Winter 2011 • Vol. 34, Issue 1 ACESETTER PA news magazine of PACER Center, Inc. by and for parents of children and young adults with disabilities IDEA marks Ready to Rock? 35 years! Benefit features Sheryl Crow

PACER staff joined legislators, rammy Award winner advocates, people with disabilities Sheryl Crow will rock the and federal officials to celebrate G house during PACER Center’s the 35th anniversary of the Indi- 29th Annual Benefit at the Min- viduals with Disabilities Education neapolis Convention Center on Act (IDEA) on Nov. 18 in Wash- Saturday, May 7. ington, D.C. With a solo career spanning Passage of the 1975 federal nearly 20 years and seven al- law—formerly the Education For bums, the singer-songwriter has All Handicapped Children Act— a long list of modern rock hits guaranteed students with disabili- to choose from, including “If ties the right to a free, appropriate It Makes You Happy,” “Every public education. Day Is A Winding Road” and “A Change Would Do You Because of IDEA, America’s 6.7 Good.” million infants, toddlers, children and youth with disabilities are able Crow’s first smash hit, “All I to achieve educational levels that Wanna Do,” hit the charts in were not possible prior to the law’s 1993, seven years after her enactment. stint as a backup vocalist for Before the law was passed, mil- Michael Jackson’s Bad World lions of students with disabilities Tour. Her latest soul-inspired were denied access to a public album, “100 Miles from education. Until 1969, for ex- Memphis,” was released in ample, one state statute made it a 2010. Along the way, Crow has crime for parents to insist that a earned nine Grammy Awards Sheryl Crow child with disabilities be allowed for her crowd-pleasing music, to attend school if the superinten- including Best Female Rock dent denied access. Vocal, Best Female Pop Vocal and Best Rock Album. Today, 57 percent of students with Benefit tickets include the performance as well as silent and live auctions.A disabilities spend at least 80 per- pre-Benefit gourmet dinner is available by separate ticket, and a post-concert cent of their day within the regular patron party is available for people purchasing Benefit tickets of $140 or more. school environment. In 2007, Proceeds from the Benefit support PACER Center programs for children with nearly 60 percent of students with disabilities and their families. To reserve tickets for the Benefit, see page 2, visit disabilities graduated high school PACER.org or call 952-838-9000. with a regular diploma, compared to 32 percent 20 years earlier. Visit www.PACER.org(Continued on page 4) PACER supporter, symposium founder dies

ongtime PACER friend and sup- port the lives of countless children Lporter Roberta Mann-Benson and adults with learning disabilities passed away Oct. 27, 2010. For the and mental health issues have been past five years, Mann-Benson part- changed,” says Paula Goldberg, nered with PACER to provide the PACER’s executive director. “Over Ted and Roberta Mann Foundation the years, thousands of people partici- National Symposium About Children pated in the Symposium, and the im- and Young Adults with Mental Health pact of Roberta’s support will ripple and Learning Disabilities. She found- throughout many generations.” ed and funded this annual educational A sixth Symposium is planned for symposium for parents and teachers. 2011. At the request of her family, “Roberta had a heart of gold. She was memorials in memory of Mann-Ben- Dr. Roberta Mann-Benson a visionary, and through her sup- son may be made to PACER Center.

BENEFIT RESErVATIONS

To reserve your tickets for the 2011 PACER Benefit on May 7 featuringSheryl Crow, please complete the form below and fax or mail it to PACER Center. Reservations can also be made at PACER.org or by calling 952-838-9000.

Benefit Tickets: Name: Please send me: Address: (# of) $651 Friend City: State: Zip: (# of) $901 Supporter Phone: (H) (W) 2 (# of) $140 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 April 29.) 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)  $550  $275  $200  $140  $90  $65  Other: to the Silent Auction 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

 PACESETTER – Winter 2011 Call 952-838-9000 PACER supporter, symposium founder dies Minnesota Supreme Court affirms access to after- school activities for special education students

