>> Kate: All right.  Well, let's go ahead and we'll get started.  I'm sure we'll have some more people join as we go along.  All right.  Very first thing that I want to say is please, please, please make sure that your chat box says "everyone."  If you have not updated, you may need to change it to say "all panelists and attendees."  But this is so everybody can see your comments or questions that you might have.  So please, if you have a question or a comment during the time that Kaycee is presenting, put that in the chat box.  Again, make sure it says Òeveryone."  Your microphones and cameras are automatically muted so you don't need to worry about them.  The handout for today's session, I will share the link in the chat.  You can click on that and access that handout.  The handout will also be available for later viewing along with the recording of this session and our previous Coffee Hour sessions.  As we've mentioned before, August is kind of our 101 months.  Last week we did VI101 and today we are doing Deafblind 101.  But these sessions are to, one, get some good information out there and, two, for you to have access to these recordings so you can share that with your families, with your educational teams.  This will be good information to have to share so you don't feel like you need to do all that training on your own.  To obtain your CEUs, respond to the evaluation that will be e-mailed to you from our registration website, escWorks saying that you got your confirmation.  I will give you a code at the end of the session, so no opening code, just a closing code.  All right.   We're really excited to have Kaycee.  If you joined us for Coffee Hour, Kaycee is one of our hosts.   We're excited she's presenting today.  Kaycee, IÕm going to turn it over to you.

>> Kaycee: Awesome.  Thanks, Kate.  Let me get my presentation on the screen here.  So, the title for this session is General Considerations for Supporting Students who are Deafblind.  If you attended last week, it was the same title except for students with visual impairment.  And I stole it from my colleagues Lynne and Kathi and changed it to students who are Deafblind.  Just like last week, weÕre going to be talking about basics, overview for people who are new to the world of Deafblind education.  I have a ton of content in here today.   I'm pretty sure we won't get to all of it but IÕm going to get to as much as I can.  But in the handout is the information from all of the slides so you will have that to refer to even if we don't get to it.  But I am going to attempt to cover today talking about eligibility criteria for Deafblind, both federally and here in Texas.  TDBs, interveners, and what I want you to take away is to know what to do when you get a student who is Deafblind on your case load and how to get more information.  Obviously, you can't know everything you need to know in a 50-minute slot so that's my main goal is to show you where you can get more information and who you can go to get support.   So, I'm going to start with the federal definition for Deaf blindness.  I promise I'm not going to read all these slides to you but I am going to read this federal definition.  Deafblindness means concomitant hearing and visual impairments the combination of which causes severe communication and other developmental educational needs that they, the children, cannot be accommodated in special education programs designed solely for children with Deafness or children with blindness.  It's a lot of words.  Something I want to talk about here is the word "severe."  A lot of people get hung up on that word severe and it is not defined for us and so I think, you know, it can confuse a lot of people and think that it's only the students who have really limited communication who can qualify.  And thatÕs just not the case.  What the point is here is that they need specialized instruction, different from a student who is Deaf and hard of hearing or different from a student who has a visual impairment because having both losses means that they cannot fully compensate by using the other.  So, if a student has a visual impairment, they are likely using their hearing to compensate for that environment and if they do not have their full hearing sense, then there are going to be some limitations to that compensation.  And, you know, specialized supports that we need to put in place for those students.  So thatÕs something I want to talk about here.  There certainly can be students who are in general education, even students who have straight as that can qualify as students who are Deafblind and that they need specialized instruction in communication and developmental -- other developmental areas and have educational needs.  Doesn't necessarily mean that they are struggling academically to be able to qualify as a student who is Deafblind.  Now IÕm going to talk about Texas.  I know not all of you are in Texas, but there are four ways to qualify as a student who is Deafblind.  The first way is the most straightforward.  If they meet the eligibility criteria for auditory impairment, which is what is currently still called in Texas.  We're moving toward Deaf and hard of hearing but it has not officially changed yet.  So, if you hear me interchange, that's why, we're using Deaf and hard of hearing but our legal terminology still says AI.   If they meet those eligibility criteria for a student who is Deaf and hard of hearing or AI and they meet the eligibility criteria for a student with a visual impairment.  Individually the TVI would get the report, the evaluation, see if they qualify.  Same on the Deaf and hard of hearing side.   That student can qualify as a student who is Deafblind.  The second one a little bit more confusing but not too bad.  