy development. And, if we are beholden to take that child and find out where they are and how move that child along, so they continued their literacy learning. This last bullet is one we kept coming back to over and over and you know that it holds particular relevance for the children that we work with. It is so important and sometimes we had to pull back and remind ourselves that we were doing a literacy website not a communication website. We talk about a strategy and say, oh yes, we have to tell them about communication and we have to make sure they have a partner that understands them. So we keep coming back to that keep coming back to that we want to make sure everyone knows that that is something that is at the heart of what we are doing. So, we took these assumptions, and began to think conceptually about how to organize the site. There were three key ideas that we took away from all of our reading and discussions and the first was a literacy develops in stages. The second, the past 20 or 25 years of literacy research have identified five key components of reading. The third, is that reading, writing, listening, and speaking are all interrelated and don't happen in isolation.

I'm going to talk about these ideas one visit a time -- one at a time. First is the stages of literacy development and I have talked about that a little bit and I will talk about that more when I show you the website. The stages of literacy development is discussed throughout the literature into the resources you might find slightly different terms used for stages of literacy development and looking for all of those the book at continuum that made sense to ask you we are going to show you that as we get on to the website.

The second is there are five key components to teaching reading and these are currently recognized him and accepted throughout education and they have been developed specifically for teaching literacy and teaching reading to children who are typically developing, for what we did was look at those in figure of those are important for all kids, let's look at those and figure out what those components hold across a relevant and important for our children. So first is awareness, that is the idea that spoken sounds are represented by letters and in other words, language is represented by writing.

We know that figuring out spoken sounds and letters might not have been for a lot of our population but take away peace for us is that communication consists of basic units and these are represented by particular symbols. So if I know the letters that I might not be sound cinema not the words, it might be objects or representation or sign that these can be taken apart and moved around and put together. Put back together and used in various combinations and we all agreed that that definitely is something our children need to learn.

Phonics is learning, the act of learning that particular letters and letter combinations are associated with particular sounds. This is one component of reading that we did not include it at all because it is completely dependent upon associated with being able to hear. Vocabulary is important is important for communication and literacy and strategies around vocabulary. Valencia is also included. Fluency is that ability to be comfortable enough with words beyond reading and move through passages and taxed in a way that you can look at the whole picture and not just concentrate on figuring out one word or one word at a time. To get to fluency, to master fluency requires a lot of repetition, becoming familiar with words of the flow of words and sentences and stories and again, those are things that are important for our children and we know that repetition and familiarity RT when you are instructing children with Deaf blindness. Comprehension is not just enough to recognize words and we look through the strategies we found a lot of strategies for children with disabilities are geared towards word recognition and recognizing one word and learning words and sometimes those who taught but not taught in context and the idea of comprehension and being able to recognize not just a word but to be able to know what it means is definitely important for the children that we work with Philly talk a lot about concept development to note that a child is not able to learn a word without knowing the context and without knowing the concepts around that word still working on comprehension certainly fits in with the kind of instruction we want the children that we work with. The third key ideas illustrated in the following slide now. This comes from articles and presentations that were meaningful press and it shows the idea of the interrelatedness of listening and speaking and reading and writing. It reminds us and shows us they developed concurrently and all at the same time and one influences the other. They reinforce each other they are part of each other you go back and forth from one to the other and they are not something that can be taught in isolation but we do know when I look at strategies for children with disabilities, sometimes we try to do things in isolation so we want to keep this front and center in this idea front and center, but we want to be integrating these ideas. On the website, you're going to find writing as a separate content area. Well it is true that writing should be considered a part of all of the stages and should be considered in the part of all of the components, we felt it was important to look at this one on its own, since conventional writing is often difficult for our population. As we will see a separate section on writing.

Our basic assumptions and those three key ideas that I just talked about, provided us with an organizational framework for the website. Then it was onto the actual content. So, we begin to look at evidence-based strategies we looked at strategies that work for literacy for all children who looked at strategies for children who are blind or visually impaired, but the strategies for children who are Deaf, hard of hearing, hearing impaired. Children with Deaf blindness in children with multiple disabilities. The further down we got, the less there was to look at. But we plugged away.