By Julie Holmquist a student’s Individualized Education tivities are required for the education recent Minnesota Supreme Program (IEP) that would allow the of the child.” The Department of Edu- A Court decision affirmed a fifth-grader to participate in extracur- cation then asked the Supreme Court federal law guaranteeing access to ricular activities. to review the Appeals Court decision. extracurricular activities for special The decision “prevented a misread- The Minnesota Supreme Court education students. ing of federal law,” says attorney Dan found that under IDEA: In upholding a Minnesota Department Stewart of the Minnesota Disability • IEP teams must consider special of Education decision on Oct. 7, the Law Center. “This makes it clear that education services for students with Supreme Court affirmed regulations children with disabilities have the right disabilities wanting to participate in of the Individuals with Disabilities to participate in extracurricular activi- extracurricular activities, Education Act (IDEA), the federal law ties and that the IEP team is respon- ensuring services to children with dis- sible to ensure that.” • that those activities are not limited to abilities throughout the nation. ones required for educational pur- The decision stemmed from a com- poses, and The Supreme Court agreed that a Min- plaint filed with the Department of nesota school district violated IDEA Education by the parents of a student. • that a student’s IEP determines which when it refused to consider including The parents had asked their child’s IEP supplementary aids and services are Name: supplementary aids and services in team to determine which supplemen- appropriate and necessary for the tary services their child would need student to participate in the extracur- Address: acesetter to play volleyball and participate in ricular and nonacademic activities. City: State: Zip: P after-school clubs. Published by PACER Center, Inc. “PACER is pleased that the Depart- Phone: (H) (W) Three times a year The Department of Education found Circulation: 120,000 ment of Education appealed the E-mail: ©2011 by PACER Center that the district violated the law when decision of the Appeals Court,” says If you wish to sit with friends, the reservations must arrive at the same time. 8161 Normandale Blvd. it failed to convene an IEP meeting. Virginia Richardson, manager of par- Minneapolis, MN 55437-1044 The district appealed that decision to ent training at PACER. “Children with I need:  Wheelchair seating (number of spaces)  Sign language interpretation Voice: 952-838-9000 Toll-free: 800-537-2237 (Minnesota) the Minnesota Court of Appeals, argu- disabilities should be free to choose  Assistive listening device  Other Toll-free: 888-248-0822 (National) ing that it did not have to use the IEP extracurricular activities like all chil- FAX: 952-838-0199 team to determine appropriate accom- dren in school. We believe this legal E-mail: [email protected]  My checks, separate for the Benefit and dinner, are made payable to PACER Center and modations for a student’s extracurricu- clarification will be helpful to both are enclosed. (Tickets will be mailed April 29.) PACER Executive Director: lar activities if those activities were parents and school staff.” Paula F. Goldberg not “required for the education” of the Senior Writer-Editor: Julie Holmquist Parents should realize that the law Total charge $ to VISA  Mastercard AmEx Discover Writer-Editor: Ashley White student. PACER Center expands opportunities and enhances doesn’t guarantee students the right # Exp. the quality of life for children and young adults with disabilities and their families. The mission is based on The Court of Appeals determined that to participate in any extracurricular the concepts of parents helping parents and working the IEP team should consider whether activity they choose, Stewart says. The  I am unable to attend the Benefit. Please accept my gift: check  charge in coalition with others. An Equal Opportunity Employer, PACER is funded by grants from the U.S. an extracurricular activity should be IEP team must consider an activity,  $550  $275  $200  $140  $90  $65  Other: Departments of Education, Labor, Health and Human included in the IEP, but decided that but it may decide that the activity is Services and other sources, and from foundations, Many companies match gifts. Please ask your employer for a matching gift form and corporations and individuals. Views expressed do not schools need to provide supplementary not appropriate for the student. “That’s enclose it with your contribution or ticket order. (Continuednecessarily reflectfrom thosepage of 3)the Departments or other aids and services only when “such ac- perfectly legal,” he says. donors. Contributions to PACER are tax-deductible. For information, call Monday through Friday, 8 a.m. Names of persons for whom you are purchasing tickets (including yourself): to 5 p.m. ALLIANCE hosts Topical Institutes in D.C. PACER website: pacer.org ALLIANCE National PTAC site: ParentCenterNetwork.org/national The ALLIANCE National Parent cluded: technology, management and FAPE site: fape.org Technical Assistance Center, a project leadership, and addressing challenging C3 site: c3online.org BULLYING: PACERKidsAgainstBullying.org of PACER, hosted the Topical Insti- behaviors. Conference materials will PACERTeensAgainstBullying.org tutes for parent center staff on Jan. be posted on Parentcenternetwork.org MN SEAC site: mnseacinfo.org 25-27 at the Hyatt Regency in Crystal in the future. (Alternate format is available upon request.) City, near Washington, D.C. Topics in- Visit PACER.org PACESETTER – WINTER 2011  New checklist aids parents in filing state special education complaint

hen parents believe a school Anderson encourages parents to first in writing and contain the following: Wdistrict is not following spe- contact the school district’s special cial education laws and inform the education director about the issue Basic Information district’s special education director, prior to filing a complaint. “It may • Current date, your name, address, the issues are often resolved to the be an issue that can be resolved by e-mail address (if applicable) and a satisfaction of both the parents and the talking with the director,” Anderson phone number to reach you if the school district. says. “Sometimes a parent’s issue may complaint investigator needs to ask for also be a district-wide problem that Parents who are unable to resolve additional information the director is not aware of and can issues they believe are violations, address.” • Student’s name, address (if different however, may consider filing a state- than yours), grade and birth date level complaint with the Minnesota “We also encourage parents to call and Department of Education. talk to a PACER advocate before filing • School district name, name of the a complaint, just in case we can help school and the school’s address “To make the process more user- them resolve the problem at the local friendly for families, PACER Center Statement of Violation level,” she adds. has provided parents with an easy- • State why you believe a state or to-follow checklist for filing a com- Anyone who is aware of a violation federal law was violated and that it plaint,” says PACER Advocate Pat can file a state-level special education occurred during the last calendar year Anderson. complaint. A complaint must be made (12 months from current date). IDEA marks 35 years

(Continued from page 1) “This landmark law has improved the lives of so many children,” says Paula Goldberg, PACER’s executive director. “Since 1977, PACER has worked to help families un- derstand their child’s rights under this federal law. But we need to keep working to main- Attending the IDEA Anniversary event were: (L to R) Sharman Davis Barrett, PACER; Judy Heuman, tain those rights and to formerly with the Office of Special Education and Rehabilitation Services and U.S. Rep. George Miller, expand educational op- who was a congressman when IDEA was passed; Paula Goldberg, PACER’s executive director and Arne Duncan, Secretary of Education. portunities for children with disabilities.” of the White House Domestic Policy At an evening reception, chaired by Speaking at the celebration in Wash- Council. Sharman Davis Barrett of Goldberg and co-sponsored by ington, D.C. were: U.S. Secretary of PACER also spoke about how IDEA PACER, awards were presented to Education Arne Duncan; members influenced the life of her daughter, Tom Gilhool, Paul Marchand and Ed of Congress; Alexa Posny, Assistant who had autism and was deaf. U.S. Martin for their leadership in ensuring Secretary for the Office of Special Senator Tom Harkin and U.S. Repre- the educational rights of students with Education and Rehabilitative Services; sentative George Miller spoke elo- disabilities. and Melody Barnes, Domestic Policy quently, Goldberg says, as did three Advisor to the President and Director young adults.  PACESETTER – Winter 2011 Call 952-838-9000 New checklist aids parents in filing state special education complaint

