>> Kate: All right. Let's go ahead and get started with this second hour. Just a couple of announcement updates, just as a reminder, please make sure that your chatbox says "All panelists and attendees," that way everybody can see your comments or questions. I will give the closing code. At the end we'll wrap up at five minutes to the hour. And I will give the closing code at that point and that will be the code for both hour sessions, okay? So I am excited to introduce Nanette Thompson who will be our presenter for the second hour. Annan net, I will turn it right over to you -- and Nanette, I will turn it right over to you. 

>> Nanette: All right. Thank you for that great presentation this morning. I didn't have my camera on. Things didn't quite go well my morning, but it was nice to hear it. I know in Colorado we work hard to include deaf adults in our services, but it certainly gave us some great ideas on how to do that. And I know it's something we're always striving to do more of, so thank you for sharing. Let me share my screen. Something we've been talking a lot about, and I think we all are in this field of early intervention, but really coaching, right? We've always known that was the way, the most effective way to work with parents and families to help maximize their skills and help them increase capacity. But I don't think we always were necessarily great at doing it. And I think the last year has sort of brought -- shined a spotlight on that. And it's been a fun year, believe it or not, looking at our coaching skills. So I'm glad you all are here and I hope up enjoy this conversation, hopefully somewhat casual. I can say I'm not used to presenting with everyone's screen off. We do a lot of workshops, but I like to see everyone so bear with me. I'm picturing lots of happy faces. Anyway, I'm Nanette Thompson. I live in Denver. I live in Denver for the great outdoors. I wear lots of different hats in Colorado. I have a private practice what is called "Listening to learn," but mostly I'm contract for different places. On my caseload at the moment is primarily working with children and families through early intervention and it is almost all online using Zoom technology. I do work closely with the [indiscernible] foundation, the Colorado intervention program, cochlear implant implant center, lots of different hats, but my favorite so far is having the opportunity to work with children and families. I do also love being a mentor and a coach to professionals in Colorado and around the country. One of my favorite things is I run a monthly workshop titled "Listen and chat" sponsored by the Listen Foundation, and it's an informal networking experience for EI professionals. It's free. We open it up to have anyone join. We have people join from Washington State and Oregon and Idaho. So I put this up here because if you're interested at all in joining us, you can look at the Facebook page from "Listening to learn" or the Listen Foundation or you can send me an email and I'll add you to my list. But I kind of feel like no one needs extra emails these days. One more quick thing, my -- another one of my favorite new titles is joy ambassador. I know that hopefully all of you know about the fostering joy movement that was started by some of our amazing colleagues in this field and is housed out of Hands and Voices. And it's a movement that is really looking at helping professionals and families who have children with hearing differences really look at increasing joy, learning to notice joy, professionals, helping foster that joy. And we recently started a fostering joy Facebook group. So I'm putting this slide up here because it's a fun place so we invite you all to find us and join the group, share what brings you joy in this field. I think it's a great page and group because it brings together the many different aspects that are important in our field and let's all professionals share joy whether it's joy through ASL, whether it's joy through mentoring, whether it's joy through listening and spoken language. Anyway, I hope you will consider looking for that page. I always start with this slide. For those of you who don't know me, I got into the field of speech pathology after 16 years or so of fluency therapy. And I actually moved to Texas to go to college and started started stuttering again. And I said I don't know if I can be a speech pathologist, I hate speech therapy for stuttering. And I fell in love with a little girl when I was a sophomore at the University of Texas who had just gotten a cochlear implant and it sort of took my career in this other path and I'm thankful and grateful for. But I always like to say when I'm speaking to a group of speech and language specialists that if you think I might be stuttering, I am and I'm working on it, but I like the saying of perfectly imperfect, like we all are. So this year I think -- I like this slide and this saying. You can't stop the waves, but you can learn to surf. And I will say in Colorado about a year ago now, we quickly activated our listen and chat network and began providing training and support to all the professionals in our state, and actually around the country that were suddenly having to pivot to provide services online. Our first workshop was on March 16th last year, on that Monday, and we did one in the morning and one in the afternoon and we continued to support the community and to team together sharing ideas. I will say I'm proud as a group of EI professionals that we really were able to pivot and successfully provide high quality can early intervention services to children and families using teleintervention. I had certainly been using telly intervention for many years prior to 2020 but I certainly also had been used it with every family and that certainly proposed new challenges and new way of looking at it. And also opportunity for growth. I'm sure I can speak for everyone that it was a challenging year to pivot, but also to -- it just provided a unique opportunity for us to grow as professionals. I think if we sit back and we think about it, it really gave us an opportunity to really help families, right? We got to sit back and observe a little more than when you're actually in your home and things are happening. I found myself listening more, taking things in and having time to