As we looked through all the strategies, we included or adapted the strategies that we felt were relevant and to provide situational context and examples for those strategies. We want to make sure we include those things that service providers and families think about in order to implement strategies effectively or to decide what a particular strategy is for a particular child. And some have been guilty, seeing some great ideas presented at a training and we want to run back, try that's all of a sudden we see a certain adapt the book are certain kind of sat -- calendar system, gosh, we will try that with all of our kids we don't stop to think that is the right thing for that particular kid or classroom or school level. There was want to provide help for people when they use the website to have tools so they can match strategies and examples to a child's needs into a child's abilities. So, after all of that we get to take a look at the website. I know how most of you would finish that first sentence, it takes a village, we have all heard it before. I have to tell you that I would finish that by saying, it takes a village to create a literacy website and it truly did. This took tons of time and effort we could not be happier with how it has turned out. And where it is now, we know it is going to get better with everybody's help and with continued collaboration and examples from the rest of you. I know that I saw Kathy's name on our list of attendees. I don't know anyone else who helped us this year but those folks know who they are. And we are really grateful for them. Nancy and I have talked about how this felt like giving birth. Well, for as long as it took, it seems like we could have given birth to a baby elephant or a baby whale instead of a baby human but we are glad it is finally here for all of you to see and to use with this. Randy, I need to share my screen to get to the website.

Yes. Nathan go ahead.


Okay it might take a minute before it shows up on your screen that I have taken you first to the homepage this page has pictures of children with a variety of ages and variety of abilities we have gotten some very positive feedback about this page and about the pictures especially. One of the ways they can help keep people interested in coming back, we are going to constantly be adding content and changing contents of a might change the pictures at some point so think about that when you have great examples to share with us, send those along so we can add them to our website. And then I'm going to take you to that the website page. On this page you will find a little more detail some more detailed information about the website and how it came to be in many of the things I was just talking about. And then you will find the acknowledgments section there is a long list of people here. I think that shows everybody. I guess these are the Village people. If it takes a village to create a literacy website the news of the Village people. Everybody whose name is listed here helped make this website possible weather about being part of a literacy practice partnership is started about being folks from NCDB and we bought a couple of folks from local Deaf-Blind projects and I can't follow this page without -- I can't look at this page without thinking Lisa Jacobs and Kathy Scoggins worked with Nancy and die for months and weeks sending a draft..

Hopefully Randy can help with that.

I am not sure how to stop that.

That is okay.

The four of us some things back and forth and finally, to really hammer out the strategies and to get this good content to appear the way that we finally got things in order so the web developer could work with them was just to shut ourselves and the room and the two of them are willing to come to Kansas City and Nancy Cain and we shut ourselves in a room for 2 1/2 for three days I cranked this stuff out. So we really think the two of this -- the two of them. Shifting of perspective, is the next page. And this page really helps people begin to think about literacy in a broader sense. And really helps people now, but we realize that literacy goes beyond traditional conventional reading and writing when a child is reading a calendar box it is not that much different than when we read our planners when a teenager is using a picture recipe, they are reading. Or when a child uses a scanner to select words, they are writing. They are writing a story. So we need to think outside the box and expand our visual of it and expand our concepts about what reading is. Also, it has the assumptions that I talked about and those are right down here at the bottom and I will say something on this page also, you see the blue and green and every time you see something that is blue, blue text a link to something else. And the green is little pop-ups sell terms that might not be familiar to people or a point we want to emphasize, we have done that with little pop-ups. I'm going to show you the continuum for literacy development that I talked about earlier.

Okay. You will see a list of the status of literacy development, some on the left, building a foundation, early emergent literacy, and merge a literacy, and the things that I talked about earlier, five components of reading, stages of literacy development and reading and writing and the writing piece of it, we have integrated those, overlaid them, combine them, woven them around to come up with content pages on the left. So you will see some of the stages over here, just like they are and sometimes you will see one of the five components of literacy development and then sometimes you will see the writing as I mentioned earlier. So this is a developmental list so does include some age ranges as a guideline of developmental list TiVo please remember that these are just that, they are just guidelines and again it is never late to start -- too late to start so fine that were a child is in place them on a continuum and plants of activities to help them move along that continuum. If the last thing that I want to show you before I hand it over, couple of more things. We've talked about the content areas and Nancy is going to talk about that and you'll see topics under development. These are the places that aren't quite finished yet and we will talk about those more later. He lost the seat contributors and we told you that we worked with some of the state project implementation our practice partnership sell their logos are down here and if you notice, there is room for Marceau said this stuff and we can add you as a contributor. And the last thing as references. These are the articles that were key to the content of the site that really shaped our thinking and how we wanted to organize things. We do have an extensive bibliography that includes all of the work that we did for our entire literature review and that is already on the website under selected topics and we will be putting a link here so that people can go straight from this page to that bibliography if they are interested. Okay now it is time to turn it over to Nancy so I will minimize this and Nancy you can take over the controls now.

I knew if I waited long enough. Okay. Now I am sharing my screen can everybody see it?