• Keep your focus on facts, events and • List solutions that would be accept- additional guidance in filing a com- people involved. able to you in resolving the complaint. plaint. For more information about dispute resolution, call 952-838-9000 • Make a list of each violation you • The Minnesota Department of Edu- and ask to speak to an advocate, or believe the school committed. cation will complete an investigation, visit PACER.org. propose solutions and consider your Statement of Facts proposed solution. • For each violation, list the facts to Parent Information Cards are support your claim. To learn more about filing a complaint, also available for order at PACER. parents can refer to the full PACER org/disputeresolution/index.asp. • Describe events with specific dates, handout “Filing a Complaint with A single copy of these laminated names of individuals involved or con- the Minnesota Department of Educa- 3- by 5-inch cards are free to Min- tacted and a brief description of what tion,” which is listed on PACER’s new nesota parents and detail parental happened. Include any additional facts dispute resolution web page (www. rights and responsibilities in spe- to support your claim. pacer.org/disputeresolution/index.asp) cial education, as well as topics Proposed Solution under publications. The web page also of discussion for the development provides links to specific Department of an Individualized Education • Identify proposed solutions to your of Education resources that provide Program (IEP). complaint.

Examples of possible violations Examples of possible resolutions: A. The school district did not complete a special A. Since the special education evaluation was not education evaluation within 30 school days. It took completed within the timelines required, I feel it the school 50 school days to complete the evaluation. needs to be completed immediately. My son has now failed his math class. B. Because my child could not use assistive tech- B. The classroom teacher has not been providing nology for written assignments, she should be the accommodations listed on my daughter’s IEP, so allowed to redo those assignments for an accurate she hasn’t received assistive technology for written grade. assignments. C. My son has not received his special edu- C. For the last three months, my son’s special cation instruction in more than three months. education teacher has been on sick leave. He has not Services need to be provided to compensate received the special education instruction written in my child for the specialized instruction he has his IEP. missed. New federal disability legislation passed in 2010

In October 2010, President Barack the words “mentally retarded” of- technology, from more accessible Obama signed two significant pieces ficially removed from the health and smart phones to closed captioning on of legislation for people with disabili- education code in their home state of the Web. ties. Maryland. This new law was passed to ensure full “Rosa’s Law” changes references in The 21st Century Communications participation in technology for Ameri- federal statutes from “mental retar- and Video Accessibility Act will cans with disabilities. It establishes dation” to “intellectual disability.” make it easier for people who are deaf, new safeguards for disability access to Rosa’s Law is named after 9-year- blind or living with a visual impair- Internet-based and digital communica- old Rosa Marcellino, who has Down ment to take advantage of modern tion technologies. syndrome. Her family worked to have

Visit PACER.org PACESETTER – WINTER 2011  PACER’s National Bullying Prevention Center brings message to millions across the nation

By Julie Holmquist hen several incidents of bullying Run/Walk/Roll event Wmade national headlines in the promotes bullying fall of 2010, national media and others turned to PACER as a resource on the prevention in October issue. During National Bullying Preven- Farm Law sponsored the “Run, Walk, tion Month last October, Julie Hertzog Roll Against Bullying” event held at Mt. (National Bullying Prevention Center di- Normandale Lake in Bloomington, Minn. rector), Lynn Miland (PACER advocate) Clockwise from top: families and many other groups finish the and Michael Keller (PACER’s marketing 1.5-mile walk; runners start the board chair) were able to bring PACER’s four-mile race; Michael Keller, message to millions. PACER marketing board chair, Paula Goldberg, PACER executive PACER received coverage on NBC director, and Doug Nill, of Farm Nightly News, CNN, The Today Show Law, the major sponsor of the event, pause after the race; Julie and Geraldo At Large, as well as in Hertzog speaks to the crowd. Woman’s Day, Family Circle and People magazine, to name just a few of the media outlets that quoted PACER staff or promoted PACER resources during National Bullying Prevention Month. “People are realizing—now more than ever before—that bullying is a serious issue and that we need to change the culture that allows it,” Hertzog says. James Jones, the Florida father who made national headlines in October 2010 after his daughter with cere- bral palsy was bullied on a school bus, found help for his family at PACER, and he worked with PACER to promote National Bullying Prevention Month. Many others also joined with PACER during October to Locally, more than 200 people attended PACER’s first- educate the public about the issue. Yahoo!Kids featured ever “Run, Walk, Roll Against Bullying,” showing support PACER’s KidsAgainstBullying.org website, and Facebook for the cause and for PACER’s bullying prevention work. promoted the month in several ways, including posting a Minnesota’s FOX 9 News provided in-depth coverage of video message about PACER’s TeensAgainstBullying.org the issue and sought PACER’s expertise in multiple inter- website. views, and local radio station myTalk 107.1 continues to The Ellen DeGeneres Show website listed PACER as give PACER and the cause extensive air time. one of three bullying prevention resources, and Cartoon To learn more about the National Bullying Prevention Network also listed PACER on its site so its audience of Center’s resources, visit PACER.org/bullying. The Cen- young children and tweens could find bullying prevention ter’s popular websites include KidsAgainstBullying.org for resources. The New York Times sponsored an event called elementary-age children and TeensAgainstBullying.org for “Bullying – A National Crisis” and invited Hertzog to teens. participate on the panel.