If the student meets the eligibility criteria for a student with a visual impairment.  The student also has a suspected hearing loss.  The ways that we can determine they have a suspected hearing loss is that the speech language pathologist thinks that they would have language where they may not and/or we are doing functional hearing evaluations and theyÕre functioning as a student with a hearing loss.  Why we would not be able to get proof of this, typically is for our students who cannot safely be put under anesthesia.  Students with heart conditions, maybe seizure conditions, medically fragile.  That population where putting them under for an ABR, auditory brain scan response is how they measure hearing loss, may not be safe, may not be worth the risk to get that information.  So, we can still qualify those students.  I will say it's not -- shouldnÕt be a permanent decision we make.  We can qualify them and never talk about it again.  No.  We should continually be looking at their functional hearing, at their speech and language development.   If the student goes under answer these for something else, if the student has a heart condition and they end up having heart surgery, that the medical team are able to do that test at the time so we can get definitive answers.  The third way, this one is most confusing, I think.  This one is where if the TVI gets the eye report it may not be a student they typically think about qualifying.  Same with hearing.  So, it can be mild losses on either side or both sides.  This allows us to still qualify those students and the reason we would want to do that, like I mentioned just a few minutes ago about being able to fully compensate or not having one or the other.  So, if you have a student who is Deaf, they may use a manual form of communication, like sign language.  Even if they have a small field restriction, if someone is signing to them and they donÕt have access to that, obviously that's going to be a big problem.  This allows us to qualify those students, even if they may not meet those eligibility criteria individually.  We can look at the student holistically and still qualify them and provide them with services.  The last way is if they has a progressive diagnosis.  Most of the time we see this in our students with Usher Syndrome.  It doesnÕt have to be Usher Syndrome but thatÕs typically the students we see this most commonly with.  What is really super cool about this is that you can qualify these students at birth.  So, if you have a student who, you know, is two months old and has an Usher Syndrome diagnosis, we can start serving those babies and their families even though they may have totally normal vision now and for the next decade.  We are able to provide that support.   And I think that's super cool and have been able to do that with a baby and it's been really neat and a really interesting process.  Okay.  Why do we need Deafblind eligibility?  Why is it important?  We often get asked if we qualify them Deafblind will they get more services.  And I think it's the wrong way to think about it.  It's not about getting more services, it's about getting the right services and getting the right supports or the right strategies, the right accommodations.  All of those things come in place when you look at the student holistically and when you look at the student -- all of the studentÕs needs.  And I think when we look at students separately as a student with hearing loss and as a student who has a visual impairment, weÕre missing so many things.  When we look at the student as a student who is Deafblind, we're looking at the combination there which affects everything they do.   So, keep that in mind as you program for students and as you're IEP committees make those eligibility   decisions that it really just brings you to the right resources, to the right supports.  And I think that is what we should be striving for.  Okay.   TDBs.  If you're not familiar, a TDB is a teacher of students who are Deafblind.  Why would we need such a person?  We have a teacher of the Deaf and hard of hearing.  We have a TVI.  Isn't that enough?  Not really is the answer.  The teacher of Deaf and hard of hearing has, you know, expertise in dealing with educational impacts of hearing loss and the TVI has great expertise in working with students who have visual impairments.  Neither of those specialists have extensive training in Deafblind education, some of which have no training at all in Deafblind education.  So, while it's incredibly important that these two people are working together very closely, thereÕs still things missing and that is where the TDB comes in.  A TDB is someone who has extensive knowledge and training in educating individuals who are Deafblind.  So, the second bullet says what do I do if I get a student who is Deafblind and my district doesn't have a TDB?  That is probably the case most times right now and what we need to do is make sure, A, that the teacher of the Deaf and the TVI are working very closely together but also that we are getting more training, reaching out to your state Deafblind projects.  If you're in Texas, that is myself and my team but every state has a Deafblind project they can reach out to, you know, and if you're in Texas we have Educational Service Centers.  Each center has a person designated to be a representative for Deafblind and they can point you to resources.  Many of them have extensive training themselves and can help.  The point is to know that there are more to do to reach out to people who can help support you and get you the resources that you need.  Our TDBs are required members of the IEP committee?  They are not at this point.  