Lyle Lovett and His Large Band Headline PACER Benefit

Winter 2010 • Vol. 33, Issue 1 ACESETTER PA news magazine of PACER Center, Inc. by and for parents of children and young adults with disabilities Teen votes gain Best Buy donation for PACER program

Teens showed their power and desire to end bullying when their votes secured a $112,000 donation from Best Buy for PACER’s TeensAgainstBullying Web site and its National Bullying Prevention Center. Just how did teen votes transform into bullying prevention dollars? With Best Buy’s @15 Change Exchange program, teens earn points and then use them to vote Lyle Lovett and His Large Band for one of four organizations every three months. Their votes decide headline PACER Benefit where Best Buy will donate up to “Irresistible, stirring, full of joy.” When Since then, Lovett has produced 13 $250,000. four-time Grammy Award winner albums and won several Grammy Teens came out in full force in Lyle Lovett entertains with “His Large Awards, including Best Pop Vocal October 2009, earning and vot- Band,” reviewers rave. Audiences at Collaborator. His newest album, ing more than 700,000 points for PACER’s 28th Annual Benefit will “Natural Forces,” was released in TeensAgainstBullying.org, the most have a chance to rave, too, when the November 2009. Prior to that, “Lyle points tallied since the @15 Change charismatic Lovett brings his show to Lovett and His Large Band: It’s Not Exchange program began in April, the Minneapolis Convention Center Big, It’s Large,” scored high on the 2009. That gave PACER 45 percent on Saturday, May 8. Billboard Charts. of the $250,000 available donation. Performing an inventive blend of folk, In addition to the performance, “We’re so thankful for all the swing, blues, gospel, and jazz, Lovett PACER Benefit tickets include silent teens who voted for the bullying and His Large Band satisfy audiences and live auctions. A pre-Benefit prevention program,” said Paula with a wide range of songs. “The gourmet dinner is available by Goldberg, executive director of bottom line is quality,” says music separate ticket. The fun continues at a PACER Center. “And we’re grateful critic Curtis Ross. “When Lovett plays postconcert patron party for to Best Buy, not only for its in- live, the show is going to be great. people purchasing Benefit tickets of credible generosity, but also for its When he puts out an album, it’s going $140 or more. unique approach. They are not only to be worth your time and money.” Proceeds from the Benefit, presented enabling us to expand our national The tall Texan has been called “one of by SuperValu and P & G, support bullying prevention efforts, but are the all-time great American singer/ PACER Center programs for children also empowering teens to become songwriters” for his witty storytelling with disabilities and their families. To involved in improving their and distinct musical style that became reserve tickets for the Benefit, see page communities.” an immediate hit with his debut 2, visit PACER.org, or call (Continued on page 4) Visit www.PACER.org album in 1986. 952-838-9000. Benefit Reservations To reserve your tickets for the 2010 PACER Benefit on May 8 featuring Lyle Lovett, please complete the form below and fax or mail it to PACER Center. Reservations can also be made at PACER.org or by telephoning 952-838-9000. Benefit Tickets: Name: Please send me: Address: (# of) $551 Friend City: State: Zip: 1 (# of) $85 Supporter Phone: (H) (W) (# of) $1402 Patron* E-mail: (# of) $2002 Benefactor* If you wish to sit with friends, the reservations must arrive at the same time. (# of) $2753 Sponsor* (# of) $5503 Champion* I need:  Wheelchair seating (number of spaces)  Sign language interpretation Total amount: $  Assistive listening device  Other

Dinner Tickets ($95 per person)  My checks, separate for the Benefit and dinner, are made payable to PACER Center and Number of tickets: are enclosed. (Tickets will be mailed May 3.) Total amount: $ Other Contribution/ Total charge $ to VISA  Mastercard AmEx Discover Volunteer Opportunities # Exp. Please contact me about:  donating  I am unable to attend the Benefit. Please accept my gift: check  charge (item) to the Silent Auction  $550  $275  $200  $140  $85  $55  Other: Many companies match gifts. Please ask your employer for a matching gift form and  being a Corporate Sponsor enclose it with your contribution or ticket order. (including ticket package and ad)

 advertising in the Benefit Playbill Names of persons for whom you are purchasing tickets (including yourself):  volunteering on a Benefit committee Tax values are listed in the following categories: 1 = $40 value; 2 = $50 value; 3 = $60 value. The ticket price in excess of the value is tax deductible. * Includes post-performance patron champagne and dessert party

Please mail or fax to: PACER Center, 8161 Normandale Blvd., Minneapolis, MN 55437-1044 Fax: (952) 838-0199

Preview technology at STC’s library PACER’s gone digital! The Simon Technology Center Social media is taking the world by Library offers an inexpensive way storm, and PACER Center is on board! to preview software and assistive PACER’s Facebook page, Twitter page, technology (AT) devices for children and YouTube channel let you and PAC- and young adults with disabilities. ER stay connected, anytime, anywhere. Anyone can visit and view the 2,500 Parent Centers can find their social items. Minnesota parents, individu- media connection with the ALLIANCE at taalliance. als, and professionals who are mem- org. So, friend us, follow us, and watch us today with bers may borrow them. just the click of a button at PACER.org. For hours or more information, contact Tara Bakken at 952-838-9000 or visit PACER.org/stc/library.

2 Pacesetter – Winter 2010 Call 952-838-9000 A note from Paula Goldberg, PACER founder & executive director

t’s customary to consider new begin- help us expand opportunities and PACER Center. Name: Inings in January, but as PACER enhance the quality of life for Whether it’s a fam- Address: celebrates its 31 years in 2010, we’d children and young adults with ily writing to thank like to take a moment to reflect on the disabilities and their families. City: State: Zip: PACER for its role in wonderful individuals we’ve come to Our relationships with people who their child’s success, Phone: (H) (W) know over the years. Forming relation- offer PACER a helping hand and a volunteer perse- E-mail: ships with so many people is a major with those who ask for assistance vering in numerous If you wish to sit with friends, the reservations must arrive at the same time. focus and joy at PACER. are often entwined, and we value fundraising tasks, a business providing I need:  Wheelchair seating (number of spaces)  Sign language interpretation First, we consider it to be an honor and each and every one. a privilege to work with families whose financial support,  Assistive listening device  Other At PACER, we often share stories strengths and commitment continue to Paula Goldberg or a board member about the people we meet such as: inspire us. providing advice and  My checks, separate for the Benefit and dinner, are made payable to PACER Center and • The child who said “I love expertise, PACER appreciates every- are enclosed. (Tickets will be mailed May 3.) We are also thankful for our relation- you” to her mother for the first one who spreads the word about our ships with so many remarkable people time after she received services and partners with us to meet Total charge $ to VISA  Mastercard AmEx Discover who have helped PACER carry out appropriate assistive technology the needs of families and their children # Exp. its mission. Working individually or at PACER’s Simon Technology with disabilities. through organizations and businesses, Center In these tough economic times, we are  I am unable to attend the Benefit. Please accept my gift: check  charge PACER supporters and volunteers • The boy who is doing “phenom- especially grateful for your support and  $550  $275  $200  $140  $85  $55  Other: enally” in school this year and can encouragement. Many companies match gifts. Please ask your employer for a matching gift form and attend classes all day instead of enclose it with your contribution or ticket order. Pacesetter two hours, after a PACER We extend a sincere thank you from Published by PACER Center, Inc. advocate provided support and PACER and from the families and Names of persons for whom you are purchasing tickets (including yourself): Three times a year children who will meet PACER this Circulation: 115,000 information to his parents. ©2010 by PACER Center • The new donor who first new year. 8161 Normandale Blvd. found help for her child at Minneapolis, MN 55437-1044 Voice: 952-838-9000 TTY: 952-838-0190 Toll-free: 800-537-2237 (Minnesota) Toll-free: 888-248-0822 (National) FAX: 952-838-0199 E-mail: [email protected] PACER Executive Director: Paula F. Goldberg Senior Writer-Editor: Julie Holmquist Writer-Editor: Marcia Kelly