 PACESETTER – WINTER 2011 Call 952-838-9000 Tween girls explore careers at EX.I.T.E. Camp

By Ashley White the same time, the any 12-year-old girls dream of camp kept it fun with Mbecoming a movie actress or a hands-on activities. rock star. But Elora Engebrit, a sixth EX.I.T.E. helped her grader from Savage, Minn., has other realized that science ambitions. When she grows up, she isn’t just about sitting wants to be a meteorologist – a career in a lab wearing a lab she discovered at PACER Center’s coat.” EXploring Interests in Technology Scott says EX.I.T.E. and Engineering (EX.I.T.E.) day not only taught Elora camp last summer. math, science and At the camp, Elora had the chance to technology, but also meet a professional meteorologist and boosted her self-con- ask her questions about the field. fidence. Elora and the Elora Engebrit takes part in PACER’s 2010 EX.I.T.E. camp “She talked about how weather reacts rest of the campers with help from Jay Carter, an EX.I.T.E. volunteer from 3M. and how you can read a map,” says even had the chance Elora, who has multiple disabilities. to meet profession- to try more of PACER’s services, “It sounds like a really fun, interest- als from 3M and IBM who have particularly the ones offered by ing job.” disabilities themselves. These volun- PACER’s Simon Technology Center teers proved to the girls that having (STC). Through the STC Lending Elora’s parents, Scott and Vivian a disability doesn’t limit their career Library and consultations with staff, Engebrit, say that EX.I.T.E., which options in fields such as science or Elora and her parents are learning teaches middle school girls with technology. what software and services will ben- disabilities creative ways to use sci- efit her the most. ence, has piqued her interest in these “The camp inspires them to see careers and helped her excel in her beyond any preconceived notion of “What they’ve pointed out has been science and math classes at school. limitation,” says Paul Davies, Senior so specific to her needs,” Vivian says. At past camps, girls have learned Intellectual Property Specialist at 3M, “We’re finding out that there are so alongside scientists, engineers and which sponsors EX.I.T.E. and pro- many neat things for kids with dis- professionals from major corpora- vides volunteers for one day of camp abilities.” tions. The 2010 camp hosted volun- each year. “If it weren’t for programs With a little help from EX.I.T.E. and teers from Accenture, IBM, Medtron- like Camp EX.I.T.E., these girls may the STC, Elora is on her way to be- ic, Target and 3M. not have awareness of what opportu- coming an expert meteorologist. But nities are available to them.” “When she got home from camp, she Scott and Vivian don’t need a profes- would go on and on with factoids After Elora attended EX.I.T.E. last sional to predict their daughter’s fore- she had learned,” Vivian says. “At summer, the Engebrit family decided cast: It’s looking bright and sunny. New e-mail Apply now for 2011 EX.I.T.E. Camp address? This year’s ninth annual EX.I.T.E. camp will take place in August 2011. Applications will be accepted until May 1. Please let us know! Don’t miss PACER’s monthly e-news with Visit www.PACER.org/stc/exite/camp.asp for more information, or breaking news affecting chil- call PACER’s Simon Technology Center at 952-838-9000. dren with disabilities or the lat- Many companies generously donate funds and volunteers to est updates on PACER events. EX.I.T.E., including Accenture, Medtronic, Target, 3M, Xcel Send your new e-mail address Energy and IBM. to: [email protected].

Visit PACER.org PACESETTER – WINTER 2011  Helping youth develop “soft” skills for job success: tips for parents

ost parents of youth approach- Ming adulthood want to know What are Soft Skills? what they can do to help their sons and “...being dependable, responsible, punctual, adaptable, honest, honor- daughters succeed in the workplace. able, well-mannered, positive toward work, and appropriately dressed One way family members can help and groomed. Soft skills also refer to such attributes as the ability to get is by working with and encouraging along with others, work in teams, attend to tasks, work independently, youth to develop traits known as soft and provide excellent customer service, both within the company and skills. externally.” Even though many parents may be National Collaborative on Workforce and Disability for Youth unfamiliar with this term, they will discover that they are actually very familiar with these everyday, common- people is 1.5 to 4 feet, depending on sense skills that are important in all as- COMMUNICATION SKILLS how well you know the other person. pects of life. Soft skills can help youth A considerable amount of communi- succeed in life no matter what they cation is nonverbal. However, some • Have your youth join a self-advo- are doing. By improving these skills, disabilities make it difficult for people cacy social group outside of school to a youth can enhance his or her social to read the nonverbal communication improve communication and active life, do better in postsecondary educa- of others, such as eye contact, facial listening skills. Such groups are often tion settings and be more successful at expressions or gestures. Family mem- offered by centers for independent liv- finding and maintaining employment. bers of youth with such disabilities ing, self-advocacy or other disability organizations. For youth with disabilities, who face can use a variety of techniques to help much higher unemployment rates than their youth learn to perceive and better • Enlist the help of other people in their peers without disabilities, soft understand nonverbal social cues. your youth’s life to provide guidance skills are especially important. Fami- How You Can Help in social standards. For instance, a lies of youth with disabilities play a • When watching a movie or televi- teacher might need to tell your youth key role in helping their youth learn sion show, point out facial expressions that he can shake her hand instead of expected behaviors, understand the and body language used by the actors. hugging her. unspoken rules of the workplace and Explain how actors use gestures to • Discuss other potential strategies deal with personality conflicts. convey their emotions. with your youth’s IEP team. Include a In addition to promoting these skills at • Encourage your youth to ask ques- related goal in your son or daughter’s home, families can make sure that the tions when he or she doesn’t under- IEP. development of soft skills is adequate- stand what someone says. Asking INTERPERSONAL SKILLS ly addressed in their child’s Individual- questions shows people that your ized Education Program (IEP) during youth is listening carefully, even when Good personal hygiene and appear- the transition-planning process of high not making eye contact. ance promotes social interaction with school. others, while poor hygiene can give • Help your youth look at a person’s employers and co-workers a bad im- What soft skills should parents focus nose or cheek if looking in someone’s pression. on? Work readiness standards include eye is too distressing. It will appear communication skills, interpersonal as though he or she is making eye How You Can Help skills and lifelong learning skills. contact. • Discuss personal cleanliness with your son or daughter, stressing that Youth who have these skills are more • Demonstrate an acceptable distance most workplaces require employees to likely to be hired and less likely to be between two people who are not fam- dress appropriately and to be clean. fired. Families can use several strate- ily members. Have your youth practice gies to help their child develop soft this. In Western culture, the acceptable • Require that your youth be dressed skills. amount of personal space between two appropriately and have good hygiene

