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

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>> Thank you for joining this evening. We are having a few technical difficulties, we will start in just a few moments. 

>> Okay let's go ahead and get started. I am Robin with NCDB. Welcome everybody and thank you for being here  this evening. I will go through just a few housekeeping items before Passover -- past it over to Sheri.  The phone lines will will be open later. The question-and-answer session will happen at the end of the session but you can add questions into the chat part at any time throughout the session. We will give you instructions on how to unmute your phone so that you can ask questions. This meeting is being recorded so be mindful of your comments in the chat pod. Please refrain from putting personal information in their. This recording will be archived on the charged website for future viewing.

>> Welcome to the webinar Wednesday I'm Sheri, the director of outreach with the charge syndrome foundation. We are pleased  to have you join us. I would like to introduce you to tonight's presenter Crystal Bell. She has served as a family partner, family life course specialist and now the present coordinator of Missouri family to family. She has an Associates degree in elementary education and general studies and is currently working on her bachelor of business administration at the University of Missouri Kansas City. Her professional interests include bridging the gap between the professional world and families of individuals with disabilities. Particularly within the early educational field and peer support. Parent to parent. She has 3 children, 2 of whom have special healthcare needs. Missouri family to family is based in Kansas City known as UMKC.  Among 67 university centers for excellence in departmental disabilities otherwise known as UCEDD  working with people with disabilities, members of their families, state and local government agencies, and community providers and projects that provide training, technical assistance, service, research, and information sharing with a focus on building the capacity of communities to sustain all of their citizens. The UMKC Institute of human development partners  with the national Association of State Directors of developmental disability services to facilitate the national community of practice and supporting practice families. Tonight we will learn about a guide for families and professionals called charting the light course to help you assist in creating a good life. Use tools are designed to help you think about the questions to ask as well as choices, options, and life experiences to consider as you plot a course to a full and meaningful life. This webinar will be recorded and archived for future viewing. Please be mindful of your comments in the chat box. Please refrain from writing personal or sensitive information. The charge syndrome foundation is a not-for-profit organization providing support to individuals with the charge syndrome and their families. Providing webinars is a way that the foundation furthers his mission to improve the lives of people with charge syndrome, locally, nationally, and internationally. If you'd like what you seen on behalf of children with charge syndrome and their families, we believe this is important please consider becoming a member of the foundation or making a donation through our website. Our presenter requests that the question-and-answer session be saved until the end of her talk if you write a question the chat box, please note that the response will occur during the question-and-answer period. Thanks for your continued support and for joining the foundation.