actually identify a family's strengths. Have some discussion and really join them in this journey. I don't know to say it in some ways it seemed like with some families for sure when into their home you're joining them, but sometimes there's the pressure to be the cruise director to make things happen and it's been a challenge and a gift to shift perspectives a little. I think it certainly strengthened this concept of the parent-professional partnership. I think as a profession I hope we've always known or have known recently and put more emphasis in the fact that young children do learn best from their parents in their natural setting, engaging in their favorite home and familiar activities. And this gave us an opportunity to really team with parents and rely on parents to share the critical information that they have that they can bring to this partnership. I know for myself, my parent partnerships have shifted some during this time. And they shifted through connection. So I like to ask this question because what's your COVID win? I would love it if you guys would type in the chatbox some things that you consider to be your professional COVID wins. I'll try and read some of those if I can find it. Here you go. If you were to say, yeah, I think it's been -- I love these comments because this is exactly what we have found in Colorado is that like it or not, we all became better coaches. It's really hard to take over a session when you're working with an active two-year-old or an infant. You have to really sit back and work with your parents. I think it was too easy in person to maybe rescue the situation, if something wasn't going well. I tend to be this person that likes to jump in and smooth everything out. And we really got to sit back and watch parents and support them, observe and ask some really good questions. I would also like to say that I handed over the activity. I did a lot more modeling before, and it's just nice to see. Another COVID win I think for me was that I had the opportunity to join other professionals and other team members in their sessions and so I think more collaboration happened. So thank you for sharing. This is exactly what we have found in Colorado as well and with our listening -- with our listen and chat. How are we using this time differently? So I wanted to talk about some of the things that we've learned and talked about. Most everyone agrees that if we've learned nothing, it's to become better coaches, regardless of where your skills were at coaching or at teleintervention prior to this pandemic. I show this because I know for those of you I think we all realize that this book is sort of the EI and just it's the -- it's our strongest resource we've quoted the most when I look at everything else, all of the work by Sheldon and Rush. I highly recommend looking at that. They have some great information on the Internet, some great checklists. So if you haven't, if you don't have the booklet itself, there are lots of great resources by these guys online. I just wanted to share that. But it forced us to really look at parent coaching. And when I was thinking of what is parent coaching, there are lots of different definitions and lots of ways to look at it, but I like this list because I think you can fill in the blank, what are is parent coaching? It's building, building what? It's building confidence. It's building relationships. It's building skills. You could fill in building with many, many words and phrases. And I think for each of these action words I want us to think about what could go in there, building, helping, listening, reflecting, joining, empowering. All of these words, guys. I want you to think about all the different things the actions that are happening during a parent session right now,. I was trying to explain to my house why it's so much more exhausting than it used to be and when I made this list it maid sense. Look at all these things I'm trying to do in one session, look at all these actions. So I want you to think yeah, there is a lot haling, right. So many great actions and thoughts, and let's this is what we kind of -- we see this list of -- this outline of what parent coaching looks like, the key components. You can see this outlined in several different places. I kind of have summarized from Shelden and Rush and we think about. This is kind of the traditional things we think about when parent coaching. And as I shifted over the last year like everyone else, looking at the different components at different times really made it important. Having shared goals and objectives. For me really realizing that helping families know we all have the same goals and hopefully our IFSPs have allowed the families to identify that as their next steps. So we're looking -- we're going to the same place. And then looking at joint planning together. I find my sessions the most stressful, I think, when I haven't done that and the family is not sure what to expect or I haven't followed up to take the time. I'll talk more about that in a minute. But really looking at the established targets and the strategies that work for each individual family. Looking at the actual action, the reflection and the feedback. All of these things are so important. And in a perfect, ideal session, gosh, we flow through them so nicely. But unfortunately a lot of the time the reflection and the feedback and the joint planning that needs to happen happens at the end of a session when an active two-year-old is running around, tearing up the house and the parent are really doesn't have as much time. So I want to talk about how do we make parent coaching successful for the time that we're living in. And I think the key to parent coaching is through connection. I think we know this, but it shifted a little because now things are online and we're -- at first I feel like we all felt just disconnected. But I think as we're settling in to this new normal, we're learning to connect differently and we're having to make extra time to make sure this happens. A and it can certainly be your goal, but we all know that some families are harder to connect with at times, whether it be where they are in their journey, whether it be where they are in their day and are they working from home also. And [Garbled audio]. So maybe a lot of the session -- [Garbled audio]. 

