PARTNERS IN POLICYMAKING NATIONAL ACADEMY May 15-16, 1992 Doubletree Hotel at Lincoln Centre 5410 LBJ Freeway Dallas, Texas Sponsored by: Texas Developmental Disabilities Planning Council World Institute on Disability Minnesota Governor's Planning Council on Developmental Disabilities DEPARTMENT OF HEALTH & HUMAN SERVICES ADMINISTRATION FOR CHILDREN AND FAMILIES 370 L'Enfant Promenade, S.W. Washington, D.C. 20447 May 15, 1992 Dear Friends: Welcome to Texas and the 1992 National Academy on Partners in Policymaking. Across the United States, Partners graduates are working to create change, to in- influence policymakers on the load, state, and national levels, and to educate others on why and how we must create a new way of thinking about people with disabili- ties. The 1992 National Academy brings together Partners and state coordinators in a unique convention where past experiences will be shared and new visions will be explored. For that's what Partners in Policymaking are-visionaries. Visionaries who are not willing to accept the status quo but who dream about how things should be for their communities, their states, and our nation. Partners don't just dream, though. Part- ners are turning dreams into realities. Partners was, in fact, endowed with vision from the very beginning. In 1987, Colleen Wieck, Executive Director of the Minnesota Governor's Planning Council on Develop mental Disabilities and Ed Skarnulis of the Minnesota Department of Human Services talked together about the potential impact of individuals being educated and empow- ered to change public policy as it relates to people with disabilities. From that conver- sation, Partners in Policymaking was born. Minnesota led the way and set "the stand- ards. Eleven states foIIowed: AIabama, California, Colorado, Connecticut, Illinois, Indiana, Iowa, Louisiana, New York, Ohio, and Texas. Twelve states are joining the efforts in 1992: Arkansas, Delaware, Florida, Georgia, Hawaii, Mississippi, New Mexico, North Carolina, Oklahoma, South Dakota, Tennessee, and West Virginia. Another twelve states are expected to begin Partners in 1993. No other method of training has achieved the depth and the positive outcomes experi- enced by Partners in Policymaking. The Partners program is so successful because it places high expectations on its participants. Partners graduates have been trained in and developed competencies in specitlc areas that encompass today's disability issues. I salute every state represented at the Academy this weekend, for the commitment to time, personnel, and resources necessary to operate a successful Partners program. I salute every Partner, for the dedication and devotion you bring to the cause of creat- ing change on behalf of people with disabilities. And I salute Jopie Smith, Partners Letter to 1992 National Partners Academy Page 2 May 15, 1992 coordinator from Texas, and Colleen Wieck, whose dream of a 1992 National Acad- emy has come true today. My dream-my vision-is that your participation here will create a family across the United States, a family whose members support each other and learn from each other, but especially, a family who continues to dream the dream and makes the dream come true. Best wishes, Deborah L. McFadden Commissioner Administ ration on Developmental Disabilities A TEXAS SIZE THANK YOU TO J OPIE SMITh FOR COORDINATING THE 1992 PARTNERS ACADEMY NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS RESOURCE NOTEBOOK INDEX THE ACADEMY Agenda, Academy Participants, Academy Committee. THE PROCESS BEGINS Announcements, Applications, Recruitment, Screenin9, Selection, Letters, Agreements. RELATIONSHIPS Individual Supports, Cultural Issues, Bonding. FORMAT Training Content, Speakers, Homework. LOGISTICS Budgets, Staff, Roles. EVALUATION Forms, Partners' Comments, Assessments. FUNDING SUPPORTS Creative Ideas. POSTGRADUATE Supports, Activities, Reports. POTPOURRI Good Ideas from Here and There. PARTNERS GRADUATES State Rosters. ******************************** * ND Means No Date on Material * ******************************** The Academy is funded in part through grant number 90DD0221 under provisions of the Developmental Disabilities Act of 1990 (P.L. 100-146). Content of this binder does not re- flect the position or policy of the Administration on Devel- opmental Disabilities nor the Department of Health and Human Services. NATIONAL ACADENY ON PARTNE RS IN POLICYNAKIN~ NEETING OF REPLICATION STATES FRIDAY-SAmAy, NAY 15-16, 1992 DOUBLETREE HOTEL AT LINCOLN 5410 LBJ FREEWAY DALLAS, TEXAS AGENDA FRIDAY, MAY 15, 1992 8:00 a.m. 8:15 a.m. 8:30 a.m. 9:00 a.m. 9:15 a.m. 11:00 a.m. 11:30 a.m. 1:00 p.m. 2:00 p.m. 3:00 p.m. 3:30 p.m. 4:30 p.m. 5:00 p.m. 5:15 p.m. REGISTRATION GOOD MORNING, AMERICA Welcome. Roger Webb, Executive Director, and Lee Veenker, Chair, Texas Planning Council for Developmental Disabilities. JEOPARDY Participant Introductions and Academy Overview. Fran Smith NOVA The National Agenda. Deborah McFadden, Commissioner, Administration on Developmental Disabilities THE YOUNG AND THE RESTLESS What Is Partners in Policymaking? Colleen Wieck and Partners Graduates A WHACK ON THE SIDE OF THE HEAD Lessons on Creative Thinking and Instructions. Fran Smith LUNCH BRAINSTORMING BREAKOUTS 1 Group A: `The Dating Game"-Recruitment, Screening, Selection. Group B: "Family Ties "--Individual Supports, Cultural sensitivity, Bonding. BRAINSTORMING BREAKOUTS 2 Group A: `Wheel of Fortune"-- Training Content, Speakers, Homework. Group B: "The Price is Right"--Budget, Staff Roles/ Logisitcs. BREAK 30 MINUTES Group Reports. REFLECTIONS DU JOUR Ed Roberts, President, World Institute on Disability NIGHTLINE Team Asaignment8, partners Graduates Meeting only. Kathie Snow CHEERS Reception. NATIONAL ACADENY ON PARTNERS IN POLICYMAKING NEETING OF REPLICATION STATES FRIDAY-SATURDAY, NAY 15-16, 1992 DOUBLETREE H- AT LINCOLN CENTRE 5410 LEJ FREEWAY DALLAS, TEXAS AGENDA SATURDAY. NAY 16. 1992 8:30 a.m. 9:00 a.m. 10:00 a.m. 10:45 a.m. 11:45 a.m. 1:15 p.m. 2:00 p.m. 3:00 p.m. 3:15 p.m. 4:30 p.m. STAR TREK: THE NEXT GENERATION How Partners Are Making a Difference. Colleen Wieck and Partners Graduates THE PEOPLE'S COURT Evaluation Is Critical. Tom Zirpoli LET'S MAKE A DEAL Funding Supports. Small Groups. Fran Smith THE WONDER YEARS Postgraduation Issues. Small Groups Fran Smith LUNCH 45 MINUTES Group Reports. 20 QUESTIONS ABOUT PARTNERS Fran Smith and Colleen Wieck BREAK SATURDAY AFTERNOON LIVE Partners Graduates WINGS Closing Comments. Fran Smith NATIONAL ACADEMY FOR PARTNERS IN POLICYMAKING May 14-16, 1992 ALABAMA Albright, Sharon 4505 Grizzard Road Huntsville, AL 35810 205/852-2315 (h) 205/539-2266 (w) Prince, Betsy 7530 Halcyon Forest Trail Montgomery, AL 36117 205/277-2285 (h) 205/265-0245 or 205/262-7688 (w) ARKANSAS Rankin, Jane 11 Lakeview Drive RuSsellville, AR 72801 501/968-7059 Shepherd, Sheri Rt. 1, BOX 678 Arkadelphia, AR 71923 501/246-9886 (W) 501/246-3818 (h) CALIFORNIA Kerzin,, Alan Area IV Developmental Disabilities Board ]700 Second Street, Suite 384 Napa, CA 94559 707/252-6644 (W) 707/823-7999 (h) Jessup, Pam 4048 Escuela Drive Napa, CA 94558 707/255-1901 Rice, Larry F. 2425 Apple Tree Drive Santa Rosa, CA 95403 707/527-1 757 COLORADO Honeyman, Ellie 8290 Brentwood Court Arvada, CO 80005 303/331-8438 (W) 303/431-8435 (h) Ramsour, Barbara 4540 E. 17th Ave. Pkwy. Denver, CO 80220 (303) 399-7113 Reed, Leslie 1625 Bellaire Street Denver, CO 80220 303/871-0227 (W) 303/377-8719 (h) CONNECTICUT Cole, Molly The Family Center Department of Social work Newington Children's Hospital 181 East Cedar Street Newington, CT 06095 203/667-5288 (W) 203/525-3640 (h) Glomb, Laura 1 Oakwood Circle Ellington, CT 06009 203/667-5288 (W) 203/871-6540 (h) DELAWARE Henderson, Larry Booth Social Service Center 104 West 5th Box 2390 Wilmington, DE 19801 302/656-1667 Linehan, James c/o Dept. Administrative Services Townsend Building, Third Floor DAS P.O. Box 1401 Dover, DE 19903 302/739-3613 (W) 302/239-7099 (h) FLORIDA ILLINOIS Messer, Michael 4201 NW 2nd Avenue Miami, FL 33127 305/576-9675 Plotkin, Leo 3666 Scarlet Tanager Dr. Palm Harbor, FL 34683 813/784 -1118 (w) 8 13/785-4289 (h) GEORGIA Burkett, Harry Gov. Council on Developmental Disabilities 878 Peachtree Street, NE, Suite 620 Atlanta, GA 30309-3999 404/894-5790 (W) 404/967-3088 (h) Ginny Riley Retarded Citizens/Atlanta 1687 Tullie Circle NE #l 10 Atlanta, GA 30329 404/325-4557 (W) Wa]drop, Carol 6077 Wilderson Road Rex, GA 30273 404/474-8921 HAWAII Kami, Clarysse 5 Waterfront Plaza Planning Council on Developmental Disabilities 500 Ala Moana Blvd., Suite #5-200 Honolulu, Hawaii 96813 808/586-8100 (W) 808/486-8455 (h) Proffitt, Peggy 2024 Aaniu Loop Pearl City, Hawaii 96782 808/456-2777 (W) 808/456-2777 (h) Rivers, Debbie 1717 Houghtailing Street Honolulu, Hawaii 96817 808/538-6789 (W) 808/842-1782 (h) Dermott, Betty 812 East University Avenue Urbana, XL 61801 ` 217/367-2202 (W) 217/328-5621 (h) Ryan, Sandy Planning Council on Development Disab~ State of Illinois Center 100 West Randolph, Suite 10-600 Chicago, IL 60601 312/814-2080 (W) 708/305-8837 (h) INDIANA Griffin, Nancy Projects for Persons with Disabilities, In 850 N. Meridian, Suite 3-C Indianapolis, IN 46204 317/232-0750 (W) 317/257-7322 (h) Roberts, Donna 5429 Bay Harbor Dr. Indianapolis, IN 46254 317/632-3561 (W) 317/297-2007 (h) IOWA Gobb, Carl c/o Heritage Manor 4885 Asbury Road Dubuque, IA 52002 319/556-0182 Piper, Sylvia Iowa Protection & Advocacy, Inc. 3015 Merle Hay Road, Suite 6 Des Moines, IA 50310 515/278-2502 (W) 515/964-3706 (h) Takemoto, Al 4250 Newport Bettendorf, IA 52722-1848 309/782-0453 (W) 319/359-0874 (h) Tigges, Ken Planning Council for Developmental Disabilities Hoover State Office Building, First Floor Des Moines, IA 50319-0114 515/281-6430 (W) 515/965-9131 (h) o LOUISIANA Dangerfield, Linda Route 1, Box 548 Edgard, LA 70049 504/446-1559 (W) 504/497-8712 (h) Davies, Patsy 1507 Letitia Street Baton Rouge, LA 70808 504/342-0437 (W) 504/346-0920 (h) Mialaret, Ida 1328 Melody Metairie, LA 70002 504/834-4513 Miaiaret, Jerry 1328 Melody Metairie, LA 70002 504/834-4513 ~NNESOTA Hanco~, David Planning Council on Development Disabilities 300 Centennial Office Building 658 Cedar Street St. Paul, MN 55155 612/349-2560 or 612/297-7519 (w) 612/522-5639 (h) Swenson, Sue 4604 Upton Avenue, South Minneapolis, MN 55410 612/832-2762 (W) 612/925-4716 (h) MISSISSIPPI Turner, Alma 89 Azalea Drive Columbus, MS 39701 601/329-7358 or 601/329-7359 (w) 601/327-9471 (h) NEW MEXICO Crawford, Beverly "Gay" 905 Plateau Circle Gallup, NM 87301 505/722-5700 Jennings, Patty The ARC - New Mexico 1107 North Kentucky Roswell, NM 88201 505/623-9378 Johnson, Virginia "Ginny" Development Disabilities Planning Council ARK Plaza Building, Suite B-200 2025 South Pacheco Street Santa Fe, NM 87505 505/827-6260 White, Cindy Parents Reaching Out 1127 University Blvd., NE Albuquerque, NM 87102 505/842-9045 (W) 505/883-8549 (h) NEW YORK Reynolds, Shirley J. 13 Malibu Hill Renssealer, NY 12144 518/432-8233 (W) 518/465-5659 (h) Solomon, Carol 13 Utopian Avenue Suffern, NY 10901 914/942-0002 (W) 914/357-6293 (h) Harrison, George Route 2, Box 186 Coffeeville, MS 38922 601/226-3421 (W) 601/675-2949 (h) NORTH CAROLINA Balak, Peggy Council on Development Disabilities 1508 Western Blvd. Raleigh, NC 27606 919/872-2735 (h) 919/733-6566 (W) Ingram, Terry (Mr.) North Carolina Self Advocacy Association Route 2, Box 193-A Four Oaks, NC 27524 (919)934-5518 Townsend, Penny Prader-Willi Association 2401 Tanglewood Drive Albemarle, NC 28001 704/982-7905 (h) 704/982-9171 (W) Welch, LuAnne Developmental Disabilities Consortium Project 1515 Mockingbird Lane, Suite 901 Charlotte, NC 28209 704/543-8286 (h) 704/529-5195 (W) OHIO Heizman, Cathy W. Family Leadership Development Child A"dvocacy Center 106 Wellington Place, Lower Level Cincinnati, OH 45219 513/381-2400 (W) 513/923-3692 (h) Holden, Lea Family Leadership Development Child Advocacy Center 106 Wellington Place, Lower Level Cincinnati, OH 45219 513/381-2400 (W) 513/923-3692 (h) Kirkpatrick, Lillian 199 Park Avenue New London, OH 44851 419/929-5085 (W) 419/929-5085 (h) Wichman, Joan 2918 Urwiler Ave. Cincinnati, OH 45211 513/241-9933 (W) 513/481-3994 (h) OKLAHOMA Burns, Patricia Oklahoma Planning Council P.O. BOX 25352 Oklahoma City, OK 73125 405/521-4984 (W) 405/755-8497 (h) Stopp, Genell 2635 East Seventh Street Tulsa, OK 74104 918/592-1235 (W) 918/582-5058 (h) SOUTH DAKOTA Anderson, Ed. D., Charles A. Planning Council on Developmental Disa Hillsview Plaza, East Highway 34 c/o 500 East Capitol Pierre, SD 57501-5070 605/773-6415 Fry, Colleen Advocacy Services 221 S. Central Pierre, SD 57501 605/224-8294 (W) 605/224-1 107 (h) Rowenhorst, Eugene 2704 Woodland Hills Rd. Sioux Falls, SD 57103 605/331-2721 (W) 605/332-4216 (h) TENNESSEE Dedman, Ms. Jean Tennessee Planning Council for Developmental Disabilities 3rd Floor Doctor's Building 706 Church Street Nashville, TN 37243-0675 615/741-3805 (W) 615/269-0835 (h) Ruta, Jo Chattanooga State Technical Community College 4501 Amnicola Highway Chattanooga, TN 37406 615/697-4441 (w) Turner, Mike 721 Baugh Road Nashville, TN 37221 615/734-1728 (w) 615/646-0369 (h) TEXAS Baker, Susan 719 South Hill Street Alvin, TX 77511 713/331-3813 Clay, Lettitia 1515 Shafter San Angelo, TX 76901 91 5/655-3205 Cordova, Carlos 5526 Silver Maple Arlington, TX 76018 214/266-4524 Crowley, Valerie 5610 Waddell Fort Worth, TX 76114 817/626-431 1 Hudson, Alicia 15 Quiet Oak Circle The Woodlands, TX 77381 713/750-5619 Loera, Felipe 2604 S. 2nd Austin, TX 78704 512/444-6853 Lopez-Wilson, Martin 1548 Diego Rivera El Paso, TX 79936 915/857-0791 Ratliff, Beccy 1100 Elderberry Court Benbrook, TX 76126 8 17/249-6575 Sheehan, Candy 759 Pelican Lane Coppell, TX 75019 214/462-7830 Villela, Angie 2512 S. Hackberry San Antonio, TX 78210 512/534-3836 Roger Webb Texas Planning Council for Developmental Disabilities 4900 North Lamar Blvd. Austin, TX 78751-2316 512/483-4080 WEST VIRGINIA Liily, Jan Development Disabilities Planning Counc 1601 Kanawha Blvd. West, Suite 200 Charleston, WV 25312 304/348-0416 Lipscomb, John 1104 Oakmond Drive Clarksburg, WV 26301 (can be reached through the ARC-Harrison County office at 304/624-91 14) Meadows, Ann Mountain State Centers for Independent 914 1/2 Fifth Avenue Huntington, WV 25701 304/525-3324 (w) 304/743-9424 (h) Smith, Kevin 1500 12th Street, #104 Vienna, WV 26105 304/295-9557 FACULTY Robertsj Ed World Institute on Disability 510 16th Street, Suite 100 Oakland, CA 94612 510/763-4100 (w) 510/655-5946 (h) Smith, Fran 2574 Sheldon Richmond, CA 94803 510/222-2999 Smith, Jopie Texas Planning Council for Developmental Disabilities 4900 N. Lamar Blvd. Austin, Texas 78751-2316 512/483-4080 Snow, Kathie 250 Sunnywood Lane Woodland Park, CO 80863-9434 719/687-8194 Wieck, Colleen Minnesota Governor's Planning Council on Developmental Disabilities 300 Centennial Office Building 658 Cedar Street St. Paul, MN 55155 612/296-9964 (W) 612/788-1450 (h) Zirpoli, Dr. Tom Mail Box 5017 University of St. Thomas St. Paul, MN 55015 GUESTS Abeson, Al Association for Retarded Citizens/US 500 East Border Arlington, TX 76010 817/261-6003 Davis, Sharon Association for Retarded Citizens/US 500 East Border Arlington, TX 76010 817/261-6003 Storey, Deborah Association for Retarded Citizens/US 500 East Border Arlington, TX 76010 817/261-6003 NATIONAL ACADEHY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS 1992 NATIONAL ACADEMY COMlflTTEE ED ROBERTS, PRESIDENT World Institute on Disability 510 16th Street Oakland, California 94612 (510) 763-4100 FRAN SMITH 2574 Sheldon Drive Richmond, California 94803 (510) 222-2999 JOPIE SMITH Consumer Empowerment and Training Director Texas Planning Council for Developmental Disabilities 4900 North Lamar Boulevard Austin, Texas 78751-2316 (512) 483-4080 KATHIE SNOW Partners Graduate 250 Sunnywood Lane Woodland Park, Colorado 80863-9434 (719) 687-8194 COLLEEN WIECK, PH.D. Executive Director Minnesota Governor's Planning Council on Developmental Disabilities 300 Centennial Office Building 658 Cedar Street St. Paul, Minnesota 55155 (612) 296-4018 NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS THE PROCESS BEGINS CONTENTS ANNOUNCEMENT AND APPLICATION 2 -- ALABAMA PIP Announcement -- CALIFORNIA PIP Application -- COLORADO PIP Announcement and Application -- ILLINOIS PIP Announcement and Application -- MINNESOTA PIP Announcement and Application -- IOWA PIP Application -- TEXAS PIP Announcement and Application SELECTION PROCESS 8 -- ILLINOIS PIP Selection Rating Sheet -- IOWA PIP Selection Process -- NEW YORK PIP Selection Process/Rating Form -- TEXAS PIP Selection Criteria ACCEPTANCE LETTER 27 -- ALABAMA PIP Acceptance/Nonacceptance Letters -- TEXAS PIP Acceptance Letters LETTER OF AGREEMENT 30 -- ALABAMA PIP Agreement -- NEW YORK PIP Letter of Agreement -- TEXAS PIP Agreement REIMBURSEMENT AND PARTICIPANT SURVEY 37 -- TEXAS PIP Reimbursement Instructions -- ALABAMA PIP Initial Survey -- OHIO PIP Parti,ci.pant Survey PARTNERS POLICYMAKING ALABAMA 444 South Decatur Street Montgomery, Alabama 36104 265-0245 ALABAMA PIP ANNOUNCEMENT N.D. Received prior to 1992 Academy June 11, 1990 Dear Potential Applicants: The Alabama Governors Planning Council on Developmental Disabilities and the Association for Retarded Citizens of Alabama are currently seeking applications from interested parents of young children with developmental disabilities, and persons with a disability to participate in an exciting, innovative leadership training program-Partners in Policymaking. Partners in Policymaking of Alabama is a one-year training program designed to provide its participants information, training & skill building so that they may obtain state of the art services for themselves and others and consequently change the quality of life for, people with disabilities. Partners in Policymaking of Alabama will afford 30 participants the opportunity of training provided by national speakers addressing a variety of disability issues and empower then with competencies to make an impact on state & local policy.iaking. Our search actively seeks both males and females, members of minority communities, people who represent individuals with all types of disabilities and representation from rural, urban and suburban communities throughout Alabama. . Because we are seeking a broad patiicipation base, we will not be selecting husband-wife teams but certainly encourage individual applications. Applications for PIPA are due on August 10, 1990. Final selection of participants will be made by August 24, 1990. If you have any questions concerning this project please feel free to contact me at the above address. Betsy Prince, Director BP:mdt 1-800-237-0665 A Leadership Training Program 2 CALIFORNIA PIP APPLICATION N.D. Received prior to 1992 Academy ~ Application Deadline: 9/9/91 to the Area IV Board, 1700 Secona Street, Suite 384, Napa CA 94559 PARTNERS IN POLICYMAKING APPLICATION FOR PARTICIPATION IF YOU NEED HELP WITH FILLING OUT' THIS FORM, PLEASE CALL THE AREA IV BOARD AT (707) 252-6644. NAME: ADDRESS: TELEPHONE: ( ) 1. Are you: An adult who has a developmental disability? A parent who has a son/daughter with a developmental HCIW old is your son/daughter with a developmental disability? 2. Describe your disability (or son's/daughter's) and how it effects your life: 3. What services are you receiving? (For example: school, respite, case management, independent living skills, therapy, etc.) 4. How did you hear about Partners in Policymaking? 5. Why are you interested in Partners and what do you hope to get out of the trainings? 6. Are you willing to make a time commitment of 2 days (Friday and Saturday) during the months of October '91, November '91, January '92, February '22, March-'92, April '92, May '92, Yes No 7. Do you currently belong to any advocacy organizations? Please list them. 8. Please tell us about you and your family. CALIFORNIA PIP APPLICATION N.D. Received prior to 1992 Academy 9. What accommodations would you need to participate in Partners? (Check all that apply) Child Care Respite Interpreter Facilitator Attendant Transportation Help Special Diet Other: 10. To reflect the diversity of the North Bay, please indicate your ethnic background: Caucasion Asian Black American Indian Hispanic ***If you need more space for your answers, please feel free to use the space below as well as the back side of this page. 5 PARTNERS IN LEADERSHIP Realizing Expectations for Positive Change A Training Counselor Individuals Who Choose to Make a Bi@er D&ference "Oh dear! Oh dear! I don't want to be late." SIX LEADERSHIP TRAINING SESSIONS Presented by tbe Coalition for Leadership Sponsored by The Colorado Interagency Coordinating Counciifor Public Law 99-457 The Colorado Developmental Disabilities Planning Council "If you don't know wher you're going, and road will take you there." lllustrarions by John Tenniel from Alice's Adventures in Wonderland by Lewis Carroll from the Classics Appreciation Society condensations. Copyright 1956 by the Grolier Society Inc. KEEPING PACE with the changes in our lives is a challenge for most of us. Some of us also know the challenges of having a `disability" in our own lives or in our children's lives. This course is for potential leaders who care about the future and who intend to cause positive change. Partners in Leadership is geared to helping the participants see and use their own capabilities. The course will develop and expand effective communication and vision-building skills. The course is for parents of children with disabilities (especially parents of children under age 5), consumers who use adult SUpPOfl services, and other self-advocates. 1t includes six sessions, with each session tunning from Friday evening through Saturday afternoon. Additional workshops will be held on selected Friday afternoons before the evening sessions, The course is free for the participants. Lodging, meals and travel expenses are reimbursed to the participants. This course is presented by a coalition of organizations and individuals who share a common "heart" with people who have "disabilities". The Association for Communi~' Living in Colorado, the PEAK Parent Center, and Expectations Unlimited. Inc. are working together as The Coalition For Leadership. Many of us are parents of children who have been "labeled". ,40 of us believe that people with "disabilities" have equal rights as citizens in our society. EXPERIENCES "My issues today are the same. on!)' ['w been empowered to write legislation, callpeople, muke new connections andpmist, pasist, pentit. " We would like to share with you some of the comments from Partners who have completed the Partners in Leadership course. We learned a great deal from them and are pleased by their growth and energy and commitment. "Ibaw harmed that tbe ultimate model, tbe ultimate system wili be to treat my alzugbteras apemonfht, as tjsbe bad no disabilities. l%tk vision is most impcvtant. " "1am bettwfbcused and directed. My values are chn~ed and strong. Ifeel empowred to lead and look jotward to doing more leading. " Identify their personal values and learn to see what values influence various systems and other organizations. Learn to evaluate effective residential, educational and work supports, based upon the quality of the lives of the people who are in the programs, Learn to see how they are a part of their home communities. Work out a personal plan for some positive changes that they want to see and then, begin [o work on getting those changes made. Identify what communication skills they want to improve and work with instructors to become better speakers and ~-riters. Learn about how things can change and how changes affect other people. The course is a must for parents of young children (under age 5) who have `disabilities' and self-advocates who would like to know what choices are possible and then decide for themselves. People from ethnically diverse backgrounds are strongly encouraged to apply. Forty five people from diverse geographical locations will be selected for the course. Seventeen will be adults who are self- advocates or consumers of adult support services. Twenty-eight of the participants will be parents of children with disabilities. Selection priority will be given [o parents of children who are younger than five and to individuals representing minorities. The selection process will select approximately the same number of men and women, and will include a wide variety of participants who can share their experiences with different "disabilities". The course itself will stress identifying and using each person's capabilities. Each participant will have the opportunity to work on communication skills, being assertive, being persuasive, nego- tiation skills, decision-making skills. and group facilitation, Much of the curriculum will be presented through group activities and exercises, in addition to the presentations by the faculty. Participants will have homework assignments. Some of the course work will expect participants to expand their awareness of their local community. The state-of-the-art in service delivery systems will be covered in several sessions. Of equal importance, participants will experience their own unique abilities to cause others to join them in seeking positive changes. The course includes six sessions on the dates shown below. Each session will start at 6:30 p.m., unless a different starting time is shown for that session. Session 1: Session 2: session 3: session 4: session 5: Session 6: October 25& 26, 1991 November 15 (begins at 2:30 p.m.) and November 16, 1991 January 10& 11,1992 February 14 (begins at 2:30 p.m.) and February 15, 1992 March 13& 14, 1992 April 17& 18, 1992 3 "I am so tbankful for "Partners" because my son is little and I have learned so much to help us and otbers that I feel I'm already three years ahead. " "As 1 look through my notes, I'm orerwhelmed bywhere I started and where I am now I thank you so much for tbe giffts you have given me... the gifts of "ways & means"...the skills of negotiating, the assertiveness and decision-making skills you have helped to sharpen. The parameters you have helped so ably to define. Thank you for the opportunity to meet so many people, to begin the networking process." "This course has informed me immensely on many topics. " "I have learned so much, especially about myself. I realized that in the beginning I had my own prejudices and thoughts of limitation that I wasn't previously aware of. I have learned practical ideas and been shown new creative approcahes to learning and thinking. but I think the greatest gift for me has been that I have been allowed to see the true spirit in some of the people I have met here." Interested individuals should complete and mail the application form to the address below, individuals may also apply by making an audio or video recording (VHS format) which includes the information requested on the application form, The recordings should be mailed to the address below. Application forms and audio or video cassettes will not be returned to applicants. Letters of support are optional. Applicants can arrange to have up to three letters of support sent to the address below, if the applicants feel that those letters would provide additional information w-hich would be helphd to the selection committee. APPLICATIONS SHOULD BE MAILED TO: . . ACL IN COLORADO, PARTNERS IN LEADERSHIP 4155 EAST JEWELL, SUITE 916, DENVER, CO 80222 Step 1, Fill out the application form and send it in, to arrive by August 30,1991. Step 2. Ask anyone you want to provide a letter of support for you to send a letter to the address above. Step 3. Acceptance letters wjll be sent to the selected applicants by September 20, 1991, Deadlines for Applications Applications must be received by August 30, 1991 at the address indicated above. Letters of support should also arrive by this deadline. Applications received after this date will be considered, subject to the availability of space. T raining Location The course will be held at the Denver Sheraton Tech Center, Participants will receive additional information upon their enrollment. If You Have Questions... You may call Partners in Leadership to ask questions abou[ program details or to obtain additional application forms, If )'OU would like assistance in filling out the application, please call us. Our telephone number is: 303-7567234. Out of Town: 1-800-333-7690. 4 Panicipants must agree to attend each of the six sessions and to work on all homework assignments between sessions. v participants must be highly motivated and willing to use the knowledge they acquire. v participants will be expected to identify personal goals to be achieved during and after the training. v Participants will be asked to share their progress in striving for their goals. v participants will be expected to work on facilitating the formation of coalitions and networks, in the class and in their community. Those participants wanting assistance with course materials or activities through readers, interpreters, physical facilitators, etc., should describe their needs on the application form. This course is intended to be available through personalized accommodations, to all qualified indi~'iduals. We will make every reasonable effort to respond to such requests. Participants will be provided with lodging and meals from Friday at 6:30 p.m. through Saturday afternoon. Rooms will be double occupancy. Travel mileage will be reimbursed at $0.20/mile. Participants will be encouraged to travel together, when possible. Participants traveling more than 200 miles one way may be reimbursed for airfare. Parents having childcare expenses due to attending this course will be reimbursed up to $40 per session. Arrangements can also be made for a partial lost-income allowance, in situations where participation in the course causes wages to be lost, Participants using personal care assistance may be reimbursed up to $150 per session for such services. Hotel accommodations and group meals will be offered to personal care assistants. In summary, the curriculum for this course is intended to be personally challenging to each of the participants. We will attempt to accommodate individual needs, to enable participants to focus their efforts on the activities and assignments of the course, National speakers and faculty members ~"who know" the "state-of- the-art" will share personal perspectives and visions for the future. Participants will learn about building coalitions. Participants will learn to help friends understand their concerns and how they can be of help. Participants can become more effective in working with the people in the "systems" they rely upon. Participants will learn to create and expand their own personal networks. 6 Please fill out the application form, detach, and return it to Partners in Leadeship to arrive by August .?0, 1991. 1. Name Address City State Zip Code Telephone 2. Please cbeck appropriate boxes: O Male Caucasian Native American O Female O African American Asian-Pacific O Hispanic O other .3. If you are the parent of a child who has been identified as haveing "special needs" or a "disability" please indicate the child's age as of August 30, 1991. Birth through age2 Age 12 years through age 14 years Age 3 years through age 5 years Age 15 years through age 21 years Age 6 years through age Il years 4. Do you feel tbat you are able to represent a particticular disability"? If so, please comment. 5. Do you have a need for special assistance oraccommoalztions, penorud assistance, reading, communication, tpecial diekwy needs, a translator in sign language or anotberianguage, physical accessibility needs, etc.? Please comment. 6. Please attach a separate sheet of paper witb your name and responses to the following questions: a. Why do you want to attend this trainingprogram? b. Please share additional information about youwself such as your work preferences, your recreational interests, your experiences in leadership, your experiences in causing positive change, etc. Optional If you would like to provide a brief personal biography (up to 2-3 pages in length) please feel free to do so. This is not a requirement of the application process and may be done instead of answering question 6b above. Mail completed application to: Association for Community Living in Colorado Partners in Leadership 4155 East Jewell, Suite916 Denver, CO 80222 Phone: 303-756-72.34 ILLINOIS PIP ANNOUNCEMENT AND APPLICATION UIC N.D. Received prior to 1992 Academy The University of lllinois at Chicago Illinois University Affiliated Program in Developmental Disabilities (M/C 627) 1640 West Roosevelt Road Chicago, lllinois 60606 (312)413-1647 June 17, 1991 Dear Interested Person. The Illinois University Affiliated Program in Developmental Disabilities and the Association for Retarded Citizens of Illinois are currently seeking applications from interested parents of children with developmental disabilities, or persons with a disability, to participate in Partners in Policymaking. This is a one-year leadership training program designed to involve the participants in active efforts to improve the quality of life for people with developmental disabilities in Illinois. Well-informed and organized parents and individuals with disabilities have historically had a powerful influence on policymaking. This program actively seeks both males and females, members of minority communities, people who represent individuals with all types of severe disabilities and from all areas of the state. Beacuse of our desire to have as broad a participation as possible, we do not select husband wife-teams. Expenses are paid for travel, lodging, meals, support services or respite care. A series of eight conferences will take place at the Matteson Holiday Inn just south of metorpolitan Chiciago, once a month on a Friday and Saturday. The first training session will be held on August 23rd and 24th, 1991. Attendance at all sessions is mandatory Selection will be made based on the quality of the applications. Applications are due on July 20th, 1991. Final selection will be made by July 31st, 1991. Inquiries about this program can be di.rectred to either Joyce Bertram, Program Director (312/413-1975) or Juana T. Garate, Project Coordinator (312/413-4097) at the above address. We would appreciate your assistance in identifying qualifed applicants. Please share this information with other interested persons. Thank you in advance for your assitance in seeking qualified applicants. Cordially, Fabricio E. Balcazar Project Director DEVELOPMENTAL DISABILITIES DEFINITION The term "developmental disabilities" means a severe, chronic disability of a person which -- a. is attributed to a mental or physical impairment or combination of mental and physical Impairments; b. is manifested before the person attains age twenty-two; c. is likely to continue indefinitely; d. results in substantial functional limitations in three or more of the following areas of major life activity: i. self care ii. receptive and expressible language iii. learning iv, mobility v. self-direction vi. capacity for independent living vii. economic self-suffi.c%ency e. reflects the person's need for a combination and sequence of special, interdisciplinary, or generic care, treatment, or other services which are of ILfelong or extended duration and are individually planned and coordinated. Source: Developmental Disabilities Act of 1987 (P.L, 100-146) 7 ILLINOIS PIP ANNOUNCEMENT AND APPLICATION N.D. Received prior to 1992 Academy PARTNERS IN POLICYMAKING APPLICATION FOR PARTICIPATION NAME ADDRESS ZIP CODE TELEPHONE Daytime - ( ) - Home - ( )--- MARITAL STATUS Married- Single - AGE - Male Female RACE\ETHNIC BACKGROUND ANNUAL HOUSEHOLD INCOME under $20,000 $20,000-$50,000 - S5O,OOO-$1OO,OOO over 100,000 1. Are you a person with a developmental disability? Yes No If yes, please describe your disability: mat services (case zaanagement, supported employment, etc.) are you currently receiving? 2. Are you a parent of a son or daughter with a developmental disability? (Please indicate if you have more than one child with a disability.) Yes No If yes, how old is your son/daughcer? What senices (school, respite care, case management etc. ) is s/he currently receiving? Please indicate the name Of the organization(s) pro- vidinz services. Describe the school placement: 3. Do you have other children? Yes NO If yes, what are their ages? 4. What specific issue, area of concern or problem leads you to apply for this program? In what ways have you been actively involved in addressing this issue, concern, or problem? 5. Will you make a time commitment of two days per month on a Friday and Saturday during the months of August, September, October, Novembez, December, January, February, and March, 1990-91? yes NO Current employment: Describe the disability and how it affects the ability of your sonldaughter to function in at least three (3) areas of major life activity: 8 6. will you travel to the metro area to attend the regularly scheduled meetings? (all expenses will be reimbursed) Yes RIO ." 7. Are there any special accominodations necessary for you to participate Ln this program? -yes No If yes, please describe (accessibility, interpreters, respite, etc.) 9 -. nave you been involved with any disability groups, advocacy organizations, or other agencies? If so, please list them. (Membership in other groups is not a requirement.) 9. Please tell us a'little about yourself and your family. 10. Please list the names, addresses & phone numbers of three individuals who know of your interest in disability issues. 11. Please indicate how you learned about the Partners h Policymaking project: ******k*********~**~*~*~******~***kk*k****; *ILLINOIS PIP ANNOUNCEMENT AND APPLICATION! : * N.D. Received prior to 1992 Academy $ ******************************************* 10 Please "note that these applications wL1l be individually rated by a panel of screeners. Applications vill be rejected if: 1. ?eople are not able to meet at the designated times; 2. if they do not fit the definition of developmentally disabled; ? -. if they are deemed too lmovledgeable\active in developmental dlsabtlities; 4. as the population of Illinois, the group vill be varied by disability, ~eographic region, age of the person vith disabilities, race 15 sex. inquiries about this program can be directed to the folloving individuals: Fabricio E. Balcazar, Ph.D., Principal Investigator Joyce Bertram, Program Director Juana T. Carate, Project Coordinator Gi?/DD ~z~v~rsicy of Illinois, Chicago :540 x. Roosevelt Xoad :hicago, Illinois 60608 WE The University of lllinois at Chicago llimotsU nwersltyAHiliated Program tnDevetopmental DEabthtIes(M'C627) l&u3Wes! Roosevelt Road Chl-go. lIlmols6C608 11 Governor's Planning Council on Developmental Disabilities Partners in Policymaking Partners in Policymaking teaches people to be community leaders.l%e program is designed to provide information, training, resources and skills building to parents of young children with disabilities and to people with disabilities so that they may obtain the best available services. The program is open to a limited number of interested people at no COSL "The training, education and support I received has given me the tools to advocate for my son and it has opened my eyes to the needs of everyone with disabilities. " WHAT DOES IT GIVE YOU? This program will give you the opportunity to meet and talk to international and national leaders in the field of developmental disabilities. You will learn to understand and help change public policy. It will acquaint and connect you with organizations, oppo~nities and possibilities. The program will educate you about current issues and state-of-the art approaches as well as how policies are made at local, state and national ievels. The overall go~ is to reach a productive partnership between undersenwd and unsemd people who need and use services for developmental disabilities and those people who make public policy. "This program is excellent because it empowers people with disabilities to pursue their own agenda. " You will attend two-day sessions, approximately eight times a year, between January and September. During each session, experts in specific areas will present up-to-date information and discuss recent breakthroughs. The sessions begin on Fridays, shortly after the noon hour and conclude on Saturdays late afternoon. There is ample time to converse with the speakers in either small groups or on a one-to-one basis. A maximum number of 35 people will be selected to a~tend the program. A screening process that attempts to obtain a balance of people (people of color, low income persons, single parents, person representing a variety of disabilities, gender) will bo used to select participants. All participants are paid for their travel, personal assistance semices, respite care, and child care. Lodging will be provided if you live outside the metro area. Meals are also be provided. Each session is devoted to a specific topic or level of government. you will be expected to complete assignments between sessions and to complete a major assignment (such as serve as an intern with an elected or public official) by the end of the program. Partners in Policymaking will train and educate you in the following: The history of the parent movement, self-advocacy, and independent living movements The reasons for integrated, quality education (including post-secondary) for people with developmental disabilities The importance of whole life planning State-of-the-an technologies ?or people with severe physical disabilities How to analyze your county CSSA plan, case management and the strategies used in the county planning process Creating homes and family support + The importance of employment and careers o Critical federalktate issues and the process by which you can channel your :cncerns + Necessary skills for provic!i.ng testimony or meeting with public G;':.:::.;. + ~~~~~=-.2~;j. ,,. ~ -'o"== for advocating for SI=MCPS4, -There is a growing movement toward integration in public schools, an increasing demand for inclusive communities, and a greater effort for fuIl accessibility for people with developmental disabilities all across Mimesota. Although segregation is decreasing, many people are still unserved or undersenmd. Partners in Policymaking needs you to help move our education systems, supported living programs, employment opportunities and technologies towards excellence. Your involvement will create solutions, and promote improvement in Minnesota's service "I am now proactive rather than reactive. Partner> hos changed the way I act, [ook and speak on issues. " If you feel the ne@ for increased skills in leadership; if you want to share and develop a collective vision for the year 2000 and beyond; if you want to ixet and dis'cuss issues tith leading experts in the field of developmental disabilities; if you want the opportunity to develop grassroot efforts to affect public ofilcials; if you want the chance to see and experience the newest technologies and practices available; if you want to understand the various social service systems and how to access needed support; if you want to be as ef&ctive as possible so that you can influence government processes and policies you should apply now! "Partners has done a rernurkable job of increasing my confidence, knowled~e and skills. " -u For more information, contact David Hancox at 612/349-2559 or ~< ~ 1"7~':.99fj2 TDD T* UIW3S@ send yobl~ application to: Governor's Planning Council on Developmental Disabilities 300 Centennial Building 658 Cedar Street, St. Paul, MN 55155 This program was funded under provisions of the Developmental Disabilities Act of 1990 (P.L. 101-496). Content of this program does not necessarily reflect the position or policy of the Gdvernor"s Planning (Xxmcil on Developmental Disabilities nor that of the Department of Administration. APPLICATIONS ARE DUE BY DECEMBER 16, 19S1 APPLICATION Address Phone (H) m Are you a parent of a son or daughter who has a developmental disability? Please indicate if you have more than one child w"th a disability. Yes a No O Age(s) IF YES: Describe the disability and how it affects the ability to function in at leastlhree of the areas of mapr life activity: W5at ~~p{i~~s are you currently receiving (school, respite care, case management, etc.)'? Describe school placement: Do you have other children? Yes o No O How tiny? Age(s) Are you a person with a disability? Yes O No O Why are you interested in the program? Is there a specific issue, area of concern, or problem that encourages you to apply? -. Will you make a time commitment of two days (Ftiday/Saturday) during the months of January, February, March, April, May, June, July and Septembefl Yes O No O Piease sand your application to: Governor's'Pianning Council on Developmental Disabilities, 300 Centennial Building, 658 Cedar Street, St. Paui, MN 55155 Current em@oyment: ---. . -.. -.. . Will you travel to the metro area to attend regularty beduled meetings? Yes O No Aw Vwre any special accommodations newssary for you to participate? Yes O No o Please describe (acxessibiiity, interpreter, respite, etc). .. ..,,. . . . . . Do you currently &long to any advocacy organizations? If so, please list. Memberships are NOT a requirement. `Please tell us a little about yourself and your family. List two to three refererices (name, address, phone). Please indicate how you learned of the program. ******hA+*********k***kk******k*k~**&***~ * : IOWA PIP APPLICATION $ ; N.D. Received prior to 1992 Academy * *kk**kk**k**k*****A**k*A***k**k*k***k***z PARTNERS IN POLICYMAKING APPLICATION FOR PARTICIPATION NAME ADDRESS ZIP CODE TELEPHONE Daytime - ( RACE/ETHNIC BACKGROUND ) Home" ( )- AGE (Optional) ****************************************************************** 1. Are you a person with a developmental disability? Yes No If yes, please describe your disability: fi?hat services (case management, supported employment etc.) are you currently receiving? 2. Are you a parent of a son or daughter with a developmental disability? (Please indicate if you have more than one child with a disability.) Yes If yes, how old is your Describe the disability Yes son/daughter? and how it affects the ability of your son/daughter to function in at least three (3) areas of major life activity: 12 What services (school, respite caret case management~ etc.) is 3. 4. 5. 6. 7. she/he currently receiving? Describe the school placement: Do you have other children? Yes No If yes, what are their ages? Why are you interested i.n participating in the Partners in Policymaking project? Is there a specific issue, area of concern, or problem that encourages you to apply for this program? Will you make a time commitment of two days (Friday and Saturday) five times during the months of October, 1991 through May, 1992? Yes No Current employment: Do you anticipate any problems with getting Yes No Will you travel to Des Moines to attend the rneetin9S? (expenses Will be reimbursed)? Yes No Are there any special accommodations participate ,in this program? Yes No time off from work? scheduled for you to 8. 9. 10. If yes, please **************************************%** ii * * IOWA PIP APPLICATION ~ N,D. : - Received prior to 1992 Academy ~ ****A**fi**************~**********~******* describe (accessibility, interpreters, respite, \ t?tL-.J Do you currently please list them organizations is belong to any advocacy organization? If SO, and any offices. Membership in other not a requirement. Please tell us a little about yourself and your family. Please list the names, addresses and phone numbers of three references. 