PACER Center expands opportunities and enhances the quality of life for children and young adults with disabilities and their families. The mission is based on the concepts of parents helping parents and working in coalition with others. An Equal Opportunity Employer, PACER is funded by grants from the U.S. Departments of Education, Labor, Health and Human (ContinuedServices, and from other pagesources, 3) and from foundations, corporations, and individuals. Views expressed do not Bridget Gilormini (L), coordinator of necessarily reflect those of the Departments or other donors. Contributions to PACER are tax-deductible. PACER’s Simon Technology Center, met For information, call Monday through Friday, 8 a.m. with assistive technology specialists Priya to 5 p.m. Rao and Rabidran Isaac of the Assistive PACER Web site: pacer.org Technology Center in Bangalore, India Scott Pearson, associate assistant deputy ALLIANCE site: taalliance.org secretary of the U.S. Department of FAPE site: fape.org when they visited PACER in October 2009. C3 site: c3online.org Raja Shanmugam, chief executive officer of Education, Office of Innovation and BULLYING: PACERKidsAgainstBullying.org MindTree Foundation, also visited PACER. Instruction, toured PACER in November PACERTeensAgainstBullying.org 2009. Executive Director Paula (Alternate format is available upon request.) The Foundation is the nonprofit arm of MindTree, a global IT company based in Goldberg led the tour. India. Visit PACER.org Pacesetter – Winter 2010 3 Students “Think Pink,” sign petitions during 2009 National Bullying Prevention Awareness Week

earing pink to school Wwas definitely more than a fashion statement at Watertown-Mayer Middle School during PACER’s fourth annual National Bul- lying Prevention Awareness Week. When 85 percent of the students and staff wore pink during that October week, they were showing Students and faculty at Watertown-Mayer Middle School in Minnesota supported bullying prevention their commitment to end bul- with “Think Pink Day.” lying. seniors stood up for a student who was “The students made this decision, and Students in that Minne- bullied because he wore a pink shirt. it was supported by the administra- sota school district decided to have Their strategy? Purchasing pink shirts tion,” says Julie Hertzog, PACER’s a “Think Pink” day at school after for all of their friends to wear. bullying prevention coordinator. watching an NBC report included in “Student-led initiatives have so much Like those seniors, the Watertown- PACER’s bullying prevention power in influencing attitudes.” materials. Mayer students made their own statement with “Think Pink” day. Across the country and the world, The report told how Nova Scotia Special Education Day at the Capitol is Feb. 17

Minnesota youth with disabilities, be high for students receiving special After learning some valuable skills for parents, and advocates are invited to education services. We must continue sharing their personal story with leg- join the Coalition for Children with to make our voices heard at the state islators, participants will visit the State Disabilities at “Special Education Day capitol.” Special Education Day at the Capitol to speak with their respective at the Capitol—Celebrating Capitol begins at the Minnesota His- legislators about special education Differences, Protecting Rights” on tory Center at 9 a.m. with a legislative issues. The day ends at 1 p.m. Visit Wednesday, Feb. 17. update. Topics covered will include: PACER.org. to register. “Although special education funding • Review of 2009 legislative session The Coalition for Children with Dis- fared well during the 2009 session, • What to expect in 2010 legislative abilities is comprised of 10 statewide Minnesota’s legislators convening on session organizations and is dedicated to Feb. 4 will face a deficit of more than • How you can influence the legislative protecting the rights and services of $5 billion over the next two and a half process Minnesota’s children with disabilities years,” says Kim Kang, PACER’s public • The power of your personal story as and their families. policy director. a parent • Bullying prevention legislation “This means the stakes continue to

Teen votes gain Best Buy donation for PACER program (Continued from page 1)

PACER extends a special thank you bility, Best Buy Co., Inc. Since the site launched last fall, teens to Jeff Peterson, Best Buy’s director of have been quick to respond. There The donation will allow PACER to community relations, and Paula Prahl, were more than 54,000 visits to the site continue and expand its National Bul- senior vice president, communications, in October 2009. lying Prevention Center and its new public affairs, and corporate responsi- TeensAgainstBullying.org Web site. 4 Pacesetter – Winter 2010 Call 952-838-9000 Students “Think Pink,” sign petitions during 2009 National Bullying Prevention Awareness Week

more young people like those at Watertown-Mayer have become aware of National Bullying Prevention Week and PACER’s resources, thanks to PACER’s partnership with Disney teen star Demi Lovato. A public service announcement video featuring Lovato was viewed 162,530 times on YouTube by the end of Octo- ber. (See the video at PACER.org/ bullying/mhs/demi.asp.) In that same month, there were also more than 130,000 visits to PACER’s bullying prevention Web sites. USA Today, the San Diego Union- Tribune, PR Week, and Lovato’s Facebook, YouTube, and Twitter sites were just some of the avenues that increased visibility for PAC- ER’s National Bullying Prevention Center in 2009. In Minnesota, teens also attended PACER’s bullying prevention rally Teens, kids, parents, and educators showed support for the movement against bullying at at the Mall of America on Oct. 6. PACER’s bullying prevention rally at the Mall of America. Clockwise, from top: a student listens Singer Lindsay Rush of Philadel- to a speaker, Lindsay Rush performs, and students sign the online petition. phia, who now tours with musi- cian Pat Benatar, shared her experience of being bullied and performed the live premiere of a song she wrote What teens are saying about called “Odd Girl Out.” TeensAgainstBullying.org Students signed an online petition at • the event, pledging, “The end of bul- Thank you so much for making this Web site. It has opened up a new lying begins with me,” and listened to door for me. speaker Lynn Miland talk about her • I was never bullied or have been a bully, but witnessed it. I didn’t know daughter’s experience with bullying. what to do. Now I do. “When I was a teenager, I was told that • Thank you so much. I thought I was the only one on Earth who was you either fight back or ignore bully- bullied. ing,” Miland said, “But we know that • doesn’t work. It’s no longer acceptable I am now more aware of bullying. I will definitely do my part and try to to stand back and be quiet.” raise awareness. • Adults, children, and teens can learn I am one of those people getting bullied right now. I will come back to more about preventing bullying at this Web site almost every day because I want it to stop! PACERTeensAgainstBullying.org (for • This Web site is one of the best I have ever seen. I have gone through bul- middle and high school students), lying and left school because of it. I will make sure my friends know about PACERKidsAgainstBullying.org (for this and get my school involved. elementary school children), and at PACER.org.