>> Kate: We're kind of losing you a little bit. 

>> Nanette: Okay, I'm sorry. 

>> Kate: Do you know what? That's actually better right now. [Laughter]. 

>> Nanette: I'm sorry. Okay. Well, hmm... I don't usually have an Internet issue, so it could be because of the weather we've had here this morning. 

>> Kate: You sound pretty good right now. 

>> Nanette: Okay. Everything else is off. I wouldn't know what else to do, guys. I apologize. But I know connecting with families can be hard. Especially when it's hard to connect when you're losing connection with Internet. And we have some families that we try to connect with that we never see the child, we only see the parent. So it just looks different for every family at this stage. I like to use the family planning tool so that we can keep a list, a separate list of kind of things that are important to the family and I can keep them in mind when I sit down before I meet with a family. These are some of the boxes that I like to fill out on each family as I'm getting to know them so that I can keep in mind these things. I know now sitting looking at my computer all day and seeing 15 to 20 families a week it's easy to get it mixed up. I like to have a tool that I can keep to guide families and remind them of these activities, reach out to other professionals. I don't know if you have certain tools that you use and update, using other types of tools is another win from a teleinverde tension perspective is I have out all sorts of documents on my desk when I'm working with families now so I can take better notes, I can refer to notes that really lets me guide the family with reflective questions and really more effective way than I think I was ever able to do in person. I think we've all known reflective questioning. It's something we've talked about. But really using it, I have found that I have to have a cheat sheet of questions. I'm not as good as thinking of the wording on the spot when you're trying to think of so many different things at one time. As I handout I am sharing with you my little cheat sheet of questions that I have sitting right out on my desk during my sessions. I think I think it's really an important skill, but it helps us now more than ever get to know a family, get to talk to them about how their week went, finding that time. I will say with sessions online and kids being at home, I sometimes have to have a period where I connect with the family or reconnect or review the session. Maybe after we've taken a 10-minute break and the parent can go take care of some things or can engage the children in doing an activity so that we really can have these conversations where we're reflecting. Partially or mostly I am motivated by the fostering joy movement and the ideas. It's really starting each session with a question about joy and tell me something that made you smile this week. Tell me something that you saw your child do. Or do you have a picture that you can share from something great that happened this week, really starting the session on a really high note. I know that as a speech language pathologist, I -- if I'm not careful I could have all these things and expectations and I want the child to be moving ahead. And I love the constant reminders now to help the family focus on the joy that's happening and not on the skill. If you find the joy, then the language building and the opportunities present themselves even more. So I like some of these questions and this is just taken from the handout. So when do you most enjoy your child? What's working well? I will say the key to asking these questions, I'm not very good at, but I also have a sticky note on my computer at all times reminding me to pause. I know that we can be uncomfortable with the silence, the pause and be really careful not to think we're rescuing a parent because we've put too much pressure on them to answer some of these questions when they really may need the time. So that's an area that I have grown in and I would encourage all of you to think about. How often do you ask questions and then just pause, just \wait\the way? Sometimes we're pausing because of Internet. Hopefully you're pausing to give them time to really think about that, think about the answer After a few sessions they know you're going to start with this and it encourages them to notice these moments and to be thinking about them when they occur during the week knowing that they're going to need to share them with you. I hope the Internet is working all right. 