14 11. Please indicate how you learned about the Partners in Policymaking project: 12. My home-town newspaper is: (Name) (City) ( Signed) (Date) Return by September 16, 1991 to: Sylvia Piper, Project Coordinator Iowa Protection & Advocacy Services, Inc. 3015 Merle Hay Rd., Suite 6 Des Moines, Iowa 50310 15 *************** **************** ****** Texas Plannin *N.D. Received prior to 1992 Acaderny~ g council * ************************************* for DeveIopm&Mil Disabilities 4900NorthLarnarBoulevard,Ausdm Tex*787S1-2316 LeeVeenkeGChaixraan (512) 4834080 TDD (512)4834099 Shenikwa COX Vice Chairman Roger A. Webb, Executive Director March 10,1992 DD Council Seeks Participants for Partners in Policymaking Program Partners in Policymaking is an innovative model of leadership training for self-advocates and parents. h provides state-of-the-art knowledge about development disabilities issues and builds the competencies necessary to become advocates who can effectively influence public ofkials. The Texas Planning Council for Developmental Disabilities is currently seeking applications horn inter- ested people who have developmental disabilities or parents of young children with developmental disabili- ties to participate in Partners in Policymaking. This program is designed to provide information, training and skill building so that participants may obtain the most appropriate state-of-the-art semices for them- selves and others. The program educates participants about current issues and best practices and familiarizes them with the policymaking and legislative processes at the local, state and federal levels. The overall goal is tu achieve a productive partnership between people needing and using services and those in a position to make policy and law. "Partners" attend 2-day tmining sessions eight times a year with each session beginning Friday at noon and concluding late Saturday afternoon. Each session is devoted to specific topics with nationally known experts as presenters. "Partners" are expected to complete assignments between sessions and also commit to one major assignment such as setig an internship, organizing a letter writing campaign, or organizing special receptions or town meetings for public officials. ~ . . Session topics include: * m * * * m * * History - Independent Living Movement, Parent MovemenG PeopIe First Movement Education - Inclusion and Quality SUppOrtd Living, Personal Futures Planning, Family SupporL SUppated Employment Assistive Technology, Seating and Positioning, Challenging Behavior State Legislative Issues Federal Policy and Legislative Issues Advocacy Organizations and Efforts, Community Organizing Parliamentary Procedure and How to Take Control of Meetings Planning and advocating for independence, productively and co nunum"ty iruegration An E@ @Qalumt " y rill#Jycr The Council is actively seeking highly motivated men and women to participate in the Partners in Policy- making prognun We are particularly eager that the membem of the group represent W%rent ethnic back- gmunds,clifferent geographic regions of the state andavariety ofdkbilitkso Also, wearecspecially interested in reaching persons who are not actively involved in existing advocacy organizations. Please feel &to make copies of this packet fmd.insemination to interested individuals or call the DD Council to obtain additional copies. Expenses for traveI, lodging, meals, nxpite care and attendant services for pm = Pficip~ts ti be ~imb~ Applications ~bepostmarked by May 15, 1992, to reeligible. Final selection will be made byhly 1, 1992. Monthly training sessions will beheld fmm September to May, excluding lkcember. Fax copies will not be accepted. Applications also are available in braille, large print, ASCII andon audio cassette. To obtain alternate formats, please contact: Jopie Smith Texas Plannin g Council for Developmental Disabilities 4900 North Lamar Blvd. Austin, Texas 78751-2316 (512) 483-4089 or (512) 483-4099 (TDD) Partners in . . ,. ,. n . . . . . . . . ,. ,. ,. ., ., . . ,, ,... * _ . . ., . . - ,. . . - _ ~,. ~ ~ ~ ~ ., _ _ _ _ ~ * * TEXAS PIP APPLICATION $ - Received prior to 1992 Academy ; *~*** ***** ***** ***** **k** **k Policyrn*a~mg Application for Participation Application Deadline: May 15, 1992 Name: Address: Zip Code: Telephone: ( ) Daytime Number: ( ) Are you: Male Female Ethnicity: 1. Are you a person with a developmental disability? (See definition on back page.) -YEs NO Age: If yes, please describe the disability (or disabilities): 2. Are you a parent of a son or daughter with a developmental disability? (If you have more than one child with a ~sability, please answer for each child. See definition of "developmental disabilities" on back page.) YEs NO Your age: If yes: a. Describe how the disability affects the ability of your sorddaughter to function in at least three (3) of the areas of major life activity (Part "D" of the definition): b. How old is your sorddaughter? c. What is the disability (or disabilities)? 2. 3. 4. 5. 6. 7. Continued: d. What services (school, respite care, case managemen~ etc.) is your sonkiaughter currently feceiving? e. Describe the school placement: f. Does your son/daughter live at home? Do you have other children? YEs NO If yes, what are their ages? YEs . Why are you interestd in participating in the Partners in Policymaking program? Is there a spa'ific issue, area of concern, or problem that encourages you to apply for this program? Will you make a commitment to attend eight 2-day sessions, held monthly from September to May, except December? YEs NO Will you travel to Austin to attend the regularly schechded meetings? YEs NO 8. Are you willing to do homework assignments (primarily reading)? YEs NO 9. Are there any special accommodations necessary for you to participate in this program? YEs NO If yes, describe accommodations needed (accessibility, interpreters, respite care, attendant services etc.): 10. 11. 12. Please list any memberships in advocacy organizations and indicate any office held. (Membership in other organizations is w a requirement): What types of experience have you had in advocating for people with developmental disabilities? Please tell us a little about yourself and your family: 13. Please list two reference-names, addresses and phone numbers: 1. 2. 14. Please indicate how you learned about the Partners in Policymaking project: Please mail the completedform to: Jopie Smith Texas Planning Council for Developmental Disabilities 4900 North Lamar Blvd. Austin, Texas 78751-2316 (512) 483-4089 or (512) 483-4099 (TDD) -------. Developmental Disabilities Definition The term "developmental disabilities" means a severe, chronic disability of a person 5 years of age or older which -- (A) is attributable to a mental or physical impairment or a combination of mental and physical impairments; (B) is manifested before the person attains age twenty-two; (C) is likely to continue indefinitely; (D) results in substantial functional limitations in three or more of the following areas of major life activity: . self care, . receptive and expressive language, - leaning, . mobility, . self-di~ction, - capacity for independent living, and . economic self-sufficiency: and (E) reflects the person's need for a combination and sequence of special, interdisciplinary, or generic care, treatment, or other services which are of lifelong or extended duration and am individually planned and coordinated; except that such term when applied to infants and young children means individuals from birth to age 5, inclusive, who have substantial developmental disability or specific congerdtal or acquired conditions -with a high probability of resulting in developmental disabilities if services are not provided. Source: Developmental Disabilities Assistance and Bill of Rights Act of 1990 (P.L. 101496.) SELECTION PROCESS RATING SHEE1 APP.# Gender Age Morltrrl Ethnic Income Dkobility Age & Gendef Meets Level of Afflllated Nrsrratlve IaTtdl of APP. of APP. Sfalus Background level MR/MR+ of krd. w/dis Crlte[la Activism Organlzaflons Rate 1-10 ILLINOIS PIP SELECTION RATING SHEET N.1). - Received prior to 1992 Academy ***************************************** * IOWA PIP SELECTION PROCESS * * * ~ N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING Participant Selection Prbcess' and Criteria The Partners in Policymaking participants will be selected using the following process: 1. 2. 3. 4. 5. Project announcements and applications will be sent out on October 15, 1989 to interested agencies, organizations, and individuals. The project has been and will be announced in a number of state newsletters, and project staff will be issuing a news release to the Des Moines Register. Potential applicants will complete the application and return it to the Protection & Advocacy office. Multiple copies will be sent to agencies and organizations for distribution. Applications will be returned to Protection & Advocacy on or before November 15, 1989. By November 30, 1989, Partners staff and Steering Committee will meet to review and select project participants based on this criteria. By November 30, 1989, all applicants will be notified regarding the results of this selection process, and contracts will be sent to those applicants selected to be participants in Partners in Policymaking. The criteria, as recommended and developed by Partners in Policymaking Steering Committee and staff persons, are in place to develop a balance within the group participants. The `requirements for participants are: a. The applicant is a parent of an individual with a developmental disability; or b. The applicant is a person with a developmental disability. c. The applicant will have limited or no experience with policymaking. Beyond these participant requirements, the Steering Committee and Partners staff will be reviewing the applications of the participants to achieve a balanced group in:" 1. The applicants' geographic locations. 2. Applicants' sex. 3. Applicants' race or culture. 4. Specific developmental disability which affects the applicant and/or their family. 17 5. Applicants' child with a developmental disability. 6. Age of the applicants' child with the disability. In order to address the question of experience in policymaking, the application asks for three personal references, an indication of how the applicant learned about Partners in Policymaking, a statement of interest in participation in the project, issue or concern identification, list of memberships and organizations, list of other committees or task forces in which the applicant has been involved, and a listing of significant classes or workshops which the applicant has attended. 18 - - - - - - - - - - - - I T I T i for Individual with a Disability FP for Foster Parent CO1"J mn 2 - Column 3 - CO1'J mm 5 - Sender - .'+,~e - 3isability Group k! ?t enter an X if ap~i icant rear ese nts so -neovle i'Jho is merltailv retarded "~t~er . enter ot.+er tv~e of disab ili `LV rearesenteti Local 5 = enter an X if indi\i5ua! 1 ives ir, suburban 2:ea L' = enter an X if individual lives in urban area F?. = enter an X if individual lives in rural area Level of Activism Review the information ~rovided by tfie a~~!icant to determine the levels of his/5er advocacy activities w involvement in rela?ed co m, nun ity .Dr ogra rns. IFL. ter an `X `under "H" lf the individual a?pears to have a high level of activity, an X under the "L" if the indi'~idual fias a !17!1 j f ~,21J are ..jn ~~ !e to ma+e 2 low level of activitv or an X under . detpr !min~ti~n >ased on The Ii ~ited arnoun: of iniarmaticn on tje application for:mo Gender and Age Insert "F" for female or . ~~\ql~ for ,ma le o f tj e i n d iv idu al m ~!e narrative inforrnatio~ ~rovided by the a~~licant, ~t will be necessary to assign a subjective, nunerical rating to its contents `v~t!l "l" being the lowest rating and "10" beinq t~e highest. This ratin: will be based on a determination Of t+e individual's pur~ose for apolvin?, aaility to fully ~artici~ate in all sessions, and interest in becominq 3:7 advocate. Column 8- Meets iksic criteria Review all entries made on this form for the apolicant and Dut an X in the "Yes" colu,mn if he/she meets the basic recruitment criteria, or an X in the "No" column if he/s5e does not. For exa-n~le, if vou had determined as one of your criteria t$at al] oarticigants should begarents then anyone, not a ?arent, would not meet t3e basic criteria. Column 9 - Rating In revie",ving the information available on each an~licationj an eve-all rating should then be assigned. If the ao~licant does not. meet t+e basic crl terla or received very low scores in the narrative rev ie.v enter an X in the "No" column. - If the individual met all criteria and a~pears to h a gOd candidate ~~t an X in the "Yes*g column. Enter an X under tfie "?" if you are unsure at this time about the person's interest, abi!ity, or aDDrorriateness as a participant. 21 Partners in Policymaking Application Number RATING XIRM FOR APPLICATIONS Rating (1, 2, 3) Comments NEW YORK PIP WTING FORM - Received prior to 1992 Academy 8/24/90 22 ***************************************** * * * NEW YORK PIP RATING FORM * ~N.D. - Received prior to 1992 Academy ~ ***************************************** ilecruitment ProCeSS Overall Rating Form Please list the serial numbers in priority order of the 50top applicants you have identified. We :~ili then do an analysis of all your responses to compile a Master List. Begin with outnumber lto enter thenuinberof your top priority. L 2. 3. 4. 5. 6. 7. 8. 3. 1!). 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 2L 22. 23. 24. - 25. 26. 27. ~& 2!3. 30. 3L 32. 33. 34. 35. 36. 37. -. 38. 59. 40. 41. 42. 43. /+!+. 45. 46. 47. Llg. 23 $*****#+********************#***********g * * TEXAS PIP SELECTION CRITERIA 2 : N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING Selection Criteria o Minority representation o Rural/Urban mix o Good geographical representation o Not involved in advocacy organizations/New blood o Gender -- Male/Female mix O Cross disability representation o Motivated for systems change versus personal gain o Pro-community o Enthusiasm for learning o Evidence of commitment to long-term advocacy efforts o Age -- Parents of children 5 and under most preferable -- Consumers under 35 most preferable 24 **************************************** * * TEXAS PIP SEL5CT10N CRITERIA % - Received prior to 7992 Academy; z*:;:;i********************************* PARTNERS IN POLICYMAKING SELECTION CRITERIA Consumers NAME Best Practices 1. Recognition of importance of Independence, Productivity, Integration. (+10) 2. Understanding or willingness to learn that most services do not reflect best practices. (+10) Advocacv 3. Commitment to long-term advocacy efforts. (+10) 4. Support for system change strategies versus personal gain. (+10) Other 5. Unique circumstances or personal history. (+15) Personal Characteristics 6. Minority applicant. (+8) 7. Minimal prior advocacy ~PCDD\WORD\JS\SEL-CR IT. DOC experience. (+5) TOTAL 25 PARTNERS IN POLICYMAKING SELECTION CRITERIA Parents/Famfly Members NAME Best Practices 1. Recognition of importance of Independence, Productivity, Integration. (+10) 2. Understanding or willingness to learn that most services do not reflect best practices. (+10) Advocacy 3. Comnitmnt to long-term advocacy efforts. (+10) 4. Support for systen change strategies versus personal gain. (+10) Other 5. Unique circumstances or personal history. (+15) Personal Characteristics 6. Minority applicant. (+8) 7. Father of individual with disability. (+5) 8. Minimal prior advocacy experience. (+5) 9. Son/daughter age O-5 years. (+6) Son/daughter age 6-10 years. (+4) TOTAL ***k*hk**k*kh*kkkAA*hk*kAkkkkkk&**kk&*kk+ * * : TEXAS PIP SELECTION CRITERIA 2 ~ N.D. - Received prior to 1992 Academy ~ k**kh*********k*kk***k*~k*k**&**~**&*k**k 26 ;**************************************** * * ALABAMA PIP ACCEPTANCE LETTER * * $ N.D. - Received prior to 1992 Academy ~ ***************************************** October 2, 1990 Dear Participant: As you. are well aware by nowL ?. you have been selected to be ,a artlclpant In Partners m Pollcymakin 8 of Alabama, a leadershl rainin program sponsored by Alabamans ? overnorls Planning Counci Y on Deve opmental Disabili.ties and the Association for Retarded Citizens of Alabama. As you know, P.I.P.A. 1s a nine month prcgram to increase empowerment and \m rove the self-advocacy skills of \ adults with %~%ifi~~~%en `lt parents of developmental disabilities and We received over 110 applications and the Candidate Selection comm;ttee had an enormous job in narrowing the field. Each appllcat.ion, held a compelling message and conveyed a tremendous state-of-the-art information ~~=~bil~~~~~n an$l~~~m~ppo$%\nities that could make a significa~~ impact in their own lives and the lives of their children. Congratulations on your selection and on having the o portunity of i! acqui~ln<] such valuable information and advocacy tec ni.ques. Enclosed you will. find a tentative schedule, a ma 5 and other important ln~omatlon. We will make arran ements for ao:t~~~gni ht aCCOTHn0CL3tiOIlS for participants ? trave ing from z he l~ont omer~ area. ? Please allow us to make all contacts with the hote . ~f you have any conflicts, please contact me as soon as possible. I have had the cpportunit 1 of speaking with each of you on the phone and it is evident t at we share enthusiasm and excitement over this new project. I hope that I addressed any questions or concerns that you may have regardintgoP. ~h~.A. I spok~n~ith many of you concerning accessibility hotel personal accommodations that you miqht need in order to attend. Letls continue working together In addressing your needs aqd making necessar 1 adaptations so that your trip to Montgomery WI1l be as comforta le as possible. Please feel free to contact me if there are any questions left unanswered. Also enclosed youwiilnl f/:cl: l~;t of participants. We s~;~::dto ensure a ba!lance % geo raphy, gender, of disabilities, parent/consumer represen atlon, and othq=. If You wish to contact anyone prior to our first academy regarding travel, networking etc. , please feel free to do so. Please review all of the enclosed materials and again if you should have any questions regarding an of itts content, please call me. Again, congratulations, $ I look orward to rneetlng J ou and working with you on this exciting mnovatlve pro]ect. ogether we can make a difference in the fives of individuals with developmental disabilities and their families. See you on October 19! Sincerely, Betsy Prince, Director 27 September 6, 1990 Dear Partners in Policymaking Applicant: Thank you for submitting your application to participate in our leadership training program, Partners in Policymaking of Alabama, sponsored by the Alabama Governor's Planning Council on Developmental Disabilities and the Association for Retarded Citizens of Alabama. Each application. held a compelling message and conveyed a tremendous need within Alabama for state-of-the-art information on disablili.tes and new opportunities that could make a significant impact in the lives of people with di.sabiliti.es and their families. We are sorry to inform you that you were not ~e~ec~e~ t. be a participant in this yearls project but thank YOU .c,.., .- "T='= ~~our +L 1.,.... .,i~.. -, anc? interest. \7p- are pl. easeci to say that we rece~.';ed more than 112 applications from interested parents and individuals with disabilities. Each application shared enthusiasm and we sincerely wish we could have .lcce;>ted all those whc applied. It only confirmed the need for sucha quality training program here in Alabama. We strived to insure a balance in terms of geography, gender, types of disabilities and parent/consumer representation. Taking all of these factors into consideration, it was a very difficult selection process. Since we limited our number of participants to 35, our Participant Selection Committee had to make some very difficult decisions based on the above factors. Again we thank you for your interest and time in completing our application. Our hope is that with the success of PIPA, we will be able to continue this leadership program and you may again have the opportunity of applying. We will be disseminating P.I.P.A. information periodically, if you do not wish to remain on our mailing list, please contact me as soon as possible. If I can be of further assistance to you in the future, please feel free to contact me. Sincerely, Betsy Prince, Director BP:mdt 28 =1.isabili,ies Texas Planning Council for Developmental 4909 >wth Lamar Boulevard, Austin, Texas 78751-2316 Lee Veenker, Chairman (512) 463-4080 TDD (512) 483-4099 Jerijean W Work, Vice Chairman Rnger .4. Webb, Executive Director June 18, 1990 ***** ************************* *********** * * * TEXAS PIP ACCEPTANCE LETTER * ~ X.D. - Received prior to 1992 Academy ~ **** ******** *** * ******* *** *** ******* ***** Kathryn Snow 4008 Clayton Road Rest Fort Worth, TX 76116 Dear }!s. Snow: Congratulations! You have been selected to be a participant in Partners in Policymaking. h'e received 85 applications and the task of selecting only 30 participants was extremely difficult. AS you know, Partners in Policymaking is a nine month program designed to increase empowerment and improve self-advocacy skills of individuals with disabilities and parents of children with developmental disabilities. h'e have Enclcsed information regarding the schedule of tr?ining sessions and other -. ....-,: ~,~r,~ information. Your contract is also enclosed. Please read it =-~fully, sign ali 3 copies and return them in the attached envelope by IGIL, July `3, 1990. We will review reimbursement procedures and ground rules with j,~u durjfig the first Session. Cur first session will be held Friday and Saturday, August 24-25, at the ttouffer Hotel , 9721 Arboretum Elvd. , Austin. Registration will begin at noon Gn Friday and we will adjourn by 3:00 p.m. on Saturday. We will reserve rooms et the Stouffer Hotel for participants outside the Austin area and arrange to have them direct billed to our office. Please complete and return the participant information sheet attached so that we can niake the appropriate arrangements. If you ever have any questions about hotel arrangements, contact our office. Please do not contact the hotel directly. L'e have enclosed "A New Way of Thinking" for you to read prior to our first session. Consistent attendance is very important to a successful experience and"we require that everyone be present at all sessions. Because of limited space, we will not be able to accommodate any visitors at the Partners training sessions. Please keep that in mind if you bring family members with you to Austin. You can be reimbursed for respite care services in your home community to enable you to leave your children at home. Please let us know if this causes any problems. Please remember to return the contract and information sheet to us by July 9. If we don't hear from YOU by that time, we will assume you are no longer interested in participating in this program. Again, congratulations on being selected for our first Partners class! We are excited about this program and think it will be an excellent opportunity for all participants. If you have any questions or concerns prior to August 24, please contact Jopie Smith at (512) 483-4089. See you in August! Sincerely, Roqer;lebb Ex;cutive Di'rector 29 ,?j~n~~ng and advocating for inde~endence, productivity and community integration. An Equal Opfmiun:ty Em@mr ***************************************** * * * AL4BAMA PIP AGREEMENT * * ; N-D. _ Received prior to 1992 Academy ~ ***************************************** To Potential Applicants: If chosen as a participant in the Partners in Policymaking of Alabama program, I must understand and agree to the following: 1. I must attend all sessions: 8 two day sessions beginning on Fridays at 1:00 p.m. through 3:00 Saturday. 2. I agree to submit forms for expense reimbursement in a timely and complete manner. 3. I will demonstrate competencies through action, i.e. letter writing and phone calls to elected officials, attendance at local & state meetings, testimony before local & state bodies, submitting news articles for print and interaction with other participants. 4. I agree to keep records and submit brief monthly reports of contacts relative to or as a result of Partners in Policymaking"of Alabama. Inturn, Partners in Policymaking of Alabama agrees to: 1. 2. 3. 4. If Provide, face to face, the most up-to-date information available from national experts in the field of developmc,ntal disabilities. Provide reading materials, suggestions & resources to familiarize participants with a wide range of topics related to developmental disabilities and with information specific to identified areas of interest. Provide both role play & direct experiences at the local, state & federal levels to assist participants in their abilities to influence public policy as related to disabilities. Provide for and reimburse participant expenses generated by involvement to the fullest extent possible in return for complete participation. PIPA will provide Friday dinner and Saturday breakfast and lunch. Expenses will be paid for travel, lodging and respite care. You have any auestions relatina to these obliffations, Dlease feel free to contact PIPA at 1-800-237-0665 or 265-0245. Betsy Prince, Director 30 XXX%XX%XXX%X********%XXXXXX%X************ * * * * ALABAMA PIP AGREEMENT 3 : N.D. - Received prior to 1992 Academy ~ **k*kk*k***k*kk*******kk*kk*********k**** PARTNERS IN POLICYMAKING OF ALABAMA CONTRACT As a participant , in the Partners in Policymaking program, I understand and agree to the following: 1. 2. 3. 4. 5. 6. I agree to attend all sessions. In the event of an emergency, I agree to contact and inform Betsy Prince- Phone - 1-800-237-0665. I agree to arrive and depart from sessions at the prescribed times, i.e., arrive at 1:00 p.m. on Fridays and not leave before 3:00 on Saturdays, unless otherwise prescribed in the schedule. I will not invite spouses, children, or other unexpected guests to Partners in Policymaking. Hotel accommodations are arranged on a roommate basis. If I desire to deviate from this arrangement, I will be expected to pay the additional room charges. Partners and Policymaking will not cover any of the additional costs. P.I.P.A. will also make all contacts & arrangements with the hotel. Per diem rates are established for travel expenses and other costs that may be associated with participation. Participants agree to maintain these per diems: a. mileage reimbursement - .22 mile b. meal costs; and c. respite care costs/attendant care costs. I agree to submit forms for expense reimbursement in a timely and complete manner. Meals, including tax and a reasonable gratuity, not to exceed $5.00 for breakfast provided that the person leaves home before 6:00 a.m. or is away from home overnight; $7.oO for lunch provided that the person is in travel status more than 35 miles from his/her home or is away from home overnight; and $10.00 for dinner provided that the person cannot return home until after 7:CO p.m. or is away from home over- night. Partners in Policymaking will provide Friday dinner and Saturday breakfast and lunch. Respite care, babysitting & personal care attendant services will be reimbursed and based upon a preapproved mutually agreeable rate that is reasonable and consistent witli the norm. I will demonstrate comDetencies throuqh action, i.e., letter writing, phone ~alls, attendan~e at local or state meetings, testimony before local or state bodies, news articles, and interaction with other participants. I will submit a `brief" report of munthly activities related to Partners in Policymaking. 31 7. I will choose one major assignment from the following list: a. Internship with Legislator\exeCUtiVe branch; b. Monitor hearings; Organize petitions\letter campaigns; :: Testify; e. organize meeti.ng\receptionS with members of Alabama Congressional Delegation; f. Other (please specify): 8. I agree to keep records and submit brief written monthly reports of contacts relative to, or as a result of, Partners in Policymaking with news media, public officials, action alerts, senice organizations and\or community programs, phone calls~ public presentations or speeches, meetings attended, and organizations joined. 9. I agree to submit estimates of my time and out-of-pocket expenses as local match for the federal grant WhiCh zpclnso]:s F::::. "I"!:'T:; ir. > l?~~i e,.~-~,,a ]?-~.r,q . - --. ..- Date Participant; s Sign2tur12 1. 2. 3. 4. Provide, faCe-tO-faCe, the most up-to-date infor:~a~~~n available from national experts in the field of develcp~.,s. r.tz~ ,?iz~.k,~~i tics. Provide reading nz+.erials, suggestions, and resource: to familiarize participants with a wide range of topics related to developmental disabilities and with information specific to identified areas of interest. Provide both role play and direct experiences at the local, state and federal. levels of government to assist participants in their abilities to influence p~blic policy. Provide for ~~r,d z-eitiatirsc expenses genez-ated by involve- Date Betsy Prince, Project Director DEVELOPMENTAL DISABILITIES PLANNING PARTNERS IN POLICYMAKING COIJNCIL Letter of Agreement As a participant in the Partners in Policymaking project, f ollo!~'ing: I understand and agree to the 10 I agree to attend all sessions. In the event of an emergency, I agree to contact and inform SW-le~Reynolds-at-1400-395-3372. 7 .-. I a:ree to arrive and depart from sessions at the Drescribec! tifn?S; i.e., a~rii'e at 6:00 p.m. on Fridays and not leave before 3:30 D.m. on Saturdays `dnless otherwise prescribed in the schedule. 3. I wilI not invite spouses, children, or other unexpected guests to Partners in Policymaking. Hotel accommodations are arranged on a roommate !xis IS. I< ~ desire to deviate from this arrangement, I will be eX?eCte~ to ~~}' ~~?~ additional room charges. ?artners in ~oli~y,~a~ing \vill not cover any `Of ~}~e additional costs. $. Per die ~ rates are esta~lis~ed ~~r travel expenses. ?~:~i~i:j i': . ` "'. " maintain these. .>. I ~~~ee to ~~~bm~t forms for expense reimb~r~ement in a t~~e!v ant -7"Y !-'"- ,.. manner-. Partners in Policymaking will provide Friday dinner an:; . . . . . ..,. ,. .,, ..( ,: . breakfast and lunch. 6. I will demonstrate cornpetencies through action; i.e., letter ~'ri~~~':~~, o:" ""`"? calls, attendance at local or state meetings, testimony before local or S: :.:Is bodies, nev's articles, and interaction with other particimnts. I w'i!.! ~'.'":~-~' ~': ` "brief" report of monthly activities reIated to Partners in Policy .makinq. 7. I agree to keep records and submit brief written monthly ~e?orts Of ConlaCTS re Iative to, or as a result of, partners in F'ol ic ymakh,g with news media, ?IJ!3 ] ~ c . . off Iclals, action alerts, service or:anizat ions and/or corn .mun It y D: 7 s a re~ult of the skills Partner's program? Definitely yes. Yes, somewhat. Probably not. Definitely no. senices. appropriate information learned Senicescurrently receiving from the 7. As a result of your participation in the Partners program, what are your general expectations? 8. Place of residence: Urban Suburban Rural 40 ***************************************** * ALABAMA PIP SURVEY * * * N.D. - Received prior to 1992 Academy f %**************************************** 9. 10. 11. Income Less than $12,000 $12,000 - $19,999 $20,000 - $29,999 $30,000 - $39,999 $40,000 - $49,999 $50,000 + Level of Education: Less than High School High School Graduate Two Years of College Four Years of College Partial Graduate Work Masterls Degree Doctoral Degree Type of disability: Self and\or child 12. 13. 14. Race\Ethnicity: Age: .- I I Afro American Native American Hispanic Caucasian Southeast Asian other Female Jnder 21-29 30-39 40-49 50+ 20 Thank you Eor your assistance. 41 ***************ok************************* * OHIO PIP PARTICIPANT SURVEY * * ~ N.D. - 1 Received prior to 1992 Academy * ****************************************** ~INVENTORYII 11/91 Bmausetiisis mouWornebaS~proj~L weneedto update ourassessrnent ofwhere projectparticipants areduringvarioustimesduringthk project. Pleaseanswerthe followingquestions. There arenowonganswers; you axerightnomatterwhatyousay. Since thelastconference,hoW manytimeshaveyou: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. participatedinapl anningmeetingforyourfa.milymernber? addressed your school board, counly MR/DD board or local mental health board attended a city council/county/township ~st= meeting? traveled to Columbus to attend a state-level meeting? attended a local workshop or conference? attended a state workshop or conference? attended a national workshop or conference? observed an Ohio legislative hearing? talked with your state legislator? talked with a local legislator (city council person, mayor, etc.)? testified at a legislative hearing? given a talk or speech to a group of people? participated in a local committee/task force meeting? attended a school board, county MR/DD, mental health board meeting? written a letter to a person in authority about an issue of concern to you? list any other activities/accomplishments that you have done since the last conference that are the result of this project. 42 The United States is becoming a richer mix of cul- urcs~ aqd, rnulticultjial dive'x+ifi is especially reflected `-among young childreri. NEC?T~ recogniza that this diversi~ presents boih"''oppoitunities and challenge; for people working with infants, toddlen, preschoolers and their familia and would like to support their ef- . . ,, ,. for~. ,. me demographic and statistics presented' here reinforce the already perceived need for a comprehen- sive and coordinated early childhood sptem. If this system is to be community and family based, as Public Law 99-457-the 1986 amendment to the Education of the Handicapped Act that mandates early intemen- tion sem"c= for children from birth through five-is designed [o be, it is vitally important for states and jurisdictions to create culturally sensitive and ap- propriate programs in response to the challenge of our changing society. We plan to publish a series of papers about cultural diversity. We hope that this paper and others in the future will generate discussion and give you some good ideas, as well as offering opportunities to create effec- tive culturally sensitive policies and programs and to share strategies with others in the field. Wzy look at cullural di~ersi~ and the lew demographics? For state and 1ocal planning and service agencies, various challenges related to cultural diversi~ have surfaced again and again: o o How can we, as professionals, assure repre- sentation and meaningful involvement of families from diverse cultural backgrounds in advisory groups at various levels in our states? o o o tu~_=;#ti',well a$ qitlenngvalues anctotner contr~ts, and the~:jjrn"p~c.atio"~ ?-$~:~:. j,.::;~.~~j~' :"; ".:7:.;.,::. ;.. :::, . Peobje'.of color. are:'underremesented "in" early childhood Gelds;;What s~rate~ies can we use t~ involve' more people from `dive&e "cultural back- fl~un~ in thiswprlc? . . . " Few' assessment tools have brien normed for specific cultural populations. Why haven't CUl- turally sensitive assessment took been developed? Are there other ways of measuring children's development besides nonnative assessment? Relative to thek total numbers, the rising propor- tion .of ~rican-herican, Hispanic, and other children "of qolor in poverty k troublhs. How can the needs of these children be addressed? This paper will set the stage, providing some demographic and statistical information and offering several general strategies that have been useful in making early childhood sefice systems more respon- sive. Future papers will cover' othei topics. We would like your suggestions about what those topics should be (see "We Need Your Ideas!"). We recognize that issues and concerns around cul- tural diversity are often sensitive areas, and according- ly, we have carefully chosen ideas and words based on advice from many people and from current literature. We also recognize the danger of generalizing. We know that there is great diversity within any group. General statements about a group of people have the potential to reinforce harmful stereotypes. But general awareness also has the power to build respect for cultures rooted in representations of reality that unfold from conditions different from our own. We hope that what we say will cultivate the belief "Familv" and "disability" may have va~.n~ mean- . that cultuial differences are rightfully acknowledged, . . ings in various cultures. How~owe prep-ar&profes respected, and valued. We therefore welcome your sionals at all levels to understand the different comments and opinions, as welI as your ideas and meanings of "family" and "disability" among cul strategies. As @erica moves to compete in a global economy, andto solye pressing problems in glo'bal frarne}vorks, "our watchword must be a ne'w'respectfor "tke diyersity of peoples, of cultures, and of interests. Ad while-we must' respond to-diversity across oceans" .,, , ,. and in'!erna~ion>"l boundaries, a rnore"pressing "rided ,@lbe":!o "co"rne to grips tith the growing' di;ersi~ of our own. societj right here in the United ~Sta"tes . ~.k!." F. cayazos .4,,U:S.;J5eG:$ yiry uf EducaLion Glassboro St;~e,Collegey61qiSbOro~'NiW Jersey May 18;1990 .. CHAN~I~G DENIOGRAI?HIG3 . . . . . ','~/D,ern~g~ap!I/,G .,.;:~!!Ji!G+). PYJh!!T...Yf,~.,_ na(u~~! @n-' o "nThe hhite @p'ulation'.increased only 6 `percent, .-. ..w.-. ax.~. . . . . . . . . . . . ~.-... .; ...' rifled rucia{..{:.~~d:<~a,~,d. {tl.!,{ `, Chinese Americati~ Filipinos, and the more recently ar~ived ~etnam% Hmong, Lao[ian, and Camhodian peoples. Each has a different set of cultural vaZues, beliefs, and life experiences. }Yays of perceiving, believing, evaluat- ing, and behaying (Goodenough, cited in Baca, 1986) delermine culture, rafher ihan race. " ~ote: We were someiimes unable to locate cornpara- five sta ;istics for Asian American and Narive American groups. Two s~ates have been used as ex- amples in t)zir sectw~ Texas and Mknesota. While they are not intended LO serve as national noms, thry both represenl states [hat have undergone sigmijicant demographic changes in tkepast twenty yean. A century from now, the population of the United States will be closer to the world balance: 57 percent Asian, 26 percent white, and 7 percemt black. (People . . of Hnpamc onp.n iza y be of an;: iace, e.g., N"ative American, white, black, et::.). We are in [he middle of a popu~ation shift, with predictions that one third of us will be "minority" persons by the year 2000 (Zeller, 1986). Statistics supporting this trend are: . Between 1970 and 1980, acccrding to the U.S. Census Bureau, Hispanics increased in number by 61 percent, and it is e-sfirnatcd that the Hispanic population has grown anu~her 30 percent since 1980 (Minority issues, 1987). . /- . . ::-- - -, ` , o `~In 1982; "it'waspre'dlcted that the-Asi&-American ~~~pulation"~would more "~~hn'pdouble in fifteen years @~~'cit&d in Char+ 1986). ` `An example of a dramatic increas"e in Aian- Americans in certain areas of the United States in~ eludes Minnesota: o Demographers' estimates in Minnesota for 1980 to 1985 include a consewative estimate of an over 50 percent increase in the Aian-American population. (Copulation Notes, 1988). o One of the world's largest urban concentrations of Hmong people15,000-resides in Nfinne- apolis/St. Paul (Spring, 1989). Texas is an example of a state undergoing major demographic shifts. The population is growing at twice the national average due to in-migration from other states and foreign" immigration as well. Accord- ing to a report by the Hogg Foundation for Mental Health: o " o o . Between 1980 and 1986, two-thirds of these im- migrants were from htin America and 22 percent from Aia. Children comprise almost 30 percent of the sta te's population, and 24 percent of these children live in poverty. Children of mior are overrepresented: almost half of the" poor children in Texas are Hispanic and 42 percent are black Over three-fourths of these children live in female-headed families where the mother is under age twenty-five (Harris, 1988). Children of color are the most rapidly increasing group in the U.S. pc)puIation and the largest at-risk group for disabilities. By2010, nearly one quafierof all children in theU.S. States-in spite of strides in the past twenty years- will be children of color (U.S. Congres, 1$E19). Nation people of color are affected disproportionately by w-de, significant enrollment changes had already oc poverty. Ccmnections behveen poverty and risk for curred between 1970 and 1980: in 1970 schcmls were21 disability are linked to people of color in the United percent nonwhite; by 1980 th~~jr were 27 percent non State-s. wlite. Students of coIgr are HOW the major~~y in the .Contributing factors are, the: twenty-five largest school sys:a-M in !he `=::nt~' ~~ -- (Mmor@Isslus, 1%?. `" ,,-l{; I< ~c ~uess to "heal [ii care for people of color in AJthough nation~"de the cverali population of ~~ : "~-~$'" children has declined, the preschool ~pulation of the : ,0. :~arge POrPor\i.ori Ofc~i*.dTe~.9[co1?r who are Poor; United StatM incremed by 11 @rtint between 19841 and Q Significa'nt' "p'ercentag'e "of at-risk, " high-school 1986 and cantinua to grow. In 2 fewstates the preschool ,, "dropout'woman of color under age thirty who are population ha-s decre+ whale other states, such as ~ mothers of preschool children: AJaskal Florid% "Arizon% @} fomi% and T-, have o ". dir~ct .'correlation berween a mothe'r's"~high~r ~e~epced dramatic~m~~,~:S.,tin~~ 1%9). . . . education leve~ and early ideritificatiori'bf a child's Poverty, inm~ofj~e~,~ @.a"C~lWd attribute. Yet .disabilityorpossible disabili~'(tfi~ ~e-tteteducated due ~~ thefito~~f~atial dic~-~!-:,~~-t. `>.~~.,;,ed Q-. l.i.....-. .'ti. . . . . ---J .-. the:rn"other'. the"earli;{-~h%-.identific~titi~). . ,. . -. . . . . . . . ., . . . . . -. . . . . . . . . Demogaph~s ~ *I+E j<~~~,~ .VEC"TAS _-l --- 2 ~'at:is;(th~'jirnpac. tofPover~Y:on :Children :ofcolor-f . . . . ". . ....-,-.4 . . . ch~~ren;:of. also made to sterilize certain groups to prevent their propagation and also to kill thee. outright (Lusthaus, 1985; Wertham, 1973). T'ne enforced segregation of people with disabilities from the daily life of their communities reinforced the belief that some people are so different that they cannot fit in or successfully contribute to their society. Tjpical community members lose the chance to meet, get to know, and be with individuals with disabilities. The opportunities for people in both groups to grow up together, and form attachments with each other are often lost. CIien.ttwod By entering a program, most people with disabilities are turned into "clients." During this process, a person is cast into a dependent and passive relationship with the staff and other caregivers. When the client role becomes life-defining, the person can become lost and emphasis is placed on the person's deficits. Teachers, doctors, therapists and other workers are hired to correct the problems seen as inherent in the disabled person. 14 REFLECTIONS ON RELATIONSHIPS As a "client," a person 1eams to show the acceptable behaviors at the right times in order to get by. Consider the following incident. The author recently met two young women who shared an apartment and received support from visiting staff people. The women set up menus, bought food, and cooked the meals, all with the staffs on.Iooking approval. Once left to their suppers, the women would throw out these meals and prepare the food that they wanted to eat. Given the above dynamics, it is not surprising that there is little mutual respect found in many relationships between program staff and clients. As part of their jobs, the staff attempt to control the lives of their clients, who in turn try to maintain some control over their own lives. While the staff may define the client's behatiour as manipulative, self-destructive and so on, they in turn may view that staff as capricious, inconsistent or simply out to get them (Bogdan & Taylor, 1982; Lovett, 1985). A common part of any client's life that is under the control of staff people are the individual's contacts and relationships with others. Both children and adults with disabilities may be restricted from visiting their families or friends, from developing relationships with others. Being a client can create barriers in the development of reciprocal and nourishing relationships with others. Through rare or a complete lack of opportunities, people ~~ith disabilities become slowly desperate for connections with others that are not go;erned by control (hlcGee, Menousek, & Hobbs, 1987). As virtually all people served by human semices agencies are "clients," the area of relationships benveen people with disabilities and typical citizens needs to be addressed. 77ie People In Our Lives IMost of us take the notion that humans are social beings for granted and are surprised to learn that others may not have the same range of friends, family, and acquaintances as we do. Most of us would agree that there are degrees of closeness or intimacy across our own relationships. We acknowledge intimates or "best friends" as those few people who are closest to ourselves--at least in terms of understanding and support. They are the ones we can turn to, in any situation. Next come our friends, and then acquaintances--friends of friends, people who are not strangers. We "know" this latter group, but not well. Finally are the numerous people whom we see regularly, but for specific purposes; the postman, doctor, shopkeeper and so on. 15 REFLECITONS ON RELATIONSHIPS Developing cmd MahIainin g ReMons/ups Helping someone to meet people and make friends can be difficult. Formal, programmatic efforts to do so contradict our society's notion of how relationships are ,, formed. We do not think of ourselves as reliant upon arranged marriages, strict kinship obligations, or planned introductions be~een people who might be "good for one another." The possible exception to the latter case are potential business asociates, where purely utilitarian needs are considered appropriate. Arranged introductions seem an artificial and heavy-handed way to establish relationships. And yet, some human service providers are attempting to do just this order to surround people with disabilities with a number of friends and cIose ties. in These efforts are made in order to overcome the" barriers that prevent more namrally occurring relationships from taking place. Despite the obstacles, it cannot be denied that warm, reciprocal relationships between typical people and those with disabilities exist (Bogdan & Taylor, 1987b; Strully A Strully, 1985; Taylor & Bogdan, 1987). Along with the growing recognition of the importance of such relationships are human sen'ice staff hired to "build-bridges" between people with disabilities and typical people (Bogda~ 1987; Johnson, 19S5; Walker & Salon, 1987). Both popular wisdom and the literature on this subject suggest several factors that may be involved in the development and maintenance of relationships. What is still not resolved is precisely how these factors are related to each other and their impac~ upon individuals. Some Qu.uliti~ and Dimem"orzr of our Rel&"onships It appears that at least six characteristics experienced by typical people in [heir efforts to meet others and develop relationships may not be as available for people with disabilities. These qualities of our relationships include opportunity, diversitv, continuity, relationships that are freely chosen and given, and intimacy. Oppomlnity Typical people can take advantage of numerous opportunities to meet and get to know other people. We meet others through our families, neighbors, school/workplace, cultural, civic, and recreational events, church, synagogue. We also come into contact with innumerable individuals simply in conducting our daily affairs--buying food, getting the car fried, taking care of our health needs, hair 16 REFLECTIONS ON REL4TTONSHIPS cut, mail received or sent. In our western culture, it requires effort to avoid meeting new people. For many people with disabilities, such opportunities are simply lacking, and they possess extremely limited opportunities to take part in activities and events where they can meet their typical peers. We read of adults who did not know what rain was (Rothman & Rothman, 1985), or a woman who had never sat by a lighted fireplace (Bogdan & Taylor, 1982). And even when people with disabilities maybe physically present in a community, a variety of circumstances conspire to keep them apart from their neighbors (for example, program rules and restrictions, transportation, poverty). Suppoti Providing adequate opportunities for people with disabilities to meet and interact with valued citizens in positive ways must be the first step towards the building of meaningftd relationships. I-land in hand with these opportunities must be adequate ;fh disabilities and the typica] ~eople invoI\ed. One support for both Ihe pe rsori f> ~ L woman wanted to go to church, as she `had not attended since she was a child. .4 church of the right denornina[ioz ..I.Qs ]oca~ed, the priest contact~ c!, and, a parish ~ont?