I do not have a crystal ball but I would say that it's not out of the question that they may be in the future but right now the teacher of the Deaf and hard of hearing and the TVI both are required and it's important that both of those people are there helping with those decisions.  If you have a TDB, obviously they're going to be a huge asset to your team and your IEP committees.  What does the future look like for TDBs?  This is an exciting one.   Right now, the only state that has TDBs certified and out in practice is Utah.  However, the model looks pretty different in Utah than what we are looking to set up here in Texas, just because of the size of our state.  Texas is huge so we currently in Texas have our TDB standards approved by our state board of educator certification and we are in the process of test writing.  It is kind of a long process so it will be a couple of years but there will be certification coming for individuals to sit and become certified TDBs.  So that is very exciting and something on the horizon to look forward to.   Interveners.  If you're not familiar with the term   intervener, they work one-on-one with an individual who is Deafblind.  They are both in the school setting and also in home and community settings so they work in a variety of places.  The goal of an intervener, their motto is do with, not for.  And their main role is to facilitate access to -- not just communication but also the environment and everything happening around them.  How do I know if my student needs an intervener?  We have a tool for that.  Some of you may be floor with the tool determining the need for an intervener in educational settings.  It got revamped and just was published last week, so definitely check that out.   We have -- it is a very similar document but we have added several guiding questions for each piece along the way and updated the resources in there.  So hopefully that will be a helpful guide to you and your educational teams in making those decisions on whether an intervener might be appropriate for your student who is Deafblind.  Basic strategies.  Hand under hand.  Hopefully many of you attended last weekÕs session with Kathi and Lynne.  They did a phenomenal job explaining hand under hand, what it is, how to use it and why.  So, I'm not going to spend a whole bunch of time today but I hope that if you missed that session, that you will go back and watch it.  It was recorded.  I thought they just did a phenomenal job explaining why it's so important.  Briefly, for those of you who aren't familiar, hand under hand is a strategy to use, not just with students who are Deafblind but with all students and it is different than hand over hand, which you may see used still and written in IEP goals.  Hand over hand is the -- you're manipulating the child, usually an individual's hands.  You have control over where their hands are going and what we recommend is hand under hand where the student has control.  You are just putting your hand, as the teacher, under the student's hand.  So, the student can still remove their hand if they are uncomfortable or they want to remove their hand, they have that ability and you are the one who is touching the scary stuff first, is what I always like to say.  And they're able to decide if they want to join you, if they want to touch the scary stuff, they can do that.  And if they don't want to, then they don't have to.  It does sometimes take longer.  There were several questions last week about teachers being able to use hand under hand because of the extra time that it may take to build that student trust but I think focusing on the fact that you're building the student's trust and that they feel safer at school will lead you to make those decisions in that it's really what's best for the student.  Hand under hand, watch Lynne and Kathi's from last week if you missed it.  They had some really great video examples.  Collaboration and orientation and mobility.  We have some tools that are called sound travels and they go through the collaboration between the orientation and mobility specialist and the people on the hearing team.  So, the teacher of the Deaf and hard of hearing, the school audiologist, and the personal audiologist, the person who is programming the kidsÕ hearing aids and cochlear implants and Bajas and whatever the students are wearing.  The collaboration is fairly unique in that often one doesnÕt even know the other exists in a lot of cases.  An audiologist doesn't even know what an orientation and mobility specialist is, usually.   And the same goes for the O&M, doesnÕt even know if the school has an audiologist, what do they do?   They're pretty separate, usually, but when we look at a student who is Deafblind, their access to sound or travel is something that the O&M is used to relying on and we have students who are Deafblind who have limited access to sound or no access to sound and it's really going to change what O&M looks like for that student.  The orientation and mobility specialist may have a ton of Deafblind background and, you know, feel really comfortable and they may have absolutely none.  And so, again, that collaboration is super important between both the audiologist who is programming but also the teacher of the Deaf and hard of hearing.  They are used to using environmental sound but in a very different way than how the O&M uses environmental sound, so that collaboration is really important to make sure the student is traveling safely and that weÕre giving the student access to the sound they need to travel safely.  Most of the time audiologists are trying to get rid of those sounds, like cars driving by, because they make it way harder to understand speech.  And so, we have to work together to make sure that the audiologist understands the importance of that car sounds for a student with limited or no vision and that the orientation and mobility specialist understands how programming works and how we may need to alter that.  