I'm going to talk about some of the content, what we are calling the content pages and so I wanted to start with building the foundation because we felt like this is the link between the relationship between communications social interactions and experiences with literacy. Many of our children do not have formal communication systems and strategies on this page help develop those critical skills that will lead children to literacy. Children need to have a trusting relationship before learning can occur and we take it for granted that each house should automatically trust us because we are in the educational field. We should take into consideration that a child may have extended periods of times in the NICU other experiences with people may not have been pleasant. We now how important communication is for our students and his strategy helps us with concrete suggestions about how to get communication going and designing learning experiences that are meaningful for the children.

We have to follow their interests. In order to develop a trusting relationship and to shape communication into a more recognizable format that others can understand. I'm going to talk to another one.

We have laid out the pages in a similar way, from building a foundation on and the rest of them. The first part is the introduction. Each content page has an introduction to that particular area describing the stage or component in the first paragraph that would typically be happening in that stage in the next paragraph, that would typically, the next one would be. I am sorry, I lost my place. What would typically be happening in that stage in the And finally, what it might look like for children with sensory issues Hamel to pull disabilities in the last part. They never talk about the strategies, the strategies will help with each of the content areas. The strategies are somewhat sequential but some children may have been exposed to some of the strategies, but maybe not all of them. When you click on the link, you will find a what to do and things to consider. What to do is a task analysis of how to do that particular strategies and some of the strategies have links to that. And we'll take the reader to an article or a video that is directly connected to the stepping strategy and eventually we will love to have a video parents or teachers interacting to support all of the strategies. Things to consider, accommodations you might make for a specific child for the strategy. Depending on the child, some of these would apply to a child who are working within others may not. You always ask yourself, a printable document.

These are the considerations that kept coming up every time we started thinking about any of the things to consider. This is a holistic list of considerations for all of the strategies on the website and should be considered any time a child is doing a literacy activity. These are all the things you as TA providers know to do with children but we put them in a printable documents that you can share them with others. We put the same document on each of these pages because we cannot be sure that the user would go through the website in a sequential manner. Hopefully, by thinking about the strategies with every literacy interaction it will become ingrained in the adult to think about these considerations any time they are interacting with the child.

Down here are what we call, what we lovingly refer to as our green tab items. The green tab items are found on each of the content pages and this is the supportive information compiled about each content area. And related skills, I will bring that down. This section is a piece we feel is unique to our work. The related skills are broken into categories according to domain. This helps to tie these skills into standards and literacy is not the only skill that child is learning through any literacy event. These are additional skills that can be taught or trust or an activity. This helps to teach the whole childless serves as a possible goal, being addressed on an IEP or ISS V. It also is a great way to evaluate if the activity in a particular content area is right for the child.

With the examples, sometimes a picture is worth 1000 words. Teachers and parents need to be able to see examples. It helps spark some of the creativity and ideas, hopefully. We tried to put descriptions of what the user would be seeing and that helps put it into situational content. The video clip section, we have videos that all of that about strategies or support the content area. We would love to have a lot more in this section. These are articles, the articles that we know so well that are very user friendly and they help support the strategies were the content area. It is a brief description about each article so the user does not have to click on each one to figure out what it is about. So please keep those newsletters coming and filled it with literacy information and a reference section is different and that those are more internal articles and these are the user-friendly articles but we all know. The additional resources mostly these are websites and books that may have to do with this particular content area. So now, that is the end of our virtual tour and now I'm going to talk about using it as a TA tool. Brandy, and my back?

You are almost there. I will bring up your PowerPoint for you. Just a moment.

So, this is just the layout, was an introduction and a strategy, what to do, things to consider, the grain of our items, related skills and examples, video clips and articles and additional resources.

So, of course we are in the business of doing TA. We have to talk about how to use this as a TA tool. And we feel that this is strongly that this is more than a website. We see this used as technical assistance in a number of ways away have broken down a few ideas on how the website can be used according to the categories for delivering TA. Sony universal level where simply providing the resource and it is self-directed. People may find it through a Google search family service providers can use a website without needing someone to guide them through it. And then universal would also be directing people to the site through Facebook postings or a listserv or telling people or service providers about it. Another example would be if it was linked from another website or listed as a resource through a training class or in a handout. The targeted TA, the way it might be considered, is by showing someone besides, directing them to a particular page or a particular strategy and talking them through its use. And following up with the people to see how it works. An example of this, University of Tennessee speech and language department, the professor is giving the students an assignment for reading. Reading through the site and writing a paper about it. What things they learned, new strategies and so forth. And intensive, using the mentoring process model, within a training to help individuals or teams identify where the child is on the continuo, I was strategies to use. Teams can video interactions with the child using specific strategies and you provide feedback to the individual or team about those interactions. West Virginia is using it by breaking it down over a year-long series of study around with literacy with teams that are committed to intense training over two years. Knowing the time limitations of teachers and how they often face that problem, the website is being reviewed in sections beginning with building a foundation. Teams report out on what they found useful and why. What new ideas they have games and how they use the materials specific to the students.