>> Kate: You sound great. [Laughter] 

>> Nanette: Good. I'm not sure what's going on here. This is something that's been interesting. I was working with a group of people in Pennsylvania this summer and one of the biggest ah-has that we all had is making sure that when you're preparing for your sessions that you reach back out to the family and remind them of kind of the joint plan that you came up with. Does that plan still work? We minding them, letting them know what to expect from the session and maybe reminding them of any materials, but also giving them an opportunity to change it or say actually, we didn't get any of those things done. So that way there is no unknown when they're logging in. I think I see my families cancel more or any time I find a session that maybe didn't go as well as and I'm reflecting on the session, I think it sometimes comes from me not quite preparing enough, not checking in and having there be this missed -- this miscommunication about what was supposed to happen. Obviously now with these sessions I can't reach in my drawer or somewhere and pull out my five magic things to do in a pinch. So I think it's really important to connect with families. I have found that overcommunicating during this time is so important so that everybody is on the same page. It's hard to -- hard to have unknown expectations on both sides of the screen these days. So definitely take a small time to do this. This could be in a text, this could be in an email. Just a quick touching base. And I have found families all of the time say no, you're right, I will have that ready or something. Or I will think that we've made a plan and then when I send a list of these are some things you might want to have ready based on that plan and it looks totally different. You enter in to your session and just to think about what we're doing in a lot of these sessions, in addition to talking to them about hearing technology and embedding opportunities to talk about our developmental norms, resources that are available, in general we're helping families embed language and/or listening into all aspects of that family and child's life. And that really takes place best in the home and really online and not interrupting that natural environment. Really looking at daily routines, helping them kind of work through these very common things that they do with their kiddos. Using your fame resources and your family interview, how important do these things -- how much time do they spend with books and singing and sharing? But really looking at when I found myself putting off a session, and I've been doing this for 25 years or more, I can still sometimes feel anxious about a session and I can then say wait, our goal is this, which is pretty easy. It's really working with the family and coaching them and guying them to optimize their daily routines. Once the session starts, I love this little picture, don't you, of connection now that we're online. Once the session starts if you can I always try and tell parents that I want to connect first. I want to connect with you. So don't worry if if the kiddo is ready to go, if he's on camera. Maybe they're still finishing breakfast or having a quick snack or something while we connect. Because I want to know what did they find themselves working on? And again, having some cheat sheet questions there for this connection r. Can you show me that? Did you have a chance to use the strategies that we practice? And then having a really good response when they say no because that happens a lot. And in real life no doubt, no doubt I meant to practice that, but life got the better of me. That didn't happen. We were putting out fires. We had too many appointments. All of this is right. But then following up and do you want to try to practice those strategies or were those strategies that maybe in the end didn't fit well with your family. Maybe they weren't-- once you started trying to use them you realized that they weren't some things that you wanted to incorporate or maybe we just need to go back and highlight and brainstorm daily routines and places to embed them. I think it's important to go back to the goal that the parent themselves have identified. Sometimes I think my sessions when I'm self-reflecting if they didn't go well, I sometimes forget to make sure and mention and bring up and remind them of the goal. It's a shared goal that we created as a team, but hopefully they led. And then also saying what would you like to do today during our session? In case they are feeling low energy or worried about something else I think these are all good questions and keep them up on a cheat sheet from the beginning of the session. We have to ask these open-ended questions and reflect in order to really connect with families. And then once your session starts and you've had this moment to connect, we bring in, we start engaging with the kiddos a little bit more directly, and I think sometimes really clearly explaining to parents their role or what you're thinking or letting them tell you what they're thinking or what is your goal with this activity, just overcommunicating about that. Giving them lots of time to practice that strategy so that you can pause, we President-elect and have time to go back. I know many of these sessions you guys were moving from activity and activity and at times you almost feel like woo, I'm a little seasick from running around the room. But that's this family's reality and so we need to be able to connect with them, communicate and help them to find the right strategies to engage in throughout their day. Now, this is one of my favorite times and again the problem with this time for me, it's one of the most important times of the whole session, is when you reflect with the parent. Now, I don't know if you guys see it, but at this point in the session, the kiddo has been engaged. Most of the kiddos in our early intervention very young. They don't have a long attention plan and they're off to something else. And this is exactly the time when we now want their parents' attention back so that we can talk about the activities, we can have them reflect. I think this is hard, but I like these questions. And the pause time, how did that feel? Really asking families, but the pause time to let them figure it out and not rescue the moment. Get comfortable with that uncomfortable period of time. Was that what you expected? Then if yes really