Visit PACER.org Pacesetter – Winter 2010 5 Moving? Know your special education rights

By Julie Holmquist onsidering a move to a different Other helpful hints Ccommunity or state? Reviewing • A Parent Center can tell you the name of the special education special education rights and researching director at your child’s new school district. Let the director know available services prior to a move may beforehand about the move. (A list of parent centers is at taalliance.org) ease the transition for your family. • Learn the state’s eligibility criteria for services before you make a Moving or transferring decision. within Minnesota • Make sure your child’s records are sent to the new school and you have a If your child has an Individualized Edu- copy also. cation Program (IEP), the new school district must follow the current IEP from • Parents should also consider what county services, waivers, and general the previous school district or provide community supports are available for their child as they consider a move. comparable services in order to ensure Services and supports can vary widely from one area to another. a free appropriate public education (FAPE). Although the federal government determines disability The new IEP team may adopt the IEP from the previous categories in the Individuals with Disabilities Education district or, if educators in the new district want to make Act (IDEA), each state has specific criteria and will make changes, the team will meet and write a new IEP. its own determination. The new school district should clarify how it will provide The state is responsible to provide FAPE, including services appropriate education services for your child, and parents comparable to those described in the child’s IEP from the or guardians must agree to any proposed change or service. previous school, until the new school conducts an evalu- “Remember that all Minnesota charter schools are classi- ation and makes a determination regarding eligibility. If a fied as public schools,” says PACER advocate Pat Anderson. student is eligible for services, the new school will write an “They have to follow special education laws, too.” IEP based on the needs from the assessment. It’s the responsibility of the new school to gather the re- To learn more about special education services in another cords from your child’s previous school within a reasonable state, contact a Parent Training Information Center (PTI) amount of time, but Anderson suggests that parents make a or a Community Parent Resource Center (CPRC). Find a written request for a transfer of records or ask the school if national list of PTIs at taalliance.org or by calling an they can deliver the records themselves. advocate at PACER. Moving to a different state “Contacting a parent center is so important,” Anderson says. “Parent Center advocates can provide information on Just because a child qualifies in one state for special educa- special education rights and connect parents with tion services doesn’t mean he or she will qualify for those resources.” same services in another state. For example, a child who qualified for services in one state under the category of No matter where you may move, Anderson suggests do- autism spectrum disorder did not meet the criteria for ing some research before making a decision. “My son has services when the family moved to Minnesota. Asperger’s, and at one point we considered moving. But we had worked hard with the district to find an appropriate Don’t miss PACER’s e-news! program for him,” she says. “We decided not to move so he could stay in the program where he was making great Interested in breaking news affecting children with progress.” disabilities or the latest updates on PACER events? Don’t miss the latest news! Send your e-mail address to [email protected] to receive PACER’s monthly e-news.

6 Pacesetter – Winter 2010 Call 952-838-9000 Energize your Special Education Advisory Council with these tips

Are you looking for ways to energize your local Special when you ask questions. See PACER Center’s handout: Key Education Advisory Council (SEAC)? Questions for Parent Leaders to Ask. • Establish credibility: List your SEAC’s accomplishments, Try these tips to increase your council’s effectiveness as it include them on promotional brochures, and present them works on behalf of students receiving special education to the school board. services. • • Reach out: Ask members to reach out to people they Meet regularly: Meetings should be regular, but not too know to build SEAC membership. frequent. People are busy. Use meeting time effectively. • • Develop a voice: Help members speak out effectively on Develop a mission: Know where you are going and how behalf of children with disabilities in your community. you will get there. • • Start conversations: Encourage members to share their Find a yearly focus: Set annual priorities and specific own stories, needs, and lessons learned. goals to accomplish. • • Diversify perspectives: Diverse racial and cultural per- Celebrate results: Make a noticeable difference, then cel- spectives enrich discussions and decisions. Be intentional ebrate! Recognizing results is energizing and contagious. about the composition of the group. Actively seek out miss- For additional support, visit mnseacinfo.org. Resources ing voices. include 12 online training modules as well as a direct link • Ask questions: You’ll receive more valid information to PACER staff with SEAC expertise.

Fathers and Fetal Alcohol Spectrum Disorder: New PACER project focuses on their role as partners in prevention

Fetal Alcohol Spectrum Disorder learn they are pregnant, more than (FASD) is the most common cause of half the pregnancies in the U.S. are cognitive disabilities in the U.S. This unintended. Drinking may be com- family of disorders is caused solely mon in the first trimester, when many by a mother drinking alcohol dur- women simply do not realize they are ing her pregnancy, and occurs across pregnant. all socioeconomic groups. Over the Research suggests that men may be quit or reduced their consumption past three decades, despite significant able to influence their partners in a of alcohol during pregnancy did so progress in understanding, diagnos- number of ways that could lead to because they were encouraged by ing, treating, and preventing FASD, positive changes and a decreased risk others to do so. prevalence rates have changed little. of maternal alcohol consumption. To help reduce the alarming statistics For instance, the role of fathers in the • Helping women to develop sup- related to FASD, a new PACER Center degree to which drinking is tolerated port networks to maintain sobriety project will work with a group of or encouraged can have important during pregnancy. fathers to use their influential role to positive consequences for partners. • Creating interest in the role of help prevent the disorder. The goal of Specific roles for fathers in reducing fathers in reducing the incidence of the PACER FASD Project, a partner- alcohol consumption during preg- FASD. ship with the Minnesota Organization nancies may include: FASD is a preventable disability. Men on Fetal Alcohol Syndrome (MOFAS), • Encouraging women not to drink can play a unique role in encourag- is to encourage fathers to help their during pregnancy, including sup- ing alcohol-free pregnancies, and partners, wives, daughters, and their porting other family members not to PACER’s FASD Project is an impor- communities become more educated drink. tant step in helping families prevent and aware of FASD. • Encouraging alcohol-free pregnan- this lifelong disability. Education about the disorder is vital cies for daughters through education To learn more about this project, call because while most women limit or about responsible consumption. In Virginia or Jody at PACER, 952-838- stop alcohol consumption when they one study, most young women who 9000, or MOFAS at 1-866-906-6327.

Visit PACER.org Pacesetter – Winter 2010 7 Olympic torchbearer for 2010 doesn’t let dyslexia become barrier to goals