Back to me. Remember, we said earlier, it takes a village to create a Literacy website and also takes a village to finish a Literacy website and to keep it current and fluid. So, we need and want you, our little patriotic thing they are sincere almost 2 Presidents' Day. Let's talk about some next steps in what is going to happen from here. Free next steps and one is to finish the topics that are under development. If you look at the writing section you will see that the strategies are there to pages and things to consider and we need help with that and also, we have drafted introductions strategies and related skills and the other content areas vocabulary fluency comprehension and expanded literacy we need your help and there is still quite a bit of work to do in those let us know if you're interested or if you know someone he could recommend someone that would be good to help us in that area. Next we want to expand what is there asked Nancy and J. have been talking about. Not just with new topics but with new examples and new video clips on the pages that are finished. What you see today is just the beginning. We are going to make this richer and deeper and more expansive and real-life examples from families that you know, from teachers that you know, in some classrooms that you know. And find out if you're interesting in sending examples with us, you can click on the contact us bar at the top of the website. There is a place there that says you want to contact us because you have something to share seeking go there and let us know that. Also, we want to find ways, creative ways and small group of ways and ways in helping create some online opportunities that can host additional webinars for other audiences and that would be helpful for you and we are exploring how we might do that with particular family groups, he wants us to present to a team or some special ed teachers, please let us know that. You can also host meetings that bring people together that are using the websites they can get together and talk about sharing what they learn, things that work on things that didn't work and brainstorm new ideas on their own but we can host meetings were small groups. And we are working on how to add some more interactive features to the website. And you will be hearing more about that later. We want your help and we need your help and I'm going to turn it over to Nancy.

In summary, but I urge you to go to the site and play around with it and think of ways you can use it and we have a lot of expertise in our network and I feel like this website belongs to all of us know only strengthened with your help and we never wanted to be finished. It should expand as they gain a knowledge of become creative in a structure with children. We know we need information and I hope you have many other resources that we have not even started thinking about. We have a wide range of children in age and ability and it would be inferred to have many different examples to demonstrate what our kids can do. Please spread the word, we know this has an impact on our kids in Deaf blindness but it reaches a much broader audience. Contact us if you need help with using the website are designing TA around it. Barb and I need you, we need your examples of videos and you are the ones in classrooms and know what isavailable.. Let us know what you need to help finish the content and finally we need to know how you are using the website. We started a list and we need to continue to add to it. This is a great way to demonstrate the expertise and impact of our network. So, before we finish up the good questions, we need to remember that is an all-important evaluation that we all know and love and do you have any parting words before we open the phone lines for questions, sparse ejections? Jay? --- We will put the phone once for questions, comments, and suggestions. Jay?

I apologize, just as I was pressing star six, I was getting peeved over what you are saying to me. So I need to ask you to repeat it. I am sorry.

Do you have any parting words before we open up the phone lines for questions or comments or is it just shows?

Of course you do.

I knew it.

First of all, I do encourage some dialogue if there are questions and comments that I want to take the time to point out the work that Nancy and Barbara have done on this to say the efforts have been inordinate is minimizing what went into this and the collaborative energy that went into this. I know that Barb very quickly went over the site that identified the contributors but I can't emphasize how powerful and profound that group effort was in developing this and I can't emphasize how important this kind of framework will be to the future of our network. I started by providing a 30,000 foot perspective on how this literacy site was fitting into our technology but Barbara and Nancy have talked about how the network used together to enhance the site that I also want to see this as a concept for a web presence that has lots of possibilities and there are a lot of content specific areas for which this kind of thing would be of value to all of us so we are looking forward to exploring in the future. I like the concept that you are ending less, but this is a framework upon which future work can be added and that really was the approach that we want to take with this. I seem all too opportunities as they are walking through and for the interactions and engagements and videos and always ask yourself links. I am so proud of how you and others have packaged this information and pulled together existing resources to make it user-friendly and I also see the need to further explore how we can enhance mobile applications and we need to be thinking about the fact that there are teachers with smart phones, iPhone, the android market, pads and we need to make sure that these kinds of sites are readily accessible and those environments as well so know that we are working on that at the same time. With that, I will now turn it over to Barb and Nancy to facilitate any questions that might be available.