We do have tools for that and they're in the resources.  You can find those in the handout.  Calendar systems.  I have some pictures of calendar systems that I will show you.  Our colleague, Robbie Blaha wrote the book and it will be very helpful for your teams in determining what type of calendar system is appropriate and all kinds of lovely things.  There's a tool so I will show you what that book looks like in just a moment.  Making choices and learning sequencing.  So, in addition to the calendar systems, you can also use a choice board.  So, they can be part of your calendar system and it can be used on its own as well.  And so, a choice board is just a rectangular board with the tactile line down the center and you can put choices on there.  You can start with the two choices and allow them to explore both and make a choice.  I believe there are pictures here as well.   And learning sequencing.  So, the calendar system is a wonderful tool for learning sequencing.  We can use sequence boxes within activities as well -- and youÕll see pictures of that in a moment.  Adapting literacy materials based on hearing and vision.  So, this is something unique to individuals who are Deafblind that the teacher of students with visual impairments is used to doing a learning media assessment as part of their evaluations and one of the many tools that TVIs often use are the auditory tools.  So, we're listening to the computer read to us.  There's tools through Apple, thereÕs tools on their own, like JAWS and it's important that weÕre working with the teacher of the student of the Deaf and hard of hearing what is important.  If theyÕre going to be able to understand the robotic voice that comes from that or if adaptations are going to need to be made if we need to look at different things.  Again, that collaboration piece is just so huge.  Tactile sign is something else that's unique to this population and many of you from the vision side may think the teacher of the Deaf and hard of hearing has a lot of knowledge on tactile sign, and it is typically not the case.  My background is in Deaf education and I did not know anything about tactile sign.  I knew it existed and that's about where that stopped.  So, it's important to not just assume that your counterpart knows if itÕs appropriate or knows how to start introducing it or anything about it, really.  And make sure that youÕre having open conversations and that's where weÕre hoping the TDBs are going to play a huge part in supporting all of these things here that are really unique to our students.  Functional routines is the last thing on the list, and that's certainly not unique to just students who are Deafblind but it is very, very important for this population.  We want to make sure that they are feeling safe and confident through their day and making sure that the staff is feeling confident in their skills and knowing how to support these students and having functional routines and having them well documented is a really, really great, great place to start.  So, on the screen right now I have an example of a functional routine for a student.  This is a toileting routine.  On the left-hand side we have a column of activities and then in the center column we have scaffolding steps, HUH is hand under hand.   And then on the right we have phrasing to use.  So, for students who sign, I put the signs in there as well and have exact phrasing.  So, the benefit to having this is that you can print it out, hang it in the bathroom and anyone who is supporting that student in their toileting can follow this routine and make sure that the student has those opportunities to become more independent and learn their own routine and, you know, it's not something that has to be done this exact same way forever and ever and ever.  We can absolutely help them grow, add more language, add more steps, add less supports, all kinds of things.  But we definitely want to make sure that the student understands whatÕs happening and is able to anticipate.  I'm going to stop and see if there's questions really quick.  I'll let Kate answer that.  Perfect.  Okay.  So, this is a picture of an anticipation calendar.  So, an anticipation calendar has a now basket and a finished basket.  The picture on the screen has a round white colander as the now basket and then the finished basket is to the right and it is bright yellow, rectangular, and plastic.  They look very different but they also feel very different, which that feel very different is very important so the student knows which one is which.   They don't have to stay in one place.  They can come to the student but the student will learn that the object or symbol or whatever you're using for that student that's in the now basket represents what we are about to do right now and it helps with that anticipation.  And the goal is to be able to expand to more than just right now but think about next and then and build to much larger calendar systems like this one.  This is a daily calendar made with photographs.  So, on the screen is a strip of carpet, which you can often get for free at flooring places, and it has pieces of rope going horizon tally -- vertically, sorry, to separate out the activities.  You may notice that there are more than one picture in some of the activity slots and that is because these are on expansion strips and the expansion strips can include details that the student may want to know like where will this be happening?  Who will I be doing this activity with?  Will my friends be there?   All kinds of different things and the information that you may put there is going to be different for each student.  Some kids just want to know which friends are going to be with me.  