~ L=:-::>.~ IL. sit with Helen during N4ass and accompany her to the coffee hour afterwards. For Helen, this effort was no: enough. She did not know how to behave in church, ZP,C! smoked cigarettes, talked, and swore during the service. Not surprisingly, the parishioner became uncomfortable sitting next to Helen, and soon stopped coming to pick her up. Helen needed someone comfortable enough to direct her actions quietly while in church--suggest going out for a smoke, or waiting, being quiet. Initially, a staff person sensitive to Helen's need to attend church and to the limits of appropriate behaviors might have made the difference, by minimizing dismptions, allowing Helen to attend church and meet others in the congregation. This staff person could then encourage a member of the congregation to support Helen, in the hope that a friendship would develop. Enhancing relationships between people with disabilities and typical citizens is not accomplished by throwing unprepared and unsupported individuals together. On the other hand, support, instruction, and guidance must never be confused with restricting a person's opportunities to meet and form ties with other people. 17 REFLECTIONS ON RELATIONSHIPS Human setvice programs have historically available to individuals with disabilities. Dikm-dy controlled and limited the opportunities At a party once, one man suggested that even with only ten people in the room, one of us would know someone who came horn, or have been ourselves, to virtually any country in the world. The first skeptic named Borneo only to learn that one woman's Malaysian secreta~ was born on the Island of Borneo. A coincidence perhaps, but if we stop to think about it, we know an incredibly diverse range of people with differing backgrounds, interests, jobs, education etc. Although we may not choose to associate . . with, or become close to everyone we meet, we have the opportunity to select our friends from a large number of very different people. Unfortunately, the same cannot be said of many people with disabilities, especially those who were raised apart from their families and neighbourhoods. People served in both institutional and community-based settings may experience little contact with people other than fellow clients and staff people. Along with increased opportunities for people with disabilities to meet typical citizens must come the suppc:t to get to know a variety of individuals. A we introduce people with disabilities to more people, we must also gi~'e up some of our control over their lives. The excessive control that human service staff now exercise over their clients would be socially inappropriate in the types of relationships that we wish to encourage. We must constantly discern the line between adequate support, guidance and protection and the over-protection that unnecessarily restricu a person in his/her movements and associations. Confhuity Many of us thrive on opportunities to meet new and interesting people. But as we continue to meet new people, we are sustained by those we have known for a long time. The continuity we experience in some of our relationships over the years is an important source of security, comfort and self-worth. Human beings learn to trust each other within long-term, stable relationships (Maslow, 1954; McGee, Menousek, & Hobbs, 1987). 18 REFLECTIONS ON Relationships Many people with disabilities do not enjoy the same continuity in their relationships. Children may leave their families for foster care or residential education programs. Staff people, social workers and case managers can come and go frequently, causing disruption in a person's life. Wolfensberger (personal communication, mid 1970s) likens many people's experiences to a "relationship circus" where staff and professionals dance in and out of a person's life, each in turn demanding instantaneous trust from the person with disabilities. An observer in a supported apartment program learned that her five months obse~ation gave her some seniority over most of the support staff (Lutfiyya, 1987). The service providers who surround people with disabilities must learn to support and not to stand in the way of long-standing relationships of the people they serve. %sisting people to stay in touch is essential. Letters may need to be written andread, phone numbers dialed, transportation provided. Helping a person to remember birthdays, anniversaries and other important occasions are ways to maintain ties. Some people may need help to remember and cherish the history of their connections with others. Some individuals may need assistance during a visit or social event with a friend or relative; such as how to be a gracious host (or guest), how to carry on a con~rersa[ion, or obse~e other social graces. Freely Given and Chosen Rel~"onships For the most amazing reasons, others like us and love us because they want to. Our spouses, lovers, and friends all choose to be with us and we choose them. We are surrounded by people who accept, love and tolerate us and we do the same for them. When this is not the case, we think that something must be wrong somewhere, and seek to rectify the situation. Popular culture and our books of wisdom assert that this is as it should be. Many people with disabilities enjoy few close relationships with others, and e~'en fewer unpaid relationships (Johnson, 1985). The main source of relationships for a lot of people with disabilities are their families, program staff and other clients. Given the lack of opportunity and support to meet people in the community this should not surprise us. Yet it can be difficult to appreciate what life is like for people who know no single person who spends time with them because they want to, not because they are paid to do so or are involuntarily placed in the same setting. 19 "REFLECTIONS ON RELATIONSHIPS Too many human service program practices prevent freely-given relationships from developing. This includes practices such as requiring someone to become an official agency volunteer, attending a training course before meeting the c~ients, restricting visiting times and placing the typical people in positions of control. When freely given relationships do occur, human service agencies often deny the importance of the relationship. One young woman met a three year old girl living in a children's rehabilitation hospital. Abandoned at birth, Rose lived with several debilitating physical conditions making some movement and handling painful. The w'om.n Visi[ed Rose, read her stories, sang songs, rocked her to sleep. One week when Judy came to visit, she found another child in Rose's bed. Rose had died a few days earlier. J%len Judy, the . . woman questioned why she had not been contacted, and why EC me norial sen'ice was planned, she was offered grief counseling. The staff also expressed surprise o~-er Judy's attachment to Rose. All of this is not genuine warmth, caring relationships and its absence from the li~'er o f many pe GC 1 c I','!:h <: ~: i ~ ~ R: i es. (7u r go z! must not simply be to introduce people to others, but to c;<:: ~e t iI e ~ :-i..,j :(]A-~~:~ ~[ [&ia[ \ :]1 encourage typical members of our communities to volun!ard:; choose [o form relationships with people whose lives have been marked by ~:p ~~~ :~cfl:~ ~PL~ ]~}~~}~!]~afi sen-ice staff hoping to support friendships between people with disabilities and q,;oical community members can be direct in thclr ~fforts. They can ask tkemst:l~~es, "uho seems to be interested in this person?"; "who likes this person.?'" ane ` "wfho wzmls t~.> spend time with this person?" Inrimacy With its many meanings, ;he word iijlifil~~~ may i". `. . .:.: L:I;. :. .: IF,eL i'.cre zs an expression of the closeness, com.fofi and tn~~t d~~ t :-I+:::.. ~: --: ~; `-: -` .:: R-":~h~r. Intimates can express thoughts and feelings t):at they sk::. .;.: UCI or:c ck. Despite the difficulties in determining how a person defines those s/he is "clo.-iest to", most people have (or aspire to) a few "intirmtes." We are just beginning to recognize that many disabled in.6ividuals have no one with whom they share a close, intimate relationship. Some may claim SilCh 3 coin.nection with another, and find this cioseness is not sbmd b the other ~ -R:, ::. " `.'~ould be easy ,, . . ., P(-J REFLECTIONS ON RELATIONSHIPS to interpret this "fmtasy" as a result of the person's cognitive impairments. But if at least one intimate connection with another human being is vital for each of us, this "fantasy" may be necessary for the individual's funaioning. There is no easy =wer for those who want to support intimate relationships between people with disabilities and their typical peers. All humans struggle in their search for intimate connections with other people. L? am.irzgfiom the Reilzthships of Othem Two themes emerge from a reading of the available literature on the development and maintenance of relationships between typical and disabled people. Often those engaged in the relationships do not see. their involvement as unusual or worthy of note. They ahmxt take the rela~ionship for granted (Bogdan & Taylor, 1987 b). Secondly, the reduction of barriers and the increase in identification between the two potential friends appears important in creating a mutually respectful relationship (O'Brien, 1987). The Possibility of Reiti"on.d~ips It is important not to deny the his[w-y of ary individu~il or of a group of people. We must never forget [he gen3:3:icn c1 .....> " ~ `-' `e 2Rd r.::g!ec: visit~cl upori people ~~ith disabilities, nor lose sight of ilie tragic pasts (a~d present circumstances) of the individuals with whom ~'e \\ork :ti@I. accepting relationships between q~ical 1987). We must pro~ride opporn~ni~ies meet each other, and we must learn to Increasing I&nrr"jic~"on But ~l$e must also beliexw that a variety of and ;i::~bled indi~iduals are possible (McKnight, \\'here p~~pi~ cay. rnm.fortably come together to recognize when we are :.~anding in their way. Through studying esta;~!is;:t d ~elatiorlsYLips, we learfi lh::: both parties possess a ~Jartn~ rs ~]so re.~or? a reciprocit>~ mutual respect for the other. i in their interactions that may not be apparent to the outside cixerve r. `i'i, css feelings stem from a sense of identification between the two individuals. They come to see the "sameness" or commonalities behveen themselves and these ser.{ as the basis of the relationship. 21 REFLECTIONS ON RELATIONSHIPS Bogdan & Taylor (1987b) suggest several bases of identification held by the non-disabled person that might account for their acceptance of people with disabilities. These include family ties, religious or humanitarian beliefs. People involved in Citizen Advocacy (O'Brien, 1987; Wolfensberger & Zauha, 1973) attempt to create and support a variety of relationships between disabled and non-disabled individuals who live in the same community. They pay close attention to the process of increasing the identification of the two people with each other, especially when the commonalities may not be obvious. Conch-on A mark of real acceptance of individuals with disabilities in our communities can be found in the real rela:iortships they enjoy with typical peopIe. It is probably not possible to create such relationships despite the efforts of people in the human services to do so. However, the opportunities for disabled and non-disabled people to meet and interact can be increased and encouraged. The dilemma for human semice workers is the recognition that their programmatic presence may in fact semre as a barrier to the development of the desired reiatioilships. 22 REFLECTIONS ON RELATIONSHIPS References Bogdan, R., & Taylor, S. J. (1982). Inside out: The social mean.irw of mental retardation. Toronto: University of Toronto Press. Bogdan, R. & Taylor, S. J. (1987a). Conclusion: The next wave. In S. J. T@Or, D. Biklen, & J. Knoll (Eds.), Communitv integration for people ~th severe disabilities (pp. 209-213). New York, NY: Teachers College Press. Bogdan, R. & Taylor, S. J. (1987b). Toward a sociology of acceptance: The other side of the study of deviance. Social Poli CV, Fall 1987, 34-39. Boles, S. M., Homer, R. H., Newton, J. S., & Romer, L. (1985). The nei~hborhood living K) roiect: A communitv residential model for citizens with severe handicam. Eugene, OR: Specialized Training Project, University of Oregon. Forest, M., & Snow, J. (1983). The Joshua committee: An advocacy model. Leisurahility, ~(l). Johnson, T. (1985). Belon~in e to the communitv. Madison, WI: Options in Community Living and Wisconsin Council on Developmental Disabilities. Johnson, T., & O'Brien, J. (1987). Carrving Options' stow forward. Madison, WI: Options in Community Living. Lovett, H. (19S5). Cmznitive counseling and ~ersons with sDecial needs: Adautive aDD roaches to the social context. New York, NY: Praeger. Lusthaus, E. (1985). "Euthanasia" of persons with severe handicaps: Refuting the rationalizations. Journal of The Association for Persons ~-th Severe Handicam, ~(2). Lutfiyya, Z. M. (1987). [Unpublished fieid notes]. Syracuse, NY: Author. MacMillan, D. L. (1982). The mentallv retarded in school and society. Boston, 31A: Little, Brown & Company. (lst published in 1977). MasIow, A. (1954). Motivation and Dersonalitv (lst cd.). New York, NY: Harper. McGee, J. J., Menouse~ P. E. & Hobbs, D. (1984). Gentle teaching: An alternative to punishment for people with challenging behaviors. In S. J. Taylor, D. BiNen, & J. ffiOll (Eds.), Co mmunitv integration for ~eode with severe disabil itie$. New York, NY: Teachers College Press. O'Brien, J. (1987a). A guide to lifestyle planning. In B. Wilcox & G. T. Bellamy (Eds.), A comprehensive m ide to the activities catalog. Baltimore, MD: paul H. Brookes. 23 REFLECTIONS ON RELATIONSHIPS O'Brien, J. (1987'b). Learnin~ from citizen advocacv momams. Atlanta, GA: Responsive Systems Associates. O'BrieL J., & Lyle, C. (1986). Strerwthening the svstem. Atlanta, GA: Responsive Systems ~sociates. O'Brie~ J., & Lyle, C. (1987). Framework for accomplishment. Atlant~ GA: Responsive Systems Associates. Perske, R. (1980). New life in the neighborhood: How persons with retardation and other disabilities can help make a good communi ty better. Nashville, TN: Abingdon Press. Perske, R. (1988). Friends circle to save a life. TASH Newsletter, ~(l). Rothman, D. J., & Rothman, S. M. (1984). The wiIlowbrook wars. New York, NY: Harper & Row. Schaefer, N. (1978). Does she know she's there? Toronto: Fitzhenxy Whiteside. Scheerenberger, R. C. (1983). A history of mental retardation. Baltimore: Paul H. Brookes. Strully, J., & Strully, C. (1985). Friendship and our children. Journal of The Association for Persons with Severe Handicam, 10(4). Taylor, S. J., & Bogdan, R. (1989). On accepting relationships between people with mental retardation and nondisabled people: Towards an understanding of acceptance. Disability. Handicap & Societv, ~(l), 21-36. Taylor, S. J., Racino, J. A., Knoll, J. A., w Lutfiyya, Z. (1987). The nonrestricti~e environment: On communi~ integration for people w"th the most severe disabilities. Syracuse, NY: Human Policy Press. Taylor, S. J., Biklen, D., & Knoll, J. (Eds.). (1987). Communi~ integration for ueoDl~ w"th severe disabilities. INew York, NY: Teachers College Press. Walker, P., & Salo~ R. (1987). Supporting peep Ie in the communitv: A case studv of the residential sucmort u rogram--Centennial Developmental Sem'ces. Weld County. Colorado. Syracuse, NY: Center on Human Policy, Spacuse University. Wertha~ F. (1973). The German euthanasia ~ro~rarn. Cincinnati, C)l-1: Harps Publishing. Wolfensberger, W. (1973). Pro~ram analvsis of sem+ce systems. PASS (3rd cd.). Toronto: National Institute on Mental Retardation. Wolfensberger, W. (1977). The origin and nature of our institutional models. Syracuse, NY: Human Policy Press. 24 REFLECTIONS C)N RELATIONSHIPS Wolfensberger, W., & Thomas, S. (1983). ProPram analysis of service svstems' im~lementation of normalization ~oals. Toronto: National Institute on Mental Retardation. Wolfensberger, W., & Zauha, H. (Eds.). (1973). Citizen advocacy and protective serw"ces for the imuaired and handicamed. Toronto: National Institute on Mental Retardation. 25 Beyond Awareness: Action Strategies for Promoting Cultural Diversity in the Development Disabilities Network The Multicultural Task Force was sponsored by the Administration on Developmental Disabliiities . , { $ DEPARTMENT OF HEALTH & HUMAN SERVICES `k,. ADMINISTRATION FOR CHILDREN AND FAMILIE 370 L'Enfant Promenade, S.W. ~EcH~E~ Washington, D.C. 20447 Minnesota D.D. . ILtJ ` ~ j?~~ Council Dear Colleague: I am pleased to forward for your review a copy of the report entitled Jleyond Awareness: Strateg ies for Promotinz Cultura I Diversit v in the Field of De elogme tal . abiliti~ developed by the Multicultural Task Force during its Septembe; 21-24,n1991 meeting in Alexandria, Virginia. The Task Force, sponsored by the A dministration on Developmental Disabilities, was charged with designing a systemwide approach for promoting cultural diversity through the collaborative efforts of University Affiliated Programs, Developmental Disabilities Planning Councils, Protection and Advocacy Systems, and the many citizens we serve. The recommendations of the Task Force form the basis for the enclosed report. As you are already aware, the Administration on Developmental Disabilities (ADD) has been historically committed to the promotion of cultural diversity in our field. To continue and further support this commitment, I have appointed Ray Sanchez, Directw, Program Operations Division to serve as the ADD staff representative on the Task Force. In this capacity, Ray will continue to work with the Task Force to expand its membership to include consumers with developmental disabilities and to complete the tasks identified in the Report. The Task Force will serve as an advisory body tome and ADD on the progress of the Report's specific recommendations as well as on other broad issues related to cultural divemity in the field of developmental disabilities I enthusiastically suppoxt the report of the Task Force and I am cotildent that, together, we can move from awareness to action. Sincerely, T Debomh L. McFadden Commissioner Administration on Developmental Disabilities Enclosure 27 PREFACE From September 21-24, 1991, members of a task force convened by the Administration on Developmental Disabilities (ADD) worked toward the design of a systernwide blueprint for the promotion of cultural diversity among the numerous agencies, institutions, and groups supported by ADD. The Multicultural Task Force in the Field of Developmental Disabilities was broadly representative of the academicians, systems planners, and service organizations whose influence spans the universe of advocacy, education and training, clinical service, research, and technical assistance activities conducted throughout the nation. While individuals with developmental disabilities were not within the ranks of task force members, their presence was felt during the spirited debates, during small group brainstorming sessions, and during evenings spent with a note pad or word processor producing the nth draft for the morning review. While members of the multiracial/multiettmic task force were unique in geography, professional activity, and programmatic approach, there was a shared commitment with the Administration on Developmental Disabilities that strategies must be articulated for promoting systemwide action based upon a growing awareness of the changing American demographic landscape. The recent accomplishments of model projects for the promotion of cultural diversity have generated ripples of excitement throughout the field and it was clear that the emerging paradigm of cultural diversity was rapidly maturing from Awareness to Action. Task force members were divided into four working groups; 1) Statement of Principles; 2) Plan/Strateg for Awareness; 3) Dissemination Plan and; 4) National Conference Agenda. The Statement of Principles Working Group was charged with articulating the global statements which framed the rationale as well as the specific areas of programmatic activity to be impacted by the concept of cultural diversity. The Plan/Strategy for Awareness Working Group was assigned the task of identi~ng systematic steps for actively stimulating a greater commitment to cultural diversity among the agencies, institutions, and groups which comprise the ADD universe of developmental disabilities. The Dissemination Plan Working Group focused on the design of a systematic approach for identifying and transporting the tools for promoting cultural diversity (i.e., cultural awareness curricula) to those who will require the tools for implementing change in their particular environment. The National Conference Agenda Working Group was presented the Challenge of developing a national forum for stimulating cross-fertilization and systemwide action among all participants in the field. An underlying premise for all Work Group activity was the shared commitment to stimulate collaboration among University Affiliated Programs, Developmental Disabilities Councils, and Protection and Advocacy Agencies. 28 What has emerged from those four days in September k a national plan for action, a national strategy which transcends awareness. We, the framers of this first national strategy, are graphically aware of the complexity involved in articulating a concept of cultural awareness and of the significant discussions and brave modelling efforts which must occur as we all proceed from awareness to action. But proceed we must. John W. Mc Clain, Ph.D. & Mariellen Kuehn, Ph. D., Editors 29 . BEYOND AWARENESS: ACI'ION STRATEGIES FOR PROMOTING CULTURAL DIVERSITY IN THE DEVELOPMENTAL DISABILITIES NETWORK The Need The reality of an American society in which racial and ethnic minorities are increasing in numbers and influence is becoming clearer each day. The message is transmitted through the media, through our crumbling education system, and within the corridors of our over- taxed and antiquated health and social semice agencies. From the vantage point of the Developmental Disabilities Network, we see the consequences of poverty, of virulent to benign misunderstanding, and of apathy that are tragically concomitant with this rapid change in the new reality of the American social fabric. The Challenge The Developmental Disabilities Network does not reflect this new multicultural reality; not among faculty, not among our planners, not among our staffs, or our trainees, or our advocates. Part of the problem is our discomfort in disengaging with the familiar and the comfortable and our hesitancy to embrace a new paradigm in its embryonic stage. Some of us have taken a few small steps toward changing this reality and have timidly entered the realm of awareness. Our modest success have increased our commitment to spreading this awareness throughout the Developmental Disabilities Network. Yet, the urgency of the reality of a multicultural society demands that we must go beyond awareness. We must act. Action Strategies The purpose of this document is to provide the first of a series of blueprints for action, tools for promoting cultural diversity in the Developmental Disabilities Network (UAPS, DD Councils, P&k, etc.). It is the first step in a long new road which must be travelled aggressively but sensitively. As we gain confidence in traveling this new road, the future will become clearer and those who travel on the road will become more numerous. The document is divided into four basic and interrelated components: 1) A Philosophy for Promoting Action; 2) A Plan/Strategy for Stimulating Action; 3) A Dissemination Plan for Identifying and Distributing Tools for Action and; 4) A Forum for Promoting Action within the Developmental Disabilities Network. 30 In their totality, they provide the means for collaboration among the three components of our Network (UAPS, P&As, DD Councils) as well as the impetus for going beyond awareness. Statement of Principles The University Affiliated Programs, the State Developmental Disabilities Planning Councils, the Protection and Advocacy Systems, and other related programs and agencies, must develop collaborative plans and service delive~ systems that address the inclusion of all persons with developmental disabilities representative of all racial and ethnic minority groups. The training and service delivery system must be famiIy-centered, community-based and culturally competent. A culturally competent training and service delive~ system demonstrates honor and respect for the beliefs, interpersonal styles, attitudes, and beha}iors of people with developmental disabilities and their families. It also reflects those values in policy, administration, training, and service. 1. 2. 3. 4. 5. WHEREAS, there are an estimated seven million American children and adults with developmental disabilities, including a large number who are members of racial and ethnic minority groups, and WHEREAS, the Administration on Developmental Disabilities is a national leader in advocating for people with developmental disabilities and their families regardless of race, creed, color, religion, gender or national origin, and WHEREAS, children and adults with developmental disabilities and their families who are members of racial and ethnic minority families have been historical!; and continue to be denied access to quality services, and WHEREAS, members of racial and ethnic minority groups are markedl) underrepresented among faculty and trainees, and the staffs of Developmental Disabilities Councils and Protection and Advocacy Agencies, and WHEREAS, there is a growing commitment among all components of the ADD network to promote stra~egies for greater cultural diversity, THEREFORE, BE IT RESOLVED that the ADD network, including University Affiliated Programs, Developmental Disability Councils, and Protection and Advocacy Agencies will collaborate in the design and implementation of action strategies which promote cultural diversity throughout the national ADD network. BE IT FURTHER RESOLVED that the Administration on Developmental Disabilities will develop and implement specific plans which will promote the actilfe participation of people of racial and ethnic minority groups currently underrepresenled in the field of developmental disabilities. A Plan/Strategy for Stimulating Action Moving Beyond Awareness to creating an ongoing multi-cultural foundation within the Disability Network will require legislative changes, policy development and collaborative action-oriented programs. The foundation established must provide for inclusion of all persons throughout the system. The cultural environments created must be firmly embedded through all core programs of the disability netsvork. The ongoing impact and system outcomes from these efforts should be collaborative in nature and driven by the commitment to building a society that insures inclusion for all persons. The following recommendations are made by the multicultural task force. These recommendations and strategies for action are based on four interrelated domains that will build the actions leading to program development to ensure participation and inclusion of all persons with multicultural backgrounds in the disability service system. Participation and inclusion here defined refers to all aspects of the disability services system which includes consumers, councils and advocacy groups, direct service providers, interdisciplinary students and professionals and program and agency directors and administrators. RECOMMENDATIONS JJxislation and Regulations I. Establish coalitions with agencies and programs (eg. CCD, NADDC, P&As, UAPS, AAUAP, DD councils, AAMR, TASH, ARC, UCP, ADD, universities and other professional organizations and consumer groups) that may influence legislation and regulation affecting persons of diverse cultures and/or with disabilities in order to make changes in current legislation or initiate new legislation that assures inclusion of people of different cultures at aIl Ievels of the disability service system. Timeline: Ongoing -reauthorization of each act. Responsibility: had responsibility -A4UAP legislative coordinator and state UAP directors and administrators. Implementation Strategies: 1. 2. 3. 4. 5. 6. II. Identify disability, minority and training legislation (DDAc~Rehab. Acq Education, Health CareProfessionalTraining, AreaHealthEducationConsortium, Maternaland Child Health, Office of Minority Health, Health Career Opportunity Program, and Others) Determine reauthorization process Determine appropriations process Identi@ and work with major constituents (eg. CCD, NADDC, P&As, UAPS, ~UAP, DD councils, &41MR, TASH, ARC, UCP, ADD, universities and other professional organizations) Become familiar with multicultural lobby groups Develop and present final legislative recommendations Advocate for Senate hearings on the personnel training needs throughout the disability services system, assuring that specific issues and barriers confronting persons from multiple cultures are articulated and addressed. Timelin.e: FY92 Responsibility: A4UAP, NADDC, P&A and UAP directors and administrators Implementation Strate~: 1. Secure commitments and participation from House and Senate leadership. Collaborative Ca~acitv Building L EsWblish ongoing collaborative relationships with councils, P&As and other related agencies at the local, state and federal levels in order to share resources, implement policy, evaluate effectiveness of inclusion strategies, and develop long range plans to assure full inclusion throughout all levels of the services system. Timeline: FY92 -Ongoing Responsibility: Agency and program directors and administrators Implementation Strategies: 1. Establish interagency/multiple-agency working groups 2. Develop 3. Develop II. Allocate interagency mission statement and implement collaborative agreements resources, reallocate existing resources and/or share new or ex"sting resources in order to provide for participation and inclusion of all persons from different cultures in the disabilities service system. These resources must be adequate to insure commitment and quality program impact. Timeline: Immediate Responsibility: and ongoing All disability service agencies at the local, state and federal level Implementation Strategies: 1. Identify existing resources across agencies and programs 2. Develop joint funded projects and activities 3. Implement and monitor interagency activity 35 Information Dissemination and Technical Assistance Clearinghouse F "Levelop a system to support the implementation of inclusion l-imeline: Immediate Responsibility: and ongoing ADD, AAUAP and UAPS Implementation Strategies: 1. Identify and evaluate effective models for inclusion. 2. Identify major initiatives and funding opportunities 3. Establish guidelines for developing outcome measures. 4. Develop a student and staff resource bank through exchange programs and minority colleges and universities. Personnel Development policy and practices. programs, mentoring I. Establish personnel standards and implement training programs that are resp~nsive to cvltural environments and that incorporate current and emerging trends in the disability service system. Timeline: FY93 Responsibility: ADD and other state Implementation Strategies: and federal agencies in collaboration with UAPS 1. Establish personnel training standards at the undergraduate and paraprofessional level 2. Provide opportunities' for nontraditional students to enter into the system 36 3. Increase accessibility to interdisciplinary training at the undergraduate and paraprofessional level through nontraditional methods, such ascommuniv college programs, interactive video, etc. 4. Provide training opportunities for generic sexvice providers. A Dissemination Plan for Identifvhw and Distributing Tools for Action Goal: To develop a plan which includes a) the identification of target populations, b) the identification of content areas for which resources are needed to facilitate the recruitment and retention of faculty and trainees from diverse cultures and the inclusion of persons from diverse cultures in all of the planning, program, semice, advocacy, and technical assistance activities of UAPS, DD Councils, and P&As, c) examples of resources available to address the identified content areas, and d) methods for dissemination of those resources through the provision of training (pre-sexvice and in-service) and technical assistance. Need: The primary need to be addressed by the stated goal is the a) critical shortage of personnel at all levels of the planning, training, service, and advocacy systems designed to serve people with developmental disabilities and b) the need to create environments within the UAP, DD Council, and PAA networks that are actively responsive to the need for the inclusion of people from diverse cultures (with and without developmental disabilities) within the DD network. Identification of Target Pormlations: The target populations include: a) faculty and trainees, professionals, paraprofessionals, administrators, policymakers who are already employed within the health, education, social and advocacy service systems; b) volunteers within the DD network which includes people with developmental disabilities and their families and: C) organizations, both public and private, that have as their primary mission the provision of quality services for people with developmental disabilities and their families, organizations within the private and public sectors that provide health, education, and social sewices to all citizens within the U. S., and non-DD/non-service organizations, such as research institutes, institutions of higher education, and related professional associations. (See Table 1 for examples of the three types of organizations.) Identification of Content Areas: 1) Tools to reduce prejudice and to enhance the ability of individuals to work collaboratively with people from diverse cultures at all levels of the DD planning, training, service, and advocacy systems. 2) Tools to promote the development of skills to provide direct services to people from diverse cultures. 3) Methods to recruit and retain faculty and trainees at UAPS, P&As, and other institutions of higher education that train professionals and paraprofessionals to work in fields that serve people with developmental disabilities. (See Table 2.) 4) Information that can be used to leverage resources for expanded training and research programs to address culture specific and cross-cultural issues related to the provision of semices to people with developmental disabilities. (Note: Several bibliography lists were obtained during the meeting of the task force and with relatively minimal effort the Table 2 could be expanded to provide examples for each of the four content areas.) Recommendations for Dissemination: 1) Identify training programs that are established to facilitate the reduction of prejudice and/or that provide knowledge about the values, beliefs, family orientation, child- rearing practices, and so forth of specific cultures and ethnicities within the U.S. These training programs would be viewed as a prerequisite to attend the regional training program discussed in recommendation #2 below. 2) Implement a regional training program for UAP, DD Council, and P&A staff on multi-cultural issues related specifically to people with developmental disabilities. It is recommended that the Multi-Cultural Education and Training Core Curriculum developed by Drs. Sam Chan and Marie Poulsen at the Children's Hospital Los Angeles UAP be the foundation for such a program. Such a regional training program would provide key leadership to further train professionals, paraprofessionals, administrators, policymakers, and volunteers working with people with developmental disabilities. 39 3) Develop a systematic method to identify resources (tools, methods, approaches) that are available not only within the AAUAP, NADDC, and NAPAS, Inc., systems, but those materials that have been developed by other organizations within the DD nework, the private/public education, health, and human service agencies, and particularly those organizations that have as their aim the promotion of a specific culture, race, or ethnicity. 4) Implement a system to provide technical assistance to those organizations that are working to provide culturally-appropriate services, increase the number of faculty/staff that are available, recruit and retain trainees, develop model programs, advocate, or do state planning. 40 TAkLE 1 EXAMPLES OF TARGET ORGANIZATIONS National State DD Organizations AAUAP UAP NAPAS, Inc. DD Councils NADDC P&As Epilepsy Foundation Advocacy groups UCP ARC-USA Publi@rivate Provider DEC Some School Districts Organizations in HHS NECTAS State Public Health Depts. NABSW State Education Depts. OSERS State DD Councils or Depts. USPHS of Mental Retardation Non-DD and Non=sefice American Indians in Higher LaRaza, etc. chapters Organizations Education Local Churches Cons. National Council LaRaza Maldef E-W Institute 41 TABLE 2 Examples of Practice Tools to Promote Skill Development A. African American Davis-Russell, E. & Long, C. (1990). Some Issues Regarding Work with African American Clients. The California Psvcholo@t. Nov. Randall-David, E. (1989). Black Americans. In E. Randall-David, Strategies for Workine with Culturally Diverse Communities and Clients. Washington, D. C.: ksociation for the Care of Children's Health. B. Asian American / Pacific Islander Kobata, F. The Influence of Culture on Family Relations: the Asian American Experience. In The Asian American Experience. Crystal, D. (1989). Asian Americans and the Myth of the Model .Mir ~rit>'. Social Casework. The Journal of Contem~orarv Social Work. c. Hispanic-Latino Rogler, L. H., et. al. (1987). What Do Culturally Mental Health Senices Mean? The Case of Hispanics. American Psvcholoeist. 42 (6). Grossman, H. (1983). what Cm.mSelori Educators and Pwholocists SMM!@ Know About the Hispanic Culture in Order to Work More Effectively with Hisuanic Exceptional Students and Their Parents. (Executive Summary). San Jose State University: Department of Special Education. 42 D. Native Anerican Indian Southwest Communication Resources. (1990). Overcoming Obstacles and Immovin~ Outcomes: Earlv Intervention Setices for Indian Children with SDecial Needs. O'Connell, J. (1987). A Studv of The SDecial Problems and Needs of American Indians with Handicam Both On and Off the Resewation. (Vol. 1). U.S. Department of Education: Office of Special Education and Rehabilitative Se~ices. E. Southeast Asian Mueke, M. A. (1983). Commentaries: Caring for Southeast Asian Refugee Patients in the U.S.A. American Journal of Public Health. 73(4). F. Cross-cultural Tools Related to Disciplines that work with people with Developmental Disabilities United States Department of Agriculture and United States Department of Health and Human Semices. (1986). Cross Cultural Counselin~: A Guid~ for Nutrition and Health Counselors. MULTICULTURAL TASK FORCE IN THE FIELD OF DEVELOPMENT DISABILITIES Sponsored by the Administration on Developmental Disabilities MEEITNG PARTICIPANT LIST Richard Carroll, Ph.D. Director Institute for Human Development Northern Arizona University Building 027A Flagstaff, AZ 86011 Ph: (602) 523-4791 Jenny Gros~ M.A. Social Worker Rose F. Kennedy Center Albert Einstein College of Medicine Yeshiva University Bronx, NY 10461 Ph: (212) 430-2441 Marvin Fifield, Ed.D. Marilyn Johnson, Ph.D. Director Education Planner Developmental Center for Handicapped Bureau of Indian Affairs/Office of Persons Indian Educational Programs/Branch of Utah State University Exceptional Education Logan, UT 84322-6800 1849 C Street, N.W., Room M53530 Ph: (801) 750-1982 MIB 523 Washington, D.C. 20240 Ph: (202) 208-6675 Ernie Gonzalez Bill Jones, Ph.D. Project Director Executive Director Texas Consortium for Developmental f%nerican fksociation of University Disabilities Affiliated Programs The University of Texas-Austin 8630 Fenton Street, Suite 410 Department of Special Education Silver Spring, MD 20910 EDB 306 Ph: (301) 588-8252 Austin, TX 78712 Ph: (512) 471-7621 44 Sharon Katakura, M.A. Curriculum Coordinator Center for Child Development and Developmental Disorders Children's Hospital of Los Angeles University of Southern California 4650 Sunset Boulevard Los Angeles, CA 90027 Ph: (213) 669-2300 Mariellen Kuehn, Ph.D. ksociate Director The Waisman Center on Mental Retardation and Human Development Universi~ of Wisconsin 1500 Highland Avenue Madison, WI 53705-2280 Ph: (608) 263-5254 William Myers, Ed.D, Associate Professor Texas Consortium for Developmental Disabilities The University of Texas-Austin Department of Special Education EDB 306 Austin, TX 78712 Ph: (512) 471-7621 Cecilia Rokuse~ Ed.D. Director Center for Developmental Disabilities School of Medicine, University of South Dakota Vermilion, SD 57069 Ph: (605) 677-5311 John W. McClain, Ph.D. Anne Rudiger Director Project Coordinator Department of Social Work American Association of University Meyer Rehabilitation Institute Affiliated Programs University of Nebraska Medical Center 8630 Fenton Street, Suite 410 600 South 42nd Street Silver Spring, MD 20910 Omaha, NE 68198-4530 Ph: (301) 588-8252 Ph: (402) 559-5388 Judy Moore Raymond Sanchez Administration on Developmental Director Disabilities Program Operations Division 200 Independence Avenue, S.W. Administration on Developmental Room 325-D Disabilities Washington, DC 20202 200 Independence Avenue, S.W. Ph: (202) 245-6028 Washington, DC 20202 Ph: (202) 245-1962 45 Deborah M. Spitalnik, Ph.D. Executive Director University Affiliated Facility UMDNJ-Robert Wood Johnson Medical School TR#3, Post Office Box 101 675 Hoes Lane Piscataway, NJ 08854-5635 Ph: (908) 463-4447 Tom Uno, Ed.S. Administrator Hawaii University Affiliated Program for Developmental Disabilities University of Hawaii at Manoa 1776 University Avenue, Wist 211 Honolulu, HI 96822 Ph: (808) 956-5009 Patty Wells Center of Developmental Disabilities School of Medicine, University of South Dakota Vex-million, SD 57069 Ph: (605) 677-5311 Patricia Volochin, M.A. UAP Fellow University AMiated Program in Developmental Disabilities The University of Illinois at Chicago 1640 West Roosevelt Road Chicago, IL 60608 Ph: (312) 413-1647 Sara Wiggins-Mitchell Director Division of Advocacy for the Developmentally Disabled Department of the Public Advocacy 210 South Broad Street, CN850 Trenton, NJ 08625 Ph: (609) 292-9742 Virginia Williams, M,A. Associate Director Georgetown University Child Development ~nter Bles Building, Room CG-52 3800 Resexvoir Road, N.W. Washh-@on, DC 20007 Ph: (202) 687-8807 THE UNIVERSITY OF KANSAS c!!!p Beach Center on Families and Disability Supporting the Growth of the Self-Advocacv Movement: What We Can u Learn from History and Gary L. Brunk 1991 Activists Its 47 Supporting the Growth Abstract The self-advocacy movement in North America among people with developmental disabilities has grown rapidly since its beginnings in the mid-1970s. This study identifies the factors that contribute most to supporting growth of self-advocacy by examining the history of self-advocacy and reporting on interviews with leaders and veteran advisors of the self-advocacy movement. It then makes specific recommendations for how agencies and professionals who work with persons with developmental disabilities can support the further growth of self-advocacy. 48 Supporting the Growth Supporting the Growth of the Self-Advocacy Movement: What We Can Learn from Its History and Activists In 1974 the first self-advocacy conference in the United States was organized by persons with developmental disabilities in the state of Oregon. Since then hundreds of local self-advocacy groups have formed across the United States and Canada and around the world, helping justify the frequent use of self-advocacy movement in descriptions of this development (People First of Washington, 1985; Rhoades, Browning, & Thorin, 1986). Many self-advocacy groups exist in relative isolation from each other, but in several states there are now either well developed networks of groups or formal statewide organizations with elected officers and paid staff. Furthermore, national self- advocacy organizations have recently formed in Canada and the United States. While it may still be accurate to describe the self-advocacy movement as fragile, it is clear that it is more than just a passing phenomenon (Brunk, 1987). The purpose of this study is to understand why self-advocacy has grown as rapidly as it has in order to identify the factors that contribute most to supporting its growth. The study first examines the history of the development of self-advocacy in the United States. This section is based primarily on written sources, including speeches and articles by persons with developmental disabilities who have been involved in the self- advocacy movement. 49 Supporting the Growth The second section is based on interviews with leaders of the movement and nondisabled self-advocacy advisors. The interviews were used to draw information from the persons who are currently most directly involved in the self-advocacy movement. The third section summarizes the information from the first two sections and draws some conclusions. Understanding the Growth of Self-Advocacy The North American self-advocacy movement seems to have its roots in the social clubs for people with mental disabilities that existed in Sweden in the 1960s (Hill iams & Shoultz, 1984). Those social clubs emphasized the importance of decisionmaking by their members and supported that emphasis by providing training in parliamentary through the e" (Nirje, 1972) As those procedures and real experience in decisionrnaking ection of officers and participation in committees clubs developed they began exchanging visits and organizing regional meetings. Those interactions culminated in a national conference in Malmo attended by 48 representatives from throughout Sweden and two guests from Denmark. The purpose of the May i970 conference in Malmo was to discuss concerns related to leisure activities, residential living, and employment, but the real significance of the conference was that first organized articulation of a desire for determination at a national level by persons it was perhaps the greater self- with mental retardation (Nirje, 1972; Williams & Shoultz, 1984). 