>> Thank you for the introduction this webinar is in overturning my courses which is a framework that can in some aspects put things into perspective and make it easier to navigate. We received a 5 your grant and this grant was provided by -- we partnered with NASDDDS and other organizations to chart  life force throughout the United States. I am the mother of 3 children Peyton on the left who just turned 15 and he has down syndrome and celiac. Connor is on the right and he is 13 has autism and ADHD. Lily, the one in the middle, she is 3 1/2. That's my rowdy group. I am the coordinator for Missouri family to family. In most of my training has centered around family leadership and family connection. That's where my interest lies. If we talk about how this framework got started. We received a grant 5 years ago. When that grant was first issued the states that were participating were 5 states and when other states started to hear about it they said they'd like to be in on this so we opened up a second round for the national community of practice for supporting families. We now have 17 states that are part of our communities practice. These states are the ones that have formally joined as a state system to look at making changes that better support families. These are the national partners with the grant. And if we talk about setting the stage. What is the current reality of our services and support. As family members we know this really well because we do live it. We know that the demand for service is going out. There are more aging for the same work force. While that capacity of the workforce is going down. We also know that the federal budget is always in the news. What are we doing and how are we funding things. This federal policy where we are challenged to do more with less money is pressure that's put on those systems as well. If you think about expectations, values, and cultures. We know that as time has gone on. Families and siblings and individuals themselves have spoken out and voiced their expectations. That's something that has changed. The surface system really wasn't designed for that in the beginning. So if we think about before services and support before it was a formal system. Think about how the person existed. You can see these circles here. Everyone exists within the content of their family and community. Before the formal service system was created. That was the same for people who were born with disabilities. They existed and we recognized that that existence would need some support. So with the best of intentions we did create a formal service system but what happened but that traditional disability service was that we started rapping our services around the person. With those circles those are the person and then the service that's wrapped around that person. That circle is a barrier to them existing within the family circle. That family in the community. Those services are coming between the person their family and their community. And in this third Circle you'll see integrated support that shows up across the circles. This represents that when we take services and support and start integrating them into appropriate places for a person they can once again exists. Can see them existing within the family within that community. When we think about changing things. We need to think about a few different types of changes. As family members we have been through a lot of transitional changes. We may look at it, like a family member that they retool the system so instead of getting a service coordinator you might have a support coordinator. The really just change the name. They might change who they report to or paperwork but when it comes right down to it they have not made that transformational change. Transformational change involves really changing the way you think about things. Changing your perspective and questioning the way that it's useful or purposeful. How can we partner with people in order to make this change happen. We really want that transformational change to happen so we can integrate the support. And until we make that report of what we are doing already. The centers around our core belief that all people and their families have the right to live, love, work, play and pursue their life aspirations and their community. If you look at that you can see where it says all people. It highlights that all people have this right not just people with disabilities but everybody has access to these rights. The framework is developed using guiding principles and you heard me talk about all people. When we think about all people. When we started developing this framework wanted to recognize that we were just talking specifically about the people receiving paid services. When I say services I mean services that are paid for by formal state DD, or health systems. Paid for by the government system. We didn't want to just look at those service systems as the framework was developed we realized we could use it for all people. The one on the right shows 75% and 25% and what that represents is approximately 1 and 4 people with disabilities actually receive those formal state DD services. When you first look at that there's 75% of people that have develop mental disabilities are not receiving services so you need to look at how to get them serviced. With the 75% some of them may not need services and some may not want services. What would happen if that 75% came knocking on the services door tomorrow. It would collapse and not be able to support that. So interacting to look at how that 75% is making it work and having a good life without those services. How can we create program and good lives for people thinking about the 75% in the 25%. The other thing that's important to remember about this is, when legislation was talking about being passed and we were encouraged to go talk about the legislation to her legislators. We need to be clear as to what percent of the population were talking about. Because you might have the idea that I'm talking about the 25% of people receiving these services but the legislator might have a different idea thinking about all people with develop mental disabilities. Just know what population were talking about. This triangle is pretty close to matter what you come across. Another principle is the person within the content of the family. As family members this comes to us pretty easily. But this is something we need to remember. Family is defined by the individual. If you think about your family, how many of you have members who you'd rather not claim. A lot of times when we start planning for an individual with a disability. We automatically assume that we know what family is. A lot of times we don't take into consideration what family means. The impact of the family. Think about how you were raised. Expectations like where you lived in your social circles. All those things impact a person and many times there will be thinking about impacts for the upbringing and the cultures. A lot of that can get lost in planning. We also talk about life stages and individual and family cycles. Across the top see the individual light stages. We break those up to show them the different life stages but we believe they all impact each other that you can't get one in isolation. The family lifecycle. It's important for the family to still have the experiences that other families have. Questions and reach adulthood they might reach out -- when we talk about the reciprocal goal of all members. One thing that's important to think about this is all family members do play a role within their family. Many times when you have a child with a disability that child in their becomes the center of what a family does. The center of all the resources, and that's not necessarily a bad thing. When are we allowing this person to play that reciprocal role. When is Peyton just allowed to be Lily's brother. When will they have those roles were when they do have chores