That's whatÕs important to me.  Other kids may want to know am I leaving this room?  Where am I going?  Where are we doing this activity?  When will I be coming back?   So, it's going to be different for each kid and some may be able to have all kinds of information there while others may just need one thing right now.  The calendars book that I mentioned can help you determine what the student is ready for.  The picture we have up now is a daily calendar like what we were just looking at except with tactile symbols.  So, each of these tactile symbols represent an activity -- and you may notice there are a few that also have expansion strips, so they may include where or with whom they're doing these activities.   And so, these can go through their entire day and have all their activities and then they can put them in a finished basket as they complete them.  Sequence boxes.  So, on the screen we have three black boxes that are duct taped together.  YouÕll see that this student was transitioning from real objects to tactile symbols with partial objects.  So, in each spot there's a full real object, so real toothbrush is in this first one on the left.  And then a tactile symbol with just the head of a toothbrush glued to it is also here.  So, the student is transitioning to be able to use the smaller tactile symbols.  This can be really great to break up, if you're using that daily calendar and then you have, okay, now it's time to do our kitchen routine.   You have each step in here so it's just like I donÕt know about you but I am very big on a list.  I like to cross things off my list so I don't miss anything.  And this gives students that opportunity.   They can go through and see what do I have to get done and in what order and what's coming next, how long until we're eating, how many steps until we get through the eating part.  And you can use this for all kinds of different activities throughout your day.  Evaluation.  Again, I know I mentioned in the beginning this is so much information but each of these topics could be a week-long training so thereÕs, you know, just very little snippets here but please reach out and let us support you as you put all of these things in place with your students.   Evaluation.  Evaluation is a big thing.  The most important piece of evaluation, in my opinion, is the team.  One person cannot come in and evaluate a student who is Deafblind and get an accurate picture of the student.  It's going to take everybody.   Everybody working together throughout the entire process.  We need to consider the effects of the combined loss.  So, it's going to be different, no matter what your role is on the evaluation team, itÕs going to be different than it normally is when youÕre evaluating a student who is Deafblind.  For me, with a Deaf Ed background, evaluating a student who is here for their evaluation and I can't just look at hearing because their vision is going to affect everything and just the same for the TVI, theyÕre trying to evaluate functional vision where their hearing is going to play a part in everything they do, so we have to work together to make sure weÕre getting a holistic picture of the student for their evaluation.  And it goes out far beyond just the sensory team.  We have a diagnostician or LSSP who is coming in to evaluate the student or a speech language pathologist.  Their hearing and vision and a combination of those losses are going to impact everything they're trying to evaluate so we have to make sure that they have the tools that they need to properly evaluate the student and that we're all working together to make sure we're getting an accurate picture.  The best way to do that is to work with the family.  The family knows that student better than anyone else.  Sometimes you'll have a teacher who has been with the student for many, many years and they are going to be a very helpful tool as well.  Sometimes they have a paraprofessional or an intervener that's been with them for a really long time and those people really come to know the student very well, so making sure that you know who knows that student, who knows them the best, and that you're working very, very closely with those people.  Evaluation tools.  There's a screenshot.  I donÕt expect you to read all this, I just took a screenshot to show how many there are.  This is on our new project website, which is Txdeafblind project.org.  There's assessment tools and we have a ton of assessment tools, some of which are from TSBVI and some are from partners and friends of ours from all over the place.  We have them linked for you and it's a wonderful place to start.  Again, we could do a week-long training on tools to use just for evaluation and assessment but I do want you to know at least where to find them so you can dig through and find what might be appropriate for your student and your educational team.  Where do I put the results?  So, these assessments, evaluations can be compiled into the appropriate sections of the TVIs functional vision and learning media assessment and the teacher of the Deaf and hard of hearing's communication evaluation.  I think they should be in both because, as we mentioned, the combined effects of hearing and vision loss affect everything so we need to have information on how they communicate, how they access their environment and their instruction.  Those things are not specific to hearing and not specific to vision.   They are about that student's entire life and definitely entire education, so we need to have them well documented and spread throughout.  We do have a tool in the works right now that will hopefully help everybody figure out how to evaluate these students and where to put all the information.   We're hoping that's going to be published within the next year or so.  