50 Supporting the Growth That desire found expression throughout the conference, as evidenced by the following excerpts from a summary of the findings of the conference: `/v all agree that we want more rights to participate in decisions, especially in planning and carrying out our leisure time activities. We all think one should decide oneself what to do during vacation. There should be student councils [in Sweden's special schools] which can take part in decisions about the curriculum, the choice of books, leisure time in school, etc. We want to choose our vocations ourselves, and have influence over our education. We think we should be present when our situation is discussed by doctors, teachers, welfare workers, foreman, etc. (Nirje, 1972) The Malmo conference inspired conferences in Britain in 1972 and in British Columbia in 1973. Five persons from Oregon attended the conference in British Columbia. Three were residents of the institution, and The Oregon group Fairview Hospital and Training Center, a state the other two were staff members from Fairview. returned enthused about the idea of a statewide conference and organization and were able to convince other persons, both inside and outside of Fairview, of the value of organizing a conference. Their efforts led to a conference in 51 Supporting the Growth 1974 that attracted 560 people and a second conference in 1975 that was attended by 750 people. Persons with mental disabilities were involved in all aspects of planning, organizing, and leading both c. nferences. While nonhandicapped support and advice, they did so in ways development of skills and leaders among disabilities (Edwards, 1982; Williams & persons did provide that would encourage the the persons with Shoultz, 1984). Oregon continued having annual conferences, but perhaps more importantly, it became a model and source of inspiration for the formation of other self-advocacy groups across the country who contacted them or who saw a film about the second conference called People First (Edwards, 1982; Rhoades, et al., 1986; Williams & Shoultz, 1984). In addition to the groups that had been inspired by Oregon, there were also self-advocacy groups that began forming independent of the events in that state, as well as some, that had pre-dated the Malmo conference (Williams & Shoultz, 1984). Several hundred self-advocacy groups involving several thousand persons with mental disabilities have formed in the U.S. and Canada since the first two Oregon conferences. One study in the early 1980s identified 152 groups and estimated that those groups had a total of 5,000 members (Browning, Thorin, & Rhoades, 1984). We can make a more current estimate based on a recent directory of self-advocacy groups which lists 380 groups (Association for Retarded Citizens, 1990). If we use the same 52 Supporting the Growth formula used by the Browning study, members would exceed 12,500. These growth of self-advocacy because the the estimated number of numbers underestimate the real ARC directory does not include groups the author has contact with in New York, Kentucky, and Kansas, and there may be other groups that are not included. In the last decade one of the significant developments has been the growth of viable statewide self-advocacy organizations. People First of Washington was one of the early statewide organizations with the funding needed to maintain staff, offices, and communications essential to a functioning organization. Since 1981 it has opened three offices, hired a staff (over 50% are persons with developmental disabilities), and grown to 46 groups (Association for Retarded Citizens, 1990; People First of Washington, 1985 & 1986; Rhoades, et al., 1986). Statewide organizations have formed in other areas. In New Jersey, the United Self-Advocates held their sixth annual conference in June 1990. The conference was attended by 450 people representing over 50 groups (New Jersey Self Advocate, 1990). Almost 300 people from five groups attended the Speaking for Ourselves conference in Pennsylvania in May 1990 (Speaking for Ourselves, 1990). And in New York, a new statewide organization drew 250 persons to its first self-advocacy conference in the summer of 1990 (Self-Advocacy Association of New York, undated). More recently, self-advocates in the United States have taken steps to form a national organization. At a conference in Estes 53 Supporting the Growth Park, Colorado, in September 1990, 400 self-advocates voted to form a national organization and elected a steering connnittee to make recommendations about the mission and structure of the organization (National Steering Cormnittee of Self Advocates, 1991). Then at a second national conference in Nashville, Tennessee, in September 1991, 700 self-advocates ratified a proposal to form a national coalition of state and local self- advocacy groups, coordinated by a Steering Committee composed of elected regional representatives (B. Carabello, personal communication, September 9, 1991). Likewise in Canada representatives from regional organizations met in Winnipeg in March 1990 to debate a draft constitution that will lead to the formation of National People First (Laroche, 1990). What explains the extraordinary growth in self-advocacy among people with mental retardation? I suggest that the clue to understanding this growth lies in the conflict between, on the one hand, an existing social construction of disability that relegated people with mental retardation to an inferior and segregated status and, on the other hand, a new ideology and practice of equality and integration. That conflict became particularly acute in the mid-1970s, creating in the process both motivation and a new space that encouraged the growth of self-advocacy. In what follows I'will seek to elucidate my argument. 54 Supporting the Growth The Social Construction of Disability The experience of disability is the result of a time and culturally speci< social construct Taylor, 1982; G1 ic social construct; the key elements of that will vary according to the disability (Bogdan & edman & Roth, 1980; tlinow, 1990; Sarason & Doris, 1979; Scheer & Groce, 1988). If we want to understand the lives of persons with disabilities we need `o understand the nature of the specific construct of disability that is relevant to them. An illuminating example of a specific social construct of disability can be found in Groce's (1985) study of persons who were deaf living in Martha's Vineyard. From the time it was first settled by Europeans in the 17th century until the early 20th century, Martha's Vineyard has had a high percentage of persons with hereditary deafness. Groce found that in their education, marital status, employment opportunities, economic standing, civic participation, and social interactions, persons who were deaf on the Vineyard did not differ from persons was a striking contrast to the situation on the mainland during that same period, segregated. Groce ~ persons who who were not deaf. This of persons who were deaf who were marginalized and dentifies two factors that explain the integration of were deaf on the Vineyard. One was that the prevalence of deafness contributed to an attitude of acceptance because people thought that it could happen to anyone. The second factor was that virtually everybody on the island used sign 55 Supporting the Growth language, thereby eliminating the most important barrier between persons who were and were not deaf. The attitudes of acceptance and the lack of conununication barriers were the key elements of the social construction of deafness on the Vineyard and explain why the situation was so different from the situation of persons who were deaf who lived on the mainland. That difference is forcefully highlighted in a remark made to Groce by a woman she interviewed in the course of her research, who told her, `Those people weren't handicapped. They were just deaf" (p. 5). The Retardinq Environment In 1983 the California State Council on Developmental Disabilities contacted People First of California to conduct a needs assessment among persons with developmental disabilities. The task force that conducted the assessment consisted of six persons who were members of the Capitol People First self-advocacy group, two advisors, and a writer. After interviewing over 150 clients and service providers in a variety of settings, the task force concluded that many people are better off for not getting services from institutionalizing and devaluing parts of the system. We also saw clear evidence that people who do get genuine clevelopnental services do better than people who get traditional services. When all factors are the same, including the type and degree of biological impairment, the 56 Supporting the Growth language, thereby eliminating the most important barrier between persons who were and were not deaf. The attitudes of acceptance and the lack of communication barriers were the key elements of the social construction of deafness on the Vineyard and explain why the situation was so different from the situation of persons who were deaf who lived on the mainland. That difference is forcefully highlighted in a remark made to Groce by a woman she interviewed in the course of her research, who told her, "Those people weren't handicapped. They were just deaf" (p. 5). The Retardinq Environment In 1983 the California State Council on Developmental Disabilities contacted People First of California to conduct a needs assessment among persons with developmental disabilities. The task force that conducted the assessment consisted of six persons who were members of the Capitol People First self-advocacy group, two advisors, and a writer. After interviewing over 150 clients and service providers in a variety of settings, the task force concluded that many people are better off for not getting services from institutionalizing and devaluing parts of the system. Me also saw clear evidence that people who do get genuine developmental services do better than people who get traditional services. When all factors are the same, including the type and degree of biological impairment, the 56 Supporting the Growth evidence seems very strong that the ones who become able to lead the most normal 1 ives are those who have been helped to the greatest extent outside of the traditional service system. In short, the task force suggests a new phrase to be used to sum up the nature and effect of . . . the traditional system of services for the mentally retarded . . . . THE RETARDING ENVIRONMENT. The retarding environment is found in state hospitals, in sheltered workshops, in segregated educational facilities, and often in integrated special education programs. It is found, tragically, in almost every type of program, and even more tragically, in the attitudes of so many of the keepers of the system. (People First of Cal ifornia,' 1984, p. 10; emphasis in original) In effect, what the People First task force describes in its report are some of the aspects of the social construction of mental retardation in the United States. One important element ot the retarding environment that the People First task force highlighted is the persistence of attitudes that devalue people with mental retardation, a reverse parallel to Groce's identification of accepting attitudes as one of the keys to understanding the situation of persons who were deaf on Martha's Vineyard. Persons with mental retardation themselves are acutely aware of this devaluation, which they often experience as invisibility. 57 Supporting the Growth Stephen Dorsey, a leader in the self-advocacy movement ~n Pennsylvania, says: Most people look at us, but they don't see us. I have been in a workshop . . . for 17 years. Last month, I gave a speech to the Delaware County Association for Retarded Citizens. . . . I read some of the speech I gave in Washington on the Medicare Reform Act. After I had finished, a staff member [from my workshop] came up to me and said, `I'm impressed, Stephen, very impressed. X didn't even know you could read.' That's what I mean by `looking at us, but not seeing us.' ( InterServe, undated, emphasis in original) In a similar vein, a leader of the self-advocacy movement in Nebraska, Nancy Ward, relates this story: I used to work in a sheltered workshop. . . . My boss became ill. She had to quit. Before she did, she talked to me about applying for her job. I didn't have any confidence in myself. After talking to other people about it, I finally decided it wouldn't hurt to at least fill out an application. When I tried to fill out the application, the personnel department would not even let me fill it out. This made me upset, but I went back to work. A couple of weeks later, several staff members came to the workshop building with the new supervisor. After talking with them, I was told to train the new supervisor. Therefore, I quit 58 Supporting the Growth and found another job. (Ward, 1989, p. 14) These stories reflect the recurrent experience of having one's abilities ignored or underestimated, not on the basis of an objective evaluation of a person's real skills, but as the result of preconceived notions that are the result of prevailing attitudes toward people with mental retardation. There are two noteworthy aspects of these stories. The first is that both Stephen Dorsey and Nancy Ward have rejected the validity of those devaluing attitudes. In doing so they undermine the current social construct because its continued existence depends on the passive consent of persons with mental retardation who have accepted and internalized those attitudes. The second aspect is that they are describing experiences within the system of social services for people with mental retardation. As People First of California makes clear in their description of the retarding environment, a key element of the social construction of mental retardation is a service system which encourages dependency instead of independence. This is not surprising since those services are the result of a broader public policy that has in general not supported the self-determ people with disabilities. Berkowitz (1987), in his analysis of disability pol nation of cy in the United States, notes that the funding for programs that seek to integrate people with disabilities into the economic and civic life of their communities is a small fraction of the funding for 59 Supporting the Growth programs that simply transfer money to persons assumed to be incapable of being productive and contributing citizens. This observation holds true if we look more specifically at public policy in the area of mental retardation. In his examination of how federal funds are used for mental retardation programs, one of Braddock's (1987) conclusions was that there was a continuing institutional bias. In FY 1985, $1.918 billion, or almost 25% of all federal funds for mental retardation and developmental disability (MR/DD] programs, went toward the maintenance of 100,000 persons in public institutions. In contrast, funds for special education and rehabilitation grants amounted to 4.8% of MR/DD expenditures. Since 38.5% of federal MR/DD funds go to income maintenance programs, that means that almost 2/3 (38.5 + 25 = 63.5%) of federal spending supports keeping people in institutions and/or out of the workplace. What I have sketched above are some of the pieces of the social construction of mental retardation. They include the existence of widespread dehumanize persons with and internalized by the negative attitudes that devalue and mental retardation and that are accepted devalued persons. Those attitudes are reinforced by a system of services that segregate persons with mental retardation and at the same time encourage their dependence. In turn, those services are guided by a public policy that has in general not supported self-determination. The social construct of mental retardation that relegates 60 Supporting the Growth people with mental retardation to an inferior and segregated status was in place in the early 1970s when the self-advocacy movement began and is still largely in place today. To understand how, in spite of this social construct, the self-advocacy movement was born and continues to flourish, we need to examine briefly the growth of a countervailing set of forces and ideologies that created a space for self-advocacy. O~eninq a Space for Self-Advocacy In October 1961 Presid?nt J:hn F. y~nnedy appointed the Preside~t F'zne? nn ??:t?; ""'-" !.,.! :.';...&. _ ,T ..1. . . . - .> differentiated this panel fr~m ;,r~,~~au~ ~f'~or ts to recomvi?nd and ins:i~ute broad cl-,a:~ss ~c `. ::. -f F ::':~1 :-c+. ?-t<. tic: %"2. s President Kennedy's own interest in implementing reforms because of his personal connection tO the i~su~ through a sister with mental retardation. Within a year of the ?ariei's report, Congress passed legislation that incorporated many of its recommendations, including funds for maternal and ififant care, research centers, teacher training, and demonstration projects. A significant ` aspect of the legislation was ~.be r~:phasi~ on the provision Of community-based service~ (Sch~I? :-c. riberger, 1SS7; 7Yor & Eel 1 ~ 1984) . President Kennedy's commitfi?ent helped focus renewed attention at the federal level on policy issues related to mental retardation, a trend that continued into the 1970s. This attention was encouraged by advocacy o' fanization and particularly Supporting the Growth by the National Association for Retarded Children, which had been founded by parents in 1950 and experienced rapid growth throughout the 1950s (Tyor & Bell, 1984). The social movements of the 1960s, especially the civil rights movement, also had a significant impact on developments in the MR/DD field. This impact took various paths, one of which was through the court system. The most important example of how civil rights decisions in the courts shaped disability issues was the 1954 Supreme Court decision in Brown v. Board of Education. The principles enunciated in Brown were an important basis for court decisions in the early 1970s that established the right to free, appropriate public education for children with disabilities and that culminated in the Congressional enactment of the Education for All Handicapped Children Act (P. L. 94-142) in 1975 (Turnbull, 1990) . .A similar impact was felt in the legislative arena, where the key piece of civil rights legislation directly affecting people with disabilities--Section 504 of the Rehabilitation Act of 1973 (P. L. 93-112)--was patterned after the Civil Rights Act of 1964 (Scotch, 1984). But perhaps of most importance to the development of self- advocacy was the impact of the civil rights movement on professionals and on people with disabilities. As a result of the civil rights movement, many professionals began to understand retardation as a social problem, one particularly tied to the Supporting the Growth persistence of poverty in America (Tyor & Bell, 1984). At the same time, the civil rights movement was helping some people 'with mental retardation gain a new perspective on themselves (Worth, 1989). These developments gave impetus to a search among professionals for a reconceptual ization of the goals of their work, and perhaps no single concept in the field of mental retardation had as much impact as the" concept of normalization. Not coincidentally, the concept of normalization was born in Scandinavian countries during the period that saw the development of the Swedish social clubs noted above. It was first articulated in the United States at a conference in 1969 by the Director of ,the Danish Service for the Mentally Retarded and the Secretary General of the Swedish Parents Association (Scheerenberger, 1987). In the U.S. and Canada the most influential proponent of normalization was Wolf Wolfensberger, who in an early definition of the concept wrote that normalization was the "utilization of means which are as culturally normative as possible, in order to establish and/or maintain personal behaviors and characteristics which are as culturally normative as possible" (1972, p. 28). While the concept was not without controversy, normalization seemed to go a long way toward responding to the desire for fresh ways of thinking about issues related to mental retardation and "became the professional ideology of the 70s" (Tyor & Bell, 1984, p. 148). Three related ideas that helped fill the conceptual void 63 Supporting the Growth became widely accepted by professionals in belief that people with mental retardation and development (the developmental model), least restrictive environment, and (c) the that period: (a) the were capable of growth (b) the legal notion of importance of integrating children with disabilities in regular classes, or mainstreaming (Sarason & Doris, 1979; Scheerenberger, 1987; Turnbull, 1990). These concepts found a practical expression in the growing demand among some professionals in the late 1960s and early 1970s for the deinstitutional ization of people with mental retardation, a demand that was reinforced by the occasional media exposes of truly horrifying conditions in Rothman, 1984; Scheerenberger, I briefly described above some institutions (Rothman & 1987; Tyor & Bell, 1984). a social construct of mental retardation--the retarding environment--which, as the result of the prevalence of negative attitudes and of the nature of the programs and policies that are supposed to serve the needs of persons with mental retardation, constantly reinforces passivity and dependence. It is in the fissures of this construct that the new ideology of normalization, equality, and integration began growing in the late 1960s and early 1970s. This ideology created the space that was needed for people with mental retardation to assert themselves as citizens, but the ideology had been articulated largely by persons who were professionals and/or advocates. If persons with mental 64 Supporting the Growth retardation were to actually begin rejecting oppressive attitudes and institutions, they needed to be supported in those efforts. Self-advocacy groups provided that support by creating an environment where peers could learn from each other about their rights and responsibilities and where they could practice the leadership, problem-solving, and social skills that were essential to the exercise of their rights. Washington People First, one of the early statewide self- advocacy organizations, explains self-advocacy in this way: When we say that People First is a `self-advocacy' organization, we mean that the members are: `speaking up and speaking out' for themselves solving their own problems and making their own decisions knowing and exercising the full rights and responsibilities of citizenship contributing to and participating in the comnunity (1986, / p. 2) This succinct explanation reflects what persons with disabilities say when they talk about what self-advocacy means to them: Speaking up and speaking out is self-advocacy. Making your own decisions, being more independent. Standing on your own two feet and sticking up for our rights is self- advocacy. . . . In self-advocacy you can learn from each other, you can Supporting the Growth teach each other so much. In Nebraska, we have a course to teach self-advocates how to teach other self-advocates. It focuses on how to vote, civil and legal rights, and what self-advocacy is. . . . Self-advocacy is important because it makes people feel independent and as a result experience personal growth. (1985, pp. 8-9) Self-advocacy groups support individual change and development, but sel f-advocacy has in turn been supported by sympathetic professionals and advocates. That support is most visible in the role of the advisor or helper, usually a person without a mental disability who assists the group while being very careful to not take control of its decisionmaking processes. While it has been argued that some self-advocacy groups may reach a point where an advisor is not needed, in practice the role of the advisor has advocacy groups addition to the been essential to the maintenance of many self- (Browning, et al., 1984; Curtis, 1984). In support provided by individual advisors, the institutional support of established advocacy organizations and government agencies has also been important. Thus, the State$ that witnessed the fastest growth in self-advocacy groups--New Jersey and Uashington-have been the ones where financial support from other organizations was available for a central office, communications, and technical assistance. Self-advocacy will need further support from individuals and institutions if it is to continue growing, and in the next part of Supporting the Growth this paper I explore what self-advocates and their advisors think are optimal forms of support. The Perspective of Self-Advocates and Advisors The first section bf this paper has examined the history of the development of self-advocacy in the United States to help identify the factors that have contributed to its growth. In this section I want to draw directly from those most involved in the growth of self-advocacy, the veteran leaders and advisors of the self-advocacy movement. I conducted phone interviews with six self-advocates and six advisors in different parts of the country. The self-advoc;tes were all persons with developmental disabilities who are leaders in their local and state organizations and are recognized by other self-advocates as spokespersons for their groups. The advisors were all persons with long-standing involvement in self-advocacy who had experience with local groups and with state or regional self-advocacy organizations. The interviews were tape recorded and the recordings were then summarized and analyzed. One recording with an advisor was not audible, thus reducing the number of advisors used in the subsequent summary to five. Question 1: When You reflect on the qrowth of self-advocacv in your state, what do You think has contributed most to sumorting its qrowth? The role of self-advocates. The most salient point of agreement on this question was that it was self-advocates . . 67 Supporting the Growth themselves--through face to face interactions and the power of their testimony--who were most responsible for the growth of self- advocacy. Of the 11 persons interviewed, five self-advocates and three advisors emphasized the essential role self-advocates play in promoting the growth of self-advocacy. Self-advocates said that it was important to have persons with disabilities speak to others with disabilities about self- advocacy and to share their stories and experiences. One self- advocate spoke about the need to have regular meetings and conferences where people could learn from each other. Advisors were even more emphatic about the role self- advocates had played in promoting self-advocacy. One veteran advisor to a seven-year-old statewide project, which has helpeci get over 50 groups started, said that she thought that experienced self-advocates had been essential to getting those groups started. She described the function of the project as that of going around the state giving permission and information: "This is what people are doing and you can do this if you want to.' But she emphasized that the success was due in large part to the fact that it was self-advocates who were giving the permission. Another advisor also noted that permission had much more power and impact when it came from self-advocates. He spoke of how, in his experience, self-advocates were more effective than professionals in helping change low self-expectations of other persons with disabilities to high self-expectations and in helping 68 Supporting the Growth them understand that they are allowed to want things from life. Outside suo~ort. A second area of agreement that was mentioned by three self-advocates and four advisors was the importance of having persons outside the self-advocacy movement who understood and supported self-advocacy. One advisor talked about how in his state there had been a history of citizen act bel own vists and of key people in the service delivery system who eved in persons with developmental disabilities making their choices and who were prepared to make resources available to support self-advocacy when it began to develop. Advisors also spoke about the importance of specific types of outside support: (a) financial support for statewide projects for staff salaries and for holding specific events such as conferences, (b) in-kind support office space and phones, and (c) organizations newsletter. Self-advocates and advisors for copying, transportation, a monthly column in a parent emphasized the value of educating parents and professionals about self-advocacy and about the rights and the potential of people with disabilities as a way to increase support for the self-advocacy movement. One self advocate said that having good advisors was important. Question 2: If YOU were the director of a local or state Proclram workinq with people with disabilities, how would You use your organization's resources to sumort the Qrowth of self-advocacy? Greater involvement in decisionmakinq. Two self-advocates 69 Supporting the Growth and two advisors said that as directors of an agency they would involve persons with disabilities in the decisionmaking process. All of them agreed that persons with disabilities should be represented on the boards of directors of agencies, and three suggested specific measures to help assure that the representation was more than token. One advisor said that persons with disabilities should make up half of the board and that they should be paired in a buddy system with the nondisabled members who could help them understand the issues and provide them with whatever support was needed to maximize their understanding and participation. One self-advocate had been on a statewide board and had been assisted by a translator who attended the meetings, went over agendas and minutes with him, explained the issues that were coming up, and drew pictures to communicate concepts that were otherwise difficult. He said that having a translator was very helpful and that all boards should do it. An advisor also advocated using translators and further suggested that meetings should be structured in ways that allow greater participation. As an example, he described a statewide board where people with developmental disabilities can cal 1 a break at any time they fee'1 a need to get together to figure out what is going on. In addition, one advisor said that he would encourage people with disabilities to become involved in decisions about the hiring, evaluating, and firing of agency staff. 70 Supporting the Growth Staff and board training. One self-advocate and three advisors said that as directors they would provide training about the value and philosophy of self-advocacy for their staff and board members. The self-advocate said that he would talk to the staff about how important self-advocacy was. One advisor said that staff and boards needed to understand that day-to-day encouragement for people with disabilities to do things and make decisions for themselves was the most effective way to empower people. Another advisor said that staff needed to have a firm grounding in normalization. All three advisors agreed that persons with disabilities should have a significant role in the training; one of them said she would have persons with disabilities run her training program. Financial support. Three self-advocates and one advisor said that as directors they would provide financial support to self- advocacy groups. Two of the self-advocates were adamant that the financial support should only be partial so that the groups would also be involved in other forms of raising money. One of them said that he would give them half of the money they needed and would monitor how it was spent. The other self-advocate said that groups needed to raise their own money because fundraising should be a joint responsibility. The concern of the advisor was that agency's financial support should have no strings attached to it so that .- Supporting the Growth decisions of the groups would remain free. Independent living. One self-advocate and two advisors said that as directors they would use their agency resources to help people with disabilities live independently in the connnunity. The self-advocate said that he would help people get out of institutions so they could live in the conwnunity. One advisor said that he would provide support for people to buy their own homes and to start their own businesses. He also said that it Was important to pay attention to the social needs of people as they begin living in the community by helping set up friendship circles or other forms of support. Transportation. One self-advocate and two advisors said that as directors they would help arrange for transportation to meetings of self-advocacy groups. Conclusions In this section I want to draw some conclusions about what factors contribute to the growth of self-advocacy, based on the review of the history of the "self-advocacy movement and the interviews with self-advocates and advisors, and suggest how agencies and professionals providing services to adults with developmental disabilities could use those conclusions. The Power of Example One important conclusion is that the growth of self-advocacy has been greatly assisted by the power of example. There are two kinds of exemp~ary activ{:;. `s what 72 Supporting the Growth groups do that inspires and instructs others, who then want to replicate what they observed. An important illustration of this in the history of the self-advocacy movement was the visit of five persons from Oregon to a conference in British Columbia, which gave them a vision of what people with developmental disabilities could themselves do, who then returned to Oregon to organize a statewide conference that drew 560 persons and a second one the following year that was attended by 750 persons. Those conferences, through a film of the second conference and as the result of people learning about them and contacting the Oregon self-advocates, are often credited with inspiring the formation of groups across the country. The second kind is the power of exemplary individuals who, in relating their stories and in speaking about what self-advocacy has meant to them, open up new worlds of previously unimagined possibilities for other persons with disabilities. As noted in the interviews, those leaders help liberate others, giving them permission to speak for themselves and helping create new expectations for themselves and their lives. Aqencies and Professionals could: (a) provide assistance for persons with disabilities to attend self-advocacy conferences and training sessions, (b) bring in self-advocacy leaders to speak to the persons they serve, (c) hire experienced self-advocates for their staff. 73 Supporting the Growth Jearnina bv D oing From the beginning, the self-advocacy movement has emphasized learning by doing. The members of the Swedish social clubs learned how to make decisions about their club activities by receiving training in parliamentary procedures and then practicing what they had been taught through elections and participation in committees. That practice has remained an essential activity of most self-advocacy groups, which have focused a lot of their time and energy on teaching and practicing decisionmaking, problem- solving, and social skills as part of their ongoing activities. A discussion and vote on how a group can raise money, for example, is important for the possible outcomes, but it is equally as important for the experience gained in how to present ideas, convince others, make decisions, assign responsibilities, and carry them out. The persons interviewed who said that as directors of agencies they would involve persons with disabilities in the decisionmaking processes of"their agencies and would provide support for living independently were in effect extending the practice of learning by doing beyond the relatively safe context of the self-advocacy group. Participation on boards of directors, especially when measures are taken to ensure meaningful participation-such as creation of a buddy system; provision of translators; involvement in decisions about hiring, evaluating, and firing staff; or living independently in the conmmity--are 74 Supporting the Growth practical ways to teach choice and decisionmaking skills. Aqencies and swofessionals could: (a) have a significant number of persons with disabilities on boards of directors, providing them with the support needed to ensure they are not just token participants; (b) have persons with disabilities on personnel committees; (c) train staff on methods for encouraging persons with disabilities to make choices day by day. The Importance of the GrOUD Self-advocacy groups provide a supportive and safe environment where persons who have been undervalued are able to gain a new sense of confidence and possibilities, Eariier it was noted that self-advocates such as Steve oorsey ~IId Nancy Ward have rejected the notion that as pe~.sons with developmental disabilities they could be routinely ignored. That act of rejection is often extremely difficult, because it is done in the face of a pervasive social construction of disability that affirms the relegation of persons with disability to the margins of society. For many persons with developmental disabilities that rejection would not be possible without the support of their self- advocacy group. That is reflected in the emphasis self-advocates give to learning from each other and teaching each other when they talk about the meaning of self-advocacy. Aqencies and ~rofessionals could: (a) assist persons with disabilities to find and participate in an appropriate self- advocacy group; (b) sponsor a self-advocacy group by helping find 75 Supporting the Growth an advisor and providing other forms of support. ~t Self-advocates and advisors interviewed for this study underscored the importance of material support for self-advocacy from groups and individuals outside the self-advocacy movement. The kinds of support mentioned included financial support and in- kind support for transportation, office space, phones and copying. Aaencies and rwofessionals could: make available resources such as copying, transportation, and use of phones to a self- advocacy group. The 1mDortance of Ideolo~ical SuIIDort In the historical review we examined how a constellation of related concepts that included normalization, the developmental model, the least restrictive environment, and mainstreaming formed the core of a new ideology that emerged in the 1970s. That ideology was adopted by some professionals and parents and helped create space within the retarding environment for the growth of self-advocacy. That ideological support remains important for several reasons. First, it helps ensure the availability of sympathetic persons who are willing to be advisors to self- advocacy groups. Second, it helps parents think about their children with developmental disabilities with enhanced expectations for independence, thus making their efforts to speak for themselves easier. Third, it increases the 1 ikel ihood of material support from outside the self-advocacy movement. 76 Supporting the Growth Because material and ideological support are so important, the continued education of staff and parents is likewise important. The persons interviewed suggested training in normalization, the value of self-advocacy, and the importance of day-to-day encouragement of persons with disabilities to make decisions. They also suggested that self-advocates have a significant role in the training. Aqencies and cwofessionals could: (a) use self-advocates to help train organizing religious, SuDr)ort by staff and board members; (b) assist self-advocates in and making presentations to parent, professional, government, and civic groups in the community. Those Outside Self-Advocacy Finally, we should ask if self-advocacy is important enough that it is worth being supported by persons and institutions that are outside the self-advocacy movement. while there are many possible light of (ADA) of The affirmative answers, I want to answer that question in the recently enacted Americans with Disabilities Act 1990 (P. L. 101-336). ADA adopts a minority model, stating in its findings that persons with disabilities are a "discrete and insular minority" who have been "relegated to a position of political powerlessness." The Act goes on to say that the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self- 77 Supporting the Growth sufficiency. In order to fulfill those goals the Act extends civil rights protections to persons with disabilities, which are designed to guarantee equality of opportunity in employment, public accommodations, transportation, state and local government services, and telecommunications. Hhile the ADA might immensely broaden opportunities, those opportunities cannot become realities for persons with disabilities unless they are prepared to act on them, that is, unless they can shed passivity and dependence and become self-determining citizens. The law establishes the new horizon of opportunities, but only individuals acting on the basis of their own choices and preferences are in a position to make those opportunities come true. Because the self-advocacy movement provides the supportive environment that many persons with mental retardation need in order to embrace and practice self-determination, it seems important to in turn provide the movement with the support it needs to maximize its impact: 78 Supporting the Growth References Association for Retarded Citizens. (1990). 5e7f-advocacy programs directory. Arlington, TX: Association for Retarded Citizens. Berkowitz, E. (1987). o~sable~pol~cyc Cambridge) England: Cambridge University Press. Braddock, D. (1987). Federa7 policy toward menta7 retardation and developmental disabilities. Baltimore, MD: Brooks Publishing Company. Bogdan, R., & Taylor, S. (1982). The social meaning ofmenta7 retardation. Toronto, Canada: University of Toronto Press. Browning, P., Thorin, E., & Rhoades, C. of self-help/self-advocacy groups retardation. Menta7 Retardation, (1984). National profile of people with mental 22(5) , 226-230. Brunk, G. (1987). The power of self-advocacy. 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Toronto, Canada: National Institute on Mental Retardation. Ilorth, P. (1989). The importance of speaking for yourself. TM Newsletter, 15(2), 1-3. 82 NATIONAL ACADEMY ON PARTNERS X31 POIIICYMAXIMG THURSDAY-5AT~AY, MAY 14-16, 1992 DOUBLETREE HOT~L AT LINCOLF CENIW$ 5410 LBJ FREBWAY DALLAS/ TBXAS F'RE ENTERS s i y. National Presenters Listing: A co~pilatiw lwti12wl .- MINNESOTA PIP 1992 Agenda -- TEXAS PIP 1990 Agenda ~OMEWO~ ~D READING ~TERIAl,S 26-. -- CONNECTICUT PIP Homework -- ILLINOIS PIP Reading Materials -- ILLINOI$ PIP Hmnework Questionnaire -- LOUISIANA PJP Homeworlf/Rea@ing -- NEW YORK PIP Homework -- TEXAS PIP Homework/Reading `J!IME/MATCH RECORD 48 -- ALABZU4A PIP Time/Match Record -- TEXAS PIP Time/Match Record NATIONAL PRESENTERS LISTING Azil c MR. JOHN AGOSTA, PH.D. Human Services Research Institute 16S5 State Street, Northeast Salem, Oregon 97301 Phone: (503) 362-5682 Presented at: Connecticut content: Family SuppOrt DR. PAT BARBER Assistant Research Scientist The Beach Center on Families and Disability 3111 Haworth Hall Lawrence, Kansas 66045 Phone: (913) 864-7600 Presented at: Alabama Content: Family Support l&. JULIE BECKETT National Maternal and Child Resource Center The University of Iowa University Affiliated Program University Hospital School Iowa City, Iowa 52242 Presented at: Alabama Content: Family Support MR. ALLAN BERGMAN United Cerebral Palsy Associations Governmental Activities Office 1522 "Kw Street, NW, Suite 1112 Washington, DC 20005 Phone: (202) 842-1266 Presented at: Connecticut and Minnesota Content: Federal Legislation MS. JOAN BERGMAN, PH.D. University of New Hampshire 10 Ferry Street Concord, New Hampshire 35294 Phone: (205) 934-5457 Presented at: Alabama, Illinois Minnesota, and Texas Content: Positioning for Persons with Physical Disabilities MR. HANK BERSANI, JR., PH.D. Community Integration Associate 525 Glen Creek, #230 Salem, Oregon 97304 Phone: (503) 363-9316 Presented at: California, Illinois, Minnesota, and Texas Content: Supported Living and Family Support MS. ELIZABETH BOGGS, PH.D. AD #22, Box 439, Henderson Road Hampton, New Jersey 08827 Phones (201) 735-8408 Presented at% Alabama Content: History of Disability and Advocacy Movements MR. LOU BROWN, PH.D. University of Wisconsin 432 North Murray Street, Room 305 Madison, Wisconsin 53705 `honet (608) 262-2722 Presented at: Minnesota Content: Integrated Education MS. BARBARA BUSWELL, CODIRECTOR PEAK Parent Center 6055 Lehman Drive, Suite 101 Colorado Springs, Colorado 80918 Phone: (719) 531-9400 Presented at: Colorado Content: Inclusive Communities and Education MS. KATHY CARMODY The Choice and Integration Project 100 W Randolph, Suite 10-600 Chicago, Illinois 60601 Presented at: Louisiana Content: Supported Living MS. LETTITIA CLAY (Partners Graduate) 1515 Shafter San Angelo, Texas 76901 Phone: (915) 655-3205 Presented at: Texas Content: `Rodney's Storym of Successful School Inclusion MS. CHARLOTTE DES JARDINS, DIRECTOR Coordinating Council for Handicapped Children 20 East Jackson Boulevard, Room 900 Chicago, Illinois 60604 Phone: (312) 939-3513 Presented at: Minnesota Content: Advocacy and Team XeetLngs MR. RICHARD DODDS United Cerebral Palsy/New Jersey 182 Rivervi.ew Road Phillipsburg, New Jersey 08865 Phone: (609) 392-4004 Presented at: Alabama, Minnesota, and Texas Content: Assistive Technology (with Robert Stack) i MR. GUNNAR DYBWAD, PH.D. 390 Linden Street Wellesley Hills, Massachusetts 02181 Phone: (617) 235-9448 Presented at: Illinois, Iowa, and Minnesota Content: History of Disability Movement, Legislation, and Services for Persons with Disabilities MS. ROSEMARY DYBWAD, PH.D. 390 Linden Street Wellesley Hills, Massachusetts 02181 Phone: (617) 235-944S Presented at: Iowa Content: Research MR. DAVID HANCOX Minnesota Governor'a Planning Council on Developmental Disabilities 300 Centennial Office Building 6S8 Cedar Street St. Paul, Minnesota 55155 Phone: (612) 349-2559 Presented at: California, Colorado, Illinois, Indiana, Iowa, Minnesota, New Mexico, New York, Ohio, and Texas Content: What Is Partners in Pol- icymaking? Human Sexuality, How to Get What You Need Out of Team Meetings, Effective Communication, Time Management, What Is Case Management Services, and Community Integration for People with Dis- abilities MR. WADE HITZING, PH.D. ODDASE 1335 Dublin Road, Suite 126-D cOIUmbUS, Ohio 43215-1000 Presented at: Texas Content: Nonaversive Behavior Approaches MR. JOHN KEMP Executive Director United Cerebral Palsy Association 1S22 "Kn Street, NW, Suite 1112 Washington, DC 20005 Phone: (202) 842-1266 Presented at: California Content: Supported Employment MR. JERRY KIRACOFE Executive Director Human Service Institute 5575 Sterrett Place Columbia, Maryland 21044-2605 Phone: (301) 740-0123 Presented at: Texas Content: Inclusive Communities and Supported Living MR. DAN LOPP Community Resource Center 1245 East Colfax, Suite 205 Denver, Colorado 80218 Phone: (303) 860-7711 Presented at: Minnesota and Texas Content: Organizing MR. HERB LOVETT, PH.D. 76 `Cm Street Boston, Massachusetts 02127-2919 Phone: (617) 269-8382 Presented at: Illinois and Texas Content: Positive Approaches to Difficult Behavior MR. RICHARD MALE Community ?zsource Center 1245 Eas"& Coifax, Suite 205 Uenver, Colorado 80218 Phone: (303) 860-7711 Presented at: Minnesota and Texas Content: Organizing MR. PAUL MARCHAND, DIRECTOR The Arc--United States Governmental Affairs 1522 `K- Street, NW, Suite 516 Washington, DC 20005-1247 Phone: (202) 785-3388 Presented at: Iowa Content: Legislative Issues MR. STEVEN MOORE, PH.D. Institute of Habilitative Services School of Education Eastern Montana University 1500 North 30th Street Billings, Montana 59101-0298 Phone: (406) 657-2286 Presented at: Iowa Content: Public Policy and Adult Service System MS. MARGARET A. NOSEK. PH.D. Baylor College of Medicine Rehabilitation Department 3400 Bissonnet, Suite 101 Houston, Texas 77005 Presented at: Texas Content: History of Independent Living Movement MR. JOHN O'BRIEN Responsive Systems Associates 58 Willowic)r F"-ive Decatur, ~..