By Julie Holmquist ing assignments. “PACER was very Ashlee Kephart is the founder and instrumental in helping Ashlee get executive director of a successful non- accommodations through a 504 Plan,” profit with a chapter in Liberia, Africa; says her mom, Sharon Kephart. “I’ve she’s a winner of a 2008 national award received so much support through for “Most Caring American”; and PACER over the years.” she recently was selected as one of 20 Ashlee’s determination to reach her U.S. torchbearers for the 2010 Winter goals paid off. When she was 16, she Olympics. expanded her longtime volunteer Those are impressive accomplishments activities by founding Kids for a Better for any adult. For an 18-year-old from World, Inc. (kidsforabetterworld.com), Brooklyn Center, Minn., with the extra a nonprofit dedicated to youth volun- challenge of having dyslexia, they’re teerism. Ashlee promotes the empow- outstanding. erment of youth through her organiza- Ashlee Kephart tion, which coordinates community “I was very little when I found out initiatives and spreads the volunteer about my disability, and I felt pretty also had dyslexia,” Ashlee says. “From spirit internationally by connecting bad,” Ashlee says. Then one day in that time on, I was able to accept it and youth all over the world. sixth grade she saw a poster at school worked hard to compensate for it so of one of her favorite historic figures. it would not become a barrier for the Through her hard work and dedi- The man was Albert Einstein, and the things I wanted to do.” cation, she has raised more than poster said, “Even Einstein had trouble $100,000 for charity, recycled more Ashlee’s resolve was matched by her in math classes. He had dyslexia. than 10,000 cans, distributed more mother’s commitment to help her What’s your reason?” than 15,000 Caring Bags of personal- succeed. Top grades weren’t a problem care products to people who are home- “At that moment I knew I wasn’t alone when Ashlee had accommodations less, 65,000 shoes to underprivileged and that some very intelligent people such as more time for tests and writ- Project C3 database connects Minnesota youth to transition resources, services

outh, families, and professionals from across the state helped build the obtain employment. will have an easier time finding cutting edge database as they par- Y “These students now have a greater organizations that provide transition ticipated in the Project C3 internship knowledge base of themselves, their services to youth, including those with program between 2005 and 2009. job skills, and agency supports inside disabilities, thanks to a free statewide The youth not only helped create the their communities,” said one teacher online database created by Project C3: “Resource Map” database of more than involved in the project. Connecting Youth to Communities 1,000 participating organizations, but and Careers (c3online.org). “The goal of C3 is to help young adults also improved work skills in public with and without disabilities prepare Throughout the C3 project, PACER speaking, data management, computer for employment or to continue their has partnered with several Minnesota literacy, problem solving, and team education after high school,” says An- state agencies, including the Minne- work. drea Moore, C3 youth services coor- sota Department of Employment and Student interns (ages 14 to 21) who dinator. “With C3’s database, students Economic Development, Vocational participated in C3 activities reported can find valuable resources that can Rehabilitation Services, the Minnesota that they were more self-confident fol- help them meet their goals.” Department of Education, and Path- lowing the internship, and 97 percent ways to Employment. In fact, 100 percent of the leaders from said the project allowed them to de- youth agencies that facilitated the C3 More than 150 youth with disabilities velop critical skills that will help them

8 Pacesetter – Winter 2010 Call 952-838-9000 Olympic torchbearer for 2010 doesn’t let dyslexia become barrier to goals

families, 10,000 books to torchbearer because of children in hospitals and her “remarkable dedi- orphanages, and 4,000 cation in encouraging backpacks to victims of others and making a disasters. Ashlee also positive difference in so established a chapter of many lives,” said Celeste Kids for a Better World Bottorff of Coca-Cola in Liberia in 2008, which North America, which has helped more than is a sponsor of the 417 children through Olympic Torch Relay. its child development “I learned from my center. mother and her life In 2008, her volunteer examples that it’s all in efforts were recognized how you look at things,” as she and four other Children attending the new Kids for A Better World Child Development Ashlee says. “When young adults were hon- Center sent a thank you photo to Ashlee. The center began serving 250 faced with adversi- ored at the Frederick children in 2008. It now has three buildings and serves 417 children. ties, I choose to see Douglass Museum & opportunities instead Hall of Fame for Caring of obstacles. So many with a focus in forensics. Americans in Washington, D.C. as a people have been able to overcome a “Most Caring American.” In January, she’ll don an Olympic disability. Having a disability doesn’t running suit and carry the 3.5-pound mean you can’t do what others can Her hard work in school was rewarded, Olympic torch through Calgary, do. It means you might have to do it a too, with top grades and more than 20 Canada, as it makes it way to Van- different way or it may take you longer, college scholarships. Now a freshman couver for the winter games. She was but there’s always a way to do what you at Hamline University, Ashlee plans one of just 10 U.S. teens selected as a want to do.” to earn a degree in clinical psychology Project C3 database connects Minnesota youth to transition resources, services

internships reported that C3’s Web “Participating is free and site has improved the ability of youth, makes it easier for youth, families, and professionals to access families, and profession- information about services for transi- als to find the service,” tion-age youth in their community. Moore says. Anyone can search the free database To add an organiza- for resources in employment, trans- tion or service to the portation, housing, education, health, Web site, visit c3online. and recreation at c3online.org. Click org, click on “C3 MN” on “C3 MN” to access the resource to access the resource map featuring Minnesota youth ser- map, then click on “Add vices throughout the state. After typing a Resource” and “Join in what you are searching for and a Now.” Organizations town or zip code, a map and resources can also call PACER at Youth from The City, Inc, an alternative high school in will appear. 800-537-2237 or 952-838- Minneapolis, manned a C3 booth at a resource fair along with 9000 and ask for Andrea Organizations can still have their an Americorps volunteer and a staff member from Achieve Moore. program featured on c3online.org. Minneapolis.

Visit PACER.org Pacesetter –Winter 2010 9 How to build a positive parent, professional relationship that benefits everyone

s the school year continues, it’s important to remem- that are available to them, present options and solutions Aber the benefits of working together with mutual that might work, and encourage and support parents to respect and shared knowledge. make their own decisions. Research confirms the positive benefits of parent-pro- • Demonstrating and modeling problem-solving skills fessional collaboration on the education of children with Professionals can demonstrate and model problem-solving disabilities. In fact, good parent-professional partnerships skills and support parents to find creative solutions to their benefit everyone involved: Parents and professionals have own problems. a more positive view of each other; parents become more • Accepting parents as equal partners involved in their children’s education; and children with It is easier for professionals to bring parents into the system disabilities have more confidence and perform at higher rather than the other way around, because professionals levels. have traditionally acted in a leadership role. Because parents and professionals bring different strengths • Being flexible and considerate of the parents’ points of to the collaboration, there are different ways for each to view make the relationship positive and productive. Professionals can develop skills to shift their perspective from their specialty area to a broader perspective of the WhatWhat Professionals Professionals Can Do Can Do needs of the whole child and family. • Considering the family’s preferences in aspects of plan- In general, research has shown that what families want ning most from professionals is respect and acceptance. Professionals should utilize the family’s strengths while Professionals can help engage families in collaboration by: keeping in mind their challenges and other responsibilities. • Keeping promises and ensuring confidentiality • Supporting parents as their child’s best advocate in Professionals can develop trust by telling the parents what making decisions. Some parents may need to be reminded information will be shared with others and what will be that they are decision-makers for their child, and that their kept private, and by always asking permission to talk about input is valued. their child with others. For new immigrants in particular, • Taking care of logistic details confidentiality for their child and themselves may be the It is helpful when professionals are flexible in their time and most critical element in building a collaborative relation- location for meetings and services and when parents are ship. assured that changes are possible. • Being hopeful and honest about the child’s abilities and • Planning for parent involvement in systems change potential Professionals can encourage parent-professional collabora- Professionals should not withhold information they pre- tion by requesting that parents be invited to participate on sume might be painful and should be willing to admit if committees to develop policies and procedures that address they do not have answers to a parent’s question. Sometimes education and other relevant areas. families will have issues that professionals do not know how to address. It is then appropriate for the professional to connect the family with someone who may be helpful. What Parents Can Do • Helping parents identify their strengths Some parents truly do not understand that what they do on a daily basis is as important as formal services. Profession- Parents can also take steps to build and maintain collabora- als can regularly point out where family interventions have tive relationships with professionals by beginning with an been effective. assumption that professionals are doing the best they can for the child. Parents can contribute to the success of a col- • Helping parents identify choices laborative relationship by: School personnel can help families to identify the choices