 PACESETTER – WINTER 2011 Call 952-838-9000 Helping youth develop “soft” skills for job success: tips for parents

when attending school, family func- self-advocacy organizations. These to stick with challenging activities, tions or places of religion. trainings provide youth with a struc- managing time and communicating tured opportunity to learn and practice Employers are also looking for em- with other adults. social skills such as taking turns or ployees with good people skills. While giving compliments. Have them prac- • Ask youth to identify a simple, fun especially important in jobs where em- tice what they have learned with you skill to learn. This could include cook- ployees interact with customers, these at home. ing a certain recipe, working with a skills can also help youth interact with specific computer program or learning their co-workers, avoid conflict and LIFELONG LEARNING SKILLS a new game. Have a young person stand out from other job applicants or research information on steps for employees. Personal responsibility, initiative, learning the skill, and then help him or How You Can Help self-management and perseverance are her follow and complete the steps. other important qualities employers • Teach youth phrases they can use look for in a new hire. This article was adapted from an In- on the phone: “May I please speak to formation Brief and series of podcasts Mr. Smith?” or in the workplace; “I’m How You Can Help PACER originally created for the Na- Deborah. It’s nice to meet you.” • Have youth take responsibility for tional Collaborative on Workforce & waking up on time, setting an alarm • Teach youth to allow others to finish Disability for Youth (NCWD-Youth) clock and getting ready for school or speaking before beginning to talk. with support from the U.S. Depart- work. ment of Labor’s Office of Disability • Have your youth answer the phone at Employment Policy. “Helping Youth • Find opportunities for youth to take home in a professional and courteous Develop Soft Skills for Job Suc- on a project from start to finish, such manner. cess: Tips for Parents and Families,” as planting a garden. • Identify areas of social difficulty published by NCWD-Youth, will be • Have youth visit a parent’s work- for your youth and role play how to available at www.ncwd-youth.info. place if the job allows this. Youth can handle new or unfamiliar situations. A PACER CD titled, “Top Secret Job learn different tasks associated with Role playing gives youth an opportu- Skills: Declassified,” is also help- the job or follow other employees to nity to practice what they would say ful and can be ordered by calling learn what is involved in their jobs. and do in various situations. 952-838-9000. View a clip online at: • Enroll youth in a mentor program. • Sign your youth up for social skills PACER.org/publications/transition. Mentors can help youth on many trainings at school, centers for inde- asp. levels: building self-esteem, learning pendent living, disability groups or Families can preview technology at STC library

The Simon Technology Center (STC) Library offers an inexpensive way to preview software and assistive technology (AT) devices for children and young adults with disabilities before purchasing them. Anyone can visit and view the 2,500 items available at the library. Minnesota parents, individuals and professionals who are members may borrow them. For hours or more information about the STC Library, contact Tara Bakken at 952-838-9000 or visit PACER.org/stc/library. For more information about how assistive technology may help your child with a disability, contact the STC at 952-838-9000 or visit PACER.org/stc. New study shows strong parent-community ties are essential for school improvement

new study from the improvement cited by the study A Consortium on Chicago MINNESOTA PARENT CENTER are: School Research identifies Minnesota PIRC • Strong and organized curricu- “strong parent-community ties” lum and guidance for teachers as one of five essential supports A project of PACER for school improvement. • Quality teachers who work together to improve teaching “This research identifies par- The long-term study of many schools ent and community involvement as in Chicago sought to find common • Strong parent-community-school necessary for improving schools,” strategies that improved school per- ties says Heather Kilgore, director of the formance. According to “Organizing • A student-centered learning climate Minnesota Parent Center. Schools for Improvement: Lessons from Chicago,” by Anthony S. Bryk, • School leadership that drives change “It’s one more study that shows the research identified “five essential how important strong parent-school “This study shows that schools must supports for school improvement” involvement is,” she says. “Educators reach out to help parents support their that must be in place for classroom and parents can work together to help children’s learning, understand their learning to improve. improve children’s learning. That’s students’ home culture and commu- why the MN PIRC: Minnesota Parent Schools that were strong in all five nity, and access resources in the com- Center is here. We provide services areas were 10 times more likely to munity,” Kilgore says. “If schools are and support to parents and schools improve than those that were not. to improve, working with families is to strengthen those ties and benefit Five essential supports for school a necessity.” students.” MN PIRC: Minnesota Parent Center supports parent-school ties