But in the meantime, I have one example here and it is linked on your handout for you so that you can access that and check it out on how the communication information might be embedded within the FVE/LMA and how it can be included in the communication evaluation.  IEPs.  We have a tool called IEP quality indicators.   It is a really, really awesome tool.  It's very lengthy.  It does take a while to complete, IÕll warn you, but you should.  You should still do it, even though it takes a while.  It's best completed as a team or at least a couple of people together to look at the student's current IEP, to look at the areas noted within this document, and it has lots of guidance throughout, things to consider.  And really the goal of this document is just to help you make sure that the IEPs are of high quality and that everything that we need to consider for a student who is Deafblind is not only happening for that student throughout the day and throughout their school year, but also, it's really well documented so if they move or you get new staff that the student is getting exactly what they need.  And I have found that it's also really helpful in helping to create really specific accommodations.  So, there's a screenshot of a fake accommodations page and one of them says Luke may be missing environmental information due to sensory losses.  Examples include thematic units, activity-based instruction, scripted routines, and active learning.  Also, staff should consult with specialists in Deafblindness before conducting assessment.  So, I just feel like the IEP quality indicators help guide you to create accommodations that are specific to that student and specific to their sensory impairments and help gets you away from just clicking the check boxes of accommodations, because our kids do not fit into those check boxes.  This just moved.  That was strange.  Okay.  IEP goal examples.  So, again, in looking at the IEP quality indicators can help you think about what specifically needs to be in the student's IEP to make sure they're getting everything they need.  One of those things is to think about the goals that weÕre working on and how to make them specific, to make sure that the student will be able to make progress on those goals.  They are long.  This goal is long.  However, no matter who was working on this goal with this student, we knew that he had the ability to make progress because people were going to be doing it exactly the way that this student needed them to do it.  I'm going to read it, for those of you that aren't able to see the screen.   When student initiates interaction by taking a staff memberÕs hand, staff member will respond by presenting real pictures of needs, people, preferred activities, IE food, teacher, bathroom, et cetera, while asking what do you want, in a positive effect.   Then the student will pick up the desired photo of that activity, person, or need to communicate his choice three out of five trials per day.  So, itÕs insanely specific.  However, it allowed this student to make a ton of progress in communication.  Prior to writing these things out very specifically, it was kind of random and when this Special Ed teacher would give him the opportunity to make the choice -- and we found through evaluation and observation that he -- his way of initiating interaction was to touch the teacher's hand -- he really liked the teacher -- and he would go and he would touch the teacherÕs hand.  And after observing that, they were able to sit down, through a lot of discussion, and write this goal to where we knew, okay, he's initiating interaction and then how can we keep that going.   How can we work on that interaction?  And this is what we came up with.  Resources.  As I mentioned, we have a new Deafblind project website, Txdeafblindproject.org, it's in the chat for y'all.  There is so much information on this website.  The resources section has so many resources.  The topical resources has the evaluation and assessment tools that we talked about.  I do have the toileting routine that had a screenshot here.  I have it in a Google Doc so that will be more accessible for you.  And you're welcome to make copies of that and change it to be appropriate for your student.  Calendars for students with multiple impairments, including Deafblindness.  This is the book I mentioned that our teammate Robbie Blaha wrote and that is available for purchase and that link is here for you on your handout.  Check with your Educational Service Centers too, they may have copies.  And the O&M for students who are Deafblind, those sound travels document that I talked about are in a live binder, if you know my colleague, Chris, he is a big fan of live binder and he has them all in a live binder for you to use.  There are tools for collaboration in there to help facilitate that collaboration between the orientation mobility specialist and the audiologist.  There are also fact sheets that are really helpful for filling out what environmental sounds are used for that student.   So, for example, if the O&M may write I need the student to be able to hear the water fountain humming so that they know where they are.  Like, thereÕs a landmark they want them to use.  Like I said before, that is something the audiologist is trying to get rid of so we need to have that conversation if we want the student to have access to those things.  And here is my e-mail and also the Deafblind Project e-mail.  If you e-mail the TX Deafblind project, it will go to everyone on the team.  If you have a question and you're not sure who the best one to ask is for that specific topic, you can send it to that e-mail and it will go to all of us and we will get back to you.  