10 Pacesetter – Winter 2010 Call 952-838-9000 How to build a positive parent, professional relationship that benefits everyone

• Overtly recognizing the professional’s commitment and expertise It is important for parents to acknowl- edge the skills of their children’s teachers and service providers and recognize their commitment to meeting their child’s needs. • Thanking the professionals that have been helpful to them It is not surprising that many times professionals go beyond the requirements of their job to help a family. It is important to recognize this effort and thank them when it occurs. • Considering that professionals are often limited by the systems in which they work Professionals may wish they could provide more help than they are able offer, but it is not always within their ability to do so. • Committing to work to find solutions when disagree- • Reinforcing at home what a child is learning in school ments arise Children are aware of their parents’ view of their school, It is inevitable that there will be times when parents and teachers, and other professionals. Parents should try to keep professionals disagree. For instance, does the child need an any conflict separate and keep their child’s outlook positive. assessment, new glasses, allergy testing, or shortened home- work? Disagreements are honest differences of opinion, not • Being flexible and considerate of the professional’s personal attacks. Effective parent collaborators commit to point of view working on solutions. It is important to remember that no one understands the needs of a child with a disability in the same way parents do. • Remembering that life is full of compromises Professionals cannot automatically understand what parents Most parents fear what will happen if their child does not have learned from experience. receive the right kind of services in the right amount and at the right time. However, each person faces compromises • Being honest every day, and Individualized Education Program meetings It is important that parents speak up when they do not are no exception. For instance, does a child need 40 minutes understand what a professional or team is saying to them. of direct speech or is indirect speech in the regular class- Parents sometimes fear losing face if they admit that they room more effective? Keeping the focus on outcomes will do not understand, while others fear that disagreement will make compromises easier, systems accountable, and col- lead to their child being punished. However, parents must laboration more effective. understand the discussion to be effective advocates for their child and to express valid disagreements. This article is an excerpt from “Fostering Parent and Profes- sional Collaboration,” produced by the Technical Assistance • Following through with promises ALLIANCE for Parent Centers. Available for $2, it can be When a parent commits to an action, it becomes his or her ordered online at taalliance.org/publications/books.asp or by responsibility to follow through. Collaboration is a two-way calling 952-838-9000. street, and trust flourishes when both parents and professionals follow through on agreements.

Visit PACER.org Pacesetter – Winter 2010 11 PACER plays national role in providing help for youth transitioning to adulthood

ince 1994, PACER’s Technical training projects. Currently TATRA “Building knowledge about transition SAssistance on Transition and the works with projects in Wisconsin, issues is important because there is so Rehabilitation Act (TATRA) pro- Indiana, Michigan, Illinois, Missouri, much emphasis on helping children gram has focused on helping families California, Florida, Maine, Virginia, with disabilities be successful in the prepare youth with disabilities for and Minnesota. school settings — we need to be sure employment and independent living. we are preparing youth for success in TATRA has been able to leverage its the adult world, too,” Leuchovius says. TATRA serves as a national center. It role assisting these projects to help “And families play a critical role in provides staff development and other other Parent Centers build exper- their child’s transition to adulthood.” kinds of assistance for Parent Centers tise on transition issues. It does this that train individuals with disabilities through its Web site, presentations TATRA helps families of youth with and their families about the services and national conferences, weekly disabilities by providing Parent Cen- and rights available under the federal informational e-mails, studies docu- ter projects with the latest research Rehabilitation Act. menting the results of transition- and information on effective transi- focused projects, and by surveying tion practices and the adult service “Thanks to funding for TATRA the needs of Parent Centers across system, as well as strategies that through the U.S. Department of the country serving the families of prepare youth for successful employ- Education, Rehabilitation Services transition-age youth. ment, postsecondary education, and Administration (RSA), PACER has independent living. become a leader in family involve- In 2009, TATRA surveyed Parent ment in transition issues nationally,” Centers nationwide for the top needs For more information on TATRA’s says Deborah Leuchovius, TATRA of families with transition-age youth 2009 national survey of Parent Cen- coordinator. and what the Parent Centers need to ters, visit PACER.org/tatra, or call support them. Internship and work ex- 952-838-9000. Over the years, TATRA has worked perience opportunities for students and closely with Parent Centers that have practices that prepare youth for employ- also received funding from the RSA ment were two of the top needs. to conduct parent information and New guides encourage literacy It’s never too early to start building your infant is the Infant Signing your child’s literacy skills—and the Dictionary. Sign Center for Early Literacy Learning language is one way infants are (CELL) can help. able to communicate before they learn to talk or if they are It offers parents and professionals never able to talk due to a dis- free practice guides that show how ability. you can use everyday activities to encourage infants, toddlers, and Help Me (Pat the palms of preschoolers to listen, talk, and the hands on the chest several eracylearning.org/cellpractice_pages/ learn the building blocks for early times) and Down (Point the finger infant_signing/index.php. literacy. You can learn more about down two or three times) are just CELL is a major initiative of the Cen- CELL practice guides at earlylitera- two signs that could prevent your ter for Evidence-Based Practices at the cylearning.org/pgparents.php. infant from becoming frustrated. Orelena Hawks Puckett Institute. Read the entire guide at: earlylit- One of the guides you can use with

12 Pacesetter – Winter 2010 Call 952-838-9000 Apply now for “awesome” IBM EX.I.T.E. day camp

iddle-school girls with disabili- career in science, engineering, and Mties looking for an “awesome” technology as a result of their camp summer day camp are invited to experience. More than half the girls apply for the eighth annual 2010 IBM strongly agreed that women and men EXploring Interests in Technology have an equal chance of becoming sci- and Engineering (EX.I.T.E.) camp at entists, engineers, or technologists. PACER Center. During camp, the girls learn alongside Girls attending last year’s camp gave scientists, chemists, engineers and the experience high marks. “I love other professionals from local corpo- EX.I.T.E. camp,” said one. rations such as Accenture, Best Buy, “EX.I.T.E. camp was awesome and IBM, Medtronic, Target, and 3M. fun!” said another. “Please make The 2009 EX.I.T.E. Camp EX.I.T.E. camp longer.” included presentations from KARE The August day camp is designed to 11’s chief meteorologist, Belinda help girls investigate the world around Jensen,Underwater Adventures in the EX.I.T.E. campers had fun with a cryogenics them using technology and hands-on Mall of America, and the Science Mu- experiment in 2009. activities. At past camps, girls have seum of Minnesota. created music videos, made Cinderella camp closes the learning gap for girls Applications for the August 2010 camp shoes to learn about engineering, and with disabilities by being accessible, will be accepted until May 1. Visit used chemistry to create lip gloss. hands-on, and engaging.” PACER.org/stc/exite/camp.asp “These girls are leaving camp excited Last year’s campers were given pre- for more information and to download about science, technology, engineering, and post-evaluations. Post-evaluations the application or call the Simon and math,” says Meghan Kunz, coordi- showed a 29 percent increase in girls Technology Center at 952-838-9000. nator of PACER’s EX.I.T.E. camp. “The who strongly agreed to consider a