The MN PIRC: Minnesota Parent Center is designed to ent Pages” to schools and parents. It’s available at help families and schools build stronger ties to benefit PACER.org/mpc, where past issues are also archived students. It provides free research-based training for Title I and have included such topics as “Preparing for Parent- schools, helpful information for ways parents can be more Teacher Conferences” and “How to Help Your Child Meet involved in their child’s education and individual assis- Academic Standards.” Parents and professionals can also tance. subscribe to the Center’s free electronic newsletter, which provides up-to-date news and resources. To subscribe, visit The Center’s information handouts for parents are offered PACER.org/mpc and click on E-News. in English, Hmong, Somali and Spanish and are available in print and online at PACER.org/mpc, where parents and Minnesota Parent Center is Minnesota’s PIRC (Paren- professionals will find many other resources. tal Information and Resource Center) and a project of PACER. To learn more about the Center’s resources and The Center also provides a free publication called “Par- services, call 952-838-9000 or visit PACER.org/mpc. Say thanks with certificates during Teacher-School Appreciation Day March 3

Teacher-School Appreciation Day on of children with disabilities can say PACER.org/help/teacher.asp. Fami- Thursday, March 3, is a perfect time thank you is by presenting specially lies can then complete the certificates to say thank you to a school staff designed certificates of appreciation. and present them to school staff member who has made a difference These free certificates can be ordered members they wish to recognize. in your child’s life. One way families from PACER or downloaded from

10 PACESETTER –WINTER 2011 Call (952) 838-9000 PACER staff member wins Mentorship Award

By Ashley White helped youth with dis- still come to her for s part of her work at PACER, abilities make the transi- guidance, advice and Astaff member Andrea Moore tion from high school to support. embodies the essence of mentorship postsecondary education “Many of the youth by supporting youth with disabilities or employment. Andrea worked with as they transition from high school to “It was an honor to on the project found postsecondary education or employ- receive this award, be- employment, became ment. cause I’m already doing interested in postsec- Whether it’s helping students practice work that I believe in ondary education, or phone skills, reviewing a bus schedule and love doing,” Moore stayed in school as a with them, or simply showing faith in says. Andrea Moore result of her efforts,” their abilities, Moore acts as a valu- says PACER Projects At PACER, Moore led able mentor to these youth at a chal- Director Sean Roy. “She the launching of Project lenging time in their lives. has a true passion for mentoring youth, C3, which provides online resources to and it shows in the great outcomes this On Oct. 14, Moore was recognized youth about opportunities after gradu- project produced.” for her work when she received the ation. Going above and beyond her job Mentorship Award from the Min- description, Moore worked directly Project C3 has become a resource that nesota State Council on Disability with 157 young adults on the project now includes more than 1,100 listed (MSCOD). to help them gain the skills and con- Minnesota organizations that help fidence they need to be successful in youth make the transition after high The Mentorship Award is given to either postsecondary education or the school. To use the C3 resources, visit an individual who has substantially workplace. Several of these students c3.ilivehere.info.

MN PIRC: Minnesota Parent Center supports parent-school ties PACER receives family support training grant

PACER Center has received a meet families’ needs. The project Through family-centered activi- grant to provide effective fam- will use that information during ties, families will learn to use ily support services and leader- the following four years to work and build on their strengths and ship training to underserved and with families and organizations to participate in systems change underrepresented families of using a family-centered approach. activities that promote family- individuals with developmental centered community practices Many families have expressed the disabilities from birth to age 25 and structures. in the Minneapolis/St. Paul area. need for help in navigating the various public and private systems “We are excited that PACER The five-year Families Accessing that offer services to meet the has the opportunity to work with Communities Together (FACT) complex needs of their families. families and community organi- Project grant was awarded in zations using a new family-cen- The FACT Project’s innovative September by the federal Ad- tered approach,” saysVirginia process will provide family-cen- ministration on Developmental Richardson, PACER’s manager Say thanks with certificates during Teacher-School Appreciation Day March 3 tered support services, improve Disabilities. of parent training and co-coordi- the community’s capacity to serve nator of the project with Shauna During the project’s first year, individuals with developmental McDonald, PACER’s national PACER will plan with family disabilities and their families, and projects director. members and community orga- support systems change activities. nizations about effective ways to

PACESETTER – WINTER 2011 11 Resources

New New

Transition Trek Game Early Childhood Transition Updated! An innovative and Guidebook engaging board game that helps Helps parents understand the process youth and young adults plan for that guides their child’s transition from life after high school. Players infant and toddler intervention services draw cards with questions related to other early childhood services at age 3 to careers, independent living and self-determination. Six and includes strategies to use for a suc- game pieces included. 2010. cessful transition. 2010. $25 each ST-23 ■ $3 10+ copies, $2.50 each PHP-a40

Parents Can Be the Key The Road to Work This handbook describes basic spe- An Introduction to Vocational cial education laws and procedures. Rehabilitation Discusses the issues related to the ■ $3 10+ copies, $2 each PHP-a1 Rehabilitation Act, including eligibility criteria for vocational rehabilitation services, transition planning for high school students, the Individual Written Families Are Important! Rehabilitation Program, appeals procedures, legislation An Early Childhood Guidebook for and self-advocacy skills. Fourth Edition. 2009. Families of Young Children ■ Helps families of children with $8 10+ copies, $6.50 each VO-1 disabilities or delayed development understand Minnesota’s early interven- Honorable Intentions: A Parent’s tion system and how to access services Guide to Educational Planning for for their child. Children with Emotional or Behavorial Disorders, Fourth Edition. ■ $7 10+ copies, $5 each PHP-a9 This updated comprehensive guide High Expectations includes information on comprehensive evaluation, functional assessments, posi- Having and maintaining high expec- tive interventions, effective communica- tations for your child with a disability tion and writing meaningful Individual- is very important. This booklet outlines ized Education Programs. how to have high expectations, chal- ■ $15 10+ copies, $12 each PHP-a29 lenge your child and encourage 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 answers many questions about future Helps parents work with schools to ad- housing choices to make with their child. dress each child’s special needs through From housing options to a resource understanding the required components of directory, this book has a wealth of information. the IEP. Includes examples from the Min- ■ $8 10+ copies, $6 each PHP-a26 nesota state-recommended form. ■ $3 10+ copies, $2 each PHP-a12