- g~a 30038 Phone: [4G4) 987-9785 resented at: Ohio Content: Building Community ii MR. JACK PEALER 158 Weet Fifth Street Chillicothe, Ohio 45601 Phone: (614) 773-6191 Presented at: Illinois Content: Personal Futures Planning MR. THOMAS POWELL, ED.D. 301 Parkhill Drive Billings, Montana 59101-0298 Phone: (406) 657-2286 Presented at$ Connecticut and Texas Content: Supported Employment MR. IAN PUMPIAN, PH.D. San Diego State University 5850 Hardy Avenue, Suite 112 San Diego, California 92182 Phone: (619) 594-2462 Presented at% Minnesota and Texas Content: Inclusive Education and Supported Employment MR. ED ROBERTS, PRESIDENT World Institute on Disability 510 16th Street Oakland, California 94612 Phone: (510) 763-4100 Presented at: Colorado, Illinois, Louisiana, Minnesota, and Texas Content: History, Independent Living, Personal Story, and Vision MS. NICOLA SCHAEFER 207 Harvard Avenue Winnipeg, Manitoba CANADA R3M OJ9 Phone: (204) 475-1235 Presented ats Colorado and Illinois Content: Leadership and Independent Living MS. BETH.SCHAFFNER PEAK Parent Center 6055 Lehman Drive, Suite 101 Colorado Springs, Colorado 80918 Phone: (719) 531-9400 Presented at: Colorado and Louisiana Content: Inclusive Education MR. DONALD SIKKINK, PH.D. Route 2, Box 290 Cambridge, Minnesota 55008 Phone: (612) 689-2115 Presented at: Minnesota and Texas Content: Parliamentary Procedures $*A. ED S~ULIS, PH.D., PROFESSOR School of Social Work Augsburg College 14 Memorial Hall 731 21st Avenue, South Minneapolis, Mintiesota 55454 Phofis: (612) 330-1759 Presented at: Minnesota Content: History of Disability Movement MS. FRAN SMITH 2574 Sheldon Drive Richmond, California 94803 Phone: (5120) 222-2999 Presented at: California, Iowa, Louisiana, Ohio, Minnesota, and Texas Content: History of Disability, Parent, and Independent Living; Vision; Legislation; and Leadership Ski??s MS. PATRICIA MCGILL SMITH National Parent Network on Disabilities TASH: The Association for Persons with Severe Handicaps 11600 Prince Street, Suite 115 Alexandria, Virginia 22314 Phone: (703) 683-5586 Presented at: Connecticut Content: Family Support MS. JUDITH SNOW 141 Erskine, Apartment 1003 Toronto, Ontario CANADA M4P 1Y9 Phone: (416) 923-3591 Presented at: Texas Content: Inclusive Communities MS. KATHIE SNOW (Partners Graduate) 250 Sunnywood Lane Woodland Park, Colorado 80863 Phone: (719) 687-8194 Presented at: Colorado and Texas Content: People First Language, History of Parent Movement, Organizing, and Using the Media MR. ROBERT STACK Community Options Inc. 5 Third Street Bordentown, New Jersey 08505 Phone: (609) 298-3455 Presented at: Minnesota and Texas Content: Assistive Technology (with Richard Dodds) . . . m MR. JEFF STRULLY, ED. D. Aaaociation for Community Living in Colorado, Inc. Colorado Club Building 4155 East Jewell Avenue, Suite 916 Denver, Colorado 80222 Phone: (303) 756-7234 Preeented at: Connecticut Content: Inclusive Education MS. TERRI VANDERCOOK, PH.D. Institute on Community Integration University of Minnesota 13 Pattee Hall 150 Pillsbury Drive, Southeast Minneapolis, Minnesota 55455 Phone: (612) 624-1349 Presented at: Iowa Content: Integration and Inclusion MS. NANCY WARD People First 2501 North Street, Apartment 411 Lincoln, Nebraska 68510 Phone: (402) 476-0002 Presented at: Illinois Content: People First Movement MS. COLLEEN hiJICX, PH.D. Executive Director Minnesota Governor's Planning Council on Developmental Disabilities 300 Centennial Office Building 658 Cedar Street' $t. Paul, Minnesota 55155 Phone: (612) 296-4018 Presented at: California, Colorado, Illinois, Iowa, Minnesota, New York, and Texas Content: Nhat Is Partners? Vision, History, and Community Actions MS. MARTHA ZEIGLER, EXECUTIVE DIRECTOR Federation for Children with Special Needs 95 Berkeley Street, Suite 104 Boston, Massachusetts 02116 Presented at: Connecticut and Texas Content: History of Parent Movement iv ***************************************** * MINNESOTA PIP 1992 AGENDAS * * ~ N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING SESSION I: THE HISTORY OF THE PARENT MO\EMBNT AND THE INDEPENDENT LIVING MOVEMENT January 17 and 18, 1992 St. Paul Hotel 350 Market Street St. Paul, Minnesota FRIDAY, JANUARY 17, 1992 Time of Activity 11:45 a.m. -12:15 p.m. 12:15 p.m. -12:45 p.m. 12:45 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m.- "- ~ p.m. 4:15 p.m.- 5:00 p.m. 5:OO p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m. 7:00 p.m.- 7:45 p.m. 7:45 p.m.- 9:00 p.m. Activity Location Registration. Mayo Room IntroductionS/Panel. Mayo Room Ed Skarnulj= "'I.D. , Associate professor, Augsburg College. "History of Disabilities Move- ment." Break. Ed Roberts, President, World Mayo Room Institute on Disability. "History of the Independent Living Movement." David Hancox, Senior Planner, MN Governor's Planning Council on Developmental Disabilities. "What Is Partners in Policy- making?" Refreshments/Social Time. Dinner. Private Dinning "Informal Discussions with Case Mayo Room Managers." Colleen Wieck~ Ph.D.? Executive Director, Minnesota Governor's Planning Council on Developmen- tal Disabilities. "Lessons Learned on Empower- ment." 1 Partners in Policymaking Session I: Year VI SATURDAY, JANUARY 18, 1992 Time of Activity Activity Location 8:00 a.m.- 8:45 a.m. Breakfast. Mayo Room 9:00 a.m. -10:30 a.m. Gunnar Dybwad, Ph.D.~ Professor Mayo Room Emeritus, Brandeis University. "The History of the Parent Movement." 10:30 a.m.-lO:45 a.m. Break. 10:45 a.m.-l2:OO noon Gunnar D~kfi~ad? Ph.D. (COnt*). 12:00 noon- 1:00 p.m. Lunch. 1:00 p.m.- 2:30 p.m. Dolores Norley, J.D. "A Personal Perspective." 2:30 p.m.- 3:00 p.m. Wrap-Up and Adjournment. PARTNERS IN POLICYMAKING SESSION II: COMMUNITY ORGANIZING SKILIS February 28 and 29, 1992 Sunwood Inn-- Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY, FEBRUARY 28.1992 Time of Activitv 12:00 noon-12:30 p.m. 12:30 p.m. -12:45 p.m. 12:45 p.m.- 1:30 p.m. 1:30 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m - 3:15 p.m. 3:15 p.m.- 4:30 p.m. 4:30 p.m.- 5:15 p.m. 5:15 p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m. 7:00 p.m.- 9:00 p.m. Acti.vilx Location Registration. Depot Introductions. Roundhouse Richard Male and Dan Lopp; Community Resource Center: Denver, Colorado. I!Martin Luther King Tape and Small Group Discussion.n ~Basic philosophy of Community Empowerment: " Why People Organize. - History. " Different Approaches to Problem Solving: -- -- -- Break. `rPower: Social Work, Advocacy, Organizing\Empowemnent. w Depot Roundhouse o What is it? " How to use it? " Types of power.w l~Neighborhood\Co~Unity power Roundhouse Analysis: Analyzing the Power in Your Commuity.M i~com,munity Organizing ProceSS.t$ Roundhouse Free Time. Dinner. Burlington Dohn Hoyle, Executive Director, Roundhouse Wae+htenaw Association for Com- munity Advocacy. 3 Partners in Policymaking Session 11; Year VI SATURDAY. FEBRUARY 29. 1992 Time of Activitv 8:00 a.m.- 9:00 a.m. 9:00 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 2:00 p.m. 2:00 p.m.- 2:45 p.m. 2:45 p.m.- 3:00 p.m. Activitv Location Breakfast. Roundhouse tlDeta~]=d .~n~k at organizing: o Step I. S Building Relation- ships, " Step II: Leadership/Core Teams, o Step III: Large Groups/ Public Meetings, o Step IV: Negotiation.m Lunch. Burlington ItCase Stmdy: Organizing Exer- Roundhouse cises in Small Groups.tl !!Next Steps in Your Local Roundhouse Area.~ Wrap-Up and Evaluation. Roundhouse 4 PARTNERS IN POLICYMAKING SESSION III: STATE LEGISLATIVE ISSUES March 27 and 28, 1992 Kelly Inn 161 St. Anthony Boulevard St. Paul, Minnesota FRIDAY, MARCH 27, 1992 Time of ActivitY 11:30 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 1:30 p.m. 1:30 p.m.- 2:00 p.m. 2:00 p.m.- 3:30 p.m. 3:30 p.m.- 4:30 p.m. 4:30 p.m.- 5:00 p.m. 5:00 p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m. 7:00 p.m.- 9:00 p.m. Activity Registration. Tour of the State Capitol. Lt. Governor Joanell Dyrstad. flGreetings from Public Offi- cial." Break. Scott Magnuson, Director, Senate Information Office. llHow Bills Become LaW." Allan Bergman, United Cerebral Palsy Association (UCPA). ~Some 1rnportant Tips about In- teracting with LegislatorsH IiMock Legislative Assignments.i* Free Time. Dinner. 1lTeam Work Sessions; Prepare Testimony." -<~ Location State Capi- tol Rotunda State Capi- tol State Capi- tol Room Capitol Cafeteria State Office Building State Office Building Kelly Inn Gilbert Gilbert Buffington 5 Partners in Policymaking Session III; Year VI SATURDAY. HARCH 28, 1992 Time of Activitv -. Activitv 8:00 a.m.- 9:00 a.m. Breakfast. 9:00 a.m. -10:00 a.m. Allan Bergman, UCPA. ItState of the Union." 10:00 a.m. -10:30 a.m. I!Review testimony.~ 10:00 a.m. -12:00 noon I!ConCurrent Hearings (Pro).m 12:00 noon- 1:00 p.m. Lunch. 1:00 p.m.- 2:30 p.m. ItConcurrent Hearings (Con)." 2:30 p.m.- 3:00 p.m. Wrap-Up and Adjournment. Location Gilbert State Capi- tol House Chambers State Office Building, Rooms 5 and 10 State Office Building, Rooms 5 and 10 State Office Building, Rooms 5 and 10 State Office Building, Room 10 PARTNERS IN POLICYMAKING SESSION IV: EDUCATION, INTEGRATION, AND QUALITY April 24 and 25, 1992 Sunwood Inn--Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY. APRIL 24. 1992 Time of Activitv 11:45 a.m. -12:15 p.m. 12:15 p.m. -12:30 p.m. 12:30 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m.- 5:00 p.m. 5:00 p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m. 7:00 porn--- 9:00 p.m. Activi.tv Registration. *- Introductions. Lou Brown, Ph.D., University of Wisconsin--Madison. IsAchieving Integrated Educa- tion." Break. Lou Brown, Ph.D. (cont.). Free Time. Dinner. I!The state of Education in Min- nesota: o Early Education; " K-12; " Transition; o Adult Education; and " Postsecondary Education.U (State Department of Education personnel). Small Group Meetings. Location Depot Roundhouse Roundhouse Depot Roundhouse Bandana Square Burlington Roundhouse 7 Partners in Policymaking Session VI; Year VI -.---. . . ----- -- ---- SA"l'UKUAY . Al?KIL Zb, 1992 Time of Activity 8:00 a.m.- 9:00 a.m. 9:00 a.m. -10:30 a.m. 10:30 a.m. -10:45 a.m. 10:45 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 2:30 p.m. 2:30 p.m.- 3:00 p.m. Activity Breakfast and Announcements. Charlotte Des Jardins, Direc- tor; Coordinating Council for Handicapped Children (Chicago). ~The How To's of Advocacy in Team Meetings.M Break. Charlotte Des Jardins (cont.). Lunch. Roberta Kehne Juarez, Univer- sity of Minnesota--Duluth. Ilpostsecondary Education." Linda Kjerland, Dakota, Inc. ItEarly childhood Education." Wrap-Up and Evaluation. ?hcation Burlington Roundhouse Depot Roundhouse Burlington Roundhouse Roundhouse 8 PARTNERS IN POLICYMAKING SESSION VI: SEVERE PHYSICAL DISABILITIES AND TECHNOLOGY May 29 and 30, 1992 Sunwood Inn-- Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY, MAY 29. 1992 Time of Activity 11:45 a.m. -12:15 p.m. 12:15 p.m. -12:30 p.m. 12:30 p.m.- 3:00 p.m. 3:00 p.m.- 3:15 p.m. 3:15 p.m.- 5:00 p.m. 5:00 p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m. 7:00 p.m.- 9:00 p.m. Activity Location Registration. Depot Announcements. Roundhouse Joan Bergman, Ph.D., Sparks Center, University of Alabama, Birmingham ItSevere physical Disabili- ties.~ Break. Depot Joan Bergman (continued) . Free Time. Bandana Square Dinner. Burlington Rachel Wobschall, Executive Roundhouse Director, Governor's Advisory Council on Technology for People with Disabilities. llMinneSota'S STAR program." 9 Partners in Policymaking Session V; Year VI SATURDAY, MAY 30, 1992 Time of Activitv 8:00 a.m.- 8:45 a.m. 8:45 a.m.- 9:00 a.m. 9:00 a.m. -10:15 a.m. 10:15 a.m. -10:30 a.m. 10:30 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 2:30 p.m. 2:30 p.m.- 3:00 p.m. Roundhouse Activitv Location Breakfast. Burlington Announcements. Robert Stack, Consultant, New Jersey. Rj.chard Dodds,, United Cerebral Palsy of New Jersey. llASSeSSin9 Your Technology Needs and Demonstration of Technological Devices." Break. Depot Robert Stack (cont.). Lunch. Burlington Betty Pendler, M.S., Parent. Roundhouse ItLetting Go." Wrap-Up and Adjournment. 10 PARTNERS IN POLICYMAKING SESSION VI: COUNTY PLANNING, COUNTY BUDGETING, CASE MANAGEMENT, AND MEETING LOCAL OFFICIALS June 19 and 20, 1992 Sunwood Inn-- Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY, JUNE 19. 1992 Time of Activitv 12:00 noon-12:30 p.m. 12:30 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m.- 4:00 p.m. 4:00 p.m.- 5:30 p.m. 5:30 p.m.- 6:30 p.m. 6:30 p.m. - 7:30 p.m. 7:30 p.m.- 9:00 p.xn. Activitv Location Introductions. Roundhouse Lyle Wray, Ph.D., Executive Roundhouse Director, Citizen's League. ~County planning and Budgeting in Minnesota." Break. Dan McCarthy, Department of Human Services. ~What is Case Management and Rule 185?M Depot Roundhouse Fran Smith, Independent Con- Roundhouse sultant. ItCreating a vision for the Year 2ooo.~ Refreshments. Dinner. Fran Smith (cont.). ItThe How-To~s of Working with Public Officials." Bandana Square Burlington Roundhouse 11 Partners in Policymaking Session VI; Year VI SATURDAY. JUNE 20. 1992 Time of Activitv 8:00 a.m.- 9:00 a.m. 9:00 a.m. -10:30 noon 10:30 a.m. -10:45 a.m. 10:45 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 2:30 p.m. 2:30 p.m.- 3:00 p.m. Activity Breakfast and Announcements. Fran Smith (cont.) IISmall Group Exercises: Pre- paring to Meet County Offi- cials." Break Fran Smith (cont.) !Ismall Group Exercises: Pre- paring to Meet County Offi- cials." Lunch. llRole play with County Offi- cials." Wrap-Up and Evaluations. Location Burlington Roundhouse Depot Roundhouse Burlington Roundhouse 12 PARTNERS IN POLICYMAKING SESSION VII: SUPPORTED EMPLOYMENT, SUPPORTED LIVING, AND FAMILY SUPPORTS July 24 and 25, 1992 Sunwood Inn-- Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY, JULY 24, 1992 Time of Activitv 12:00 noon-12:30 p.m. 12:30 p.m. -12:45 p.m. 12:45 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m.- 5:00 p.m. 5:00 p.m. -6:00 p.m. 6:00 p.m.-7:OO p.m. 7:00 p.m. -9:00 p.m. Activilw Registration. Announcements. Ian Pumpian, Ph.D., San Die90 State University. ItSupported Employment Begins in Schools." Break. Ian Pumpian, Ph.D. (cont.). I!Issues of Adult Employment.N Free Time. Dinner. Hank Bersani, Ph.D., Legisla- tive Coordinator, ARC Oregon. flFamily supportseU Location Depot Roundhouse Roundhouse Depot Roundhouse Bandana Square Burlington Roundhouse 13 Partners in Policymaking Session VII; Year VI Page 2 SATURDAY, JULY 25, 1992 Time of Activity Activity Location 8:00 a.m.-9:OO a.m. Breakfast and Announcements. Burlington 9:00 a.m. -10:30 a.m. Hank Bersani, Ph.D. (cont.). Roundhouse IISupported Living, Owning Your Own Home, and the Fed- eral Agenda.w 10:30 a.m.-lO:45 a.m. Break. Depot 10:45 a.m. -12:00 noon Hank Bersani, Ph.D. (cont.). Roundhouse Ilpreparing for congressional Role Play.n 12:00 noon- 1:00 p.m. Lunch. Burlington 1:00 p.m.- 2:30 p.m. flRole play with cOngressiOnal Roundhouse Staff.n 2:30 p.m.- 3:00 p.m. Wrap-Up and Adjournment. 14 PARTNERS IN POLICYMAKING SESSION VIII: GRADUATION AND CONDUCTING MEETINGS September 18 and 19, 1992 Sunwood Inn-- Bandana Square 1010 Bandana Boulevard, West St. Paul, Minnesota FRIDAY. SEPTEMBER 18, 1992 Time of Activitv 12:00 p.m. -12:30 p.m. 12:30 p.m. -12:45 p.m. 12:45 p.m.- 2:30 p.m. 2:30 p.m.- 2:45 p.m. 2:45 p.m.- 5:00 p.m. 5:00 p.m.- 6:00 p.m. 6:00 p.m.- 7:00 p.m 7:00 p.m.- 9:00 p.m. Activitv Location Registration. Depot Announcements. Roundhouse Donald Sikkink, Ph.D. I!Mastering Robert's Rules of Order.'! Break. Donald Sikkink (cont.) . IiEffective Meetings." Break. Dinner. Ms. Mary Jo Nichols, Metro Center for Independent Living. llThe Americans with Disabili- ties Act (ADA) and Its Imple- mentation." Depot Roundhouse 15 -. Partners in Policymaking Session VIII; Year VI Page 2 SATURDAY. SEPTEMBER 19, 1992 Time of Activitv Activity 8:00 a.m.- 9:00 a.m. 9:00 a.m. -10:30 a.m. 10:30 a.m. -10:45 a.m. 10:45 a.m. -12:00 noon 12:00 noon- 1:00 p.m. 1:00 p.m.- 2:30 p.m. 2:30 p.m.- 3:00 p.m. Breakfast. Mr. William Bronston, M.D., World Interdependence Fund. ItEffective youth Leadership.ll Break. Dr. Bronston (cont.). llGlobal Issues Facing Individ- uals with Disabilities.U Lunch. Ed Roberts, President, World Institute on Disability. IIGraduationOll Wrap-Up and Evaluation. Location Depot Roundhouse Depot Roundhouse Burlington Roundhouse 16 *****k*****************~***************fi * TEXAS PIP 1990 AGENDAS * * $ N.D. - R~C~iVed prior to 1992 Academy; *A*****&**k****A************************ PARTNERS IN P0LICYHAKIN6 Session I: History August 24- 25, 1990 Stouffer Hotel 9721 Arbmtum Blvd. Austtn, TX Frfday, Auqust 24, 19W 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 1:00 p.m. 1:00 p.m. - 2:45 p.m. 2:45 p.m. - 3:00 p.m. 3:00 p.m. - 4:30 p.m. 4:30 pal. - 5:30 p.m. 5:30 p.m. o 7:00 p.m. 7:00 p.m. - 8:00 p.111. 8:00 p.m. - 9:00 p.m. Saturday, Auqust 25, 1990 8:30 a.m. - 9:15 p.m. 9:15 a.m. - "1O:45 p.m. Registration Welcome & Introductions Roger Uebb, Executive Director, Texas Plannlng Council for Developmental Disabjl~ties History of Dfsabil itfes Colleen Week, Ph.D, Executive Director, Minnesota Governor's Plannlng Councfl on Developmental Dfsabllities Break Hfstory of the Independent Living Hovement Ed Roberts, Presfdent Uorld Institute on Dlsabillty Break/Social Tfme Dinner Uhat Is Partners fn Policymak~ng? Colleen Uieck, Ph.O. Informal Discussions Breakfast History of the Parent Movement Hartha Ziegler, Executive Dfrector of Federat~on for ChlTd& and Special Needs 10:45 a.m. - ll:Od a.m. Break 17 Partners In Poltcymaktng Agenda 11:00 a n. - 12:30 p.m. Htstory and Personal Perspective of People First Moverwnt Comde Harttnez, Capftol People Ffrst (Cal ffornta) and Charlene Jones, Facilitator 12:30 p.m. - 1:30 p.m. Lunch 1:30 p.m. - 2:30 p.m. Explanation of Ground Rules and Contracts Jople Saith4 and Terrl Kenuorthey, Texas Planning Council for Developmental Dlsabllitfes 2:30 p.m. - 3:00 porn. Urap-Up and Evaluation PARTNERS IN POLICy~K1ti6 Session II: Educatfon: - Integration and Quality September 21-22, 1990 Stauffer Hotel 9721 Arboretum Blvd. Austin, TX Friday, Se@mber 21, 1990 12:00 p.m. - 12:30 p.m. Registration 12:30 p.m. - 2:00 p.m. Achteving Integrated Education - Pecos Room Ian Pumpian, Ph.D San Diego State University 2:OO p.m. - 2:15 p.m. Break 2:15 p.m. - 3:45 p.m. Pumpfan (cent'd) 3:45 p.m. - 4:00 p.m. Break 4:00 p.m. - 5:00 p.m. Preparation for Education Roundtable - Pecos Room David Hancox, Director Uor?d Institute on Oisabil Ity - Minnesota 5:OO p.m. - 5:30 p.m. Break/Social Time 5:3o p.m. - 6:45 p.m. Df~ner - San ~rcos ROMI 7:00 p.m. - 9:00 p.m. Texas Education Agency Roundtable: - Pecos Room General Directl!m/6oals - Jill Gray Early Childhood Education - Al Stewart Secondary/Transltton - 6ene Lenz Compliance/Monitoring - Shirley Heaver Quality/Pr;~;; Eggtiveness - Kim ~az Funding - Saturday, September 22, 1990 8:30 a.m. - 9:00 a.m. Breakfast 9:00 a.m. - 10:30 a.m. The How-to's ofAdvocacy In Team Meetings - Pecos Room David Hancox 10:30 a.m. - 10:45 a.m. Break 10:45 a.m. - 11:45 p.m. tfancox (Cent'd) 11:45 p.m. - 1:00 p.m. Lunch - San Saba Room 1:00 p.m. - 2:30 p.m. Texas TransitIon Task Force - pecos ROCMI Leigh Leslie and Jeff Tat@ 2:30 p.m. - 3:00 p.m. Wrap-up and Evaluation -- 19 PARTNERS IN POLICYMAKING Session III: SUPPO rted Lfving, Family Suppo rts and Sup ported Employment ,$ October 26-27, 1990 Stouffer Hotel 9721 Arboretum Blvd. Austin, TX Frfday, October 26, 1990 12:00 p.m. - 12:30 P.m. Registration 12:30 p.m. - 5:00 p.m. Supported Living & Personal Futures Planning - Sablne Room Jerry Klracofe, Executive Director Human Servfce Institute 5:OO p.m. - 5:30 p.m. Break/Social Time 5:3o p.m. - 7:00 p.m. Dinner - San Antonio Room 7:OO p.m. - 9:00 p.m. Kiracofe (Cent'd. ) - Sabine Room Saturday, October 27, 1990 8:15 a.m. - 9:00 a.m. Breakfast - Sabine ROM 9:00 a.m. * 12:00 p.m. Supported Employment - Sabine Room Thomas H. Powell, Ed.D., Dean College of Education Eastern Montana College 12:00 p.m. - 1:00 p.m. Lunch - $an Antonio Room 1:00 p.m. - 2:30 p.m. ~mi~y~;;ports - Sabine Room o 2:30 p.m. - 3:00 p.Ul. Nrap-up and Evaluation 20 PARTNERS IN POLICYRAKING Session IV: Federal PQlicY &-Legislation November 30 - December 1, 1990 Stouffer Hotel 9721 Arboretum Blvd. Austin, Texas Friday. November 30. 1990 12:00 p.m. - 12:30 p.m. Registration 12:30 p.m. - 2:00 p.m. The Legislative Process - San Antonio Rooq Allan Bergman, IJCPA/National 2:oO p.m. - 2:15 p.m. Break 2:15 p.m. - 3:45 P.m. Medicaid Reform and other Federal Issues Allan Bergman 3:45 p.m. - 4:00 p-m. Break 4:00 p.m. - 5:00 p.m. Creating a Vision for the Year 2000 AlIan Bergman 5:00 p.m. - 5:30 p.m. Break 5:30 p.m. - 7:00 p.m. Dinner - San !larcos Rooq 7:00 p.m. - 9:00 p.m. Memory Lane Exercise Fran Smith, UCPA/National Saturday. Oecember 1 . 1990 8:15 a.m. - 9:00 a.m. Breakfast - San Anton iO Rooq 3:00 a.m. - 11:45 a.m. Preparfng to meet Legislators Fran $dth 11:45 a.m. - 1:00 p.m. Lunch - Trattoria Restaurant 1:00 p.m. - 2:30 p.m. Simulated Visits and Feedback 2:30 p.m. - S:OO p.m. ,Urap-Up and Evaluation 21 PARTNERS IN POLICYIUWING ~esslon V: State Leqf$lat Ive Process January 25-26, 1991 Harrlott Hotel at the Capitol 701 E. Eleventh Street Austin, Texas Friday. Janu arY25. 1991 12:00 p.m. - 12:30 p.m. Gather in lobby" of Marriott Board buses to Capitol 12:30 p.m. - 3:00 p.m. Start tour" from Capitol rotunda (2 groups) Opening address by Governor's office 3:ofI p.m. --- 3:3Q p.m. -..Boabusessto-~~ riottott 3:30 p.m. - 4:00 p.m. 4:00 p.m. - 5:15 p.m. 5:30 p.m. - 7:00 p.~o 7:00 p.m. - 9:00 p.m. Saturday. JanuarY 26. 1991 8:15 a.m. - 9:00 a.m. 9:00 a.m. - 9:30 a.m. 9:30 a.m. - 9:45 a.m. 9:45 a.m. - 11:30 a.m. 11:30 a.m. - 12:00 p.m. 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 2:00 p.m. 2:00 p.m. - 3:00 p.m. Register and pick up packet Legislative Process - Salons A.B.Q Dinner - ~ Preparation for hearings - Salons A.8. C Breakfast - Salons A.B. Q Board buses to Capitol Meet in Senate Chamber Hock hearing Debriefing Board buses Lunch - Sa Ions A. B.< Hrap-up and Evaluation - Salons F.G. H 22 PARTNERS IN POLICYMAKING $esslon VI: Physical Dfsabtljtjesl Non-AverslVe Behavior Ammoaches. and Technology February 22-23, 1991 Stouffer Hotel 9721 Arboretum Blvd. Austin, Texas Friday. February 22. 1991 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 5:00 p.m. 5:00 p.m. - 5:30 p.m. 5:30 pin. - 7:00" p.m. 7:00 p.m. - 9:00 p.m. Registration Positioning for People with Severe Physical Disabilities - Sabine Room Joan Bergman, Ph.D. Sparks Center, University of Alabama Break/Social Time Dinner - S an tlarcos Room Non-Aversive 8ehavior Approaches - Sabine Room Wade Hitzin9 Society for-Community Support Columbus, Ohio Saturday. February 23. 1991 8:15 a.m. - 9:00 a.m. 9:00 a.m. - 11:45 a.m. 11:45 a.m. - 1:00 p.m. 1 :00 p.m. - 2:30 p.m. 2:30 p.m. - 3:00 p.m. Breakfast Assessing Technology Needs and Demonstration of Devices - Sabine Room Robert Stack and Richard Dod(ls Department of Mental United Cerebral Palsy Retardation and DD New Jersey New Jersey Lunch - s an Marcos Room Stack t Dodds (Cent'd) - Sabine Room Wrap-up and Evaluation 23 PARTNERS IN POLICYMAKING Session VII: The State Service System & Advocacy Organizations ?!arch 22-23, 1991 tlarriott Hotel at-the Capitol 701 E. Eleventh Street Austin, Texas Fridav. March 22. 1991 - Salon D 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 4:30 p.m. 4:30 p.m. - 5:00 p.m. 5:00 p.m. - 5:30 p.m. 5:30 p.m. - 7:00 p.m. 7:00 p.m. - 9:00 p.m. Registration Negotiating the Bureaucratic Maze Hike Bright - ARC/TX Dave Sloane - Advocacy, Inc. Protection & Advocacy System Dave Sloane - Advocacy, Inc. Break/Social Time Dinner The 00 Council Roger Webb, Executive Director Theda Hoyt, Chair of Advocacy and Public Information Conxnittee Saturday. March 23, 1991 - Salons A,B,C 8:15 a.m. - 9:00 a.m. 9:00 a.m. - 9:15 a.m. 9:15 a.m. - 10:30 a.m. 10:30 a.m. - 10:45 a.m. 10:45 a.m. - 11:45 a.m. 11:45 a.m. - 1:15 p.m. 1:15 p.m. - 2:30 p.m. Breakfast The Disability Policy Consortium Roger Webb Advocacy Organizations: Bob Kafka Lucy Garretson Kay Lambert ADAPT ARC/TX SAFE & TASH Break Bel~nda Carlton Patty Anderson Shirley Uzzell CTO UCP/TX THIA Lunch Projects, Hrap-Up and Evaluation 24 PARTNERS IW POLICYMKIffi session VIII: Parliamentary Procedure & 6ra duatio~ April 19-20, 1991 Harrlott Hotel at the Capitol 701 E. Eleventh Street Austin, Texas Frld Y. AD 111 a r 9. 1991 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 4:30 p.tII. 4:30 p.m. - 5:00 p.m. 5:00 p.m. - 5:30 p.m. 5:30 p.m. - 7:00 p.m. 7:00 p.m. - 9:00 p.m. $atur day. Aor 11 20. 1991 8:15 a.m. - 9:00 a.m. 9:00 a.m. - 10:00 a.m. 10:00 a.m. - 10:15 a.m. 10:15 a.m. - 12:00 p.m. 12:00 p.m. - 12:30 p.m. 12:30 p.m. - 2:30 p.m. 2:30 p.m. - 3:00 p.m. Registration Understanding Parliamentary Procedure - Salons F.G.~ Donald Sikkink, Ph. O. Odds and Ends Break Dinner - W Critical Issues for the 90's - Salons F.G.~ David Iiancox Breakfast - _ Everything You Ever Uanted to Ask llavidHancox Break Uhere Do We Go From Here? Ed Roberts Evaluation Reception/Graduation - ~a llroom Terrace Mrap-Up 25 Assignment: Parent Movements; Independent Living. I. Call or visit: (choose one) - an Independent Living Center - a Parent Information Center - an Advocacy Center II. Write a brief summary of your visit, which addresses the following: 1. What are the most urgent or common issues at the center this year? 2. What methods are used to address these issues? 3. What does the center view as its major accomplishment? 4. What are the strengths of the center? 5. What are the weaknesses? III. Write an action plan to address one of the issues identified. ***************************************** * * i CONNECTICUT PIP HOMEWORK * $ N.D. - Received prior to 1992 Academy ~ ***************************************** 26 ***%********k************ *******?k**h**h*~ 2 ILLINOIS PIP READING~MATERIALS * $ N.D. - Received prior to 1992 Academy ~ *k**k**k***k*****************A*k*******k** PARTNERS IN POLICYMAKING - ILLINOIS 1990/1991 READINGS & MATERIALS LISTINGS SESSION #1: Braddock, D. (1991). Issues in the Closures of State Schools in Texas: A Briefinu PaDer. Chicago. IL: The University of Illinois at Chicago. Minnesota Governor's Planning Council on Developmental Disabilities. (1987) . A New Wav of Thinkinq. Minnesota: State Planning Agency. Minnesota Governor's Planning Council on Developmental Disabilities. (1990) . Two Year Transitional Plan: October 1, 1989 - Se~tember 30, 1991. Minnesota:Author~ Mount, B. & Zwernik, K. (1988). Itts Never Too Earlv, Itts Never Too Late: A Booklet About Personal Futures Planninu. St. Paul, MN: Minnesota Planning Council on Developmental Disabilities. parent Advocacy Coalition for Educational Rights. (1989)= @ Interview with Ed Roberts. Minneapolis, MN: Author. Parent Advocacy Coalition for Educational Rights. Thouqhts for Those Hel~ina Parents to Become Effective Advocates for their Children with Handicam. Minneapolis, MN: Author. World Institute on Disability. (1990). World Institute on Disability: Seven Year Re~ort. Oakland, CA: Author. zirpoli, T., HancoX, D., Wieck, C. & Sk=nulis, E. (1989). Partners in Policvm akinq: Embowering Peo~le. St. Paul, MN: The Association for Persons with Severe Handicaps. SESSION #2: Deal, A. & Dunslz, C. (1990). Needs-Based Familv-Centered Intervention Practices. Morganton, North Carolina: Family, Infant and Preschool Programs: Western Carolina Center. Dunst, C. (1990). Familv Sumort Principles: Checklists for Proqram Builders and Practitioners. Morganton, North Carolina: Family, Infant and Preschool Program: Western Carolina Center. Dunst, C. & Deal, A. (1990). Individualized Familv Sumort Plans: Model, Methods and Strateffies. Morganton, North carolina: Family, Infant and Preschool Program: Western Carolina Center. Illinois Planning Council on Developmental Disabilities. (1991). Familv Sun port: A New Wav of Thinkinu. Chicago, IL: Author. 27 Legal Advocacy for Person with Developmental Disabilities. Towardan Imnroved Oualitv Of L O cm ife: ualitv Pro am for Adults with Develo mental Disabilities: D AGuide for Parents. FamilvM embers and Advocates. Part I & IV. Minneapolis, MN: Author. Racino, J., O'Connor, S.1 Shoultz~ B.~ Taylor~ S. & Walker~ P. (1991 May) . Housina and Surmort Services: Some Practical Strategies. Syracuse, NY: Center on Human Policy: Syracuse University. Taken from TASH Newsletter. Shoultz, B. & Racino, J. (1991 July). Planninu with ~ Syracuse, NY: Center on Human Policy: Syracuse University. Taken from TASH Newsletter. Varnet, T. Guardianship and Alternatives to Guardianship. Chicago, IL: Author. Varnet, T. Guardianship and Consent Issues. Chicago, IL: Author. SESSION #3: Forest, M. G Lusthaus, E. (1990 Winter). Everyone Belonas with the MAPS Action Planninu System. Teaching Exceptional Children. Forest, M. (1988 Winter) . Full Inclusion is Possible. MN: Minnesota Impact. Hablutzel, M.L. (1989). Section 504 of the Rehabilitation Act of 1973. Chicago, IL: Author. Illinois Department of Mental Health and Developmental Disabilities. Di_rectorv of Preadmissions Screenin q: Annual Resident Review Aaents. IL: Author. Illinois Early Childhood Intervention Clearinghouse. (1991 June). Earl v Intervention. Springfield, IL: Author. Illinois Early Childhood Intervention Clearinghouse. (1991 September). Earlv Intervention. Springfield, IL: Author. Illinois Early Childhood Intervention Clearinghouse. Information Services for Families of Children with Snecial Needs. Springfield, IL: Author. Legal Advocacy for Persons with Developmental Disabilities. A~v Members and Advocates. Section VII. Minneapolis, MN: Author. Minnesota Governorts Planning Council on Developmental Disabilities. (1987 July). Guidelines for C)uali.tv Individual Plans. St. Paul, MN: Author. 28 Minnesota Governorts Planning Council on Developmental Disabilities. Test your Io: Integration Ouotient= StO Paulr ~: Author. Minnesota Governor's Planning Council on Developmental Disabilities. Test Your School's 10: Intimation Ouotient. St. Paul, MN: Author. Minnesota Integrated Education Technical Assistance Project. Integrated School Communities for Students with Develo~mental Disabilities. Minneapolis, MN: Author. Parent Advocacy Coalition for Educational Rights. As I See It. Alexandria, VA: Author. Parent Advocacy Coalition for Educational Rights. Ideas to HelD Professionals Include Families in the Planninq, Monitoring and Development of SUPP orted EmPlo vment. Minneapolis, MN: Author. Parent Advocacy Coalition for Educational Rights. O?mortunitv Knocks. Minneapolis, MN: Author. Pacesetter. (1991 January) . Educational Prourams: HOW do Parents Decide? Author. pacesetter. (1991 January) . Ti~s on Gettinu Extended School Year Service. Author. Varnet, T. Future Financial Planninq. Chicago, IL: Author. Varnet, T. Judicial U~date on the E.H.A. Chicago, IL: Author. Varnet, T. Distinctions Between Section 504 of the Rehabilitation Act and the Education for the Handica~ ped Act. Chicago, IL : Author. Walter, S. (1991 March) . Public Awareness for Earlv Intervention Should Be a Familv Affair. Springfield, IL: Illinois Early Childhood Intervention Clearinghouse. Taken from Earlv Intervention. SESSION #4: Anderson, O. & Karvounis, V. (1990). Sexualitv - Biblioqra~hv. Chicago, IL: UAP/DD, University of Illinois at Chicago. ARC/I. (1988 April). Pro~osed ARC/I Policy on the Sexualitv of DeveloDmentallv Disabled Persons. IL: Author. Bergman, J. & Bramlett, C. (1986). Basic Principles of Seatinq Achieved Throuffh the Use of Ternporarv Makeshift Euui.~ment. Author. 29 Cochrm, B. (1974 May) . Conception. Co=cion and Control: Svnm osiums on Re~roductive Ricf hts of the Mentallv Retarded. Taken from Hosnital and Communi.tv Psvchiatrv. Connelly, S. eve o " ~ Peo e With a Handican. Brothers of Charity Service. Taken frOIU COnceEtS and Controversies in Services for People with Mental Handicar%. Cook, R. (1974) . Sex Education Prouram Service Model for the Multihandicam ed Adult. Chicago, IL: National Easter Seal Society for Crippled Children & Adults. Taken from Rehabilitation Literature. Donnellan, A., Mirenda, p=! Mesaros, R= & Fassbender~ LO (1984) . Analvzina the Communicative Functions of Aberrant Behavior. Association for Persons with Severe Handicaps. Goldman, F. (1978 June-July) . Environmental Barriers to sociosexual Intecmation: The Insiders! Pers~ectives. Chicago, IL: National Easter Seal Society for Crippled Children and Adults. Taken from Rehabilitation Literature. Menolascino, F. (1972 November) . Sexual Problems of the Mentallv Retarded. New York, NY: Sex Information and Education Council of the U.S. Taken from Sexual Behavior. Murphy, W. (1987 December) . Prouram Policv Guideline on Sexual Exrmession for Persons with Developmental Disabilities. IL: Illinois Department of Mental Health and Developmental Disabilities. Nigro, G. (1976 November-December) . Some Observat.;:~lo;n Personal Relationship and Sexual Relationships Amonu q Disabled Americans. Chicago, IL: National Easter Seal Society for Crippled Children and Adults. Taken from Rehabilitation Literature. Scales, P. (1980) . God, Familv and Countrv: How the Sex Education OPD osition Claims Them All. NY: Ed-U Press, Inc. Schiller, B. (1992 January) . Multi Element Treatment Amxoach Behavioral Proarammina. Chicago, IL: UAP/DD, University of Illinois at Chicago. University Affiliated Program. Assistive Technoloav Unit: Clinic Information & Services. Chicago, at Chicago. SESSION #5: Advocates United. (1992 February). IL: Author. 30 IL: University of Illinois State Budcret In~ut Manual. Community Education and Advocacy for Disabilities. Illinois Budaet Cuts Jeopardize Services: We Need Your HelD Now. Brookfield, IL: Community Support Services. Lovett, H., Whaley, R. & Cutler, B. The Autism National Committee: Social Justice For All. Arlington, MA: The Autism National Committee. Marguerite, L. Svstem Advocacv and Lobbvinq Defined. Brookfield, IL: Author. State of Illinois. (1991) . Handbook of Illinois Government. Springfield, IL: Author. Vandercook, T., York, J. and Forest, M. (1989). The McGill Action Planninq Svstem (MAPS) : A Strateav for Buildina the Vision. Minneapolis, MN: The Association for Persons with Severe Handicaps. 31 $* Y:x:t~:i;:2>cFipd. fio~woti.. ~uE5TioNNA1RE... ~ * N.D. - * Received prior to 1992 Academy ~ ****************************************** ILLINOIS PARTNERS IN POLICY24AXING 1991-1992 ITAME: DATE: We would like to make the Partners experience as fulfilling and rich as we possibly can for each of you. Please answer the following questions, that will help us determine specific homework assignments for each of you. We will use this information to attempt to make your homework activities useful and meaningful for your particular needs. 1. What would you like to accomplish as a participant in the Partners Program? \ 2. Describe the type of honework activities you would be interested in doing? (Please feel free to use the homework/interest rating sheet as a reference for possible activities you might want to do, but do not limit yourself to those ideas.) 3. What disability issues and/or topics are most interesting to you? (Once again, please feel free to use the homework/interest rating sheet as a reference) 4. Would you prefer to work on your own or in a group? 32 ILLINOIS PURPOSE OF HOMEWORK .~o make partners a PARTNERS IN POLICYMAKING 1991-1992 ACTIVITIES full experience -To give you opportunities to put your learning to work -To strengthen the benefits of Partners to the community You will each be expected to work on disability issues between sessions of Partners. Some activities will be things we ask everyone to do. Some will be based on your own individual plan of action. At the next session in September, we will ask you to develop an individual plan of action to work on a disability issue that is important to you. ****** HO!lEWORX ASSIGNMENT #l please complete before session #2 1. Bring pictures of you, your family and important people in your life to the next session. 2. Write a description of yourself (and your child if appropriate) . Be sure to include your strengths, your incerestst and your abilities. (This can be written in your journal.) 3. Describe one change you want to make in your life. can be written in your journal.) 4. In addition, write in your journal at least once a (This week. 33 Collect and re~:ie-x F.on.ework assignments with parcicipsacs. -. CG::T5::T OF Y?-iI>iIXG SZSSICXS. A S.am.ple schedule for a training session i> i~.cluaed in .~.~?sndix 3. The proposed topics for the confsrsnces zre: 7 . . l-!:SCOr-J ZI?CI chtloso~hv of the parent movement and tb.e -- <~.denendent li-:ine ~.ovement. This session will start with an Ol,en.iew of the parer.ers in polic~aking model, its goals and o.ojectives. Dr. Colleen Wieck, David Braddock (UAP/UIC), and Project Staff xill be responsible for this session. :hen. participants will hear a review the basic philosophical ?~inci?~es and the ~:aiues Of t~,e parent and IL movements, as ::ell as an ove~iax of the historic development of these z.ovszencs. Potential speakers for this conference include Ed ?.o"oercs (L:orld Inscit.&ce on Disabilities, Elizabeth ~og~s, +.D. (S-RG-US), and Or. Garshon Berkson (UIC). p~r~ici?an~s ,~ill al.so be asked to prepare a list Oi any SOrC of personal goals or goais relzted to developmental tiisability policy znc advocacy. These are goals tha~ they would li'ke to acco~piis.h curing their year in the partners project. They will receive a copy of a trzining manual developed to assist persons with disabilities in setting personal goals (Balcazar & Fawcett, 1989a). 2. Eese pract%ces ~ education. This session will increase participants' awareness of the best current practices and educational models for the habilitation of persons with dzvelopnental disabilities. Potential speakers for this session include Adelle Renzaglia, Ph.D. (University of Illinois at Urbana-Champaign) , Sharon Freagon, Ph.D. (Northern Illinois Uni=rsity) Ian Pumpian, Ph.D. (University of Wisconsin), and Lou Brown, ph.D. (University of IJisconsin). 34 Fyc-, ewor k: .l) Xeview and sharing of iniormticn gacher~d ;Lout local settings. B) If partic~pzncs hsve ar.;~ sck.ool ass c?, i.ldren, chey will beaske~ to prepare a rs?orc Z50UC :>. s ~;.zzgrzcian policies and practices in chair loc5i sck,ool ei. szric:s . If participants are adults or hax"z atiulc chiltirsn- --:-h disz.~ilicies, ....L.* c>.ey will be asked to ic!snci:-< ~dg~c~~ior.~-i cp~orcmities and programs for zc!ults -.~ich dex'el~~nencal c:szbil:ti.as ~vaila'ble at local colleges. ?artici?ants will .SZ zsked co re?ort positive and negative aspects of c>.e educational services and opportunities available co tb.em or zk.sir children. They will be asked to present zheir fincir.~s ac the r.ext training session. 3.W practices Q emlotment ~ living. This session -Jill expose participants to some of the most efiective and i~.i-,ovative approaches to employment and independent li-Ji~.~ for ?ersons with developmental disabili.cies. Potenrial s~~akers include Paul Bates, Ph.D. (Southern Illinois University), Dick Bell, (Executive Director of S5P7iCes, It?c.) and Hark Bersani, Ph.D. (University of Syracuse). !{e also ::ouici like to schedule a presentation by P.udd Tl~rnbuil, ?h.D. (L'niversicy of Kansas) and/or Theresa Varnec. :1S;;, J.D. (Spain, s~ain, & Varnet) about issues Of guarciaiiship for ~zrsons -&o are sevzrely disabled. :me'~or !<: A) Present information concerning ed'~cacional ~ro~rans ar.d experience; B) Participants `Jill be as~~e~ CO :is~ci:;' senices znd opportunities regarding zr.pie>.renc ar.a ~asidential arr=nger.ents in their o!rn communities. 1f aa>~ -.:z$zin~ iist for services exist, they should s?zclf;f ~~~ L:-?z of s.e?7JLce, the number of people on the waiting list (if a:~aila'ole) , and the zverage waiting period foz ~sopis on zk~ list . Participants will be asked to intertiew a person with a disability regarding his/_her employment experience. T'ni. s .fiig'ht include a discussion of topics like satisfaction with their work, salzry level, co-workers, supemisors, a~'ailzbls sup?ort, a~.d needs. They will be asked ZO present chis information at the beginning of the next trainir.~ session. C) Participants will be asked t-o r.evie,~ their oan list of personal goals by the next session in light of the in~ormation that has been presented to them th'ds ~ar. Sczff nem!bers will meet individually with participants to discuss their personal goals. 4. Non-aversive an~roaches to severe behav%or nroblens, .- assistive technolozv develo~mentsu - and treatnent of individuals with severe disabilities. This sessi= will provide an ovemiew of some of the most recent technological advances and practices in the areas of non-aversive approaches to severe behavior problems, assistive technology developments, and treatment of individuals with severe 6.5s 2"D i 1 i t i 2S. Potencial speakers for this session include .?oan 3erSman, Ph.D. (university of Alabama), Clenn Eeanan. ?h.D. (UAPIWIC), Beth ~!oun~; Ph.D. (COnSUl~ant~. =nd ~il~i~~ schille~, ?'n.D. (lMP/fiJIC). ~+~~e,~cr~: ~) Participants will share their homework ~ssi3r=,ents: B) participants \till be asked to arrartse ~eetin~(s) with one or more local public officials, direccors of a s.enice proviciin.g a~ency, or leaders of advocacy organlz~tions with the purpose of recruiting that person as a .nsncor. participants will receive copies of a t=aining nznual developed to teach people with disabilities how co recruit helpers and mentors to attain personal goals (Balcazar & Fawcett, 1989b) . Participants will be asked to share their personal goals with their mentors and request :heir assistance in developing an action plan for attaining chose goals. Participants will reporc the outcome of their r.eeting at the next session. 5. `Effec~ive consumer involvement in advocacv or~ani~ati@~s: - setti?.z agendas for ooli.cq*=.a"King. This session will address severai areas of community organizing and advocacy in the area of developmental disa"~ilities. Participants will review instructional materials developed to teach people with disabilities how to identify and report issues (Seekins, 3aiczzar, & Fzwcetc, 1986a), how to develop a plan for advocacy actions (Seekins, Balcazar, & Fawcett,, 19S6b), and ho'~ to chair action-oriented meetings (Seekins, Salcazar, & Fawcett, 19S6C). One session will provide an ovenriew oi the ,Yancy ~~ard (p20plz First `f people Fizst ?Iov2ment. :.:rs . ~, Yebraslka) and Bonnie Schoultz, Ph.D. (RTC on Cormunity Integration, Syracuse Unit~ersity) will be invited for :his - presentation. Another session will address national advocacy organizations for parents and people with developmental disabilities. Allan Berg.man(UCP-US). Diane Crutcher (DO~m S~drome Congress), Sheila Hebein (National Association of Down Syndrome) will be invited for this presentation. Homework: A) Participants will share their homework assignments; B) Participants will be asked to identify a consumer advocacy organization in their city and joint it. In those places ~'here no consumer advocacy organization exist, participants will be asked to organize a focus group discussion that might serve as a starting point for the creation of a consumer advocacy organization. Participants will be asked to share their experiences at the beginning of the next training session. 6. Policwaking at the introduce participants state, Topics include the role of advocates.. local level This session will - -. to the service delivery system in the access to senices, coordination, and We will invite directors of State 36 - .:. Ser.cies li'ke P~lHDD, DORS. Chs Spec izl EL.uczc50n cspart=.ent of c?. e Illi~ois Dz?srcr.ent of Educacion, and Illi~.ois 2W o t e ~: ion ~K?a .-. U * .- ` " -Oc 3C>' . Participants will also ti.ear ~z ?s encac ions :ron s tn'e ral dirsc co rs o f ~.on - io r - ? ro f i E s 2 r,'i cs ag?r. c iss , suc'n as Elizabet'n Lacey (Communic:,r Supporc 52nices , Inc. ) , T.--n O'Shea (Seguin Services, inc.), .~-rc --, . . . Z-.-kscra, Trii?ic:: Ssr:ices Inc. , znti.lor Joanell Voi~c (Community Alter nacil-es Unlir2i ted) , zs WZ1l as presencac ions .s:.. Iszaers of ztix-ocacy organ izatio~. s in Illixois scc.n as Tsa ITeiis, President of People First of h'apemille. ? ar t i c i? an ts `.:iil rzceive instructional ~aterials and `Jill prsc~ice -.:ricing letters co pu'olic officials (See'kins & Fa:{cetc, ~9gZa), writing letters to editors of newspapers (See'kins i~ ~avcett, 1982 b), and providing public testimony (Seeicins h . Fawcett, 1982c). :SoTTe wor k: A) ?arcicipants will share their home'+-ork ass i giments ; B) Participants will receive a list of curren~ ~szislarix.e issu~s at the scars level znd will `GZ aSkeCi CO -.;rice a letter co the editor of a local new.spapsr znd to An ~~ec~ed Dublic off to introduce yourself> tell your story and concerns, and to ask for their support. 3. Discuss what you have learned at this training session with three other parents or self advocates. 43 yt*********************ik*Yc*************~ : TEXAS PIP HOMEWORK/READING * ~ N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING READING/HOMEWORK ASSIGNMENTS SEPTEMBER 1991 1. A New Wav of Thinkinq, Minnesota DD Council. Circles of Friends, Perske. $ "People's Voice" (Speaking For Ourselves of Colorado). 4. "Getting On Board" (Speaking for Ourselves of Colorado Newsletter). 5. New Vision Magazine. 6. "Directions," June, 91. 7. "Best Practice Guidelines for Meeting the Needs of All Students in Local School s" (Vermont). 8. "Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment," Syracuse University. 9. How To Get Services bv Beinq Assertive, Coordinating Council for Handicapped Children. 10. National Parent Network on Disabilities (Brochure). OCTOBER 1991 1. Test Your School IQ Integration Quotient (ARC). Parental Check List for Quality Education (Rhode Island DD Council). :: Action for Inclusion, O'Brien & Forrest. 4. "After Your Graduate, What Will You Do?" (TTTF). 5. Texas Transition Task Force Newsletter. 6. "Supported Employment," Article by Tom Powell. 7. American 2000 Education Reform. 8. "Special Edition," Quarterly Newsletter of Advocacy, Inc. Special Education Staff. 9. "Dreaming, Speaking and Creating What I Know About Community,m Judith A. Snow. 10. "Toward Economic Self-Sufficiency & Personal Independence For Students with Disabilities," Texas Education Code. "A Plan for Reorganization of the Texas Education Agency.U Individuals with Disabilities Education Act, Pub. Law 101-476. State Board of Education, Subchapter G-Special Education. Clarification of Graduation Rule, TEA. Memo of Understanding on Transition Planning for Students Enrolled in Special Education, TEA. Disability Policy Consortium letter on funding weights in special education. 11. "Futures Planning-Supporting A New Vision." 12. Schools Are For Everyone (Brochure). 13. ARC\ Guidel ines For Quality Individual Plans (Brochure). It's Never Too Earlv: It's Never Too Late, Minnesota DD Council. ;% IGNMENTS: * Visit A State School, nursing home and/or sheltered workshop prior to next session. * Call America 2000 hotline & voice your concerns on education reform. 44 NOVEMBER 1991 Texas Interagency Council on Early Childhood Intervention Board Nominations. ;: Texas Planning Council for DD Position Statements. 3. "Issues in the Closure of State Schools in Texas: A Briefing Paper," David Braddock, Ph.D. 4. "Texas De~artment of Human Services In-Home & Family Support Program."" 5. Read MY Lips. It's MY Choice, Minnesota DD Council. 