You can always put in a request for service, whether it be initial contact or student consultation or training on our TSBVI website under outreach.  Let me stop sharing so I can see the chat and see if there are any questions.  Does anybody have any questions?  Oh, Chris put the interaction part of the website on here.  I'm glad that you did that, Chris.  There are several sections -- actually since we have a few minutes I'm going to show you the website really quick.  This is what our new website looks like.  So under "home" you can learn about who we are, what we do, our grant, and the different services that we provide.  You can find all of our products here, which includes some of those evaluation tools, other books, Robbie's book that we talked about in here, some articles.  We also have online courses and we have some of the podcasts.  We have a communication microsite here that has all kinds of information about communication for individuals who are Deafblind, including a whole section on calendars and a whole section on routines.  And some here on interaction and bonding but if you are interested in learning about interaction, you should go to our brand-new interaction microsite.  There's so much wonderful information out here and we're actually going to have a Coffee Hour next month talking about just all of that information.  So definitely sign up for that.  ThereÕs a tab on TDBs, including some of what we talked about and why do we need them but thereÕs also information on becoming one.  So, if you are interested in taking course work to become a TDB, thereÕs information on how to do that and if youÕre in Texas, even how to apply for some grant money to do that.  There's a whole section on orientation and mobility, including some on auditory information and sound travels documents and resources, so many resources.  Information on our agencies, both local, state, and national organizations, services.   There's really great information on our family resources here so if you have individuals who are Deafblind on your case load or in your classroom, you can make sure that your families are connected to other families.  There are live binders here.   This is the topical resources I was referring to and thereÕs so much information in there.  We have a blog.  There are several blog entries from our Deafblind symposium that was last March.  So, if you missed symposium and want just a little snapshot of what we learned, there are several blog postings about our -- what our keynote speakers shared.  And itÕs continued.  So continually check it out.  WeÕre posting several a month on there.  You can also follow us on social media for lots of that information as well.  

>> Kate: Any other questions for Kaycee before we wrap up?  We know this is a huge topic and to try to cover in 50 minutes is really tough.  But, Kaycee, great job and thank you for those resources.  ThatÕs a great list.  You know, I do want to say that -- and thank you, Aaron.  He said great information.  I do want to say that, yes, we are the Texas Deafblind Project and of course like our, you know, our first responsibility is to the State of Texas but the way that we are structured allows us to do a lot of collaboration with some other projects with some other states, so reach out to us.  You know, we would love to be able to collaborate and brainstorm with you.  There's a lot that we learn from other states and a lot we have to share as well, so let us know.  I know that we've got a couple of folks here right now, we're working with Utah and Minnesota, Michigan?  I don't know.  So please let us know, reach out to us.  South Dakota.  I was close.  [Laughter]  

>> Kate: Let us know.  Cool.  All right, well, reach out to us if you have any other questions that we werenÕt able to get to today and we'll try to answer them.  Let me go ahead and give you the closing announcements and our closing code.  So, todayÕs closing code is 081621.  I'll put that in the chat as well.  081621.  You'll also see a link to our Coffee Hour website, that's where you can go to find our access to our archived sessions and all the information for upcoming sessions.  This Thursday we have a special Coffee Hour session.  It will be at 11:00 central time and 10:00 mountain time as part of the western regional early intervention conference.  Two parts for this session.  Part one will be assessment, intervention, and outcomes of young children with unilateral hearing loss.  Part two will be academic outcomes and predictors of performance in school-aged children with unilateral hearing loss.  So those will be great sessions, especially following up on this session today of talking about Deafblind education.  So, again, to get your CEUs or your professional development credit, you'll respond to the evaluation that will be e-mailed to you from escWorks.  Enter the code, which one more time is 081621, and that CEU certificate will automatically generate when you are done with that evaluation.  Again, you can find the handouts, chat log, and transcripts on the archive site and you can get there through the Coffee Hour page.  Also, in that evaluation you're filling out, let us know what you would like to hear this year for Coffee Hour.  We have lots of options available and lots of things planned but we want to make sure we are hitting those topics that you are finding necessary and important at this time.  Also let us know if you have ideas for speakers, including yourself.  We love to have folks that arenÕt necessarily from TSBVI that share their perspective as well.  So, let us know.  All right.  Well, thank you so much, everyone.  Thanks for being with us.   If you started school already, Happy New Year.  If not, soon enough.  WeÕre excited to have you here.   Thanks, everyone.  

>> Kaycee: Thanks, everybody.  [ End of webinar]