PACER receives national FAST grant from Administration on Developmental Disabilities

PACER Center has received a new of four training curricula, families of with disabilities and the profession- national grant to help families of youth children with disabilities from diverse als who work with them across the with developmental disabilities be- racial and linguistic groups, families nation. come aware of and advocate for family in poverty, those living in rural and “The FAST grant gives us an incred- support information and services. urban settings, military families, ible opportunity to help families and other underserved families will The one-year Family Advocacy and nationwide,” says Shauna McDonald, increase their ability to advocate for Support Training (FAST) Project PACER’s director of community re- family support services and influence grant was awarded in September by source development who will coor- systems change. the Administration on Developmental dinate the project. “That’s important Disabilities at the U.S. Department of The FAST Project’s four new curricula because the more we help youth with Health and Human Services. will address topics relating to employ- disabilities reach their full potential ment, sexuality and youth develop- and be included in the workplace and The FAST Project will provide family ment, advocating for one’s family, and community, the more we strengthen support leadership training to fami- strategies for systems change. Parent families and society.” lies of children with disabilities in the Centers and other national dissemina- United States and territories. Through tion networks will assist in providing Visitthe PACER.org development and dissemination information to families of children How to choose the best public school option for your child

By Heather Kilgore MINNESOTA PARENT CENTER Charter Schools inter is often the time A charter school is an inde- Wwhen parents make Minnesota PIRC pendent public school that is public education choices for A project of PACER not part of a traditional school their children. But which public district. Charter schools are school choice is best for your managed by a board that is For example, a magnet school may child? elected by the parents, teachers, and focus on science, fine arts, or language staff of the school. The school oper- Learning about the public school op- immersion. Magnet schools accept ates under contract with a local school tions as well as questions to ask when students living outside district bound- district or organization. making your decision can help you aries. They are overseen by a public choose a school that is the right fit for school district and its school board. Like a traditional public school, a your child. charter school is responsible for mak- Magnet Programs ing sure students meet state gradua- Public School Choices Some schools or districts may have tion requirements. The class offerings In addition to your neighborhood magnet programs. These programs at charter schools are chosen by the public school, you may choose other offer a special focus or theme for school itself, and the school commu- public – and free – educational op- students living within that school nity determines what will best suit its tions for your child, such as magnet, district. Other magnet programs exist students. charter, and online schools. through a collaboration of several school districts. These programs al- Magnet Schools Charter schools employ licensed low students from several districts to A magnet school is a public school teachers and offer services to students attend a magnet school or program that offers a special focus or theme in with special needs. They require stu- within or outside of their home its classes, yet the classes are still tied dents to take state and national tests district. to state standards. The classes and the to assure academic accountability. Stu- way they are taught focus on real- dents must show academic progress world practice and application. from year to year, or the school will

Minnesota Parent Center awards four family-friendly schools

Four Minnesota schools were recently Cologne Academy, Cologne. awarded as Family-Friendly Schools Parent Involvement Month is spon- by the Minnesota Parent Center, Min- sored by the Minnesota Parent nesota’s PIRC (Parental Information Center, MN PIRC. It is cosponsored and Resource Center), a project of by the Minnesota Department of PACER. Education, Minnesota Association of The awards were presented in part- School Administrators, Minnesota nership with the Minnesota Depart- Association of Secondary School ment of Education as part of Min- Principals, Minnesota Elementary nesota Parent Involvement Month in School Principals Association, Min- October, which received a Governor’s nesota Association of Administra- Proclamation. Parents were asked to tors of State and Federal Education nominate schools for their efforts to Programs, and Minnesota PTA. create a family-school partnership. For more ideas and information Jeff Longenecker of the Minnesota Parent The winning schools were: Highland about parent involvement in educa- Center-PIRC presents a Family-Friendly School Award to Principal Linda Perdaems of Park Elementary, St. Paul; Woodland tion, visit PACER.org/mpc or call the Woodland Elementary School in Brooklyn Park. Elementary School, Brooklyn Park; Minnesota Parent Center, Zachary Lane Elementary, Plymouth; 952-838-9000; toll free 800-537-2237.

1414 Pacesetter – Winter 2010 Call 952-838-9000 How to choose the best public school option for your child Options Available to Title I Students: School Choice & Free Tutoring (SES) be closed. They do not charge tuition or have admission requirements, and Students attending a Title I school that has been identified as “in need transportation is provided. of improvement” for two consecutive years have the right to transfer to a different, better-performing school within their district. This is called Online Learning “school choice.” Online learning, also known as distance learning, is another public How is school choice different from open enrollment? With school choice, school option. All classes offered by the school must be located within the same district, and the district must approved online learning programs provide transportation. are taught by licensed teachers and Some students may also be eligible for free tutoring in math and reading. meet or exceed state academic stan- The tutoring is offered after school or on weekends by state-approved pro- dards. Credits transfer to other public viders. This tutoring is called Supplemental Educational Service (SES). school districts and apply to high school graduation. School districts must offer SES to students if their school is “in need of improvement” for three straight years. Your child’s school must send you Online learning students who live and a letter telling you if your child qualifies for this service. Call the school are enrolled in a school district are principal to learn more. able to participate in that district’s extracurricular programs such as • sports or band. School districts can bine what you know about your child What academic features do you help families with financial need ob- and the answers to these questions want? • tain the computers and software used to make the best school decision for Does the school feel welcoming in online learning. your child and family. when you visit? • What kind of environment does • How does the school encourage Things to Consider your child need? children to be courteous, happy, and Now that you know what the options • How does your child learn best? disciplined? are, ask yourself these questions as • Where does the school need to be • Are parents encouraged to be in- you visit or consider a school. Com- located? volved in their child’s education?

Minnesota Parent Center awards four family-friendly schools Minnesota changes eligibility requirements for PCA program

innesota’s Personal Care Assis- must either be dependent in at least assessed according to the new criteria, Mtance Program (PCA) received one activity of daily living such as except for those who receive PCA major cuts during the 2009 legislative dressing, bathing, or grooming, or services through a waiver program or session, totaling $128 million in state have what is called a Level 1 behavior. the Alternative Care Program. and federal dollars. Level 1 behavior is defined as physical “You do have the right to appeal any aggression towards self or others or Because of the budget cuts, fewer changes to your benefits or eligibil- destruction of property that requires people will be eligible for PCA ser- ity,” says Wendy Ringer, director of the immediate response of another vices, and PCA service hours will be PACER’s Health Information Center. person. reduced an average of two hours per For more information on the PCA day for more than 6,000 persons with Beginning July 1, 2011, a person must program changes or how to appeal, disabilities. be dependent in two activities of daily call Wendy Ringer at 952-838-9000. living to receive PCA services. Beginning in January, there will be new requirements to receive PCA From Jan. 1 until June 30, 2010, all services. To receive services, a person recipients of PCA services will be re-