6. "Changing Paradigms," Jerry Kiracofe. 7. "Regenerating Community," John L. McKnight. 8. "Discovering Community," John O'Br?en. 9. "Families Meeting Challenge Promoting Change," Oregon DD Council. 10. Family Support Bulletin, United Cerebral Palsy Association. 11. Staying At Home (Family Support Program through TDHS Brochure). 12. "In-Home & Family Support for Persons with Mental Disabilities", TX MHMR. 13. Community Living Assistance & Support Services (Brochure). 14. List of CLASS Providers. 15. "Home & Community Based Services Program Overview," TX MHMR. 16. CTAT Field Report Summer 1990. 17. "Understanding SS1 Work Incentives For People with Disabilities," Patti Roth. 18. "Impairment-Related Work Expenses." 19. "Plans for Achieving Self-Support." 20. "Work Expenses of The Blind." ASSIGNMENTS: Write Governor Richards and Facility Review Task Force to express support of state school closure. JANUARY 1992 ;: 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. "Americans with Disabilities Agenda For Change," (TASH Brochure). "The Americans with Disabilities Act," US Dept of Justice. Word From Washington, "HCFA Awards CSLA to 8 States," and "Part H Reauthorization Signed Into Law." Family Support Bulletin, "Fast Facts on IEPs,n and "Myths & Realities." Americans with Disabilities Act Statutory Deadlines. "Lobbying By Letter." "Quality Assurance: Beyond Minimal Compliance," Hank Bersani. ARC Facts: Citizen Monitoring. "Lobbying: By Personal Visit. n "Ten Commandments of Lobbying." "Political Power," Hank Bersani, Jr. Action Alert: Town meetings on Health Insurance Crisis. Alert from Texas Planning Council for DD on Facility Review Task Force hearings. "How a Bill Becomes a Law." "Legislative Advocacy," Fran Smith. Roster of Texas Congressional delegation. "Community Supported Living Arrangements (Medicaid/Title XIX), " TPCDD. "Assertiveness Is..." The Americans with Disabilities Act Communication Accommodations Project, Resource for Voluntary Compliance. All Kids Can Learn: Strategies for Integrated Education, Conference Announcement, PEAK. Makinq A Difference: Active Participation In The Texas Legislative Process, Betty Button & Allen Dietz. 45 ASSIGNMENTS: * Attend Town Meetings on Health Insurance Crisis. * Attend/Testify at Facility Review Hearings. * Visit Congressperson or staff and send us a copy of thank you letter. FEBRUARY 1992 Accessibility Guide to the Texas State Capitol, TPCDD. ;: Roster of the Seventy-Second Legislature of State of Texas. 3. 1992 Texas Primary Booklet. 4. Order form for The U.S. Congress Handbook for 1992. 5. Alert on Facility Review Task Force Nears Decision on Closure/Consolidation of Texas State Schools, TPCDD. 6. "Briefing Document on Appropriations Issues," TPCDD. 7. Health and Human Services Legislative Appropriations. 8. Testimony to the Joint Committee on Appropriations, TPCDD. 9. "Technological Adaptations to Increase Independence," Robert Stack. 10. Family Support Bulletin, "My Dream IEP Meeting." 11. FY 1991 - HCS Program Providers, TX MHMR. 12. "Office of Special Education Programs Clarifies Right to Assistive Technology," UCPA. 13. Letter from United States Department of Education on Public Meetings/OSEP Review. 14. Work Site Scenario, Richard Dodds. ASSIGNMENTS : Write to Mock Hearing participants. Attend/testify at OSEP Review Meetings. MARCH 1992 1. Summer Institute in Integrated Education & Community, McGill University Announcement. Herb Lovett's Relevant Resource List. :: "Why Do We Bother With Positioning Anyway?," Joan Bergman, Ph.D. 4. University of Alabama Sparks Center Resources. 5. Therapeutic Positioning & Mobility Selected Bibliography, University of Alabama Sparks Center. 6. Seating and Positioning - A Two Part Series, UCP. 7. "Facilitated Communication," Rosemary Crossley. 8. Disability Policy Consortium Recommendations to Facility Review Task Force. 9. Impact, Feature Issue on Inclusive Education Fall 1991, Institute on Community Integration. 10. Resource Directory, Heath Resource Center. 11. ADA - Your ResDonsibil ity as an EmDlover, EEOC. - Your Emt)loyment Riqhts as an Individual with a Disability , EEOC. i;: i;; - 0 uestions and Answers, EEOC. ASSIGNMENTS: Call Governor's Hotline and voice support for Facility Review Task Force Recommendations and get 5 others to do the same. ADril 1992 1. Guiding Principles of the Disability Pol icy Consortium (DPC). 2. DPC Advocacy Platform. 3. Roster of DPC. 4. "The Civic Index, A New Approach for Improving Community Life," National Civic League. 5. "The Art of Coalition Building," Cherie R. Brown. 46 6. Overview of the Texas DD Council. 7. DD Grant Projects List. 8. Texas Health & Human Services Briefing Document. 9. Texas Restructuring Health & Human Services Programs. 10. Legislative Bulletin, 72nd Session. 11. `Self-Advocacy: The Struggle for Equality & Acceptance," B. Carabello et.al. 12. Statement of Governor Ann Richards, 3/26/92. ASSIGNMENTS: * Visit legislators about budget crisis and discuss importance of funding community supports and services and your views on state school closure. m Send us a copy of your thank you notes/letters to legislators. 47 PARTNERS IN POLICYMAKING OF ALABAMA TIME\MATCH RECORD The purpose of this form is to cOlleCt information about the amount of time that you spend working on Partners in Polieyaaking of Alabama. This information will enable the Alabama Governor's Planning Council on Developmental Disabilities to use time that you have devoted to this project as match for the federal grant that is being used to support this project. Please estimate the time to the best of your ability and sign this form in the place provided. Thank you. Name: Date: If you are employed, please indicate your hourly rate. $ (It is only necessary to provide this information once. ) SIGNATURE *k*************************************** * * : ALABAMA PIP TIME/MATCH RECORD * j N.D. - Received prior to 1992 Academy ~ ***************************************** 48 PARTNERS Ill POLIc~ liG OF FLIAEikMA UATE : REPORTIIW= ON MONTH OF r DATE T1124E ON TYF~ OF ACT~lTY TOOL FOR ACTIVITIES (i. e. PHONE, LETTER) t i I I BR~~~ LY STATE MONTHLY ACTIVITZ= RELATE?I `IX) P.Z.2.A :**k************************************* * * * TEXAS PIP TIME/MATCH RECORD ~ ~ N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING TIf4E/fJIATCH RECORD The purpose of this form is to collect information about the amount of time that you spend working on Partners in Policymaking outside of the regularly scheduled sessions. This information will enable the Texas Planning Council for Developmental Disabilities to use time that you have devoted to this project as match for the federal grant that is being used to support this project. Please estimate the time to the best of your ability and sign this form in the place provided. Thank you. Name:(Please Print) Date: I have spent approximately hours on homework phone calls, personal contacts, or other "" " assignments, reading, . . - ., matters in preparation tor this session. Signature Please give a brief summary of any advocacy activities since last session. 50 NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREB HOTEII AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS Ilo GIS T I Cs CONTENTS -- ALABAMA PIP Budget -- CALIFORNIA PIP Budget -- ILLINOIS PIP Budget -- IOWA PIP Budgets: 1990 and 1991 -- LOUISIANA PIP Budget -- TEXAS PIP Budget and Work Plan PARTNERS IN POLICYMAKING OF ATABAMA BUDGET Exhibit I (Cent) Project Benefits Workshop coordinator (Part Time) Benefits Project Administrator Benefits Project Director @ 20% Benefits Supporting Staff Benefits 1990-91 * ***************************************** * * ALABAMA PIP BUDGET * * ~ N.D. - Received prior to 1992 Academy ~ ***************************************** 29,750 6,286 960 73 6,489 * 1,341 * 5,984 1,330 Partners in Poli.c~aking participants Time contributions of participants Travel and Meetings A. Staff Travel B. Volunteer Travel . -. Consultant/Conference Speakers 4,149 1,194 23,470 * 3,500 46,900 16,567 D. Meeting Space Printing and Copying Office Supplies Postage and Mai"ling Telephone Rental; `Lease and Utilities A. Equipment Lease B. Rental Space c. Utilities Total-All Expenses Federal DD Funds Match Funds In-Kind Match Cash Match * Indicates those expenses 1,500 68,467 3,000 1,000 600 2,512 2,100 2,213 * 1,831 * 162,749 122,062 40,687 35,344 5,343 to be used as match for the project. 1 .l;{nll:ll")" 1-1. IQQ2 PAJtT1'4i3RS IN POLICYMAKING PIZEil.l MINARy COS"I' PI? OJECTIONS Participants (jncludinz facilitators and a(lendant~) ***** ************************ ***** k%***k* Area Board IV 19 ; CALIFORNIA PIP BUDGET $ wea Board V 19 ~ N.D. - Received prior to 1992 Academy ~ Area Board X111 Q ***************************************** Total 55 Trave! Jvfeals 356/person/55 people/5 sessions= $15,400 SIO@rson/17p e0p1e/l session= .- Total $15,570 Rooms $66hom140r00msi4 sessions= $10,560 $66hoom142r00msil session= 2.772 Total $13,332 E@u $64itlighti17 people/5 sessions= $ 5,4-40 Jlelated TravelExoenses Area Board IV: 120 milesi$.24/mi.leill people/4 sessions= $ 1,267 150 milesi$.24hnilelll people/1 session= 3% $ltoll/ll people/4 sessions= Total $ 1,7:7 AreaBoardV: 707 miles/$.24/mile/4 sessions= $ 679 210 zniles/$.24hnile/11 people/l sessiOn= 554 Transit= $46/session/4 sessions= J Toni $ 1,417 Area Board XIII 330 miles/$.24hnile/5 sessions= S 396 Transit= $210/5 sessions= 1,050 Parking= $94/5 sessions= 3 Total $1,916 GRAND TOTAL TIU4VEL $39,382 2 f{, '~j'l 1(: ( `hiid ( `ti~~' . . . . .--. $J()>cfsi()nl 1 () rcquW\/~ wssi(ms = $~fj/sessj~n/] request/5 sessions= S 1 j;scssi(mll requcst!5 scwions= $51 isessidl rcquestf5 sessions= $506/session/l request/5 sessions= GRAND TOTAL RESPITE/CHILD CARE Facilitator/Attendant Fees Area Board IV 2 facilitators/$ 150/session/5 sessions= ] facilitator/$z~/SeSSion15 sessions=, Total Area Board V 1 facilitator/$150/session/5 sessions= 1 facilitator/$200/session/5 sessions= 2 attendants/$150/session/5 sessions= Total Area Board XIII 2 attendants/$150/session/5 sessions= GIUND TOTAL "FACILITATOIUATTENDANT GIUND TOTAL PARTICIPANTS' COSTS $ 4,485 $ 750 1,000 1.500 $ 3,250 $ 1,500 $ 7,250 $51,117 Facultv ExDenses $ 9,480 ~uD~rt costs Persomel $ 5,280 operations 2,630 Overhead m GIUiND TOTAL SUPPORT COSTS $13,020 GRAND TOTAL PRELIMINARY COST PROJECTION $73,617 3 ESTIMATED BUDG~ 1991-92 ILLINOIS PARTNERS PROGRAM Publicity and Recruitment Staff Salaries and Fringes Space, computers, telephones postage, miscellaneous equipment and supplies 31 PARTNERS 7 SESSIONS ~**** ******************************** ***: ILLINOIS PIP BUDGET ~ N.D. - Received prior to 1992 Academy ~ ***************************************** $3,300 $53,500 $6,000 Staff Travel Expenses $4,000 Partner's Respite, Travel and Support $12,000 Partner's Meals, Lodging, Equipment $20,000 Rental Partner's Materials $6,300 Speakers (Honorarium, Travel and Support) $20,000 University of Illinois $6,800 TOTAL $131,900 The actuai grant amount was $75,000. The remaining funds were primarily in kind donations from the UAP, as well as the Illinois Planning Council on Developmental Disabilities, Minnesota Governor's Planning Council on Developmental Disabilities, Illinois Chapter of AAMR, ARC of Iilinois and the Coordinating Councii for Handicapped Chiidren. 4 Personnel Project Coordinator Project Advisor Project Support Secretary Fringe Subtotal ATTACHMENT TMO TO AMENDMENT ONE IOWA PROTECTION AND ADVOCACY SERVICES, INC. CONTRACT #90-321-413-0500-2464-01 Participation in Policy-Making Travel Staff Steering Committee Planning Committee '90 Graduates Subtotal Other Session Expenses A. Participant Attendance B. Participant Materials C. Facility Expenses 0. Speaker Expenses E. Local Presenters F. Participant Accounts G. Faculty Office Supplies Rent Postage Phone Audit Subtotal TOTAL PLANNING AGENCY $21,399.00 $3,056.00 $3,900.00 $3,710.00 $3,272.00. $35,337.00 $1,598.00 $45.00 $950.00 $2,500.00 $5,093.00 "$12,858.00 $3,729.00 $7,580.00 $8,614.00 $.00 $2,500.00 $2,500.00 $2,260.00 $.00 $1,710.00 $2,195.00 $360.00 $44,306.00 $84,736.00 CONTRACTOR'S SHARE $.00 $.00 $.00 $.00 $.00 $.00 $.00 $1,000.00 $1,000.00 $3,834.00 $5,834.0.0 $25,000.00 $.00 $.00 `$.00 $2,000.00 $.00 $.00 $.00 $.00 $.00 $.00 $.00 $27,00.0.00 $32,834.00 IOWAPIP 1991 BUDGET - Received prior to 1992 Academy CONTRACT TOTAL $21,399.00 $3,056.00 $3,900.00 $3,710.00 $3,272.00 $35; 337.00 .S1 ,598.00 $1,045.00 $1,950.00 S6,334.00 $10,927.00 $37,858.00 S3,729.00 S7,580.00 S8,614 .00 S2 ,000.00 S2,500.00 S2,500.00 S2 ,260.00 $.00 $1,710.00 S2,195.00 $360.00 $71,306.00 $117,750.00 5 PROJECT BUDGET (REVISEO) A17ACHiWNT 7W CONTRACT # 90-321-413-0500-2464-01 IOWA PROTECTION AND ADVOCACY SERVICES, PARTICIPATION IN POLICY-MAKING INC. PERSONNEL Project Advisor Project Coordinator Secretary Fringe Subtotal TRAVEL Staff Steering Committee Subtotal OTHER Session Expenses: A. B. c. D. E. Participant Attendance Participant Materials Facility Expenses (Rent/Meals) Speaker Expenses Local Presenters Office Supplies Rent Postage Phone Subtotal Total PLANNING AGENCY $3,120.00 $8,835.00 $1,100.00 $420.00 $13,475.00 $800.00 $400.00 $1,200.00 $6,125.00 $3,140.00 $3,225.00 $5,000.00 $.00 $810.00 $.00 $575.00 $1,450.00 $20,325.00 $35,000.00 CONTRACTOR'S SHARE $.00 $.00 $832.00 $292.00 $1,124.00 $.00 $1,000.00 $1,000.00 $12,000.00 $.00 $.00 $.00 $2,000.00 $.00 $480.00 $.00 $.00 $14,480.00 $16,604.00 CONTRACT TOTAL $3,120.00 $8,835.00 $1,932.00 $712.00 $14,599.00 $800.00 $1,400.00 $2,200.00 $18,125.00 $3,140.00 $3,225.00 $5,000.00 $2,000.00 $810.00 $480.00 $575.00 $1,450.00 $34,805.00 $51,604.00 IOWA PIP 1990 BUDGET - Received prior to 1992 Academy Partners in Policvmakinq ***************************************** * * LOUISIANA PIP BUDGET : * ~ N.D. - Received prior to 1992 Academy ~ ***************************************** L!2Q Partners in Policymaking is a leadership training for people with developmental disabilities and young parents. The program will provide intensive training to 30 to 35 people acres's the state. partners in policymaking will provide information, training and skill building to individuals so that they can obtain state-of-the art services for themselves and others. The training sessions will occur one weekend a month for eight months= Contractor will coordinate this project. TASKS Provide staff support to steering committee Recruit, interview, and select participants for training Schedule training sessions and make hotel accommodations Choose and schedule speakers for training sessions Coordinate logistics of training sessions BUDGET Personnel 40% time for Project Coordinator $14,950 Consultant/Contrac@ral Honorariums for speakers Travel Speakers Participants Project Coordinator Consumable Surmlies Purchase of training materials Miscellaneous Meeting rooms Equipment rental Child care Respite Personal Care Attendants 11,000 10,000 34,500 800 2,000 2,400 500 1,000 4,000 1,200 TOTAL $82,350 7 TEXAS WELOPMENTAL DISABILITIES PROGR DATE: 8/29/91 Ill. GRANT FINANCIAL INFORMATION 91141 A. BUDGET DETAIL B/P: 9/1/91-5/31/92 ------------------------------------------------------------------------------------------------ 10 pFRsoNAL sERvIcEs: SALARY &HAGES ANNUAL T.O.P. 31TION NAME SALARY MO Z FEDERAL MATCH TOTAL ------------------------------------------------------------------------------------------------ PROJECT DIRECTOR: Allen Dietz 31200 9.0 25 5850d O 5850dV ASSISTANT DIRECTOR: Betty Button 31200 9.0 15 ,3510 ~ o 3510 Additional Services: State Issues Uorkshop 2500 0 2500~' Federal Issues !dorkshop 1225 0 1225 ~ ------------------------------------------------------------------------------------------------ SUB-TOTAL SALARY & ldAGES 13085 ti" O 13085 L-' ------------------------------------------------------------------------------------------------ FRINGE BENEFITS: FICA 7.65 716 0 716 ---------------------------------------------------J-------------------------------------------- SUB-TOTAL FRINGE BENEFIT ------------------------------------------------------------------------------------------------ PERSONAL SERVICES TOTALS 13801 ~ o ti13801 b - -- - - - - -- - - - - ---- ---- - -- - - --- - - - - - - - - - - -- - - -- - - - -- - - -- - - - -- - . -- --- . -- - - - - - - - - - - -- - - -- - - .- - - . . - - - 2. TRAvEL (IN STATE): NONE o 0 0 ------------------------------------------------------------------------------------------------ TRAVEL TOTALS Ov 04 0' ------------------------------------------------------------------------------------------------ 3. PURCHASED SERVICES: A. PROF. SERVICES ACCOUNTANT 4000 0 4000 b' TRAINER/TRAINEES 105000 0 105000 L ------------------------------------------------------------------------------------------------ PURCHASED SERVICES TOTALS 109000 v' o v'" 109000 L. --" ----- --------------------------------------------------------------------------------------- 4. PROPERTY & MATERIALS: A. SUPPLIES/MATERIALS: CONSUMABLES 250 0 250 ------------------------------------------------------------------------------------------------ PROPERTY & MATERIALS TOTALS 250 V' O ` 250 \ ------------------------------------------------------------------------------------------------ 5. RENTAL & LEASING: NONE o 0 0 ------------------------------------------------------------------------------------------------ RENTAL 6 LEASING TOTALS o ~' o \ o ------------------------------------------------------------------------------------------------ 6. UTILITIES: POSTAGE 200 0 200 TELEPHONE-LONG DISTANCE 900 0 goo ------------------------------------------------------------------------------------------------ UTILITIES TOTALS 1100 b"' o b 1100 ------------------------------------------------------------------------------------------------- 7. NEG. IND. COST RATE: NONE o 0 ------------------------------------------------------------------------------------------------ BUDGET PERIOD TOTALS $124151 ~z $o L$124151 : ======== z======= ======== 100% 0% - Received prior to 1992 Academy 8 TE; . DEVELOPMENTAL DISABILITIES PRL..JU4 1. PERSONAL SERVICES TOTALS 133801.00 13,801.00 TRAVEL TOTALS 0.00 0.00 2. PURCHASED SERVICES TOTALS 109,000.00 ~'~~ 3. 109,000.00 +ge$Xk<*e *-g%~ 4. PROPERTY/MATERIALS TOTALS 250.00 250.00 5. RENTAL/LEASING TOTALS 0'.00 0.00 6. UTILITIES TOTALS 1,100.00 1,100.00 7. NEGOTIATED INDIRECT COST RATE Xxxxxxxxx ,J BUDGET PERIOD TOTALS $ 124,151.00 `d" 124,151.00 9 TE....5 DEVELOPMENTAL OISADII.lTIES PRLw,W4 Project Director $31,200.00 9/25% $5850 $5850 Allen Dietz, CSW-ACP Assistant Director $31,200.00 9/15x $3510 $3510 Betty Button, M.A. Additional Services: State legislative issues workshop 2500 (planning ~ presentation, tour? and role-play Assistance in planning and conducting 1225 federal issues workshop Projected lapse/turnover surplus = Subtotal Salary and Wages: $13,085.00 Fringe benefits*: FICA @ 7.65 % 716.00 Ilorkmanss compensation @ % Health fnsurance @ IJental insurance @ Retirement @ Other: @ @ @ Subtotal Fringe benefits: 716.00 I Personal Services Totals $13,801.00 10 T( J DEVELOPMENTAL DISABILITIES Pl\ JAM Grant tlorkplan I .,..,:......'.. ..,.... +,: J +.. ...; ...,'. .?,:...:..:....,$. .'~.~~'.":.:.'~ ,":;::=---$ ,...-?' ..,,.:a..; ..I;2; ,;; 'y::::>.. >..;.. .? A,,..:.A,.\. ..::. ..!:;;! ::j:; ::j::;:j::::::::::... .,. '.:. ... ,,:: , ..! ..:< :! :7....'.. :.:.~,.,....;.: :,, : ,, ,.. .. .,:. . . . . `".i.ii';~% .......: ti...:~i::i:~~:,~ :,p~RT~:;..:;.I 11 ::~i;:FINANC,l AL:j;{lN~,O<~+~,ION~: ...::::.: ".:..:. . . . . `".."::;: ."..:::,.;:v .,;..: ,. ,J1. ..nx~-.~.'$.. ,....:.?. ?..,,.s. ..-: %':,, ? .2>.,:.-,:!.? ..., .. ;.:: . ..-.,.;:' :; . . . . . .. .,..,.% w. '., . . . . . . . . . . . .,.,,,, ..8udqet. I")eta ll;..:c0ntfnue$j~~:~j$~~++&J~~&;+L;_';''"~;"":"":~`>'''J;;::'~"y`-" ""fl''"'-''~''""" "":';" ., .: +.,. m!-~+:q~++wh":?++wma"k=~+~+%: . . . . . . . . . . . . . . . . . . N+> . . . . . ,W..,:,.%..*.* .,.; ,..,@ ,...,, , ..,.*X,.XX ,W, ,,.. ....., ,.+.+,.. . . . . -.-.'. . . . . . . . . . . . . . . . . ...,.. -..:....::.~., . . . . ., . . . . . . . . . . , A . . . . ):.: :,;.: :,. + :,:+.:. :.S. * ::,.>w.::.~. :::. i!&;&,:,:::.*. .,." "..'. :.i,.,,.,... w........... ..*w...w..** .%.>*. . . . . . . . . . . . . "" """'"''"" `"'""."; .&++:'*.;'".: "'"'"'"""""' ''""' -'"'?~" *%%,&h<,,%w.+i;.:;';" ~:~v~*w'";y::":$:~M$~cti,,~;f&~ot;al;$ .,4,,*+.~p&*p*$;,+*y:L*$:ti~*@* `. :~. , .we-~_ti,,9<$e;.,, .Ee#.eral%%5&~iw ?~~>:-.}y;:.~:.+.,%qf .+..:.... .:: ~,,,:;,.,, .:. . . . . . .......?i$: ,:::.-.. P.$.**....* ,:, ":.:-~.*3.@js$3 ..> ,~ .""'..+~+ >'*~"il. . . . . . . . . :.,..:,... . . . . . . . . . . . . . . . . . . . ..+ . . . . . .V..,.,, ,....%.,...*.<, .,..%++ s?<..';. >,... . . . . . . . . ~:,>.s %.i:.... h . . . . . . ., >. ...,..,,...,...:.. . . . 2. Travel (In state): NOT APPLICABLE Travel (out of state): NOT APPLICABLE Travel Totals 0.00 3. Purchased Services: Accountant fees to conduct project audit $4,000.00 105,000.00 U4J Trainer/Trainee Agreements - Reimbursement of Meetin9 expenses per signed agreements with trainers and trainee participants in the partners in POljcym?kin9 Pr!9raM (e.g.: travel, meals, room, attendant and respite se~vlcess SUppllesS long distance telephone. charges). (JGJ 1-00 Purchased Services Totals ~.~~.~ 4. Property/Materials: Supplies/liaterials: Office Supplies: $250.00 NOT APPLICABLE Capital Outlay: 0.00 1 Property and Haterials Totals $250.00 11 TL DEVELOPMENTAL DISABILITIES Ph Ml Grant Workplan [ . . . . . . ,. ..:.. .. .:, ..::,, i., ,, ;,.., .-:.: :* ".: <:..;y.,?ym...= k.. . . . . . . . . . . . . . """-&' "-T":lt::-"'[:'"~'' ": PiRT:: II I.::.,-~F.lN"mC" 1A~;:INFO:~7.jON;j;;;;;;;~;;;:l;;~;.;';;;;;::j;;j:;;:::;: , .....,. :.:. . . . . . . ,.. ;., hi.,:,.,., >,."..: R::+,. .x. .<...,. .., +...:,,:; .J.:..:.. .::. ,.?. . . . . . . ,., 1 5. Rental and Leasing: NOT APPLICABLE I Rental and Leasing Totals 0.00 I 6. Utilities: postage (for mailing tickits, confirmations, and checks, and to communicate with participants "and Speakers.) Telephone (Long Distance) . . 200.00 9oo.ooL45- 1 Utilities Totals $1,100.00 7. Negotiated Indirect Cost Rate*: Amount: NOT APPLICABLE 12 TEX, DEVELOPMENTAL DISABILITIES PROL M Grant liorkplan PART 111: FINANCIAL INFORMATION C. Financial Mangement System Questionnaire 1. APPLICANT RESOURCES: A. B. c. NOTE: List the source of all the matching funds for this project, including your own agency. Indicate the origin of the contribution, i.e., direct donation, state appropriations, revenue sharing, volunteers, services, materials, etc. Indicate whether each source of funding is federal or non-federal. EACH MATCH SOURCE MUST COMPLETE A LETTER OF COOPERATION/ENDORSEMENT WHICH YOU WILL SUBMIT AS AN ATTACHMENT TO THE WORKPLAN. A. AGENCY/SOURCE OF FUNDS B. ORIGIN OF CONTRIBUTION NO MATCHING FUNDS 2. FISCAL SYSTEMS A. B. c. D. E. F. What is your agency's present operating budget? C. FEDERAL NON-FEDERAL Is a general ledger maintained that clearly summarizes the grant related transactions? YES Are your books maintained on the cash or accrual basis? CASH Who will keep these books? Title? Allen Dietz'~ project Director What method is used to document personnel costs (salary and fringe benefits) charged to the project? Time sheets HOW often do you prepare financial statements? Monthly or quarterly, ~anending on the needs of the DD council. 13 NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, NAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ PREEWAY DALLAS, TEXAS EVALUATION CONTENTS EVALUATION FORM 1 -- ALABAMA PIP -- CALIFORNIA PIP -- ILLINOIS PIP -- TEXAS PIP EVALUATION SCORES 12 -- ALABAMA PIP: 1990-1991 -- IOWA PIP: 1991 -- TEXAS PIP: 1990-1991 PROGRAM EVALUATION 17 -- IOWA PIP: 1990 -- COLORADO PIP TWO-YEAR and 1991-1992 EVALUATION PARTNERS IN POLICYMAKING OF ALABAMA WORKSHOP/TRAINING EVALUATION **************************************** * * * ALABAMA PIP EVALUATION FORM ~ N.D. - Received prior to 1992 Academy /EAKER~~ **********************************$ workshop Topic Date p~ea9e circle your response to each statement. . . 2. . . 6. 7. 8. 9. 8trongly strongly Not Agree Agree Disagree Disagree Applicable The program met my expectations. 5 4 3. 2 1 0 I received new information. 5" 4 3"2 1 0 The information was helpful and relevant to my needs. 5 4 3 2 1 0 The speaker(s) pre- sented the information clearly. 5 4 3 2 The speaker(s) encour- aged audience partici- pation. 5 4 3 2 The exercises, if any, helpful me apply the information presented. 5 " 4 3 2 The handouts/mat"erials, if any, were helpful. 5 4 3 2 The audiovisual aids, if any, helped clarify the information pre- sented. 5 4 3 2 My general reaction to the program was positive. 5 4 3 2 1 1 1 1 0 0 0 0 0 0 . . . 1 SPEAKER/ PRESENTER PARTNERS IN POLICYMAKING OF ALABAMA Mileage, Travel, and Miscellaneous Expenses Reimbursement Claim Form Name Address Social Security Number Mileage Claim Date To / From # of Miles totalmilesat $.22/mile$ Travel Claim Air Fare Hotel/motel Local Transportation - Other (receipts attached where applicable) Total Due $ Meal Claims (at established rates) Breakfast Lunch Dinner Total Due$ (date) (signature) 2 Please respond briefly to each of the following: 1. What were the major strengths of the workshop? 2. The workshop would have been better if: 3. What did you expect to receive from attending this workshop? 4. Did the workshop meet your expectations? 5. What specific skills, techniques, at this workshop that are relevant setting? or knowledge did you obtain and applicable to your work 6. In summarizing my reactions to this program, I would Say: Thank you for completing this evaluation. 3 . PARTNERS IN POLIC ylfAXIl?G OF ALABAMA REINHJ==NT FOR SUPPCRT TO PARTIC1pMTS NAME ., ADDRESS SOCIAL SEC'URITY NUMBER RESPITE CARE: # OF HOURS AT A RATE OF $ BABYSITTING : # OF HOURS AT A RATE OF $ pERSONAL ~~ ATTENDANT: + OF I VERIFY THAT I PERFORMED RATES LISTED ABOVE. HOURS AT"A RATE OF $ THE ABOm SZRVICZ ON THE DATES MD THE SIGNATURE OF PROVIDER SIGNA'TU%E OF ?AR'TICIF-..NT 4 PAR"J"NLWS IN Pol.l(?Yh4A?'dN~ s}3s10?4 EVALUATION FOR.M SESSlON 1: VAL[JES AND HISTORY OF THE DISABILITY MOVEMENT EDUCATION: INTfiGRATION AND QUALITY Pkase circle the number below frwrt 1 to 5 which best reflects your feelings about ea.:s s~saker in the following areas: 1. overall h=~. s=~isfied were you with thk speaker? 3.ITE: Xot dissatisfied somewhat neither somewhat satisfied very at all dissatisfied satisfied satisfied 2. HOW apprcpri=tejclear were the presentation and materials by the s>eaker? 1 2 3 4 5 6 7 Not at Extremely all apprcgriac2 Appropriate satisfied (if any) used 3. Is =heze ~~=ething you learned from this presentation that you can put into use in >-our life? If so what? 4. Iihac di2 >-ZU like least about this presentation? p~ease rate :ki5 speaker in the following areas: 1. Overall F.c:- satisfied were you with this speaker? Not di~s~~is~ied sonewhzt neither sonewhat satisfied Ver;' at all dissatisfied satisfied satisfied 2. Hov a??rc~zizce /clear were the presentation and naterials by the sgezker? satisfied (if any) 1 2 3 4 5 6 7 Not at Extremely all appropriate Appropriate 3. Is there ss=ething You learned from this Presentation that YOU can put into use in your life? If so what? . What did you like least about this presentation? . . . 8 Please fill in the following information. No name is needed on this sheet as your answers are anonymous. Thank you for taking the time to answer these questions. 1 ) Education Level Some High School/No degree GED High School Diploma Some College/No degree - Associate's Degree Bachelor's Degree Some Grad School/No degree Master's Degree M. D./Ph.D. 2) Ethnic Background/Race African-American American-Indian Asian Hispanic White Other 9 . -. PARTNERS IN POLICYMAKING Session Title: EVALUATION Date: AA**i***h*****kkA*k***k***kA******k****** * * Are you a * TEXAS PIP'EVALUATION FORM ; Consumer Parent? ~ N.D. - Received prior to 1992 Academy ~ *******kk**********h*h********h*****k**** Please circle your response to each statement. 1. 2. 3. 4. 5. 6. The The speakers(s) information clea;ly. This was relevant to my needs and will improve my advocacy abilities. Questions were answered satisfactorily. Strongly Agree 5 5 5 The advance readingsjhandouts were helpful. 5 I felt the speakers were sensitive to participant's individual situations. 5 My general reaction to the program was positive. 5 Agree 4 . . 4 4 4 4 4 thing I liked most about this session was: Neutral 3 3 3 3 Disagree 2 2 2 2 3 2 3 2 Strongly Disagree 1 1 1 1 1 1 The session would have been better if: 10 In what ways will the knowledge and skills gained this weekend be useful to o " you? .- . -. . Comments: 11 . . . AVERAGE SCORES FROM EVALUATIONS PER SESSION OF 1990-91 SESSION Average Score/Statement 1 2 3 4 5 ,6 7 8 9 ----.---- 1. 2. 3. 4. 5. 6. 7. 8. October 19-20: History of the Disability, Advocacy and Parent Movements, history of the independent living move- ment. November 9-10: Severe Physi- cal Disabilities, Assessing Your Technology Needs and Demonstration of Technological Devices. January 11-12: Education - Quality and Integration February 8-9: Family Supports G Entitlement: Insurance Issues, Respite Care, SS1 and SSDI. March 1-2: Waivers, Vocation- al Education, Transportation Issues, Grants and Grant Writing, Personal Care Atten- dant Issues, Supported Employment. April 12-13: State Policy- makin~, Legislative Training Hands on Process May 10-11: Legislation in Action June 7-8: GRADUATION 4.3 4.5 4.3 4.2 4.2 4.3 4.2 4.1 4.7 4.8 4.9 4.6 4.9 4.7 4.6 4.7 4.9 4.9 4.3 4.2 4.3 4.5 4.4 4.5 4.6 4.3 4.4 4.5 4.6 4.2 4.7 4.o 4.5 4.4 4.3 4.6 4.2 4.4 4.3 4.2 4.4 4.0 4.2 4.0 4.3 4.5 4.5 4.6 4.5 4.5 4.6 4.6 4." 496 4.9 4.6 4.8 N/A N/A N/A N/A N/A 4.9 NO EVALUATION ADMINISTERED NOTE: Statement = Pesponses to a question in the evaluation form. The participants were asked to, !lplease circle the number below from 1 to 5 that best reflects your feelings." Strongly disagree was 1; strongly agree was 5. the statements were: 1. The program met my expectations. 2. I received new information. 3. The information was helpful and relevant to my needs. 4. The speaker presented the information clearly. The speaker encouraged audience participation. :: The exercises, if any helped me apply the information presented. 7. The handouts/material, if any, were helpful. 8. The audiovisual aids, if any, helped clarify the information, presented. 9. My general reaction to the program was positive. ALABAMA PIP EVAL. SCORES 90-91 - Received prior to 1992 Academy ~k*Akk**kk*********k*************k******* * k IOWA PIP EVAL. SCORES 1991 * * ~N.D. - Received priox to 1992 Academy ~ *******************************A********* Attachment :4 N=>4 [ Overall Evaluation * IOWA PARTNERS IN POLICYMAKING 1991 SUMMARY 1. 2. 3. 4. 6. 6. strongly Iachievedthe goalsI setformyself 5 as a participant in Partnen in Policymaking. 54.5 = 3.89 1 timments:We'Ve so much yet to do; I need to work on these; most were met; Due to my injury I could not attend all sessions. Partnera in Policymaking is a very 5 effdve way ti gain knowledge and skills for influencing public policy. ~d = 4.57 10 ~mmen~: Amen; may it continue for years; presenters were knowledgeable; it's about time someone was fighting for us .S helplng. The time mmmitment ~uired b partici~t.e 5 inPartner8inPolic~ Wasrealistie 60 = 4.29 .Commenti.. Even more meetings; Friday "A Saturday 7 were good. Direction and supportfmmpro= staff 5 waa,av6ajla=bl~w4~en needed- . 8 ~mmenti Really super, bent over backwards: everyone was so helpful; good; Dav~d's leaving was a problem. IdIlbemo=effedve~~ of 5 adv~ yandpolkyulaki.ng-a=ult of my ~:v:lv;me;t-ili--thfa P=*. 8 . Cammenk" I will try In the future, I will shub um3e othe~ 5 ~ci~~-~Fk&nerSin Policymaking. -e 10 -UM!Ienb: 1 already know two who are interested; I already have two names; Yes, a hard challenge, but it's worth (it). 4 10 4 2 4 4 4 5 4 4 4 3 3 3 3 2 3 ~ 3 3 2 3 1 2 2 2 2 1 2 2 Stron U51UL 1 1 1 1 1 i 13 7. P1casc list 3-4 highlight-s you cxpcricnccd during or S.S a result of your participation in Partners in Policymaking. Gunnar x 3; Fran Smith x 4; Almo Hawkins x 2; Lowell Junkins , Dal ri d H~ . Te rrv Va~ . ro~e th co. SUP ervi sors x 4; ,organization panel x 2;. mock board mee ng networking x 2; resources, contacts, all the presenters x 2; meting other ~resentors s hosts; I learned a lot about affectln9 chan9e; . I've been empowered with much knowledge & good contacts; under- stanalnq the system; ga~nlng confidence that I can make a differefice. - Please rate the helpfulness of the following elements of Partners Policymaking: 8. 9. 10. 11. U 13. 14. Reading and resource Formal presentations. Group discussions. Informal networking. Very mata-ials. 60 = 4.29 5x9 4 x3 3x2 49 = 3.5 5 x3 4 x6 3x5 61.5 = 4.39 5 x9 4 x2 3x2 62 = 4.43 5 X104 x2 3 PemXwllpmjeCt(s)rela&dtiPz-rlem 5x8 4x3 3x2 in Policymaking. 60 = 4.29 $100 Reaoux= AccounL 61 = 4.36 5 x8 4 x3 3x2 The Individual Action Pb 5x8 4x3 3x1 59 = 4.21 Composition ofthepartkipaat group 5 x7 4 x5 3x2 (Le., parenti and ccmauuwrs , gouager and older, experienced and ~ experienced). 56 = 4.0 Additional comments or suggestions: 2 2 2X1 2x2 n..l LA& 2 2X2 2" in No H&& 1 1 1 1 1 1X1 1 1 Org. panel should be earlier; keep the program going: appreciate the flexibility of Session V; Presenters were all knowledgeable: Dro a= was good but I did not uersonallv have enouqh time to give to it; Itis good to know someone is helping us fight for what Ye of Dartners made it interesting: sho-rter formal presentations. 14 PARTNERS IN POLICYMAKING AVERAGE SCORES FROM EVALUATIONS PER SESSION YEAR ONE TRAINING SESSIONS DATES AVERAGE SCORE/STATEMENT 123456 1. 2. 3. 4. History of Disabilities, August 24-25 Indepe~dent Living Movement, Parent Movement, People First Movement Education-Integration and Quality Supported Living, Personal Futures Plann Supported Employment, Family Supports Federal Policy and Legislative Issues, Advocacy State Policy and Legislative Issues, Advocacy Physical Disabilities, Assistive Technology, September 21-22 October 26-27 ng, Nov. 30-Dec. 1 January 25-26 February 22-23 Positive Approaches to Challenging Behavior Bureaucratic Maze, March 22-23 Advocacy Organizations Robert's Rules of Order, April 19-20 Graduation 5. 6. 7. 8. 4.5 4.5 4.6 4.5 4.7 4.6 4.5 4.7 4.5 4.6 4.5 4.7 4.5 4.5 4.6 4.6 4.5 4.3 4.3 4.5 4.7 4.4 4.5 4.6 4.5 4.1 4.3 4.6 4.4 4.3 4.5 4.3 4.4 4.3 4.7 4.7 4.7 4.4 4.7 4.4 4.7 4.6 4.7 4.8 4.7 4.5 4.5 4.7 NOTE: Statement = responses to a question in the evaluation form. The participants were asked to, "Please circle your response to each statement." "Strongly disagree" Was 1; "strongly agree" was 5. The statements were: 1. The speakers(s) presented information clearly. 2. This was relevant to my needs and will improve my advocacy abilities. 3. Questions were answered satisfactorily. 4. The handouts/materials, if any, were helpful. I felt the speakers were sensitive to participant's individual situations. ;. My general reaction to the program was positive. ;**k******&*********k******************; * * TEXAS PIP EVAL. SCORES `90-'91 ~ ;N.D. - Received prior to 1992 Academy ~ **************************************** 15 PARTNERS IN POLICYMAKING AVERAGE SCORES FRCf4&VALi#ATIONS PER SESSION TRAINING SESSIONS DATES AVERAGE SCORE/STATEMENT 123456 1. History:pf Disabilities, September 12-13 4.5 4.5 4.5 4.2 4.7 4.8 Independent Living Movement, jParent Movement, ~eople First Movement ! 2. Education-Inclusion October 11-12 4.9 4.8 4.5 4.5 4.6 4.9 and Quality 3. Supported Living, November 15-16 4.8 4.6 4.6 4.4 4.6 4.7 Supported Employment, Family Supports 4. Federal Policy and January 10-11 4.6 4.7 5.0 4.8 4.7 4.7 Legislative Issues, Advocacy 5. State Policy and February 7-8 4.5 4.6 4.7 4.6 4.7 4.6 Legislative Issues, Advocacy 6. Physical Disabilities, March 6-7 4.6 4.5 4.5 4.2 4.7 4.6 Assistive Technology, Positive Approaches to Behavior 7. Bureaucratic Maze, April 3-4 4.6 4.7 4.5 4.1 4.6 4.7 Advocacy Organizations 8. ParliamentaryP rocedure, May 1-2 Community Organizing, and Graduation NOTE: Statement = responses to a question in the evaluation form. The participants were asked to, "Please circle your response to each statement." "Strongly disagree" was 1; "strongly agree" was 5. The statements were: 1. The speakers(s) presented information clearly. 2. This was relevant to my needs and will improve my advocacy abilities. 3. Questions were answered satisfactorily. 1. The handouts/materials, if any, were helpful. 5. I felt the speakers were sensitive to participant's individual situations. 6. My general reaction to the program was" positive. +**+************************************* x * * TEXAS PIP EVAL. SCORES `91-'92 * * ~ N.D. - Received prior to 1992 Academy $ ***************************************** 16 Iowa I?artners is Policymaking 1990 Program Evaluation Material Prepared by Iowa Protection & Advocacy, Inc. Project of Iowa Governor's Plannin g Council on Developmental Disabilities IOWA PIP PROGMM EVALUATION 1990 - Received prior to 1992 Academy ..-. 17" Partners in Policymaking 1990 Objective #8 Action Step 8.2 By June 15, 1990, compile the results for an evaluation tool used by the participants at the end of each training session which addresses a) the effectiveness of the speakers, b) the relevance usefulnesses and sufficiency of the material presented. Enclosed please find the descriptions of the evaluations for Sessions #1, #2, and #3 of Partners 1990, taken from the Third and Fourth Quarter Reports. Also find enclosed the summary of the overall evaluations completed by the 1990 Partners at the May 4 and 5 weekend. Action Step 8.3 By June 15, 1990, compile the results for an evaluation tool used by each participant to record policymaking activities as a result of the project which addresses: A. B. c. The number of letters written to poli.cymakers since the beginning of the Project. During the course of the 1990 Partners in Policymaking Project, the Partners personally wrote 77 letters to local, state, and federal policymakers. Additionally, the Partners networked with friends, relatives, and other parents or persons with disabilities to send 435 postcards or letters to state and federal policymakers. The number of times the Partners testified before policymakers since the beginning of the project. The 1990 Partners testified nine times before policymakers between January and June of 1990. All nine of these testimony contacts were delivered to local or county policymakers. The total number of contacts that participants had with policymakers at each level of government since the beginning of the Project. The type of contacts with policymakers was divided into two categories; face to face meetings with policymakers, and telephone calls to policymakers and/or their staff. 18 D. E. partners met face to face with federal policymakers on 9 occasions, 12 times with state policymakers, and 16 times with local or county policymakers. This is a total of 37 face to face meetings. The Partners made 68 telephone contacts to policymakers during the course of the Project, 13 of these calls were made to federal policymakers or their staff offices, 24 calls to state policymakers, and 31 calls were made to local or county policymakers. Anecdotal information concerning the way services are delivered to the participants and/or their families as a result of the Project. From January, 1990 through June, 1990, Partners worked with policymakers, educators, se~vice providers, committees, and existing networks to achieve the following: . Increased respite and nursing care services following contacts to state DHS policymakers and federal legislators; . Increased opportunities for school integration or inclusion using resources acquired through Partners in local committee or individual action; . Entry into financial entitlement services (Family Support Subsidy, Title XIX, and SS1) after making informed contacts to local DHS offices; . Better quality IEPs, IPPs, and IHPs; . Federal tax relief for in-home care payments received by the family, for services delivered by family members after contact to US Congressional delegations; . Enhanced employment opportunities for parents and Consumers; and . A general feeling on the part of the Partners of increased credibility when meeting with professionals and policymakers. The names of the organizations participants joined since the beginning of the Project. Partners joined the following organizations between the months of January and June, 1990: The Association for Persons with Severe Handicaps (Iowa TASH), The Association for Retarded Citizens - Iowa, the Autism Society of Iowa, University of Iowa Child Health Specialty Clinics Parent Consultant Network, Department of Education Parent/Educator Connection, Area Education Agency Renewed Service Delivery System Area and Building Committees, County MH/MR/DD County Board (Wright County), Schools Are For Everyone (National SAFE Coalition for School Integration) , 19 F. The offices Held of the Project. Since January of by the participants since the beginning 1990, Partners have been nominated, and/or elected to the following committees and Boards: Secretary of Iowa Protection & Advocacy Board of Directors, member of the Governor's Planning Council on Developmental Disabilities, members of AEA RSDS Advisory Groups, members of Wright County M.H/MR/DD Advisory Board, member of ARC-Iowa Education Committee, member of Schools Are For Everyone Organization Committee. G. Ways in which the Project expanded on previous networking efforts. Partners in Policymaking provided a number of parents and persons with disabilities increased opportunities to network with other families and consumers, as well as with providers, professionals~ and policymakers. The Project provided an increased opportunity for linkage between parents and consumers of services from many geographic areas in the state. For each of the Partners, the opportunities to network with other friends and acquaintances in other network systems~ were enhanced by the knowledge and skill acquired in the Partners training. The 1990 Partners became involved in existing networks in the education~ employment, health? and transportation arenas. From the outset, the Partners recognized the potential for growth in existing networks through their meeting. The diverse interests, skills, and needs of the 1990 Partners provided an additional information and support network, as well as opening existing networks to the involvement of new people. As a result, we saw Partners using `previous contacts and Partners Network contacts to generate a number of letters and phone calls to state and federal policymakers. These contacts were largely related to the family support subsidy legislative issues during the 1990 Iowa General Assembly Session. Training and resource opportunities were also shared"by the Partners, and a number of Partners were made aware of opportunities about which they would not have heard previous to Partners in Policymaking. Partners attended 43 training sessions, where they learned or strengthened skills, and acquired additional resources to empower them. Partners also assisted four persons with disabilities to register to vote for the 1990 election. H. The number of public presentations: lectures, workshops, radio, television~ etc. (made by the participants on disability issues since the beginning of the Project) . 20 Between January and July, 1990, the Partners gave 22 presentations on disability issues. These were primarily lectures or informal workshop sessions. Additionally, issues brought to the attention of the Iowa press were included in three news articles and one editorial. The news articles appeared in loca~ papers~ and the editorial appeared in the Des Moines Register. 21 Reference Action Step 8.2 Results of evaluations by participants of the training sessions. M identical evaluation form was used for both session #l and session #2. The Partners are asked seven ratings questions~ and then are given the opportunity to respond to five open ended questions. The seven ratings questions are as follows: 1. 2. 3. 4. 5. 6. 7. The presenters were knowledgeable and well prepared. The presenters allowed ample time for discussion, and were effective in facilitating it. Overall, the content was relevant and stimulating. I felt the freedom to express my own views on the topics covered. The printed materials were useful. I will be more effective in areas of advocacy and policymaking as a result of session #l (or session #2). The organizers were considerate of everyone's physical needs and all the accommodations were adequate. The rating used for these seven questions was a fi.ve- point scale, from strongly agree through neutral, to strongly disagree. In Session I: Ratihg #1 - Ten out of thirteen respondents strongly agreed that the presenters were knowledgeable and well prepared. Three of the thirteen agreed that the presenters were knowledgeable and well prepared. Rating #2 - "The presenters allowed ample time for discussion and were effective in facilitating it." Five of the thirteen respondents strongly agreed with the statement, six of thirteen agreed, one of thirteen was neutral, and one of thirteen disagreed. Rating #3 - `Overall, the content was relevant and stimulating." In this question, seven of thirteen strongly agreed~ and six of thirteen agreed. Rating #4 - "I felt the freedom to express my own views in the topics covered.W Eleven of thirteen strongly agreed with this statement, while two of thirteen agreed. 22 Rating #5 - "The printed materials were useful. " Six of thirteen strongly agreed, five of thirteen agreed, and two of thirteen were neutral. Rating +!6 - "I will be more effective in areas ,of advocacy and policymaking as a result of session #l." Six of thirteen strongly agreed, six of thirteen agreed, and one of thirteen was neutral. Finally, for ratings #7 - `The organizers were considerate of everyone's physical needs and all the accommodations were adequate." Eight of thirteen strongly agreed, four of thirteen agreed, and one of 13 was neutral on this issue. Additionally, we opened the following areas up for comment: 1. Please list three to four topics for experiences you especially appreciated or learned from during session #l. The topics that people listed consistently were `Caring for the Caregiver" presentation by Sister Marie Michelletto; "The Individual Action and Team Work" presentation by Julie Beckett, and Gunnar Dybwad's involvement in speech. People also noted the challenge that David Hancox had presented to the group. Additionally, people mentioned their appreciation for the opportunities to network and share ideas with the other Partners. 2. What parts of session #l were disappointing, discouraging, or not helpful for you? There were comments relative to the length of the presentations (that they might have been shorter or allowed more breaks) . There were some comments relative to going off task. Additionally, a number of people were disappointed that Jerry Murray did not show. 3. What information would you have liked to include in session #1 that was not. Consistently, the Partners requested following information to have been included: a list of state and national phone numbers for information clearinghouses, newsletters~ legal resources~ and servicesr etc.; listing of disability related commissions and task forces, both state and federal; a bibliography to acronyms. 