and participate in some of this family rituals. If you look down where it says caring about and caring for. If you look at the caring for which is on the bottom if you think about looking at the right for caring for. It seems like they could be pretty easy. You could probably pick out someone. On the right it says provider of day-to-day care. Material, financial, advocate for support. If you think about provider of day-to-day care. As a parent when I'm gone I could probably have an agency provide that day-to-day care I could hire a company to take care of the financial or material. But if you look at the upper part of the slide where it says caring about you have things like self-esteem. And lifetime commitment. Who's going to be the person who has that lifetime commitment to my child. I think one thing that keeps us up at night as parents is thinking about who's going to fulfill those roles when we are gone. I know a lot of times I was trying to think about who can do all of those things that I do. Who knows the medical and the school. Who knows their favorite food. I need to consider that it doesn't have to just be one person. I can say maybe my sister would love to hang out Peyton or Connor and maybe my niece when she is older will be the one is going to handle the medical. Maybe she's going to be the one who will remember that Connors favorite color is blue or Lily will be the one who says I can't stand my brothers and I don't want to spend every weekend with them. I'm really organized so I will keep track of all their paperwork. So everybody plays a part. That's building the caring about and those are reciprocal roles. All the tools and everything I'm mentioning here is free to download from our website. I think that's important as parents. It won't cost you anything to start planning. So we have a tool that you can start to pick apart the pieces and say I have someone to fill the spot or someone to fill that spot and then you can see where there are holes saying where you need to identify somebody who's gonna want to take care of bringing them to birthday parties or bringing them to an outing or something like that. There is that great planning tool and I think I've got an image on it so it's recognizable all show you later on. You can't forget about the siblings. I started presenting before Lily was big enough for this in my mind to be impactful. I believe that those siblings are there from birth on. As parents there's probably going to be a day that we are gone but the siblings will be there they can advocate for the child as well. However, we need to be very careful in making sure we allow that sibling to have their own lives and their own support. Since Lily is the only one of mine who does not have the disability diagnosis she seems to be the obvious one to pick from. I've tried to be conscious in the past few years that I making sure she gets enough time to be a 2-year-old and 3 rolled not preparing her to take care of her brothers. I still needed to remember that Connor is a sibling to Peyton who has a down syndrome diagnosis. They need to be supportive in their sibling roles. So in this instance I moved Connor out of his middle school and Peyton would have needed to move high schools. We were able for him to stay through his IEP. But Connor said he really wanted to go to a school that Peyton hadn't been to because Peyton is very socially outgoing and everybody knows him. So paint will stay at that high school and Connor will go to the middle school which will then funnel into the other high schools in our district. So he feels like that is important for him to be able as a sibling, to be his own person. That situation brought it home to me from what I've been saying. And another principal combine in this. We will talk about having a vision for a good life. So if you think about what's your vision this would be an in person exercise. So just for a moment remove your role as a parent and remove your role as the disability world. Think about your vision what are things that for you as a person would be a vision for a good life. A lot of times we've gotten answers like I want to have friends. I want to have close family relationships. I want to have a sense of purpose and maybe I'll retirement for travel or doing the things that I like doing for fun. If you think about that vision for a good life, is not much different for someone that has a disability. I think a lot of times I can remember when I started thinking about a good life for Peyton and Connor I would start thinking about we need to make sure we have all the services that we need that we have enough OT hours and PT hours and we are going here during water therapy in all of these things. I wasn't thinking about what just makes a good life for me and how can I help them have a good life. The good life that they want. This talks about how having a vision for a good life is not something that just happens. We have to have a dream and take steps towards that dream. When I started thinking about when somebody first asked me what is a good life for Peyton and what's a good life for Connor. I can tell you that I came up with a big fat zero. I couldn't think of anything I was so focused on what are there deficits and what do we need to do to fix those deficits. What do we need to do to get them up to speed. So I hadn't really thought about the vision of a good life. So where I started was with what I didn't want. Had to think about what are the things that I don't want to happen to Peyton. One of the things that he wouldn't like it was things like being isolated or being dependent upon somebody or system. From there I was able to create a vision of a good life and that started expanding. I was then able to go from there. If you start thinking about what the vision for a good life is and you can't come up with anything. Go down to what you don't want. You can almost always say what you don't want and then go from there. We talked about these life experiences and life transitions. So when you say transition. Almost everyone automatically goes from the pediatric care system to the adult care system or from the school system to when the bus ends. Transition is happening throughout our entire lives. Going from early childhood to preschool to elementary school. Adult life retirement. Retirement to aging and so on. There's always those transitions that should be preparing for. I really didn't have a good idea of what I needed to do to be getting ready for that. So in the lower corner see that bluebook. This is available online as well. It's the life experiences booklet. If you can open that up. What you will see is different life domains and questions that start you think about what is coming up next and what you need to be inking about. It's very helpful. Those questions were developed by our stakeholders and we have quarterly meetings here in Missouri. We were able to ask our stakeholders what are things you wish you knew when your child was younger. Things that would have helped you through the transition. Those are great and you can see them online. We talk about the life experiences. A lot of times I think we get so very focused on those deficits and all the things that we need to do to correct help so we kind of forget some of those life experiences. Some things that happened like birthday parties with friends, chores, and those things. Those life experiences are important. If we think about life experiences. You can see that this is what we call our trajectory. He saw a version of that on the last slide. This trajectory is where your going. When you shoot a bow and arrow you've got a have a space that your aiming. That's your trajectory. In that you would write your vision for good life. Or what you don't want. Think about this little line that shares these experiences. Think about what you're doing from age 15 through 18. Think about your situation and what you are doing. Just take a second to think about that. 