taking the time to talk to the family about other times of the day, that same strategy if it was successful that they could apply it. Having them go through their day because the way families work, and we all know this, they might not get back to that same play activity. Or they might not make juice that same way that week again if the family schedules get packed and things get so rushed. We need to help our families identify other times of the day that they can use these strategies. I would love to know if you guys will share in the chatbox because I really like being more interactive, to let me know some opportunities or things that you do to make time for this reflection in your sessions. What does that look like? I have had parents say all right, you go for five or 10 minutes and regroup, get everybody settled and then it's a better time to sit and chat. I have one family that we sort of meet twice. We do a half hour session and then a half hour session later in the day when the kiddo is napping to wrap back up, but I would love, love if some of you would share how you find time in your sessions for this reflection time and what it looks like. I think we can all agree that that's really a key important time, but I'm not Azure -- I'm not Azure it happens the same -- as sure it happens the same for all families. It's like we need to do this part first. I'm going to read some of your responses or pause and let us do that real quickly. Yes, reflecting throughout is really good too. Finding that balance, right of when to interrupt, when to keep going. Trying to do it is so important. I like to use Marco Polo. Thank you guys for sharing. I love these ideas. And I think a Marco polo would be great. Some of these parents we know spend time on technology, to check in through Marco Polo. Those of you unfamiliar with Marco Polo, it's familiar to me, it's a great app like a video call, like a voice mail and you can go back and forth. I think that's a really good way to connect. I have not done that with families, but I would love to do that. That gives it a little more personal time, especially maybe if the session did get cut short or things did get chaotic. I think with more kids at home now, hopefully we'll be shifting back as 2021 and have some more time with families. But yes, thank you for sharing all these ideas. I think it is so important. And it's interesting to find the balance, guys. I don't know if you see this. I tend to have some families that they want to talk about the connection piece and we never quite get to the therapy and I have to say okay, I'm ready or okay, let's see this in action and you kind of have to push to actually see it happen in the home online. Or others that you only see it happening and it's harder to connect. Thank you guys for sharing u I'm wondering -- I do like to get the videos if the families are comfortable sharing those. I wonder if that could be a good thing too to send me a moment. Thank you for sharing all of this. I love Marco Polo but never thought of sharing it with families. This is why I like sharing. I think that's really important for us to think about how we want to -- we have to get creative during this time, right, on ways to reflect. Thank you guys for sharing so much great information. This is the part too where I think for some of us the feedback part of this. I think it can be easy and it can be really, really, really hard. Hang on a second. Hang on. I had my chat taking up the whole screen and I could not see it. So yeah, talking about feedback. This is where I want us to all share again with each other if we can. How do you give feedback to families? I know we're trying hard on the coaching and we're not trying to just give our ideas. We want to guide families to build on their own strengths and use the skills that they already have and the strengths as a family. I do like to say I noticed. I do like to say these are some of my favorite go-to's, but what would happen if as a suggestion you tried something different? Maybe you could try oh, your child really seemed to respond well to this. I really liked the way you -- I try and give myself these little starter sentences so I can make sure I don't go to my therapist mode, right? I really want to be that guide and coach. What haven't you already tried? What's another thing you could try? I find this feedback time to be important but I never want to get to the feedback time without the reflection first. So I know what the family is thinking. I will be watching something observing and thinking that that worked really well and when I ask a parent about it, I think a lot of times we feel like I'm surprised that they felt uncomfortable with that. They weren't happy with that strategy or the response. I like your questions as well, guys and I hope you're taking notes on some of these and some of these will be on the -- great. Great things to think about. I have a question for you guys on the timing. When do you provide the feedback? Is it during the session, during the activities or is it usually towards the end or in a follow-up conversation? I'm just curious because as a coach trying to coach and follow this model, I find myself trying to wait until the very end so that I don't -- so that I don't try and take over or have my opinions seem like is of higher value than theirs or my ideas with the family. That's a good idea for the transcript. So yes, I'm finding this part, it's the happy part. That's why I use this because this is where you get to tell them what a great job they did. And I saw you do five things. One of my favorite training courses that I was in, we had to share videos of ourselves doing therapy, which we all know is painful. But in doing that we all had to give three positive things that we saw about each other's videos. So by the end of your video you had 15 positive things and everybody would get one idea of change. So you had 15 positives and five ideas, which really seemed to be a good balance. It certainly made me feel more confident as a young therapist and I can transfer that easily over to our families and think, okay, I'm sometimes thinking, okay, we can -- this would be a great idea, da, da, da. And really I try and think make sure if your feedback includes three positive things that you witnessed that you witnessed the parent, the connection to the child, that you noticed -- there are so many things that you can point out positives. And