23 4. How do you plan to make use of the ideas, information, and/or skills gained during session #l? A number of the partners mentioned that they were planning to take the information that they had gained back to their communities to start groups there or work with existing groups. A number felt that the information they had gained would be helpful in letter writing campaigns regarding certain pieces of legislation, and some Partners mentioned that it would be especially helpful working through and analyzing their Individual Action Plan goals. Additional comments in session #1 from the Participants were as follows: `We really felt extremely comfortable, and I think we were all able to let down our defenses and have more creative ideas." "This has given me renewed energy and has been wonderful." `I would suggest that some time be scheduled for brainstorming, and that someone be appointed to keep us on task and watch the time (when the speakers get off on tangents) ." "A large amount of beneficial information was obtained via a personal interactions and discussions." `I think people are geared up and ready to dig in! " `Allow more free discussion for the Participants, either during a panel groupf or at the end of the presentation." "The group should continue to meet every three months to review what has been accomplished." `The conference overall was super!" `I hope we will travel to the Capital and observe a hearing or see someone testify in a setting which will adequately prepare us to do it in reality (mock hearing sessions)." For session #2, nine'of the Partners returned evaluation forms: Rating #1 - One of nine strongly agreed, six of nine agreed, one was neutral~ and one disagreed. 24 Rating #2 - TWO of nine strongly agreed, two of nine agreed, four of nine were neutral, and one disagreed. Rating #3 - one strongly agreed, four agreed, three were neutral, and one disagreed. Rating "#4 - Five strongly agreed, two agreed, one disagreed, and one strongly disagreed. Item #5: three strongly agreed, four agreed, one was neutral, and one disagreed. Item #6: three strongly agreed, three agreed, two neutral, and one disagreed. Item #7: three strongly agreed, four agreed, and two were neutral. Especially helpful topics or experiences included: the issue analysis presentations; Dr. Steven Moore's presentation; discovering that change i.s a slow process; getting more familiar with the problems in disability policy, more familiar with the Partners staff, and more familiar with the Partners themselves; the discussion on Americans With Disabilities Act was helpful; in addition to information gained on other disabilities, learning more leadershi-p skills and more effective networking skills; the skills learned in group communication; problem solving and managing conflict. Disappointing, discouraging, or not helpful portions of session #2 included: moved very quickly, too much printed information for one session; part of the training may not have been needed by any of the Partners (like junior high school Four H, relative to FCL); parts of the presentations were somewhat insulting or delivered in a sexist fashion; the length of the sessions were noted to long; and a number of the skills and concepts taught were a review for some of the participants. Wnat information could have been included in session #2 that was not? A suggestion was made that a mix of session #l and" session #2, in terms of the training strategies and styles would have been effective. A number of Partners mentioned they would like to see more in depth coverage of the laws in effect and that are coming into effect in a discussion thereof. How do you plan to make use of the ideas, information, and skills gained during session two? Most Partners mentioned that they would use the information to help achieve their goals; that the skills learned would be helpful informing parents of disabled persons groups or People First groups; to be more objective in working with others; become a better group member; help organize and use time more effectively and efficiently; become better informed and more politically aative. 25 Additional comments and suggestions from the nine respondents included: "Thanks for your hard work and the gifts that you have given me. The resulting blessings are already coming to me and the others." "The food was not the greatest, but you can't help that." "Maybe next time you could intermix FCL and the information and motivation speakers." "I found like I'm being woke up to a world that I thought was gaining gmund~ and found out it is still the same old `stuff'." "The impact of lobbying is going to pay off as long as it is done by the disabled talking for themselves." "At the next session, I would like to have a speaker that directly addresses those with disabilities." `Keep up the good work." `I think this group has used the information given to them and used it to network among themselves and find their niche. I am proud of the people for the bonding and the love that's shared: I truly care about this group and feel so close to many of them.n Staff analysis of these responses to the evaluations from session #1 and session i12, indicate the impact and the c3irection of the training has been very positive. Sixteen participants, including persons with developmental disabilities and parents, evaluated the third Partners in Policymaking weekend workshop experience on May 5, 1990. The following summary information is based on the evaluation tool distributed at the completion of the workshop. Scored items below have been rank ordered on a 1 to 5 scale, 1 being strongly disagree; 5 being strongly agree. 1. The presenters were knowledgeable and well prepared. Number of respondents: 16 Mean: 3.88 26 2. 3. 4. 5. 6. 7. The presenters allowed ample time for discussion and were effective in facilitating it. Number of respondents: 16 Mean: 3.75 Overall the content was relevant and stimulating. Number of respondents: 16 Mean: 3.94 I felt the freedom to express my own view on the topics covered. Number of respondents: 16 Mean: 3.88 The printed materials were useful. Number of respondents: 16 Mean: 3.31 I will be more effective i.n areas of advocacy and policymaking as a result of Session #4. Number of respondents: 16 Mean: 4.69 The organizers were considerate of everyone's physical needs and all the accommodations were adequate. Number of respondents: 16 Mean: 4.06 A number of participants felt that the present:i~ns k:- Vic Elias, John Foley, and parts of the panelist committee were especially good. The Participants especially appreciated the opportunity to share time with the panelists after the discussion was completed~ and gain a better understanding of the county system. parts of Session #4 that were discouraging or disappointing to the Participants, included the length of the panel discussion, and the windiness of some of the speakers. A number of the Partners said that a smaller panel or a series of panel discussions would have been more helpful. 27 8 erdl EvWit.IQK Sixteen Participant, evaluated the entire Partners in Policymaking Iowa Pro-tion and Advocacy June 8, 1990 including persons with developmental disabilities and pa&nts, Partners in Policymalun " g experience on May 5, 1990. The following summary information is based on an evaluation tool distributed at the end of the final weekend of Partners. Scmed items below have been rank ordered. wed Responses to these stxkements representing "Strongly Agree" L 2. 3. 4. 5. 6. In the future, Policymaking. I will be more were based on a five point scale, with 5 and 1 "Strongly Disagree. " I will strongly urge others to participate in Partners in N=16 effective in areas of advocac y and policy-making as a rny involvement in this projecti N=15 Partners in Policymakn " g is a very effective way tn gain knowledge for influencing public policy. N=16 Mean 4.78 result of Mw 4.70 and Skdh Mean 4.59 D" ~tion and support from project staff was avdable when needed. N=16 Meaxl 4.41 The time commitment required to participa~ in Partners in Policymakm " g w- l%xdiatic. N=16 Maui 4.09 I achieved the goals I set for myself as a participsmt in Partners in Policymaking. N=16 Mean *97 28 Elmts of PIP Participants rated the helpfulness of specific elements of Partner= A five point scale was used) with 5 represen~g "very Helpful" and 1 "Not Helpful. " 1. 2. 3. 4. 4. 5. 6. 6. 7. Informal networking Composition of the participant group (i.e., parents and consumers, younger and older, experienced and less experienced) Group discussions Reading and resource materials $100 Resource Account Personal project(s) related to Partners in Policymaking Formal presentations The Individual Action Plan Use of Telenet conferencing N=16 N=16 N=16 N=16 N=16 N=16 N=16 N=16 N=13 Mean 4.72 Mean 4.69 M-n 4.59 Mm 4.50 Mean 4.50 Mean 4.37 Mean 3.90 Mean 3.90 Mean 3.73 Participants we= aaked to list 3-4 highlights they experienced during or as a result of their ~cipation in Partners in Polic_ng= The~ responses reflect the " - . . . - . ved to empower participant in advocacy and variety of ways in wlucn Yartners ser policymaking activities. Having my eyes opened to school and power with political candidates to get (1) Getting on the Wright County MH, cOmmunit y integration. Realizing what I need for my daughter. my MR. DD Committee. (2) Getting more comfotible with adults challenged with disabilities. (3) Accessibility b pcmple whose names I heard but now 1 have meL (4) Empowerment-commitment b hang in there. For the first time being told of the benefits of integration and the full integration option, learning about appropriate supports and services for children `with autism, becoming more informed and aware of the political structu= as it exists in Iowa. 29 Without a doub~ the strength, friendship, knowledge and overall supprt I acquired through meeting the other PIP trainees is the highlight of highlight Networking, Stiven Mare, Sister Marie. (1) Helped me b realize other people's problems and intirests. (2) The fact that the system dwx not work properly. (3) The camaraderie and friendships. (4) Although the Coalition Day was not really part of this projecG I came in b-use of our project- Made contits I'm sure will be extremely valuable tm me in the future. I f-l that I have made some good friends, learned that I'm not alone, Startln - g tn learn about laws- both good and bad things, bmme more politically aware and hopefully a betir advocate. Seeing that this field has even come close b perfecL Rules are set in the dark ages and still followed by policy makers. Meeting more people and making new friends. Learned a help get through all the red tipe. cumnts and Reamnda tires David you have me long as you want me in this projeck kind of work. David 1 would like h get more involved. Keep same formati lot about how b I love doing this To have mentally disabled people have aasis~ce as needed during sessions. They didn't gain as much as they could have. A year ago, I would ~ dream of writing congressmen, telephoning, getting a board position with Milt MR, DD Advisory Board. Should focus on the basics of being more vocal in the policy issues. I would maybe do a different mix of motivational and info, but all of it was grea~ Maybe delete some parta of FCL. Continued involvement even in issues not directly affecting you makes you a better citisen! 30 This has been a vehicle for renewing my active involvement in policymaking. I'm extremely happy that I had the opportunity ti meet these wonderful paren~ Too much downtime. Could have practical speaking more in front of each other to gain comfort level for later advocac y. Wish we'd visited the capitol tigether b practice or to sit in on session= Shorten the length of a days learning sessions. I would like b be More time for QlkA next year. More role playing, part in 1991 as a setice ta David. with speakers. Work debating, homework. on debate skills and role playing more I intend to recommend this to every person I meek know, come in con-t with. I am using my PE Connection `~d they have `&ntx&d me for and used informet.ion that Partners has provided. I'd love ta see more legislators presenti 31 PARTNERS IN LEADERSHIP PROGRAM FINAL REPORT Prepared by Ruth H. Cha~man EVALUATION Social Research ~onsultant June H. Twinam Organizational Development Consultant July 1991 COLOlU4D0 PIP PROGRAM TWO YEAR EVAL. Received prior to 1992 Academy 32 TABLE OF CONTENTS 1.0 INTRODUCTION 2.0 STUDY DESIGN 3.0 LITERATURE SEARCH 4.0 FINDINGS 4.1 Definitions of Leadership 4.2 Expectations of Partners in Leadership 4.3 Leadership Experiences 4.4 Recruitment and Selection 4.5 What Should Change 5.0 CONCLUSIONS AND RECO MMENDATIONS 5.1 Recommendations 5.2 Ongoing Internal Evaluation 5.2.1 Short-Term Evaluation 5.2.2 Long-Term Evaluation APPENDIX A APPENDIX B APPENDIX c APPENDIX D ~ 1 2 5 9 9 10 13 17 18 22 22 26 26 27 33 1.0 INTRODUCTION Partners in Leadership is a state-wide program that began in 1989. Its purpose is to help parents of young children with special needs and young adults with special needs develop a variety of skills that can be subsumed under the heading of "leadershipm. The program is sponsored by the Colorado Inter-agency Coordinating Council (ICC), which is the implementing agency for Public Law 99-457, and the Colorado Developmental Disabilities Planning Council. The ICC is staffed by the Colorado Department of Education. AC the end of the program's first year, the Association for Community Living in Colorado (ACL) received the contract from the ICC and the Developmental Disabilities Planning Council to operate the Partners in Leadership program. The ACL works with a coalition of individuals, all of whom have been involved in implementing the program since its inception. A Family Support Technical Assistance Group (TAG), a sub-group of the ICC, provides general oversight for the program. The TAG comprises representatives of a variety of agencies and organizations as well as some individuals. The contractor reports to the TAG at each meeting, issues are discussed and suggestions made. There are six Partners in Leadership training sessions in a program year. These sessions take place in the Denver area; begin either on a Friday afternoon or Friday evening; and conclude late Saturday afternoon. Participants' coscs are fully paid by the program. Two program years have been completed and Partners Three is scheduled to begin in the Fall of 1991. The external evaluation was planned for and conducted during the second year of the program to develop data to both support future funding and to continue refining the program. 34 : o. STUDY DESIGN The Partners progrsm is only in its second year and still in a formative stage; therefore, the evaluation team chose a qualitative research design'that would enable an in-depth exploration of the quality of participants' experiences both during and after their participation in Partners. The study, a utilization focused, formative evaluation is intended to assist both the funding agents and the coalition to better understand how the various elements of the program are working and to decide what actions might be taken to enhance the program's continuing development. The study began in the Fall of 1990. The team conducted a literature search concurrently with initial phases of data collection. To increase the validity of study results, multiple methodologies were employed to collect program data. These included * semi-structured, open-ended inte~iews of ,three key informants: the Partners Program Manager from the Colorado Department of Education, the Executive Director of the Colorado Developmental Disabilities Planning Council and the Executive Director of the Association for CommuniW Living; * observation of portions of each of the six training sessions that constituted Year Two of the Partners program;. * semi-structured, open-ended interviews of 19 participants Partners program; * semi-structured, open-ended interviews of 16 participants Partners program; from Year One of the in Year Two of the * a focus group interview of the six group facilitators from Year Two; * ongoing examination of the evaluative portions of Year Two participants' journals, in which respondents reflected back on the sessions and described what stood out for them and why they found those particular activities or ideas meaningful; * examination of the evaluation forms that Year Two participants completed at the close of some sessions. Participant intemiews were usually conducted in a respondent's home and in small groups of two or three. Some interviews were conducted individually. The interviews attempted to gather in-depth data on * what respondents are currently involved in with respect to family, employment and /or community activities; * how respondents became involved in Partners in Leadership, their initial expectations of the progrem and how the actual experience differed or did not differ from those expectations; * respondents' definitions of leadership; 35 * types of leadership experiences respondents have had and their perceptions of how participation in Partners in Leadership affected those experiences; * respondents' overall assessment of the Partners in Leadership program as well as suggested changes (if any). Participant inteniew guides are in the Appendix. The sample of participants from the program's first year was essentially a stratified random sample with the stratification related to geographic location. The sample from Year Two was also stratified geographically but was only partially random. For example, the team believed that it was important to interview some of the participants who did not complete the program; therefore, these individuals were selected purposefully. Three other individuals were selected deliberately because of behaviors that appeared to differ significantly from other participants. The following charts describe the samples. 36 FIGURE 1. RESPONDENTS BY LOCATION Year I Female Male Metro Denver 5 1 Boulder area 2 1 No. Colo. 5 1 so. Colo. 2 Western Slope 1 1 AND GENDER Year II Female Male 7 2 3 1 1 FIGURE 2. RESPONDENTS BY ETHNICITY AND ADVOCACY ORIENTATION YEAR ONE YEAR Two PARENT 15 14 SELF-ADVOCATE 4 2 ANGLO 17 10 MINORITY 2 6 1 1 Budgetary constraints prevented travel to the Western Slope; consequently, only Western Slope respondence who could be located and were able to be in Denver ac point during the data collection process were intemiewed. In accordance with the a~reement, the evaluation team presented interim reports those some on preliminary findings and-recommendations throughout the study to the Family Support Technical Assistance Group (TAG), the Inter-agency Coordinating Council (ICC) and the Executive Director of the Association for Community Living. Informal verbal feedback was provided upon request to facilitators and other administrative personnel during sessions. 37 3.0 LITERATURE SEARCH Despite the program's title, (Partners in Leadership) no singular notion or definition of leadership either provided focus to the original program or acted as a guideline for program content. The approach instead has been to build upon participants' self definitions and to explore the possibilities of various definitions of leadership behaviors. Because this approach had been intuitive on the part of the program developers, it was decided that the evaluation effort would include a literature search regarding the concept of leadership. The search data could then be compared to other information from participants as a part of the study. "Leadership has been a topic of intense speculation and controversy for thousands of years. The fact that we are still conducting research on leadership tells us that we are dealing with a very complex problem. If there were simple answers, we would have known them long ago." (Fiedler, F. E. and Chemers, M. M., 1984.) "Leadership is one of those nagging ideals that frequently defy definition. People play leadership roles, regardless of their official positions or titles. . . What makes the elusive `leadership' role all the more critical is the changing, unpredictable environment in which we live. Tomorrow's leaders and those who aspire to leadership, must, therefore, become comfortable with the volatile uncertain times. .." (Bisesi, M. 1983, Slo an Manaz ement Review.) These statements summa rize much of what the evaluation team discovered in a search of the literature on leaders and leadership. Warren Bennis (1985) states that there are more than 350 definitions of leadership but no clear and unequivocal understanding as to what distinguishes leaders from nonleaders or what distinguishes effective leaders from ineffective leaders. `Leadershipm Bennis states `is like the Abominable Snowman, whose footprints are everywhere but who is nowhere to be seen" Major categories of Leadership research are: 1. Trait Studies: personal characteristics of the individual leader; 2. Behavior Studies: what the leader actually does; 3. Process Studies: the interaction of the leader, followers (if present) and the environment.. Trait Studies essentially assume that personal characteristics of the leader determine the ability to influence others and/or to make things happen. Exsmples of traits are self confidence, ambition, decisiveness, dominance and charisma. Most early research (1900-1968) regarding leadership had a trait focus. The major conclusion from these studies is that while there are some personal characteristics that appear to be associated with leadership effectiveness, there are no universal traits (Stogdill, 1981). Theories that focus on leader behaviors include several well known efforts; the Ohio State Leadership Studies, Blake and Mouton's Managerial Grid approach and the University of Michigan Studies. This approach focuses on the development of leadership behaviors and the impact of these behaviors on group performance and satisfaction. Examples of leadership behavior include setting clear performance expectations, being supportive of people and trusting others. The major conclusion of these studies is that there are two primary dimensions of leadership behavior: concern for task and concern 38 for people, Leadership interaction or process approaches propose that leadership is a system and that it is the interaction among parts of the system, such as traits, behaviors (of ~ the leader and followers) and the environment (situation) that determines effectiveness. Major theorists of this school include Fiedler (contingency theory), House and Evans (path-goal theory) Vroom-Yetton (model of Leadership) and Tannenbaum and Schmidt (continuum of leadership styles). A vision of the future, risk-taking and commitment are leadership characteristics that are most commonly cited throughout the literature, regardless of the particular theoretical approach. For many authors vision and leadership are synonymous; one does not occur without the other. Si Kahn (1982) discusses m a sense of vision and direction". Bennis refers to commitment, complexity and credibility and states that effective leadership takes risks. According to Bennis, leading is a "deeply personal businessn and he argues that leaders must have positive self-regard. Burns identifies "purposen as the crucial variable influencing leadership. Hall et al (1987) state that an effective leader is "generative"-- making things happen, moving a group to a decision and building commitment to that decision. Argyris (1976) cites "a need to develop leaders in all fields of endeavor who know how to discover the difficult questions, how to create viable problem-solving n"etworks to invent solutions to these questions and how to generate and channel human' energy and commitment to produce the solutions." He writes, ".. .to bring about truly basic changes in institutions. . that do not wash out under the pressures of everyday life, human beings will have to develop new values, new skills and new concepts of individual and organizational effectiveness. . .~ Much of the literature implies that leadership does not exist without "followership". For example, J. M. Burns, whose book, Leadership (1972), is considered a classic in the field, writes, "Leadership is exercised when persons with certain motives and purposes mobilize, in competition or conflict with others, institutional, political, psychological and other resources so as to arouse, engage, and satisfy the motives of followers." Such a definition does not appear to recognize the possibilities of demonstrating leadership without `followership". Burns further describes the leadership process as "leaders inducing followers to act for certain goals chat represent the values and motivations, the wants and needs, the aspirations and expectations. . .of both leaders and followers." In addition to the above, two themes that relate closely to the goals, objectives and activities of Partners in Leadership emerged from the literature search. One of these is "situational leadership". The second is `process politics". Carew et al define situational leadership as a concept based on the notion that there is no `one bestn leadership style. In a 1986 article published in the "Training and Development Journal," the authors explore the implications of this concept for group leaders facilitating group growth and development. The applications of this work for Partners in Leadership facilitators are readily apparent and the evaluation team provided copies of this particular article to the coalition during the second year of the program. 39 Carew et al contend * the amount of * the amount of * the amount of In conjunction with directing, coaching, that leadership styles differ on 3 dimensions: direction a leader provides support and encouragement a leader provides follower involvement present in decision-making. these dimensions they cite four leadership styles: supporting and delegating. They argue that a group leader must be able to change styles as the individ-ls in the group develop greater commitment and competence. Assessing the developmental level of the group rnernbers provides a leader with the information needed for determining Which of the leadership styles is more likely to be effective at the time. Fiedler and Chemers, in their discussion of situational leadership, recognize that one individual may be an extremely effective leader in one situation and fail in another. They characterize leadership styles as being primarily "relationship motivated" or "task motivated" and examine situations in terms of the degree of control ("low", "moderate", "high") that the leader possesses. Ar~ing that it is easier to change the situation than one's style, these authors present techniques for altering the "immediate leadership environment." The work on process politics deals less with concepts of leadership than it does with the context in which leadership can be exercised more effectively. In addition, process politics focuses on communities as the target for change rather than che individual and/or an organization. Guthrie and Miller (1981) define process politics as a body of techniques that emphasizes: * influencing institutional as well as individual causes of problems; * encouraging self-determination; * increasing cooperation within and among groups; * developing individual skills; * spreading ownership of decisions by involving those affected in the decision- making processes; * valuing individual differences. The authors identify process politics as a set of assumptions and techniques intended to help groups manage their own processes of growth and to help group members become capable, effective problem-solvers. The following underlying assumptions support the concept. * Problems are solvable. * Both creative energy and pragmatism * It is essential to pay attention to objectives. are essential components in problem solving. both long-term perspectives and short-term * Any one of a number of different approaches to change the situation and its dynamics. * People count. (This assumption is strongly linked to "transformational" leadership.) can be useful, depending on theories regarding 40 * It's important to learn from what we do. Guthrie and MilIer identify the principal role of the process "politicianm as that of a change agent and state that the process politician may serve as an educator, an advocate, a fair witness or an idea generator. They argue that process politicians help people learn to be better leaders so that these leaders can increase a group's abilities to achieve goals with the primary goal being more openness in decision-making processes. The basic concepts and assumptions identified by Guthrie and Miller appear to be very similar to the concepts and assumptions that underlie Partners in Leadership. A complete listing of the literature that was examined may be found in the Appendix. 41 4.0 FINDINGS This section combines findings from interviews, obsemations and participant journals. 4.1 DEFINITIONS OF LEADERSHIP 4.1.1 Year One Like the literature, respondents had many definitions of "leadership". The word `responsibility" was included fairly frequently in respondent definitions as were phrases that described, in one way or another, both risk-taking and initiating behaviors. Two self-advocates called leadership the willingness to speak out ("to say what's what!). The word "help" was used in a variety of contexts, including "not being afraid to ask for help...", "one who helps", or "helping others to lead". Both having and sharing knowledge were mentioned as were the concepts of goals and vision. One individual's definition of a leader was "one who does what is in the best interests of the majority of the people he or she leads or represents"; another's was "coming toe to toe with one's beliefs". Some respondents clearly specified leadership that does not require "followership". One defined a leader as "a person who finds his or her own way --even if there~s no one following. . leadership is making one's own pathw. He went on to say that followers are "welcome" but he did not see them as a necessary element. In response the other participant in this intemiew session commented that one doesn't have to be "out recruiting people to follow. . . but is willing to have followers. ..to lead if requested". In another instance, a respondent explained how she had spent much time during the past year watching flights of wild geese and it occurred to her that a leader was like a `goose that breaks the V".' We will see in Section 4.0 that many respondents' operational definitions of leadership (definitions that emerge from respondents'descriptions of their own leadership experiences) do not require "followership". This is particularly true for respondents in the Year Two sample. Other words or phrases that respondents used in their definitions include: `making or allowing things to happen," `strength," `stability," "someone who's in charge," "accountability," `someone others look to for guidance," "enabling,m `energetic,N `motivator,w `good listener,w `tenacious" and `willing to admit mistakes". One respondent also discussed a style of leadership that is "not necessarily visible" but through which one is "able to control (outcomes) from the sidelines". 4.1.2 Year Two Again, participants corroborated Warren Bennis ("over and had multiple responses to the request to name the 350 definitions of leadership") words or actions that they associate with `leadershipn. In this group, the concepts of vision and goal- orientation were mentionedby a few as was `gaining trust" or being `truamorthy". A couple of people dealt with leaders and "mistakes" in terms of both being able to admit to one's mistakes and learning from one's mistakes. Another person stated `everyday I should teach a little, learn a little and give others the same opportunity". 42 One respondent defines a leader as one Who "functions as the glue" while another believes leaders must have the ability to "see the gray areas and understand that not everything is black and white". Risk-taking was mentioned as were "commitment", "expertise and/or experience", `strength," "dynamism", and "tenacitY". One respondent believes a leader must be `assertive but compassionate. . with a little finesse". Another indicated that effective leaders "don't take all the credit". Other terms used by Year TWO respondents included, "inspirer", "motivator", "performer", "listener", "organizational abilities", and "non-judgmental". As with Year One participants, several self-advocates defined advocacy on behalf of others as leadership. One Year Two respondent described a Varieq of styles that leadership might take. "You have a goal in mind and then work within that vision with whatever capacity is necessary to help accomplish the goal. . maybe educate. maybe enabling. . maybe prodding or outright aggressiveness. . . Adapt the s~le according to how the style is going to accomplish the goal. A leader has a lot of different capacities." Did participation in Parm.ers a..f=2ect their concepts of leadership? "Sure it did. I used to think a leader "Yes, now I refuse to do things." "Rather than shuffle through the system gave orders." a little longer, I became more vocal regarding my Ueeu>. `I didn't ==Y.'t `I didn't -.. -.-2- II know leaders could admit to mistakes. . .a leader needs to know when she's gone get disgusted before." "I realized that being a leader you almost have to take risks. There's a lot more work chan I realized. . . it's more complex." "Yes! I think a person with developmental disabilities canbe a leader...LeaderShip qualicies can be found in people with developmental disabilities. ..(he\she) may not be a leader of all the world but a leader in one's own sense." "Now I see that leaders think long-term. . leaders see the whole picture." 4.2 EXPECTATIONS OF PARTNERS IN LEADERSHIP 4.2.1 Year One Respondents typically cited "contacts" and "information" as the benefits they expected co gain from Partners at the time they applied to participate in the program. Some 43 were looking for emotional support, interaction and sharing; others wanted tools for improving their advocacy skills. Only one Year One parent respondent reported that he had expected to meet adults with disabilities, believing they would "have a focus on things I didn't have". He went on to say, "... that expectation was well fulfilled." Another major theme, especially among self-advocates, was the notion of giving help or support to others. Parent participants universally cited interacting as peers with adults with special needs as the primary difference bemeen their initial expectations of Partners and the reality of the experience. One, who admitted that she had not looked fomard to having self-advocates in the group, found that self-advocate participation became one of the elements from which she realized the "most benefit". Another indicated that interacting with self-advocates "made me grow up"; a third stated that having the self- advocates as equal participants in the group was "integral to the whole thing". From the standpoint of the self-advocates, the reactions were more mixed. One found her interaction with the parents enlightening because prior to Partners she knew `nothing about little kids". Two who grew up in state institutions, found interaction with parents somewhat painful-- the talk of small children being raised in their homes resurrected their grief about their own childhood. "my," one wondered aloud, "did I have to grow up in the state home?" Other differences between initial expectations and the actual experience included `tools" (as opposed to just information), more emotional support than anticipated and learning through experience (activity on the statewide pre-school initiative) that one "really can make a difference at the grassroots". Some respondents noted also that their experiences in Partners and learning new skills had an emotional impact on their lives --primarily enabling them to move out of depression. Several participants noted that the programmatic activities moved them from "being stuck" and feeling powerless to feeling more in charge and self confident. 4.2.2 Year Two At least three respondents indicated that ~heir expectations were relatively vague when they applied to Partners. "I didn't know.,. some valuable skills ...but I wasn't sure what." "I wasn't sure, . .(1 guess) some additional knowledge about developmental disabilities." "I wasn't sure.. but I wanted to be more effective in dealing with my kids' school." w . . . increase my knowledge base." n . . . learn how to work the ropes." Several of the parents were hoping to make contacts and have interaction with parents like themselves --not just parents of youngsters with special needs but, as one parenc put it, "go-getters". Some respondents were looking primarily for knowledge and 44 information about resources or advocacy skills. One, who works professionally with special needs families, was not expecting to gain anything for herself. . she was "checking it out for others." Now she reports that she tells "any and every parent I can tell about Partners. ..seladvocateses, too." Her experience in Partners "went beyond" her expectations. "I was overwhelmed with a feeling of validation. I had always believed in collaborative learning and in integrated learning. . . and I was concerned when I pushed for integration for my own kids because I had no experience with it until Partners. . but with the self-advocates there I saw that it worked!" Like the Year One sample, the majority of parent respondents reported that interacting as peers with the self-advocates was one of the most significant differences between their expectations and their actual experience. "I was impressed with the number of self-advocates-- it was a positive thing that I hadn't thought about before. . seeing successful adults with special needs, adjusted to their disabilities was really positive." "I didn't expect to see so many special needs adults ..at first I thought I really didn't belong. . .After the first couple of sessions, my education began. Now I see how I've been able to apply what occurred." "The self-advocates helped me to think about my daughter's adult life..I hadn't considered that before. . ." On the other hand, a self-advocate indicated in a journal entry that interaction with parents helped her to understand how her own parents had felt as she was growing up. All of these interactions had a "growth" effect, or, as in the words of one participant, "it opened me up!" Respondents generally agreed that the benefits from the program exceeded their expectations. "The collaborative groups were more work than I had thought--but they were very beneficial." "I received confirmation of my values" "There was more emotional support than I had expected. .people accepted me for what I am.. .There were effects on my life ...you don't see me taking much action but it's in here-- in my head.. .it opened my mind.- "I walked away with tools. ..I didn't expect those. It didn't happen at first. At first there was kind of a dip.. after that I gained tools I could hold onto. . ." `I thought I could share (my knowledge and experiences) with others--but I learned a lot ...it gave me tools. .helped me to be assertive about some things. ..it more than met my expectations." 45 "Now I can talk to social workers and teachers". In addition, some indicated that as they "grew as persons, their needs increased". In other words, the more one learns, the more one needs to learn. 4.3 LEADERSHIP EXPERIENCES 4.3.1 Year One Every respondent in this sample was involved, at the time of the inteniew, in at least one activity relating to advocacy or support for individuals with special needs. These activities ranged from boards to committees to support groups eO individual volunteering in schools. Most of the self-advocates were employed and living independently while the majority of the parents w"ere raising more than one child (in a few cases more than one child with special needs) and were also employed at least part- time. In addition to activities in the disability movement, several are involved in other community activities such as a church or a recreational group (softball, soccer, etc.). Respondents described leadership experiences that occurred in a variety of contexts including : * boards, committees or family support groups; * child's school or school district; * work situations; * social situations. Two of the respondents reported that their work requires them to demonstrate leadership on an ongoing basis. One of these described an experience in organizing a family support group in a community but wasn't sure if she should use this experience as an example because the mechanics of implementation were "so basic for men. In her view, a recent experience in the workplace, where she was able to facilitate a productive relationship with.a co-manager, seemed to her to be a more accurate reflection of leadership. One self-advocate described her actions on a committee that was screening for a new agency director. She was uncertain that she had actually demonstrated leadership but described `speaking out" on some issues as the session was drawing to a close. A parent described a lengthy and complicated process in which a public school district was adverse to providing any additional programs for an eighteen-year-old son who was not yet ready to make the transition into adult life. As a result of these efforts, the district is now establishing a progrsm to enable 19 to 21 year-olds with special needs to make more gradual transitions into the community. She is obviously very pleased with the outcome of her efforts, which included bringing a variety of agencies together and amassing a great deal' of support for her position. However, if she had it `to do it over, I wouldn't have worried so much.. .1 had myself and my family crazy. ,.you don't have to get yourself so worked up about it". 46 Another mother described her involvement in integrating a pre-school for youngsters with special needs into the public school where it is located. This effort included organizing a variety of activities that would create boCh visibility for her cause and have an impact on institutional and parental resistance. She and the' other parents and staff, with whom she worked to accomplish this, are now considering traveling throughout the state with their new model. A father described writing a letter to a school superintendent praising a new and exceptional teacher. The respondent believes his letter was one factor in this teacher's receiving a tenure-track position with the district. Another father described his impact on a personnel committee of a Community Center Board while a mother described her impact on a sub-committee of the Assistive Technology Group. With assistance from some of the others in the interview session, a self-advocate described her impact on two young children who were resisting learning the technologies they must use if they are to communicate. Parents of both children were Partners participants. ." Three respondents recalled experiences where boards called executive sessions to prevent them from expressing their opinions on semices being provided. In one of these cases, the board now provides time at each meeting for the public to speak. Therefore, according to one respondent, the trouble that she and others went through (being "kicked out" of meetings and being labeled "trouble-makers") "paid off". Several respondents reported specific instances of advocating for others: these included actions from strong stands at staffings at another person's request to one instance that occurred spontaneously in a public restaurant when a person in a wheelchair had difficulty in using the facility. The respondent, who did not know the person involved, complained to the manager on the individual's behalf regarding the lack of appropriate supports. For another participant leadership has meant a generalized development of assertiveness. She cited an incident when she called and challenged a radio show host who had made a comment, with which she disagreed, about persons with disabilities. Despite the fact that the talk show host hung up on her, she views the action as an example of leadership. Her husband refers to this action as "that's Partners coming out". What influence did Partners in Leadership have on these activities? A few respondents indicated they probably might have engaged in their activities without Partners but Partners helped them to "do it sooner". Some stated that itwas their Partners experience that enabled them to have a future "vision" about what it was they wanted to work towards. "My son had been in special schools all the time before we came here. I always knew that was wrong. This time I came with a plan and an alternative and it worked. ..I learned through Partners not to be mad at the agencies. . they were just doing their job.. but I l~arned that no one knows your kid One respondent, with respect to the need for a "There's so much out there-- it's awfully easy way." iikeyou do."- - vision, commented, to get lost in the forest along the 47 Various respondents reported learning to speak UP or to stand Up for oneself or one's child. "I used to be afraid of losing my senices. . . they can give you a hard time but they can't pull services." Respondents reported learning how to get what is needed without making enemies; and "not to let the system define the possibilities for my kids". Other attributes that respondents believe they either gained or enhanced through Partners were "courage", "confidence", "independence" and "timing". One respondent, who has always perceived herself as a leader, believes that Partners helped her to become "more assertive than aggressive and more honest with myself". A father, who has also always thought of himself as a leader does not believe he gained or enhanced leadership skills through Partners but says he did come away with new knowledge. Another reported that "things don't get to me now" and another said, `I learned that doctors are not bad, only human.. .maybe less so." 4.3.2 Year Two Many of the respondents in the Year Two sample are involved in boards, committees or support groups that are related to families or individuals with special needs. Like the Year One sample, most of the parent respondents are employed at least part-time outside the home and are raising more than one child. " A few of the respondents are employed in organizations that se=e families or individuals with special needs. Some respondents are also active in other voluntary activities. Year Two respondents were asked to describe two different leadership experiences--one that occurred before Partners and one that occurred after they began participating in Partners. The majority of the respondents indicated that they had thought of themselves as leaders prior to Partners although one individual prefers the term `impacter" to "leader". One respondent, whose first language is not English, was very clear about the fact that she has never considered herself a leader although people have told her she has the potential for leadership. Many of the "pre-Partners" experiences that respondents described were related to their work w'hile some were in family situations. Two individuals indicated that they demonstrate ongoing leadership in their work and family. Most of the "pre-Partners" experiences described did not have a "followership" component. Many of the "post Partners" experiences related to interaction with care or seuice providers. "I told the pediatrician that we had been doing it his way for a long time and now I wanted to try it my way. ..1 had to take a stand. . . I don't know if he got mad or not but he agreed and it's working. . . I know my child better than the doctors do. ..m'm getting tired of having doctors run my life!" What would she do differently if she could do it again? "1'd have done it sooner!" 