Remember how we talked about communication and how we bumped into that all the time? I want to see that expanded include communication and window there are a lot of experts out there with that. Plus, Gloria, we know you're out there and you know about apps, yes, we will be contacting you.

This is Barb, have been scrolling through the contacts in the comments, and thank you, you're making our buds burst and I'm glad that you liked it and somebody pointed out, there is an error on my phone number, I left out my last number because I really want you to call Nancy. Not really. It is 913-677-4562. You can find me that way and Tony has given us a couple of ideas. So, you can take your songs off of me at if there are other things you would like to ask a slide. Go right ahead. We saw people typing also and Gloria said, yes.

Thanks, Gloria.

You can meet your phones.

Jodi. Hello dirty. She asked at the website contained a permission on reading program suggestions? Some of those resources sections migrate I am not sure, I think some of those might come more in those topics and vocabulary influenced the comprehension and sections that are finished now, are some of the foundational ones and we have not gotten that far yet.

We feel like that will be captured in expanding literacy part.

Those are the early developmental stages.

So if you have things you want to send us, that would be great. And I know in Illinois, we met some mentor teachers in Illinois and a teacher who uses the Me-Ville to We-Ville curriculum and we know there are some programs that curriculum out there but they are not in the curriculum we have done, they will be out there later.

Anything else?

Jody is typing back.

This is Kathy Scoggins. So here's the question I have, have you thought about the idea of doing a Facebook connected with this?

No we haven't. But I guess we thought about it now.

I'm just thinking about the fact that Katie on our project does our Facebook and it triggers for people who use Facebook a lot and some new things that are in, would be a nice way of looking at what is new on the website.

That is just a thought.

That is why we love you, Kathy Scoggins great

Thanks.

Anybody else?

Amy Parker is typing.

Please don't forget our evaluation.

Yes, I think so, again I think those will come. We have so resources collected books online, lesson plans, adaptive books, a lot of digital resources and I think those will come later and again, keep your lists and suggestions and send them to us.

I have a question about assessment in terms of literacy. A lot of states are doing alternative assessment and when they are using it as stars at ages two or 2 1/2 and there is nothing from a birth to 2 1/2 level that substantially that what teachers are doing is indeed literacy, we don't have anything on the website that can help to validate some of those skills that they are teaching their move towards literacy.

Not really anything formal I would not think at this point. But, I think in using those strategies you are definitely going to get them to the age 2.

Are you finished?

Go ahead.

I suggested we go to the building foundation page and look at those related skills and also, go to the literacy developments continue a look at the infant and toddler piece and look at some of those things that are listed as they are, the activities listed there because that comes from research about the early stages of literacy development so the things that she finds Baird, I think that should help you make the connection. Does that make sense?

Yes, it make sense.

Feel free to contact us so we could talk about it more if you want to.

Thank you.

We are getting some good ideas for your line to be busy.

I hope it is the collective we.

It will be, for sure.

Okay. Caf&é; Saturday thanks out to the listserv is a question and see what you get back. Okay. One question at a time. So I am assuming you are meaning questions about things that people have asked here were questions about things that would like help with?

I think things you would like help with. We have gotten some great thoughts from people nationally that I had not thought about until I read the listserv and I thought, what are some of the current reading series that people are using it have noticed in classrooms and stuff like that, one question at a time and see if we can get back from some people who might not feel comfortable contributing to the website per se.

That is great. Thank you.

That is the kind of information we really want to put on this website.

Okay. So I think we are going to wrap it up.

Actually, I was about to help wrap it up. By reminding that we really do want participants to evaluate to go on the link that Randy provided earlier in the chatterbox and I was trying to bring that up. If you can repost the evaluation again because it was a bit ago that you did that and we really do appreciate people taking the time to do that. Again, thank you, Barb and Nancy, not only for today but for the work that went into this answer everybody, I would feel remiss because I know so many people had so much involvement in this and by not identifying people by name, I know that I am missing the boat. Please take the time to go to the contributors page on the opening site that identifies the folks that were involved that would be great because this really was a village proposition as Barb kept saying. So thank you for taking the time. I saw at one time we had 80 people that attended this so it obviously is an issue for which there is great interest which makes sense because it is critically important prayer want to thank everybody for taking time today and this will be posted on the NCDB website as an archive and I don't know how quickly that happens. I'm guessing a couple of days, Randy, can you tell topically we will have this available as an archive for people that want to tap it later on?

It should be available in a couple of hours.

I did not realize it would be that fast.

Thank you for taking the time to we look forward for everyone participating in making this site grow.

Thanks everybody.

[Event concluded]