then it helps me focus on finding those moments. And like anything, the more you're focused on looking for those positives they just start popping out at you the whole time. And so to point those out and then give a slight new idea or have you ever thought what something else to give that feedback. I think that's just so important. I'm going to take a second. You guys are reading the chats. I'm going to catch up. I want to ask you about something else on Zoom, another positive, is I'm recording -- I talk to the families about it beforehand, and not the whole session, but I'll say if something neat starts to happen or something I would like for you to share would it be okay if I recorded a three to four minute, I'll always tell you when it goes on? And I've been able to share a quick little snippet of that connection. And to be able to show a parent, did you see your face when that happened? Or vice versa, did you see your child's face? So I do think Zoom has given us a different way to provide feedback that would have been lost. And I know we have different rules and laws and depending on your funding source about recording on the videos, but it has been a video, I think, just to do a little snippet. I've also used it for a family to review, so maybe we don't have time for them to reflect, but I'll send them a three-minute clip. Nobody likes much more than that of themselves, I know. But send them like a three-minute clip of doing this activity. It was amazing. Why don't you tell me three things that you did great or three things that went well. And so again, letting them critique their own video and come back to you only with the positives. It can be a really good learning experience. All right, you guys. Thank you for sharing. This part I think we absolutely -- it was the most important part to me in these sessions online is the Joplining. It takes the pressure of on yourself off. There's nothing worse than sitting down to plan a teleintervention session with an EI family and you can't control it, right? It has to be done in joint planning because then you get buy-in from the family. There are no mysteries. You're letting them plan it so they know what they're comfortable with. You're helping and supporting and giving ideas, but I do feel like the joint plan is critical. It's night and day for me and the success of the next session. Now, a lot of times what we planned never happens, not even close, but having that time and the conversation at the end of a session or before the next session to at least connect and everybody enters that hour of knowing there's no anxiety on either part. And really looking at that, based on what we practiced today, what do you want to work on this week? And I have to say how many times do you ask after this great session and the answer comes back something that didn't happen with that session and you go with that. That was obviously in the back of their minds and maybe they didn't realize it it in your initial reflection at the beginning of a session. But I'm always surprised when that happens. So definitely what do you want to work on this week versus based on what we plateaued what do you want to work on this week? I think both questions are equally valid and equally important. Anyway, take the time to really ask -- giving them the pause time. Just because we think we know the next steps, it's rarely what the parent is thinking. We're coming at this from two different places and we need to form that partnership to move forward. Always, how did you feel about the session today? This is always a great conversation. And again, in order to have the partnership we need to know where our partner it and what they're thinking. So overcommunicate, don't assume. Then what can we try differently next week? It's another way to open up an opportunity for conversation. Anybody want to share on their joint planning tricks? It does seem to make or break it for me. Oh, I did it again, you guys. Okay, think about just kind of -- we've been forced into a new mindset, but hopefully you are having new positive results. Hopefully we're working into a new normal and things are slowing better. But hopefully from our conversation today you have a few ideas of some new things to try. I certainly do. I can't wait to do Marco Polo with my families. And I want us to just keep challenging yourself. One of the things that I do just as a little aside is while I have my lesson plans and my cheat sheet questions and my prompts to pause more, I also have a professional development goal for myself for the week when I'm planning like I want to give more pause time or I want to make sure I reflect. I want to use these questions. And while we're still at home online it's a great opportunity to get in that habit. So I would encourage you to what do you want to change about your practice? And make yourself a cheat sheet and put it right up here on your computer corner so that you can remember it throughout the week. So whenever I sit down to do my lesson plans and plan my week I try to plan in what way do I want to grow? And there's so much information in our field that we can't possibly keep it on our mind and be great at it. I feel like we're always sort of choosing new goals and new things to target. So I encourage you to add that to your practice so think about what is it that you want to do differently this week. I'm just looking at your ideas here. I hope you will make your list and continue to grow and to continue to provide the great services that you all do for families and children. This is my contact information. I would love if some of you were interested in joining our listen and chats. They tend to be the last Monday night of the month, which we have a bunch of people who chose Monday nights. It's not my favorite idea, but that's when it is. We would love for you to join us. They happen from -- pre-COVID they were 6:30 to 8:30. Now nobody needs more computer time so we try and get in there and have some good discussions, interact and let everybody get off of their screens as soon as possible. So they're rarely too much longer than an hour these days. Any other questions or anything I can help you guys with? Let me get back to my chat, which I can't see here. Yes, thank you for the captioning and the ASL interpreter. Feel free to email me if you would like me to add you to the mailing list. To receive the listen and chat information. All right, thank you. 