12 PACESETTER – WINTER 2011 Call 952-838-9000 Resources

'LVFRYHU+RZ$VVLVWLYH Discover How Assistive 7HFKQRORJ\&DQ+HOS K is for Kindergarten

3URYLGLQJLQIRUPDWLRQDERXWDVVLVWLYH activities, you’ll find specific -in WHFKQRORJ\XVHZLWKLQIDQWVDQGWRGGOHUV toddlers for families and professionals. IRUIDPLOLHVDQGSURIHVVLRQDOV Also includes tips on how to find more formation on state guidelines and tips for choosing a school. 2009. (One copy free for any http://tnt.asu.edu/ information about AT. Contact PACER regarding bulk orders. 2010. Minnesota parent) ■ $1 10+ copies, $.50 each STC-21 $5 10+ copies, $4 each MPC-21

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 Publications.

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 2011 13 Workshops PACER Center workshops are free to Minnesota parents. For information and to register, call 952-838-9000 (metro area) or toll free at 800-537-2237 (Greater Minnesota) or visit PACER.org/workshops.

Early Childhood Housing Six Skills for Effective Parent Advocacy Learn six important skills you can use to Understanding and Addressing Creative Housing and Services become a more effective advocate for your Challenging Behaviors Options child with a disability. Parents of young children with develop- Explore creative housing options and ser- March 28, 6:30 to 8:30 p.m. (Austin) mental delays and/or disabilities will learn vices. This interactive workshop will provide Tips for Talking with School Staff about brain development and behavior, dif- an opportunity for parents, young adults and ferent temperament types, stages of devleop- providers to share their journeys through the Parents will learn effective skills to com- ment and strategies to provide children with housing process. municate with school staff about their child in acceptable ways to have their needs met. Call March 16, 7 to 9 p.m. (PACER) special education and practical tips for work- 952-707-4150 to register. ing in partnership with schools. March 8, 6:30 to 8:30 p.m. (Diamondhead Feb. 24, 7 to 9 p.m. (Northfield) Education Center, Burnsville) March 3, 6 to 8 p.m. (Albert Lea) Parent Training Early Childhood and Assistive Students with IEPs and Minnesota’s Technology (AT) Statewide Assessments IFSPs & IEPs: The Building Blocks of This workshop will help parents and pro- Early Childhood Special Education Parents of students receiving special fessionals understand the evaluation process education services will learn why testing is used to determine if early interventions (birth The Individuals with Disabilities Educa- done, what types of tests are given, and what to age 3) or early childhood special education tion Act (IDEA) requires states to provide the scores mean, as well as tips for helping (ages 3-5) services are appropriate.It will also certain services to eligible children with children prepare for and do their best on the address how AT—from low-tech devices such developmental delays or disabilities. This tests. workshop will help parents of children as crayon grips to high-tech tools such as March 1, 6:30 – 8:30 p.m. (PACER) computers—may benefit young children. from birth to age 5 understand the essential components of the Individualized Education IDEA: Blueprint for Understanding the March 15, 6:30 to 9 p.m. (PACER) Program (IEP) development, including the Special Education Process Everything You Need to Learn Before evaluation, team planning, writing goals and The special education process is like Your Child Turns Three resolving differences. building a house. There is a logical order to This workshop will help families under- Feb. 28, 7 to 9 p.m. (Winona) both. This workshop will cover how to use the building blocks of the Individuals with stand the transition process from Part C Early IDEA: Understanding the IEP Intervention services to Part B preschool Disabilities Education Act (IDEA) to develop services. This workshop explores Individualized appropriate services for your child. Education Program (IEP) requirements and March 21, 6:30 to 9:30 p.m. (Princeton) April 16, 9 to 11 a.m. (PACER) components of IEP development, including Communicating Strengths and Needs evaluation, resolving disagreements and an Children Taking Medication for Mental with Early Childhood Professionals expanded section on writing measurable Health Reasons goals. This workshop will help parents learn how Parents whose children are already taking April 5, 6:30 to 9:30 p.m. (St. Cloud) to understand their child’s developmental medications will learn techniques to talk to delays or disability and share important infor- IDEA: Understanding the Special their children about the medications, listen to mation with others in order to enhance their Education Process their children’s feelings about taking medi- child’s devleopment. cation and encourage their children to take This workshop outlines the basic prin- medication as prescribed. April 14, 6:30 to 8:30 p.m. (PACER) ciples of special education. Topics include free appropriate public education, evaluation, March 22, 6:30 to 9 p.m. (PACER) Family Leadership Summit resolving disagreements and the Individual- A Life of Hope This one-day training will help parents of ized Education Program (IEP). Award-winning author, speaker and educa- young children with special needs enhance Feb. 28, 7 to 9 p.m. (Winona) tor Jonathan Friesen will share his life jour- their communication and leadership skills, March 10, 6:30 to 9:30 p.m. (PACER) ney as a person with Tourette syndrome and and will include skill-building sessions as well April 4, 6:30 to 9:30 p.m. (Alexandria) epilepsy, and highlight the messages he most as networking opportunities. April 12, 6:30 to 9:30 p.m. (Duluth) needed to receive from his parents in order to May 14, 8:30 a.m. to 3:30 p.m. (PACER) move from pain to joy. March 31, 6:30 to 9 p.m. (PACER)