>> Some of you may have thought about things like playing sports or hanging out with friends, maybe you had a summer job. Some few were doing things like sneaking out, if you're being honest. Or talking back or trying cigarettes or something like that. When you think about those experiences and you think about what happened when you made those mistakes it was that you actually learned a lesson you learned where your boundaries were. You learned about yourself what you liked and didn't like. Those life lessons were so very important. When we think about those mistakes and those lessons learned. If we think about ourselves we count them as a mistake but when we think about somebody with a disability we take those mistakes and turn them into life sentences. We talk about our director Shelley and her brother. When he was younger he decided he wanted to play with some matches. And what five-year-old boy doesn't want to play with matches. So he took these matches, went into the coat closet and started playing with them. He lit one on fire. The closet went up in flames in the house was on fire. The fire department was called and what can you guess was on his file the next time they met?  Firestarter. At age 5. And at age 10. As well as age 15. This experience that should've been a lesson, was turned into a life sentence. So it's very important that we always consider those to be life lessons and learning opportunities. Allowing somebody to have that dignity and as parents we are very diligent in making sure that our kids are safe and secure. But sometimes in that diligence we actually take some of those opportunities to have a little bit of risk and learned some of those life lessons. I was always concerned about Peyton's behavior when he was younger so I did not want to take him to things like birthday parties and I did not put him into daycare he did not learn as a child that you take a toy someone's probably going to hit you. Or how to share. Because everybody that he had interaction with is a therapist that was there to play with him to teach him things. So he didn't learn some of those lessons that he should have. As they grow up and we think about dignity of risk, there's times that I do need to have some nailbiting experiences. But it lets them have that risk to prove themselves and to grow. So not too long ago the boys were at my office and they were playing. They decided that they were going to go for a walk. Peyton went outside the building went out the door Garland streetcar and Road down the street. We frantically searched for him and it ended up that the police department found him. They called me and I went to go pick him up. The day before I had taken the boys on the streetcar because I wanted to be a responsible mother to teach their kids how to navigate their community. We went down to a restaurant and ate lunch and that's what Peyton decided to do. When I picked him up and found him he was so proud of himself. You should've seen the look on his face. Because he got to prove himself. He got the dignity of risk. I wasn't ready for. Maybe we should back up and give him a few steps in between. He has continued to use some of that confidence to try other things. We talk about trajectory and illustrated with a straight line. But we have to always remember that it's not always necessarily straight. Sometimes life throws you a curve ball and we need to go towards something that doesn't look like it's towards our life. But it really helps us to get to where we want to go. As long as we keep that good life and that good vision in our site. We know we are on the right track and it just hit me that there are some things in my life happening right now that you know I was pretty upset about saying that this does not look like my good life. But I definitely can see where I'm taking a little jaunt on the trajectory but we are going towards things that will lead us towards the good life. So that's reassuring. If you think about when you meet somebody at a cocktail party or barbecue what are some things that you talk about. What do you do, where do you live, what social clubs are you involved in. And when we start planning for our children where's the one spot that we go to and usually stay?  The safety and security domain. But if you look at these other domains, daily life and employment. Not just having a job, but what you do during the day. These are three different types of support. Discovery and navigation of family members. We need good information we need to know how to find it and what's reliable. Connecting and networking. That is what we call our 3 buckets than those goods and services. We need some of these daily paid services in order for us to have a good life. Need to address these 3 things as well. This is probably one of my favorite tools is the integrated support star. If you think about this star you can think about it and always remember it like your five fingers. Personal strength in aspects. What somebody brings to the table. Technology. It's pretty obvious that you need to think about this in a wide range from an electric to rush to an augmented communication device. Relationship. Who do you know that can provide support. Community-based services. The category to remember is that it's not something that is located in the community. It's something that anybody in the community can utilize. Eligibility specific. A lot when we talk about services and we term it services. Those usually go into eligibility specific categories. Those are services that you need to qualify for. This can be anything from student loans to Medicaid to food stamps. When we talk about integrating things to talk about using this different services together in order to create a good life. Let's quickly think about your morning routine. Say from the time you get up to the time you go to work. Play out the scenario you can see where these different resources fit within that daily routine. If the first thing you do is have an alarm that goes off on your phone what kind of resources that smack that's technology. Maybe it's your dog that nudges you because it needs to go out. Those are relationships and resources that you can use. If you get up and go make coffee think about taking a shower. That's an ability and an asset. Say you got to your car and it does not start. What do you do?  Call somebody. A family member. That's a relationship. If that family membership doesn't pick up, you call AAA. That's community-based. So then you can see where sometimes it's eligibility and sometimes it's community-based. But say you don't have AAA membership. Say or somebody that has a reduced fare card that's eligibility specific. You use your reduced fare card to ride the Metro which uses the eligibility support to leverage it to use a community-based support. It's in that way you can help meet some of those needs and have a good life. If you think about filling out this star. I talked a lot about not depending on services and support. If you depended too heavily on that one part of your star, the green part. It can take you from having a good life to the things that you don't want that part of the store is not there. Depending on any part of that star is dangerous. Thinking about it like your retirement. Say your support is grandma. She's there to pick up the kids, make dinner, get them ready for bed, there all the time. That's the only support. What is grandma is no longer there?  