Visit PACER.org Pacesetter – Winter 2010 15 Resources

New New

PACER Center, Inc. | A Parent Training and Information Center for Children and Youth with Disabilities and their Families. Working Together K is for Kindergarten Working K is for Kindergarten K...How to Help Your Child Be Ready Together A Parent’s Guide to Parent and Pro- This booklet offers skill build- fessional Partnership and Communi- A Parent’s Guide to Parent and ers to help you prepare your child Professional Partnership and Communication Within cation Within Special Education Special Education for kindergarten. In addition to Helps parents effectively communi- fun activities, you’ll find specific cate with special education profession- information on state guidelines als as they develop their child’s educa- and tips for choosing a school. 2009. (One copy free for any

tional program. 2009. ■ $6 | 10+ copies, $5 each PHP-a19 Minnesota parent) $5 | 10+ copies, $4 each MPC-21 New Parents Can Be the Key New This updated handbook for 2009 describes basic special education laws The Road to Work and procedures. An Introduction to Vocational Rehabilitation ■$3 | 10+ copies, $2 each PHP-a1 Discusses the issues related to the Rehabilitation Act, including elibigility criteria for vocational rehabilitation New services, transition planning for high school students, Families Are Important! the Individual Written Rehabilitation Program, appeals An Early Childhood Guidebook for procedures, legislation and self-advocacy skills. Fourth Families of Young Children Edition. 2009. Updated for 2009. This book helps ■ $8 | 10+ copies, $6.50 each VO-1 families of children with disabilities or delayed development understand Min- nesota’s early intervention system and Honorable Intentions: A Parent’s how to access services for their child. Guide to Educational Planning for Children with Emotional or Behavorial ■ $7 | 10+ copies, $5 each PHP-a9 Disorders, Fourth Edition. This updated comprehensive guide High Expectations includes information on comprehensive Having and maintaining high expec- evaluation, functional assessments, posi- tations for your child with a disability is tive interventions, effective communica- very important. This eight-page booklet tion, and writing meaningful Individual- outlines how to have high expectations ized Education Programs. yourself, challenge your child, and en- ■ $15 | 10+ copies, $12 each PHP-a29 courage high expectations from others. ■ $3 | 10+ copies, $2.50 each PHP-a34 Housing: Where Will Our Children Live When They Grow A Guide for Minnesota Parents Up? to the Individualized Education Parents of youth with disabilities will Program (IEP) find that this attractive, easy-to-use book Helps parents work with schools to answers many questions about future address each child’s special needs through housing choices to make with their child. understanding the required components of From housing options to a resource the IEP. Includes examples from the Min- directory, there is a wealth of information. ■ $8 | 10+ copies, $6 each PHP-a26 nesota state-recommended form. 2008. ■ $3 | 10+ copies, $2 each PHP-a12

16 Pacesetter – Winter 2010 Call 952-838-9000 Resources

EZ AT Educating Your Child with an Emotional Assistive Technology Activities for Disturbance Children Ages 3 – 8 with Disabilities This concise guide will help parents of This compilation of activities for children with emotional or behavioral children with disabilities is the result disorders participate effectively in plan- of submissions by parents and profes- ning their children’s special education. sionals across the nation. Many of Easy to read and understand, it covers the ideas are simple and inexpensive school discipline policies, placement op- to incorporate at home and school. All represent best tions, student support needs, and much practices that most effectively use technology to promote more. ■ $5 | 10+ copies $4 each PHP-a21 learning and inclusion. ■ $10 | 10+ copies, $8 each STC- 16

To order the listed materials... 1. Specify how many you want of each item and the cost. Prices include postage and handling. A discount may be available if 10 or more of the 2. Total your order, adding appropriate sales tax. same item number are ordered. ■ indicates one item is free to Minnesota parents or guardians of children with 3. Enclose payment with your order. disabilities and to Minnesota young adults (age 14 and older) with disabilities. 4. Mail to: PACER Center For foreign orders, please telephone or e-mail PACER (see page 3). Payment must be 8161 Normandale Blvd. in U.S. dollars drawn on a U.S. bank. Minneapolis, MN 55437-1044 The items listed on these pages are also available through PACER’s Catalog of Publica- tions.

Order number Name of publication/video ordered Quantity Per item cost Total item cost

Total cost of all items ordered ➙

Amount of order: Sales tax: Total amount enclosed: (Minneapolis residents, 7.4 % Hennepin County residents, 6.9 % Anoka, Ramsey, Dakota, Washington counties, 6.75 % Most other Minnesota residents, 6.5% ) Sales tax varies with specific location. Please complete the following: ❑ Parent ❑ Professional ❑ Other Name: Organization (if applicable): Address: City, State, Zip: Telephone: (h) (w) E-mail: If a parent: Birth date of child with disability: Disability:

Visit PACER.org Pacesetter – Winter 2010 17 Workshops PACER Center workshops are free to Minnesota parents. For information and updates, call 952-838-9000 (metro area) or toll free at 800-537-2237 (Greater Minnesota) or visit PACER.org.

services. Topics include transition requirements, Creation Station Least Restrictive Environment, Inclusion, and Housing Individualized Education Program goals and Marbled Masterpieces objectives. Housing & Services: Putting the Pieces Together Create beautiful marbled paper for writing, April 20, 6:30 to 8:30 p.m. (PACER) journaling, or giving as an original Valentine’s Family Leadership Summit What housing options are available to your Day gift! (We’ll be using food coloring, which son or daughter? What supports will your will stain clothing, so please dress accordingly.) This one-day training will help parents of young adult need to function as independently young children with special needs enhance Feb. 6, 10 a.m. to noon (PACER) as possible? This workshop is designed to help their communication and leadership skills. parents think creatively about how to put the Puppet Theater This dynamic and interactive training will also pieces together for their young adult. include skill-building sessions and networking April 12, 7 to 9:30 p.m. (PACER) Use felt, stuffing, and yarn to create your opportunities. very own puppets. Add accessories, and all the May 1, 8:30 a.m. to 3 p.m. (PACER) world’s a stage for your creation! Parent Training March 6, 10 a.m. to 2 p.m. (PACER) Emotional Behavioral All About Beading Six Skills for Effective Parent Advo- cacy Come join the fun and use plastic beads in Understanding Schoolwide Positive a variety of colors to create cool jewelry, key Behavior Interventions and Supports This workshop will explore six skills parents chains, and more. can use to become more effective advocates for Learn how Schoolwide Positive Behavioral April 10, 10 a.m. to noon (PACER) their child with a disability. Interventions and Supports can help schools Feb. 8, 6:30 to 8:30 p.m. (PACER) Sand Art with ArtiSands achieve a positive school climate that helps all students do better academically, and discover IDEA: Understanding the IEP What do you get when you mix colorful how the Wayzata schools are implementing this sand and cool designs on sticky paper? Arti- This Individualized Education Program exciting change in school discipline. Sands—a creative craft for artists of all abilities. (IEP) workshop explores new IEP requirements Create a masterpiece…with sand! Feb. 18, 6:30 to 9 p.m. (Wayzata) and components of IEP development, including evaluation, resolving disagreements, and an May 22, 10 a.m. to noon (PACER) Practice the Positive: Using Positive expanded section on writing measureable goals. Behavior Interventions and Supports Feb. 18, 6:30 to 9:30 p.m. (Princeton) at School and at Home to Change Chal- Feb. 25, 6:30 to 9:30 p.m. (St. Cloud) Early Childhood lenging Behaviors April 13, 6:30 to 9:30 p.m. (Duluth) Families Are Important This workshop will give parents information April 20, 6:30 to 9:30 p.m. (Fergus Falls) about using positive behavior interventions to An overview of families’ rights, roles, and IDEA: Understanding the Special Edu- change behavior and support new behavior. responsibilities within the early intervention cation Process system is featured in this workshop. It also ad- Feb. 23, 6:30 to 8:30 p.m. (Anoka) This workshop outlines the basic principles dresses services in the natural environment, the Understanding Schoolwide Positive of special education with materials to help Individualized Family Service Plan, and child Behavior Interventions and Supports parents organize their child’s special education and family outcomes. (SW-PBIS) records. Topics include free appropriate public Feb.18, 6:30 to 8:30 p.m. (PACER) A positive school environment helps all education, evaluation, resolving disagreements, Early Childhood and Assistive Technol- students do better academically. This workshop and the Individualized Education Program. ogy (AT) will help parents understand the concept of March 11, 6:30 to 9:30 p.m. (PACER) SW-PBIS and its application for all students, March 22, 6:30 to 9:30 p.m. (New Ulm) This workshop will help parents and profes- including those with challenging behaviors. April 12, 6:30 to 9:30 p.m. (International sionals understand the evaluation process used Falls) to determine if early intervention (birth to age March 23, 6:30 to 8:30 p.m. (Andover) 3) or early childhood special education (ages Practice the Positive: Tips for Support- Manifestation Determination: What 3-5) services are appropriate. It will also address ing Your Child with Behavior Needs Parents Need to Know how AT may benefit young children. Join this interactive workshop and discover Dan Stewart, supervising attorney with the March 23, 6:30 to 9 p.m. (PACER) how to use a positive approach to changing your Minnesota Disability Law Center, will present Everything You Need to Learn Before child’s behavior. Tips will also be given on how this interactive workshop for parents of children Your Child Turns Three to include positive interventions and supports with disabilities. It will include a role play of the into a 504 Plan or an Individualized Education manifestation process. This workshop will help families under- Program. March 16, 7 to 9 p.m. (PACER) stand the transition process from Part C Early Intervention services to Part B preschool May 11, 7 to 9 p.m. (Maple Grove)