>> Kate: Thank you so much, Nanette. I love when we talk about parent coaching. It's just something that is so needed all across the field with kiddos with sensory impairments especially. And especially in the early intervention age group. So thank you so much. And the comments in the chat have been wonderful. And yes, I'll talk about it a little bit more in a second. We save the chat transcript. It will be available to you. We do that every session because there's always just such good stuff there. Before I give you the code and I end with some closing announcements, I wanted to let you all know I think this is a group especially that will be interested. On April 22nd and 23rd from 1:00 to 5:00 p.m. central time, TSBVI is partnering with Texas mental health initiative for deaf youth and the Texas School for the Deaf to present the -- the first of what we hope will be many mental health symposium for students who are deaf or DeafBlind. So I will put that information in the chat if you are interested in registering for that. It will be virtual, so wherever you are, you are welcome to attend and we hope that you will join us. I think it's going to be a really neat experience. We've got some neat speakers lined up and some neat panels and stuff. Okay. Let me give you some closing announcements, including the closing code. Please know -- here's the code. So the closing code for today is 022521. So one more time, 022521. Thanks, Lowell for putting that in the chat. We'll put that in a few more times before we wrap up so make sure you have that. Please note that for the month of March our schedule is a little bit different. We will not have Monday coffee hour sessions because we have the DeafBlind -- the Texas symposium on DeafBlind education happening the month of March. But we will have our Thursday coffee hour session. You can find the information at the coffee hour website. The session that we had to cancel because of the weather situation in Texas has been rescheduled for May 24th. That's the O 2 review of sensory processing that was supposed to happen February 18th. It will be on May 24th. So there will be a new registration for that that will be posted in April so you can keep an eye out for that. I know there are a lot of requests for that session so you want to make sure that you know that is happening again. So please just keep an eye at TSBVI.edu/coffeehour for all of that information. One more time to obtain your CEUs you will respond to the evaluation that will be emailed to you from our registration website, ESCworks. You will enter the code, 022521 and the CEU certificate will automatically generate upon completion of that evaluation. Also the handouts and recordings from this and past sessions are available through a link on our coffee hour page. Once you're there on the coffee hour website you will scroll down and see where it says visit the new TSBVI outreach coffee hour archives. That's a link that will take you to the recordings, handouts, transcripts and chat for example from all of the previous coffee hour sessions. So if this one give us a couple of days so that we can get things organized and get it all posted. On the evaluation that you will receive, there are a couple of boxes for some additional comments. Please feel free to let us know specific to these presenters and this topic as well as anything that you would like to share with the event planning committee. I want to give special thank you again to the western regional early intervention conference, REIC, and the New Mexico youth or DeafBlind to sponsor this session today. Thank you so much and thank you to our presenters especially. It's been such good content and we really present that you would take the time and share your thoughts and information with us. Okay. So let me one more time that closing code is 022521. And we will put that in the chat again. Thank you, everybody. Let us know if you have any questions or any concerns. Otherwise we will see you around!