You're no longer moving towards the good life you're moving towards things you don't want. Use that as a visual to say are my supports varied and do I have support from each start no matter what support goes away. Up until this point it's been an abstract principle. Here's an example of how they can be used in different ways one is the example of how I have used it with my family. If you think about charting a life course. You have to go ahead and participate in these eligibility specifics. We did things like Special Olympics. We went to specialized dentist. This turned out they really didn't need a specialized dentist. But they weren't disability specific. The little boy whose sitting here on his lap is actually his grandson this is the only person that I knew to invite. Everything that we did was unpaid support. They fulfilled every need that I had so I didn't have the need to create a social circle. This left us very isolated. The only place we could go really were the movie theater and school. That was how he lived our life. What I didn't see happening was I started to have these fears. What happens if my program doesn't get funded. What job I had this remarkably dictated who I dated. I couldn't date anyone who made a middle income, because it would kick us off of support. If that relationship were to continue into marriage. Had to look to make sure we stay to a qualified. Had to say. About what happens if my hours get cut. Thinking this is we as parents need to do a lot. But this boils down to is that I lived in fear because someone else was controlling my life. But if I were able to take control back of my life then we could start talk about supporting and different individuals in the family would have a good life. This is a picture of Peyton after we moved to Kansas City. I didn't feel like we were getting the support that we needed so I said I think the support will be better in a bigger city so we moved across the state. I went to the school and started reading the IEP that they had written and it looks to me that we have less inclusion in the bigger progressive school district then we have had in Southeast Missouri. I started getting very upset I told them I wanted inclusion and they weren't listening to me. I went home, I did the trajectory was a vision of a good life for Peyton. I took that in and said I just want to make sure we are all on the same page two where Peyton is going. They started looking at the vision for a good life. Of course they were nodding their heads guess. But when they got to what I didn't want for Peyton things like a sheltered workshop or isolation or dependence on the system. They took a second to pause. One of the places that we started was I took the star I filled out the calendar of the week where he got his support. The white part in the middle is the school hours. Will deserve colorful life and that's why we are on bowling leagues or we go to bars like to be with people who are like us that's why we are in church. Everybody deserve colorful life I said help me make this colorful they said that's great we will give you 5 minutes every morning in the general education classroom and give him some inclusion so he can have some of this color. What ended up happening was every day for about 15 minutes Peyton sat outside the classroom and would not go in. I said here I am fighting so hard for you and your just fighting me back. But while we created this great person center plan. We are not thinking about what is Peyton's plan. This is his portfolio now. He's got a much more diversified star. We take the trajectory it's a more detailed trajectory but you'll see that past experiences have been listed. Things that have led him towards what he did or did not want. If you look at the vision for a good life there is a line across the top. If you ask Peyton what is vision of a good life is is going to tell you it's pizza or veggie tales. But those things are important. As a responsible parent I had to help them. I took his feedback and then put my feet back on there as well. We were able to incorporate that show how versatile the tools are seen as a team please help me fill these out to take further steps. What it boils down to is, we have these tools but it's not about tools it's about inking. So in asking Peyton what his life as if I took him into a meeting and had that trajectory is not going to be able to do that. It's just about the thinking. He takes this page and endpoints to the different pictures. In the middle you can see there's pictures of the chief cheerleader. He will tell you that girls are in his good life. He's using the thinking of saying this is my vision. Not necessarily the tools. These are some things that he's done since starting to use charting the life courses. Life is been a lot different for him. I'm sure we can go ahead and skip past these two post on the website or a link. With Connor he's a little bit higher functioning when he went to a new school and I had him help me with the trajectory and the portfolio. When I laid the paperwork out there he said homework. It's not going to work that way. It's not about that tool. I put it away and said tell me what your best day ever looks like he started to tell me things that I have never even thought of. Sometimes this autism diagnosis makes it hard. There is a video on the website that you can see as well. If you look at that presentation there's no charting the life course. No graphics or such. I started thinking with Connor he was able to advocate for himself more to identify what was needed. I filled this out and took it in with her when she went to daycare and they listened on the relationship side. They knew was important in her life so even when I took her in and she couldn't communicate very well they were able to communicate with her to talk about things with her. Things that she could not tell them. I started thinking what about me. If this works for my kids why can it work for me. So as a mom I sent down and said what is my vision for good life. What do I want. Started to identify that. There's a one-page profile and the question is what do people like and admire about me. When you've got a child with a diagnosis you know exactly what you define yourself as. The mom who is good at remembering doctors appointment or making sure you get to therapy. The mob who's up all night. You could be a grandparent doing it or a dad. It's the role that you have. When you do that a lot of times it defines everything that you are. When I started thinking about it I thought I don't know what people like and admire about me. So I had to call my friend and to say what do you like and admire about me. She told me a few things and I started thinking that is right. I think those are good things about me. So I was able to see those strengths to start expanding on them. I started to think about what are some of the ways to support me. I have the trajectory on my wall at work with a big sheet of paper that says best ways to support me. If it's a good way to go write that down. One thing is don't give me a piece of paper if you give it to me it will be lost. I can identify that. I was able to identify goals. What are some of the things that I want what has worked in the past and what has not. If I make a decision as a family I can say where does this fit in my trajectory where we going towards the things that we want or towards the things that we don't want. It's impacted us in our daily life it's great for advocating and great to use for planning for services or for medical. You can use this at any point in your life.