18 Pacesetter – Winter 2010 Call 952-838-9000 Workshops

Special Education…What Do I Need to Know? Simon Technology Center Workshop Registration This workshop helps parents understand special education, learn how to resolve disagree- Tech for Girls: Be a CSI! PACER Center workshops ments, and discover the role of parents in the Middle-school girls with disabilities can put are free to Minnesota process. on their lab coats and become crime scene inves- parents. If you wish to attend March 18, 6:30 to 8:30 p.m. (PACER) tigators (CSI)! They can explore the science of April 19, 6:30 to 8:30 p.m. (Hutchinson) forensics by fingerprinting, analyzing powders, a workshop, please register Exploring Charter Schools making teeth impressions, and more, and then in advance. In addition to the use their skills to solve a mock crime. This interactive workshop will help parents brief information above, the April 13, 6 to 8 p.m. (PACER) of children with disabilities explore topics they workshops are described should consider when choosing a charter school. Webinar: Intro to Augmentative Alter- in more detail at PACER’s March 25, 7 to 9 p.m. (PACER) native Communication and Minnesota Lending Library Resources Web site. IDEA: Understanding the IEP This Webinar will explore the many devices This workshop is for parents of elementary- that aid in communication and are available in For information and aged children with autism. It will be co-present- today’s market. ed by PACER Center and the Autism Society of easy online workshop May 12, 2 to 3:30 p.m. (Online Training) Minnesota. Register at www2.gotomeeting.com/regis- registration, visit April 8, 6:30 to 9:30 p.m. (PACER) ter/ 351403410 Is Your Child a Target of Bullying? PACER.org/workshops This workshop offers intervention strategies Transition for parents whose children with disabilities may You may also register by be targets of bullying at school. Focus on Transition telephone at 952-838-9000 April 19, 7 to 9 p.m. (Fergus Falls) Families of youth with disabilities (age 14 (Metro area) or Special ADHD Series and older) will learn about opportunities and strategies for youth as they enter and complete 800-537-2237 (toll free from Matt Cohen, nationally known special high school and move toward postsecondary Greater Minnesota) education attorney with a passion for helping education, work, and adult services. children with disabilities, and Norma Echavar- March 25, 6:30 to 8:30 p.m. (Northfield) ria, child psychiatrist and ADHD specialist, will present two workshops: April 29, “Transition Issues for Young Adults with ADHD,” 9 to 11 a.m. (PACER) Fifth annual Creative Kids Contest is Feb. 27 April 29, “Diagnosis of ADHD: Promoting Acceptance by Self and Others,” 7 to 9:30 Children with any disability are invited to join guest artist Anthony Wheli- p.m. (PACER) han at PACER Center’s Fifth Annual Creative Kids Contest Feb. 27. Com- Life Planning for Persons with Dis- pleted projects may be entered into a contest, with the winner’s artwork abilities becoming the cover of the official 2010 PACER greeting card. These two sessions cover different information, including guardianship-conservatorship Have more artistic fun at Creation Station workshops on Feb. 6, March 6, laws, power of attorney, trusts, and other issues. April 10, and May 22. For more information, or to register, call 952-838- May 13, 7 to 9 p.m. (PACER) 9000 or visit PACER.org. May 27, 7 to 9 p.m. (PACER)

Teacher-School Appreciation Day is March 4

Is there a teacher or administrator children with disabilities a way to dered from PACER or downloaded who has made a difference in your honor teachers and other school from PACER.org/help/teacher.htm. child’s life? The annual Teacher- staff. Families can then complete the cer- School Appreciation Day on March tificates and present them to those Free certificates of appreciation are 4 is a perfect time to say thank you. they wish to recognize. specially designed and can be or- Appreciation Day offers families of

Visit PACER.org Pacesetter – Winter 2010 19 PACER Center, Inc. Non-Profit Org. 8161 Normandale Blvd. U.S. Postage Minneapolis, MN 55437-1044 PAID Permit No. 2723 Change Service Requested Minneapolis, MN Inside

2010 Benefit 1 Thank you! 3 Moving? Know rights 6 Olympic torchbearer 8 Positive relationships 10 EX.I.T.E. camp 13 PACER receives grant 13 Public school options 14 PACER resources 16 Workshops 18 Appreciation day 19

Do you want to make a difference? Change attitudes? Order PACER’s COUNT ME IN® puppets!

Buy the set: “What a great way BASIC SET: Six puppets with scripts to dispel myths and for preschool and elementary shows. raise awareness!” Minnesota teacher STARTER SET: Three puppets with scripts on several disabilities for elementary students.

All sets include puppet wheelchair and props, a guidebook on disabilities, and a coordinator’s handbook for creating a COUNT ME IN® project with volunteers. Training is also available.

Already own a set? Expand your program by purchasing additional individual puppets. Puppets available represent children with autism, Tourette Syndrome, ADHD, muscular dystrophy, and diabetes.

Visit these engaging puppets at PACER.org/puppets! For more information e-mail [email protected] or call PACER at 952-838-9000.