14 PACESETTER – WINTER 2011 Call 952-838-9000 Workshops

Special Education: What Do I Need to Exploring Organizational Development, youth. Topics include the difference between Know Tools & Methods Supplemental Security Income and Social Se- This workshop, presented in English and Parents and professionals will learn about curity Disability Insurance, what the “Ticket” other languages, will help parents understand the process of developing organizational program involves and what “PASS” means for special education and learn how to commu- skills, as well as how to select tools and young adults (age 17 and over). nicate with school staff to encourage positive methods that will help an individual create an March 15, 6:30 to 8:30 p.m. (Alexandria) organizational strategy and system. outcomes for children with disabilities. The Journey to Adulthood: April 11, 6:30 to 8:30 p.m. (Hibbing) March 24, 6:30 to 8:30 p.m. (PACER) What Parents Need to Know If I Knew Then What I Know Now All About Apps for Education Families of youth with disabilities (age A panel of experienced parents of children Learn how to navigate iPods or iPads to 14 and over) will learn about the physical, with disabilities will share insights gained make the most of these powerful tools and dis- emotional and social changes of puberty and while raising and educating their children. cover the large variety of apps (applications) adolescence, as well as tools they can use Participants will be encouraged to ask ques- that can be educationally helpful for students at home as they prepare their youth for the tions and share their own insights and experi- with disabilities in and out of the classroom. changes that adolescence brings. ences as well. May 5, 10:30 a.m. to 12:30 p.m. April 7, 6:30 to 9 p.m. (Minneapolis) April 12, 6:30 to 9 p.m. (PACER) (Webinar) April 11, 6:30 to 9 p.m. (Rochester) Focus on Transition Anxiety and Elementary-aged Children Transition Parents of children with disabilities will Families of youth with disabilities (age 14 learn from a nurse practitioner how to recog- and over) will learn about opportunities and Social Security for Transition-age strategies for youth as they enter and com- nize anxiety and learn strategies to help teach Youth their child how to become calm when feeling plete high school and move toward postsec- anxious. A Social Security representative will ondary education, work and adult services. speak about programs for transition-age May 3, 6:30 to 8:30 p.m. (Grand Rapids) April 26, 6:30 to 9 p.m. (PACER) Life Planning for Persons with Free multi-cultural brochures available Disabilities These two sessions cover different infor- mation, including guardianship-conservator- PACER Center offers a series of versions, available to all parents but ship laws, power of attorney, trust and other eye-catching brochures for reaching especially directed toward American issues. Participants should plan to attend both families from diverse cultures who Indian and African American parents, sessions. may have concerns about their child’s also accompany each order of trans- May 12, 7 to 9 p.m. (PACER) development, including a new Rus- lated materials. May 24, 7 to 9 p.m. (PACER) sian publication. For more information about ordering The materials are free to Minnesota hard copies, contact Barb Ziemke Juvenile Justice organizations and school districts and at [email protected] or 952- were developed under a grant from 838-9000. View brochures online at Juvenile Justice and Special Educa- the Minnesota Department of Educa- PACER.org/ec/news.asp. PACER tion: What Parents Need to Know tion. also offers a new archived webinar on this subject called: Practical Tips for In this workshop, parents will learn why The easy-to-understand brochures Working Effectively with Culturally youth with disabilities may be at higher risk and accompanying handouts are for involvement with the juvenile justice sys- Diverse Families of Young Children. available in culturally specific ver- tem, how to address their needs in their IEP Find it at PACER.org/pacerwebinars. and how to prepare for court. sions for families who speak Hmong, April 7, 7 to 9 p.m. (PACER) Somali, Spanish and Russian. English Simon Technology Center Creative Kids Contest is Feb. 26

All About Digital Media: Programs & Devices for Reading Digital Books Children with any disability are Completed projects may be entered invited to join guest artist Anthony into a contest, with the winner’s Hear a brief overview of digital book terminology and file formats, and then learn Whelihan at PACER Center’s sixth artwork becoming the cover of the of- about various technologies, software and annual Creative Kids Contest on Sat- ficial 2011 PACER greeting card. For devices for reading digital books. urday, Feb. 26, from 10 a.m. to noon more information or to register, call March 3, 10:30 to 11:30 a.m. (Webinar) at the Bloomington Art Center. 952-838-9000 or visit PACER.org.

Visit PACER.org PACESETTER – WINTER 2011 15 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

Sheryl Crow at Benefit! 1 IDEA marks 35 years 1 MN court decision 3 Filing complaints 4 Federal legislation 5 Bullying prevention 6 EX.I.T.E. success 7 Job skills for youth 8 Teacher-School Appreciation Day 10 Workshops 14 Creative Kids Contest 15

Officials concerned about evaluation delays May Benefit features An educational strategy known as Musgrove, director of the Office of Sheryl Crow! “response to intervention” (RTI) Special Education Programs (OSEP), cannot be used by schools to delay said some schools may be using the or deny an evaluation for children strategy to delay an initial special suspected of having a disability, say education evaluation. federal education officials. Read the full letter at In a letter sent to state special educa- PACER.org/newsandevents. tion directors in January, Melody Teens sought for youth advisory board

The Minnesota Statewide Family Board members meet monthly to Network, a parent-directed, nonprofit provide peer support and develop Full story page 1 organization that supports parents self-advocacy and leadership skills. and their children with mental health Activities include making presenta- Stay connected on PACER’s needs, is currently accepting applica- tions at state conferences, maintaining Facebook page, Twitter page tions for membership on its Youth a website and learning to influence and YouTube channel! Advisory Board. Any teenager with children’s mental health policy. To a mental health diagnosis is encour- apply, call 952-838-1360. aged to apply.

16 PACESETTER – WINTER 2011 Call (952) 838-9000