>> If you think about starting this at any age peers. After she had a fall she was dependent on Rachel they started looking at her for support and how they could diversify those supports. On the right-hand side shows a colorful calendar and helps her to have a good life. If there's anything you can take away from this is that the framework is about the thinking. I have a notebook and I wrote in the notebook the trajectory I said Connor, what's your good life. It's working and having friends. He listed all of these things and I said where does no homework fit on this trajectory. It fits under my good life and he can tell me that. It gives him power that he can make that decision for himself. The life course toolkit. All of this is online. If there are tools that you cannot find that you need there is an ask for help button. We are a small team so there's 7 of us. Usually it comes to one of us. We can answer this for you or just pick up the phone we can help you find. We have things that are centered around the yellow note book down here in the corner this walks you step by step through. There's actually a video series that goes along with the booklet that talks you through how to fill that out how to find a job, what you want to do during the day. This can be used for quite a few people even without a disability diagnosis. Lifestages. I talked about how you can't look at one in isolation but this big blue book sometimes with those life stages together for me it was very overwhelming. So I took these bite sized transitions. There are 4 pages with these questions. What do you expect next, what do you need to start thinking about. Those are great and I think the transition one is online. We can show you the file to download for this. We are working on healthy living next. Those will be coming down the pipeline but sometimes take a while in developing. If you're trying to fill out these stars to integrate support thinking about community living resources we have these cheat sheets coming from all over that can help get your mind thinking about what resources you can put in there. These tools are available as well. This has been out for six months it's in the pilot stage. If it's something you're interested in email us and we can get you that portfolio to go through but what this respite portfolio does is takes you through and why it's important. How to find respite and talk about the star. I think that's a great portfolio it was done in conjunction with the national arch respite. This is a closed Facebook page but there's 3 questions you ask to join. Answer them and it's full of different examples. If you have a question on how to use the life course. When you look at the Facebook page your tapping in to people naturally. We have the person that exists within the context of the family. Talk about the 3 buckets of support briefly and the integrated support start. When you put all of these together towards the trajectory of a good life you can have it across the lifespan. That's all that I have. You can continue to dive deeper into it. But now we can open up for questions. 

>> Thank you so much. This is Megan speaking and I thank you for sharing your information with the families and professionals that are on tonight. When you have time to print them off the Internet and realize the usability taking them into bite-size pieces and begin to study each individual section in its own right. You'll realize how it empowers you as a family for the next steps that you can take. If you'd like to ask a question you can type it in the lower right-hand corner if there are people who are just on the phone if you have questions you can unmute your phone and this allows you to ask questions verbally.

>> Thanks again for listening thanks for watching. One thing that's important is I don't know how many times I've watched webinars and went to conferences thinking that they have their stuff together there so much I can't do. You don't have to do all of it or completely. When I was struggling to find a place I was just looking at doing trajectory. I didn't do the full star or go through the whole vision asking my kids. I just wrote it out. So use any piece of this if you're just having problems finding resources put the problem into the metal and then just go around it.

>> A packet can be mailed out. Just get a hold of us and we can mail you that packet.

>> I'm planning to use these tools with Spanish speaking families are there a tool to suggest to start with?  One difference with your situation there's not one concrete just always use this. What's great about charting the tools as it goes across all cultures and it's not specific to age or the different languages. With that being said if you're wanting to do complete planning with somebody you want to do the vision first and this church at three. Pick up that employment series and this walks you through step-by-step. You can take out employment and put any type of subject in their. You can email us and we will connect you with other Spanish-speaking communities. You can learn from them as well.

>> You spoke of 4 cheat sheets but are there 6 stages? 

>>  There's multiple and sorry if I said 4. We have cheat sheets from six years of this. We've got some around ages some around domains and summer sub domains. 

>> We partnered with national Association of State director disability systems. That's where the states officially joined. Both Shelley and the team have to decide if they're going to run another round. This means There are many ways for states to be involved that are not official. There are many organizations that we have contracts with to provide technical assistance to help them know how to implement it within our organization with families. There's many family organizations within state across the country. Singapore has some family organizations as well that are using charting life course. So if there is a particular state that somebody is in wanting to connect locally your first step is to contact us because we probably know somebody in that state that you can connect with.

>> This was really wonderful thanks so much. On behalf of the charge syndrome foundation I think Christopher speaking with us tonight. Her presentation was very thought-provoking and will be beneficial to our families as we strive to lead a full and meaningful life. Thank you for making this happen tonight, thanks for setting up this webinar to our family engagement committee along with many Lambert, and of course I'd like to think Robin from the national Center on deaf blindness for her technical support. Please join us for our next webinar Wednesday, November 7 2018 when we present lessons learned, apparent panel. What's for our blast and thanks for joining us this evening. Thank you for supporting the charge syndrome foundation. [ Event concluded ]