48 Other incidents with providers, in which respondents described taking a stand, concerned another pediatrician, a case manager, Individual Habilitation Plan (IHP) processes and therapists. Some of these exchanges have been verbal, some written or both. In a few of these situations, the interaction was continuing'at the time of the inteniew. Some outcomes have been more positive than others but even where the outcome was less than desired the respondents seemed relatively pleased With their own behavior. One described how she "carefully watched how she explained herself" in writing a letter requesting a new case manager. Another, however, would do it differently even though she got what she wanted. "I wouldn't be so bullish ...I'd give them more time to mull it over. I don't like t be known as bull-headed. . .1 should have given them two times to decide instead of one and then gotten bullish." A self-advocate described a very public (reported in the media) confrontation with the Governor regarding a policy debate on the rights of children who are disabled to attend the school of their choice. Another exsmple of a public demonstration of leadership was described by a parent who influenced a school district to change its practice of not respecting the personal modesty of teens with disabilities. The incident revolved around a place for the youngsters to change clothes for water therapy and did not involve her own child. Nonetheless, she persisted and the district not only changed its practice but acknowledged that its previous practice had been inappropriate. One respondent described an ongoing issue at work where he is engaged in significant risking behavior in arguing for the needs of his agency. "They want to know why I keep bringing it up when they've already told me `no'. I told them `because ~ is the wrong answer. ' " Several respondents described presentations they have made to various support groups using materials and ideas from Partners. The respondent who had earlier indicated that prior to Partners she had not thought of herself as a leader described inexperience within her church. Frustrated for some time with what she perceives as insensitivity to minorities, to women and to children with special need"s, she recently confronted a cler~an and expressed her concerns. "He said he appreciated that and that they need to know that. I wish he were higher up and could make changes. . .1 never would have done that before. . .1 was always afraid to make noise. . .1 have to start talking. . stand up for my own rights and children's. My children are as good as anyone's!" These descriptions of leadership experiences are primarily without a "followership" component. Yet in most cases the respondents believe that they either imparted new knowledge to a group or influenced a provider to behave differently at least in a particular situation. What kinds of changes did respondanes see in themselves as a result of their participation in Partners in Leadership? "I'm more selective now about who I spend time with.. .I'm tired of hearing people say `You shouldn't have done that.' I feel less confused." 49 "I feel less changed th n strengthened." "I felt sorry for mysel~. . now I realize you just work around the language and the disabilities. . .If I don't do anything, nothing's going to get done." "I never embraced change easily. . . now I see change more positively. . .I'm taking more risks. . ." "I'm more able to accept conflict.. .I'm still practicing but I'm more willing now to go through conflict. Partners got me thinking differently about fighting for the rights of people." `I used to be really shy... (a member of her support group) told me I'm not the same person I was. Most important I went from thinking of my son as a handicapped child to a mischievous little monster with some physical limitations." 4.4 RECRUITMENT AND SELECTION 4.4,1 Year One Recruitment for Year One was conducted state-wide. Forty participants were selected on the basis of their written applications. Twenty-five of these were parents of young children, 15 were self-advocates. No pre-screening inteniews were conducted prior to acceptance. Around half of the participants were recruited personally by facilitators, therapists and/or individuals in support and educational groups' such as PEP and PEAK. Others in the Year One sample simply responded to one or more Partners in Leadership brochures received in the mail. 4.4.2 Year Two As a result of the relatively low participation of minority individuals in Year One, criteria for selection in Year Two included a "2X" factor with respect to minority ` applicants. (This means recruiting twice the proportion that exists in the actual population.) This requirementby funding agents is intended to assure a significant level of ethnic diversity in addition to geographic diversity; a mix of parents and self-advocates; and representation of a wide range of disabilities. A relatively equal proportion of men and women is also a goal. The selection committee made their decisions from reviewing written applications. No pre-screening interviews were conducted. One couple was included among the participants. A larger proportion of Year Two participants had, in addition to the mailed brochure, personal or telephone contact with' someone who discussed the program with them and/or encouraged them to apply. In some cases, respondents had contact with a Year One participant; in others, a care or senice provider informed them about the program and 50 encouraged their applications. Several individuals were contacted by more than source. One parent participant was approached with his wife at a meeting by an ACL board member who gave them the brochure and encouraged them both to complete applications. They did so, assuming that if they were selected they would attend as a couple. However, only he was selected--probably as a result of the program's need to recruit a higher proportion of minority males. The child with special needs is his step-child and while the respondent expresses both concern and affection for her he was also clear about the fact that he is a step-father who has been involved with the youngster for under three years. He believes strongly that, if only one of them could participate, it should have been the child's mother. "She was disappointed she didn't get in..she should have been there. ..we discussed that a lot.. guess they needed men.. .It was benefiting in a sense but it could have been great for her. Those speakers-- she could have learned from them." This participant was one of WO who did not finish the program. He indicated that he never decided to drop out. "It just kind of happened. My intent was there.. they just made the wrong choices. . .It should have been my wife." Another participant who dropped out did so because of an apparent misunderstanding of the program's requirements and a conflict with her work schedule. She works evenings and could not rearrange her schedule to accommodate the Friday evening session. It would appear that, in their enthusiasm to have her in the program, the individuals recruiting her overlooked this conflict. 4.5 WHATSHOULDCHANGE? 4.5.1 Year One Respondents were the most concerned about the failure to keep the group connected when the first year ended. "Keep us involved". "I wish we could get together again. We planned on a newsletter but it never happened." "My understanding was that part of the philosophy behind partners is to establish at the grassroots level a potential network of folks throughout the state who can be a source for rallying around issues. . ." "Keeping the group together with some taking leadership roles would have been useful." Respondents also expressed a need for more unstructured time and more time to speak with one another. "The pace was rough." 51 Kathryn A. Peterson 2194 St. Anthony St. Paul, MN 55104 May 8, 1992 Woman's Day Rebecca Greer 1515 Broadway New York, NY 10036 Dear Ms. Greer: I am writing to submit the enclosed article,''Reflections Through My Favorite Window", for your consideration for publication, on the "Reflections Page", in Woman's ~ Magazine. The piece stands as an independent article, but it is also a chapter from an unpublished manuscript. Diabetes has been with me since I was a teenager and I am now in my forty's. Thirteen years ago I lost my sight to the disease. Within the last five years, I have lived on dialysis and have received a kidney transplant. Most of my movement, is in a wheelchair, due to nerve damage in my legs. The manuscript, "I STILL DANCE", reflects on my life of coping with diabetes and its complications. It is a hard look at the realities of living with handicaps and about drawing on whatever resources one has, in order to deal with them. It is also a look at sorting out what is important in life. This information is being provided with the thought that you might be interested in serializing the entire bookr or selected chapters. I believe the material to be of interest to women in particular and that your magazine would be a good vehicle. I am happy to send completed chapters, but will await your reply and indication of interest. Thank you for your consideration. Sincerely, Kathryn A. Peterson (61 2) 644-0231 "If you're really trying to get this network going.. .a little more time is really important for people to share their stories. . our lunches always got cut into. .we always ended up working during our lunches. . ." "Should have had seven meetings instead of six and the last one would have been just to have.. just to interact with each other. ..more one on one time. ..I needed to know more people better." Several individuals brought up the possibility of including couples in Partners. One father believe he changed through the" Partners experience and it is a disadvantage that his wife missed out on it. Two mothers indicated that they seem to carry a larger share of the advocacy burden because their husbands were not with them in Partners. `I wish my husband had gone, . . this was really a loss for him. He relies on me a lot. They need a Partners in Leadership for couples." These respondents were essentially aware of the issues involved, including the importance of room-mates and the need to reach out to as many people as possible. Nonetheless, they believed their own experience would have been more beneficial had they gone through it with their spouse. Some respondents also alluded to a need to introduce "normalcy" into their lives. One woman described how she had recently reduced her volunteer activities that relate to the disabilities movement and had joined a women's church group. A male respondent agreed with the need to do this. Another mother indicated that she does not wish to limit her associations to people with disabilities or parents of children with disabilities, saying `a lot of people get into that sort of thing". 4.5.2 Year Two A major change from Year One to Year Two was the reduction of lecture time and the increase of experiential activities. Journal entries and written evaluations indicate that participants responded well to these activities. One participant said succinctly, "I learn by doing". The collaborative work groups, writing letters to one's state senator or representative and role playing testifying before a legislative committee all appear to have been very worthwhile activities. One participant, who has since actually testified before a legislative committee, commented that the atmosphere was exacrly the way it was portrayed in the role play. Another, however, reported that the actual atmosphere was more difficult than the role playing had depicted. One respondent would have preferred to have more `sayso" with respect to the collaborative work groups. She wonders if it would be beneficial to have the group choose their own topic as opposed to having one assigned. She also posed the possibility of the group's selecting their own facilitator. She is nonetheless aware that if she had been able to choose her own role she would not have selected the one she was assigned-- one from which she admits she learned a great deal. Some respondents expressed a need for more unstructured time. "You get so much you're not absorbing it anyway. . *(YOU need) time j~q~ to sit." 52 This respondent saw the provision of more free time as "modeling taking care of yourself and your own needs" which is something she believes Partners should include in its curriculum. In addition to this she would like to see parents of young children understand how to put equal emphasis on the siblings without disabilities. "The handicapped child shouldn't always be central -.eve~one has special needs. Young parents should understand the impact on siblings of having a child with disabilities." It would seem that this concern is another facet of the concern that was expressed by a few Year One participants for introducing "normalcy". There was one couple in the Partners Two group. While this couple has a higher than average degree of community involvement and experience, it is interesting to note that they both feel strongly they "could not have gone through the program alone". They supported each other in completing homework assignments, discussing tensions, etc. The most interesting aspect of their experience is that they shifted their own position from wanting to segregate their child to choosing to mainstream him. This change, a direct result of their participation in Partnersl has had a major impact on their social life, particularly affecting their interactions with other families who have disabled children and have opted for segregated facilities. Both individuals believe that there is little likelihood that they would have made and acted upon this decision if only one of them had participated in Partners. Facilitator responses to the concept of including couples are mixed. Some would like to cry adding more couples while one sees it as a "distraction". There is a" concern that adding more couples would make the atmosphere less welcoming to self-advocates who are typically single. Both participants and facilitators believe there's a need to strengthen the facilitation of self-advocate participation. While facilitators saw a major improvement in this from Year One, they still expressed concern. One facilitator commented that self-advocates' needs are different than those of the parents at the beginning of the program. "They (the self=advocates) have lower self-esteem." Facilitators also expressed concern about the closing "The part we're really missing is tying it together." session. They recalled one participant, at the closing session, asking, What do I do now?" It is apparent from both facilitators' comments and what the evaluation team obsemred that the facilitators also have needs and these needs have an impact on the program. No formal training in facilitation has been provided for this group and some of them had no previous experience in group facilitation. One facilitator called the experience `trial by fire". Facilitators expressed needs for techniques to draw out quiet participants, deal With individuals Who monopolize the discussion and handle hostile participants. They also believe that some grounding in group process would have enabled them to be more aware of what to anticipate in the collaborative groups and to handle pressure from group 53 members who objected to their assigned roles, case assignments, etc. Facilitators would find it useful to have more time to de-brief during the sessions. They also believe they could be more effective if they received copies of all mailings that participants receive; are informed in advance of agenda and other changes; and receive brief summaries of participant journal entries and other internal evaluation activities. 54 5.0 CONCLUSIONS AND RECO MMIZNDATIONS Partners participants from both years express a significant amount ,of enthusiasm for the program. Most believe that they benefitted from their participation and describe subsequent actions and activities that exemplify those benefits. Like the literature that explores the field, participants perceive leadership in multiple ways--both in general and in terms of their own behavior'. Many participants &fine their enhanced leadership by describing increased organizational participation, more assertive behavior or simply having a clearer sense of one's own situation. As the evaluation team pointed out at the onset of this study, it iS very early in this program's development to assess outcomes. Are Partners participants having an impact on "the syscem"? In a few cases the answer is yes. The parent who has convinced a public school district to develop a program to help 19 to 21 year-olds make their transition has had an impact on that particular system as has the parent who has succeeded in making her child's pre-school a more integral part of the public school in which it is located. Has a parent who convinces a physician that it's time to ado it her way" made it any easier for the next parent who believes s/he knows what is really best for the child? Possibly--but we have no way of knowing or measuring that. Has that action had a positive impact on the child and the family? Definitely. Might this same parent take some action in the future that will have a broader impact-- and will that be the result of her participation in Partners? Very possibly. Newspaper articles, organizational mailings and letters to editors certainly confirm that a number of Partners graduates --particularly from Year One--are active. It iS interesting to note that more Year One graduates report experiences that require a degree of "followership", indicating perhaps what one might expect to see from Partners Two graduates given more time. Research on adult learners shows that adults prefer `hands on" learning. Therefore, one can assume that each post-Partners experience will further the individual development that occurred during the program and that each step will lead to another. There are action+ the coalition can take that the evaluation team believes will enhance the program and increase its impact on the participants and their impact on others. 5.1 RECOMMENDATIONS Follow-up activities are extremely important, from both the emotiowl and educational points of view. The evaluation team is aware that Partners is not meant to be an ongoing support group nor is it recommended that it should become one, in spite of reactions of some participants to the contrary. (One person stated "I want to stay connected forever" .) The program's very intensity requires that it should not simply end. Periodic follow-up is required to meet participants' needs for some ongoing contact and to enhance the possibilities of participants having positive impacts on others; on organizations and agencies; and on their commun ities. Concrete plans for at least one activity should be made and presented to each group before It disbands. This step may be even more important for the self-advocates in the program than it is for the parent 55 participants. The need for some kind of continuing contact relates directly to one of the major themes of Partners--building community and support systems. "Given the relatively brief (but intense) interactions participants had with each other, some longer term relationship building is important. Also, abrut3% transitions of any kind tend to result in reactions of shock, denial and immobilization; this iS negative reinforcement for some participants who may have just begun to learn how to reach out to others. Follow-up reinforcement is a part of the learning process. Many Year One participants noted a "dip" or plateauing of their activities and understanding immediately following the close of the formal program which shifted after a few months. Follow-up contact within a brief period after the formal program's conclusion might have alleviated this. Group facilitation is a significant element of the Partners program. Its importance has increased in the second year with the introduction of more small group learning activities. Facilitators are not only key players who enable the entire process but they are also role models; leadership frequently necessitates group facilitation in order to accomplish one's objectives. Given their minimal experience and lack of formal training Year Two Partners facilitators performed admirably. However, their impact on participants' development could be greatly enhanced with the provision of in-service training both prior to the onset of Partners Three and throughout the year. We recommend a one-&y training session before the first weekend of Partners Three and two to three half-day sessions during the program year. These half-day sessions would enable facilitators to bring specific situations to the trainer and the group for guidance. A portion of each facilitator training session could be concentrated on ideas for better meeting the needs of the self-advocates. Facilitator training should also address the distinction between facilitation with a therapeutic focus and that with an educational focus. Participants frequently have needs in ~ areas; consequently, it is @ortant that the facilitators are clear about the distinction and can help groups and individuals, who are struggling with both these needs, to separate them and to develop strategies" to address them-- both within and outside of the Partners program. Several participants noted that they were struggling feelings of depression, guilt and anger. If not addressed within the context of Partners, these feelings can prevent participants from fully benefiting from the program's educational focus. Other issues related to facilitation include assisting facilitators in identifying their own needs and issues that may be triggered by the program and providing adequate debriefing and alone time immediately following sessions. Facilitation is a highly demandinp skill which requires recovery time. 56 It is also important for facilitators to be fully Included as program staff, receiving copies of mailings, being informed in advance of agenda changes and receiving ongoing information about the results of internal evaluation procedures. ., Coordinators and facilitators might find it beneficial to explore some of the literature discussed in Section 3.0. We recommend particularly "Group Development and Situational Leadership: A Model for Managing GroupsN from the June 1986 issue of the Tr aining and De velomne nt Journal and ~ Guide for GrOUD Leaders by Guthrie and Miller. % The proportion of time devoted to experiential learning, as opposed to didactic and/or personal or historical presentations, should continue to increase. Suggestions for additional role playing situations include: . self-advocates interviewing potential attendants; . school or agency staffings; both parent and self-advocate interactions with physicians, therapists and other care-givers; a parent-teacher conference; dealing with family differences and tensions relating to therapy, education and employment decisions. Role playing activities can be relatively brief and must be structured carefully to make them as comfortable as possible, particularly for participants whose written and verbal skills are not strong. Role playing experiences can prove very useful for individuals when they subsequently encounter similar situations. Participant inteniews indicate that some of these suggested role playing situations are the situations in which participants will try to use leadership skills. In addition, if it's considered important to increase the "ripple" effect, which occurs as participants present the concepts they gained in Partners to other groups, it would be important to give the participants ample opportunity to `perform" before either small groups or the total group. The evaluation team believes it would be useful to clarify the function and fl)cu of the various presenters used in the program. For example, is the speaker primarily inspirational? a role model? imparting specific skills? presenting a different point of view? When this determination is made, this framework can be included as part of the presenter's introduction, helping to clarify the participants' expectations. This is particularly important iii the early sessions of the program. This framework also suggests when, in the sequence of sessions, the presenter might best be used. For example, using a presenter with a different or opposing viewpoint early in the process tends to confuse participants who may not yet be 57 sufficiently clear about their own values and opinions to enter into a dialogue. An example of this issue relates to "labeling". Opposing views on this issue were presented throughout the training. Some of these views were presented very early when some participants reported simply being angry rather than being able to hear another option. Data on the reactions and indicate that the * Some brief periods of of participants to various presenters timing suggested here is important. unstnctured time should be carefully program throughout each weekend session. The intensity of are very consistent built into the the schedule can be ove~helming for the participants --particularly in the beginning. The respondent's suggestion that Partners needs to help participants learn to take care of themselves was very significant and is part and parcel of the comments from people who were reducing their volunteer activities and who were trying to introduce "normalcy" into their lives. The respondent who said if she could live her leadership experience all over again she wouldn't have worried so much and described how she made herself and her family "crazy" is another example of the issue. The program tends to model a sense of continuous "urgency" which participants may be taking back into their lives. While such a sense is often expected of individuals who advocate either for themselves or their children, it has significant negative consequences in terms of sustaining efforts and in terms of both personal and family well-being. Individuals and families need to develop a sense of balance with respect to these activities. The Partners program can introduce this concept both in infoxmal conversation and in the model that is consciously presented. . . . Meals can be used to facilitate interaction among a variety of different groupings. For example, at one meal participants from a particular county or a particular part of the state can be seated together. These individuals can create their own agenda for their informal conversation. Simply eating together once or twice might enable them to create their own links once the formal training has ended. + A number of issues relate to the recnaiaent and selection process. In actuality, the process in Year Two worked relatively well. Forty-two participants were selected and thir~-nine graduated although one of the graduates both had and caused a great deal of difficul~ at certain points in the program. During a Family Support TAG meeting in April, a suggestion was made to move the deadline for applications earlier in the summer to provide opportunities for interviewing the applicants, at least by telephone. We believe that this suggestion should be followed and that in the future some type of interview with potential participants should be fully incorporated into the selection process. 58 We also suggest that the "2X" factor be carefully monitored. Diversity is very important. However, it is possible that a rigid imposition of these selection criteria can be damaging. While we do not recommend that the selection committee should "cream", accepting only those applicants who are highly likely to succeed under any circumstances, neither do we recommend accepting individuals who fulfill certain demographic criteria but whose chances for success in the program are minimal. 5.2 ONGOING INTERNAL EVALUATION An effective internal evaluation for Partners in Leadership should include both short- term and long-term components. The short-term research should help those implementing the program to assess the immediate effectiveness of each individual training session and then, later, the year's programming as a whole. Long-term evaluation can assess what longitudinal impact the program has had on the behavior of a sample of participants from each year. 5.2.1 SHORT-TERM EVALUATION The team believes that elements for short-term evaluation are already in place and can be used on an ongoing basis with some modifications. These include: evaluative journal entries; facilitator debriefing sessions both during and after sessions; telephone conversations with individual participants; a group discussion about "how the program is going" during the third or fourth session; and written evaluations by participants at the conclusion of the final session. A major change recommended for future years with respect to internal evaluation is that the data collected needs to be regularly summarized and shared with all staff. The team realizes that reading each evaluative journal entry, and analyzing and summarizing the content for distribution to all the coordinators and facilitators is both difficult and time-consuming. However, the information collected will ~ be useful if those directly involved with implementing the sessions are aware of it. This is also true of the telephone contacts with participants that occur after each session. The homework assignment for evaluative journal entries should be given regularly at the close of ~ session with emphasis on the fact that these entries are used to help assess the session rather than their participation. Whether or not participants include their names on these assignments is up to the program coordinators. The team suggests the following format for the journal entries: 59 willing to speak with you on the telephone three times, for around 30 minutes each time, beginning this month and then at six-month intenals. If s/he is willing to participate, make an appointment for the first telephone intemiew within that week. ,, III. Follow the same process in the Fall of 1992 for Year Three participants. In order to avoid having to conduct too many interviews at once. it may be advisable to contact Year Three participants eithd the month prior to or the month following the final set of Year Two intemiews. A suggested interview guide follows. Partners in and those who actually conduct the inteviews may for the second and third inteniews. Leadership coordinators, facilitators find the need to modify this guide ,, ...., 61 PARTNERS IN LEADERSHIP INTERNAL EVALUATION RECOMMENDED INTERVIEW GUIDE INTRODUCTION EKPLAIN PROGRAM EVALUATION EFFORT. EMPHASIZE THE NEED TO LEARN ABOUT PARTICIPANTS ` EXPERIENCES AND THEIR THOUGHTS AND FEELINGS ABOUT THOSE EXPERIENCES. THERE ARE NO RIGHT OR WRONG ANSWERS. THE PRIMARYFOCUSISTO LEARN WHAT KIND OFIMPACTPARTNERS IN LEADERSHIP HAS HAD ON PARTICIPANTS OVER TIME. EACH PERSON WHO IS INCLUDED IN THIS ASSESSMENT OF THE PROGRAM WAS SELECTED RANDOMLY. CURRENT SITUATIONS LET'S BEGIN WITH DISCUSSING WHAT YOU'RE DOING mEsE DAYS. I'M INTERESTED IN LEARNING ABOUT YOUR FAMILY, YOUR WORK (IF YOU'RE WORKING OUTSIDE THE HOME) AND ANY COMMUNITY ACTIVITIES THAT YOU MIGHT BE INVOLVED IN. LEADERSHIP EXPERIENCES CAN YOU THINK OF ANY TIMES IN THE PAST FEW MONTHS WHERE YOU THINK YOU (DEMONSTIWTED/DISPLAYED/EXHIBITED) LEADERSHIP? (ALTERNATIVE: CAN YOU THINK OF ANY TIMES IN THE PAST FEW MONTHS WHEN YOU THINK YOU WERE A LEADER?) CAN YOU DESCRIBE WHAT HAPPENED? (PROBE AS APPROPRIATE FOR DETAILS:) WHERE WERE You? WHO WAS INVOLVED? WHAT DID YOU DO? . WHAT DID YOU SAY? WHAT DID OTHERS DO AND SAY?WHAT WAS THE OUTCOME? HOW DID YOU FEEL ABOUT IT AFTERWARDS? WHAT IS IT ABOUT THIS PARTICULAR EVENT THAT MAKES IT STAND OUT FOR YOU? 62 DO YOU THINK YOUR EXPERIENCE IN THE PARTNERS PROGRAM MADE ANY DIFFERENCE IN THE WAY YOU ACTED IN THIS PARTICUMR SITUATION? (PROBE AS APPROPRIATE:) CAN YOU TELL ME WHY NOT?/HOW DID IT MAKE A DIFFERENCE? HOW DO YOU THINK YOU MIGHT HAVE ACTED IN THIS SITUATION IF YOU HAD NOT PARTICIPATED IN PARTNERS? CLOSURE IS THERE ANYTHING ELSE YOU'D LIKE TO SAY OR ANYTHING YOU'D LIKE TO ASK ME? THANK RESPONDENT FOR HIS/HER TIME; REMIND Respondent YUiJ'LL BE CONTACTING HIM/HER AGAIN IN ABOUT SIX MONTHS; ETC. 63 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. INTERVIEWER GUIDELINES WHEN YOU MAKE THE FIRST CONTACT, BEGIN BY INTRODUCING YOURSELF (OR RENEWING THE ACQUAINTANCESHIP) AND DESCRIBING THE STUDY. EMPHASIZE THE IMPORTANCE OF THE RESPONDENT'S PARTICIPATION AND HOW MUCH YOU APPRECIATE HIS/HER WILLINGNESS TO HELP. WHEN CONDUCTING THE ACTUAL INTERVIEW, TAKE AFEWMINUTESTOWARM UP THE RESPONDENT WITH SOME CASUAL CONVERSATION OR SMALL TALK. USE TRANSITIONS TO KEEP THE INTERVIEW FLOWING. FOR EXAMPLE, "NOW I'D LIKE yOIJ TO THINK ABOUT" OR "NOW WE'RE GOING TO SHIFT GEARS A LITTLE AND TALK ABOUT ANY LEADERSHIP EXPERIENCES YOU MIGHT HAVE HAD RECENTLY." BRIDGE QUESTIONS BY PICKING UP ON IMPORTANT POINTS FROM THE PREVIOUS CONVERSATION. FOR EXAMPLE, WHEN TELLING YOU WHAT S/HE IS CURMNTLY INVOLVED IN, THE RESPONDENT MAY HAVE ALREADY TOUCHED ON A LEADERSHIP EXPERIENCE. "YOU'VE ALREADY TOLD ME A LITTLE ABOUT A RECENT EXPERIENCE WHERE YOU DEMONSTRATED LEADERSHIP. I'M REALLY INTERESTED IN HEARING MORE ABOUT THAT." PROVIDE FEEDBACK TO THE RESPONDENT. "THAT'S REAILY USEFUL INFORMATION." IF YOU DON'T UNDERSTAND SOMETHING, ASK. "I'D LIKE TO BE SURE I'VE GOT THIS RIGHT." AVOID LEADING, SUGGESTING OR DIRECTING. LET THE WORD, CONCEPT OR IDEA COME FROM THE RESPONDENT. STAY NON-JUDGL=AL. LISTEN ATTENTIVELY, TAKE NOTES AND TAKE CARE NOT TO OFFER YOUR OPINIONS. PROBES ARE USED FOR ELABORATION AND CLARIFICATION. "TELL ME A LITTLE MORE ABOUT THAT." "PLAY THAT THOUGHT OUT A LITTLE MORE." "ANYTHING ELSE ABOUT THAT?" "THERE'S NO RUSH--TAKE YOUR TIME." ANOTHER TECHNIQUE FOR BEING CERTAIN THAT YOU UNDERSTAND THE IMPLICATIONS OF WHAT A RESPONDENT HAS SAID IS TO REFLECT BACK OR MIRROR WHAT YOU THINK YOU HEARD, USING THE RESPONDENT'S WORDS OR PHRASEOLOGY RATHER THAN YOUR OWN. "I THINK WHAT I'M HEARING ISTHATPARTNERS MADE ADIFFERENCEINTHE WAYYOUHANDLEDTHIS SITUATION BECAUSE. .." THIS OFTEN HELPS THE RESPONDENT TO ELABORATE FURTHER AS WELL AS HELPING THE INTERVIEWER. This type of interview is referred to as a semi-structured, open-ended interview which requires content analysis rather than statistical analysis. Interviewers should spend significant time learning the interview guide and practicing it (possibly on each other) prior to conducting the first actual interview. 64 During the final session of Partners Three, it would be helpful to inform the group that some of them will be randomly selected to participate in the evaluation effort. It could be useful to request all of them to keep a "log" of their various interactions and activities in which they believe they demonstrated some degree o,f leadership. Such a log will help them to monitor their own progress and will better enable the participants sampled to recall their activities at the time they are interviewed. The evaluation team believes that the combination of will enable Partners to carry out a useful, ongoing, actions described in this section internal evaluation. 65 APPENDIX A REFERENCES Argyris, C. Bass, B.M. 1985 Bass, B. M. Increasing Leadership Effectiveness. New York: Viley. 1976 Leadership and Performance Bevend Expectations. New York: Free Press. Stozdill's Handbook of Leadership: A Survey of Theom and Research. New York: Free Press. 1981 Bennis, W. "Leadership Transforms Vision into Action." Industn Week, May 31, 1982, 1-3. Bennis, W. & Nanus B. Leaders: The Strategies for Takin~ Charze. New York: Haper and Row. 1985 Betz, D. Cultivating Leadership: An ADPrOach. Lanham, MD: Univ. Press. 1981 Bisesi, M. nS,MR Forum: Strategies for Successful Leadership in Changing Times." Sloan ti~t. Review, 1983, 25(l), 61-64. Blake, R. & Mouton, J. The New Managerial Grid. Houston: Gulf Publishing Co. 1978. Burns, J. M. Leadership. New York: Harper & Row. 1972 Carew, D. K., Parisi-Carew, E., & Blanchard, K. H. `Group Development & Situational Leadership: A Model for Managing Groups." Traininz & Development Journal. 1986, 40(6), 46-50. Fiedler, Fred E. & Chemers, Martin M. Improvinz Leadership Effectiveness: the Leader Match ConceDt. 2nd Ed. New York: Wiley, 1984 Fiedler, Fred E. & Chemers, Martin M. LeaderShin and Effective Management. Glenview, IL: Scott, Foreman and Company. 1974. Fiedler, Fred E. "The Congintency Model and the Dynamics of the Leadership Process." Advances in Experimental Social Psvcholow. L. Berkowitz ed. New York: Academic Press. 1978. Fleishman, Edwin A. & Hunt, James G. , eds. Current Developments in the Studv of Leadership. Carbondale: Southern Illinois University Press. 1973. Greene, Charles N. "The Reciprocal Nature of Influence Between Leader and Subordinate." Journal of Applied Psvcholom. April 1975, 187-93. Guthrie, E. & Miller W. S. Process Politics: A Guide for Group Leaders. San Diego, CA: University Associates. 1981 66 Hall, T. William, Greenberg, Elinor M. & Zachary, Lois J. Leadinz effectively; Men and Women of The volunteer Boardroom. Denver: Council for Adult and Experiential Learning. 1987. Hollander, E. P. ~eadershin Dvnamics : A Practi cal Guide to Eff ectlve Rel ationshins. New York: Free Press. 1978 House, Robert J. & Dessler, Gary "The Path Goal Theory of Leadership: Some Post HOC and A Priori Tests" ContinF encv Amroach s e to Le aders~ ed. James G. Hunt, Carbondale: Southern Illinois University Press. 1974. House, Robert J. & Mitchell T.R. "Path-Goal Theory of Leadership." Journal Og ContemDorarv Business. 1974, 4, 81-91. Jago, A. J. "Leadership Perspectives in Theory and Research", Management Science. March, 1982, 28. Kahn, Si. Organizing. a Guide for Grassr Oots Lead er%. McGraw Hill, 1982. Kelley, H. H. & Michela, J. L. `Attribution Theory and Research." Annual Review OE ~svcholozv< Palo Alto, CA Annual Reviews, Inc. 1980. 31, 457-501. Likert, R. New Patterns of Management. N.Y.: McGraw Hill Co. 1961 Likert, R. The Human Or~anization: Its Management and Value. N.Y. : McGraw Hill Book Co. 1967. O'Connell, B. Eff ect ive Leadership in Voluntan Or~anizations. NY: Association PRess. 1976. Schriescheim, C. A. & Von Glinson, M.A. "The Path-Goal Theory of Leadership: A Theoretical and Empirical Analysis." Academv of Mana~ern nt e Journa~ 1977, 20, 398- 405. Smith, J. E., Carson, K. P. & Alexander, R. A. "Leadership: It Can ~ke A Difference" Academv of Management Journal. December 1984, 27, 765-776. Stogdill, R. M. "Personal Factors Associated with Leadership: A Study of the Literature." Journal of Psvcholo=. January 1948, 25, 35-71. Tannenbaum, Robert & Schmidt, Warren H. "How to Choose a Leadership Pattern." Harvard Business Review< May-June 1973, 162-172. Thompson, K. w. (Ed.) Es== on Lead-sin: Co--ative Insi~hts. La*sMt MD: UIIiV, Press. 1985 Vroom, V.H. & Yetton, P. W. ~eadershin and Decision Makinq. Pittsburg: University of PIttsburg Press. 1973. Vroom, V. H. & Yago, A. G. "On the ValidiV of the Vroom-Yetton Model." Journal of ADD lied Psvcholo m. 1978, 63, 151-162. Yuki, G. A. Leadership in Orzani zations. Englewood Cliffs, N.J. Prentice Hall, 1981. Zaleznik, Abraham, "Managers and Leaders: Are They Different?" Hanard Business ~eview. May-June 1977, 67-78. 67 APPENDIX B PARTNERS IN X.XADERSHIP PROGRAM EVALUATION YEAR ONE PARTICIPANT INTERVIEW GUIDE WINTER 1990-91 INTRODUCTION Explain pro~ram evaluation effort. Emphasize the need to learn about participants' experiences and our interest in their thoughts and perceptions about those experiences. There are no right or wrong answers. Stress confidentiality (given limitations of the group interview). Explain why tape recorder is useful. CURRENT SITUATIONS Let's begin with discussing what you're doing now. Tell Ask permission to tape. me about your family, your work (if you'~e working outside-the home}, and any volunteer activities that you might be involved in. (PROBE for details about family situation, level of involvement in workplace andlor commun ity activities, etc.) HISTORY WITH "PARTNERS" How did You originally become a participant in PARTNERS IN LEADERSHIP? Describe what YOU remember whatever When you Did yOUZ about ;hat process--how-you first learned about the program, who contacted you-- you recall. first applied for PARTNERS, what did you expect to gain from it? expectations change at all during the year? How? LEADERSHIP EXPERIENCES Hov would you describe what it means to be a leader? What kinds of words or actions come to your mind when you think of the word `leadership"? Can you think of any times in the past six to twelve months where you think you (demonstrated/displayed/exhibited) what you would call leadership? (ALTERNATIVE: Can YOU think of any times in the past six to twelve months when you think you were a leader?") Can you describe what happened? (PROBE for details: Where were you? Who was involved? What did you do? What did you say? What did others do and say? What was the outcome? How did you feel about it afterwards?) Now that you've had a chance to think about it, what is it about this particular event that makes it stand out for you? 68 Is there anything you would do differently if YOU had the chance to? Do you think that your experience in the Partners program made any difference in the way you acted in this particular situation? Why not?/How did It make a difference? How do you think you might have acted in this situation if you had not been in the Partners program? What will you say to new Partners participants when you have the chance? Is there anything else you'd like to say or anything you'd like to ask me? 69 APPENDIX C PARTNERS IN LEADERSHIP YEAR TWO INTERVIEW GUIDE SPRING, 1991 Explain prozr am evaluation effort. Emphasize the need to learn about participants experiences and our interest in their thoughts and perceptions about those experiences. There are no right or wrong answers. Stress confidentiality (given limitations of the group intemiew). Explain purpose of tape recorder. Ask permission to tape. CURRENT SITUATIONS Let's start with hearing about what you're doing now. I'm interested in knowing about your fsmily, your work (if you're working outside the home), and any volunteer activities that you might be involved in. PROBE for details about family situation, type of work, level of involvement in workplace and/or community activities, etc. HISTORY WITH PARTNERS How did you originally become a participant in PARTNERS IN LEADERSHIP? Describe whatever you remember about that process --how you first learned about the program, who contacted you --whatever you recall. PROBE for details about decision to apply. Were they encouragedby anyone? Was it an independent decision? Etc. When you first applied for PARTNERS, what did you hope/expect to gain from it? Was your actual experience in PARTNERS different from your expectations? How? Would you say that PARTNERS met your expectations? Why/why not? LEADERSHIP EXPERIENCES How would you describe what it means to be a leader? What kinds of words or actions come to your mind when you think of the word "leadership"? Do you think your ideas about leadership have changed at all during the tine you've been participating in PARTNERS? How? Have you ever thought of yourself as a leader-- either before you began to participate in PARTNERS or after? 70 Were there any times in the Dast (before PARTNERS) 'when you think you were a leader? Is there one event/experience that stands out in your memory? Can you describe what happened? PROBES: Where were you? Who was involved? What did you do? What did you say? What did others do and say? What was the outcome? How ~id you feel about it What is it about this Now that you've had a differently? afterwards? particular event/experience that makes it stand out for you? chance to think about it, is there anything you'd do How about since you've been in PARTNERS? Have there been any times since you've been in PARTNERS when you think you were a leader? Can you describe what happened? PROBES: Where were you? Who was involved? What did you do? What did you say? What did others do and say? What was the outcome? How did you feel about it aftemards? What is it about this particular event/experience that makes it stand out for you? Now that you've had a chance to think about it, is there anything you'd do differently? Do you see any changes in yourself as a result you describe those changes? Were there (other) changes you hoped to see in ATTITUDES TOWARD PROGW If you were in charge of the PROBES: Would it differ from If Is you have a chance to talk there anything else you'd PARTNERS program, the program as it of participating in PARTNERS? Can you that you don't see? what kind of program would it be? is now? How? to next year's participants, what will you say to them? like to add or anything you'd like to ask me? APPENDIX D PARTNERS -IN-LEADERSHIP YEAR TWO INTERVIEW GUIDE B SPRING, 1991 INTRODUCTION Explain prozra~ evaluation effort. Emphasize the need to learn about @J_ participants ` experiences, including those who chose got to stay in the program. Explain our interest in their thoughts and perceptions about their experiences and that there are no right or wrong answers. Stress confidentiality. Explain why tape recorder is useful. Ask permission to tape. CURRENT SITUATIONS I'm really interested in the things you're doing these days. Tell me about your family, your work (if you're working outside the home) and any other activities that you might be involved in. PROBE for details about family situation, type Of work, level of involvement in workplace, community activities, etc. HISTORY WITH PARTNERS How did you originally become a participant in PARTNERS IN LEADERSHIP? Can you describe what you remember about that --how you first learned about the program, who contacted you--whatever you recall? What made you decide to apply to PARTNERS? PROBE for information on the decision- making process. Was it an independent process? Did anyone encourage or try to persuade respondent to apply? Etc. When you first applied for PARTNERS, what did you expect/hope to gain from it? Did the program meet those expectations? In what ways did/didn't the program meet those expectations? How was your actual experience in PARTNERS different from your expectation BARRIERS TO CONTINUED PARTICIPATION Why did you decide to leave the program? When you decided to leave the program-- had you thought about leaving for a long while or did you make the decision fairly suddenly? Do you recall what finally helped you decide to leave the PARTNERS program? Can you describe what happened? 72 Did you discuss your decision vith anyone? Who? Hov did you feel vhen you left the program? Hov do you feel about it nov? Can you think of any changes, either in your ovn 1: have convinced you to stay in the program? PROBE :-c:- circumstances that might have facilitated responder -- 7 If you were in charge of a program like PARTNERS, z n be? PROBES: Would it differ from the program as vould you make? BENEFITS Do you think you gained anything from your partici-~ J gain? PROBE for details. Were there things you hoped to gain that you didn'- 1s there anything else you'd like to add or anyth~z 73 NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS ~UNDING SUPPORTS Following are sorae creative ideas for locating resources to fund Partners programs. These ideas were generated by par- ticipants at the 1990 National Academy. -- ADD Grants -- Banks -- Civic Groups -- Colleges and Universities -- Corporations (McDonaldS, IBM, Etc.) -- Developmental Disabilities Councils -- Disability Organizations (Arc, UCP, etc.) -- Federal Funds -- Foundations (Corporate, State, and National) -- Industry Councils -- Legal Rights Organizations -- State Demonstration Grants -- State Departments of Education -- State Departments of Human Services -- Parent Training Centers -- Private Resources and Donors -- Protection and Advocacy Agencies -- University Affiliated Programs. NATIONAL ACADEMY ON PARTNERS IN POLICYMAKING THURSDAY-SATURDAY, MAY 14-16, 1992 DOUBLETREE HOTEL AT LINCOLN CENTRB 5410 LBJ FREEWAY DALLAS, TEXAS POSTGRADUATES CONTENTS -- ALABAMA PIP Postgraduate Survey -- ALABAMA PIP Graduate Activities (2) -- NEW YORK PIP Graduation Certificate -- TEXAS PIP Graduate Activities -- TEXAS PIP Graduate Comments - :**************************************** * * ALABAMA PIP POST-GRAD SURVEY *- ~ N.D. - Received prior to 1992 Academy ~ ***************************************** PARTNERS IN POLICYMAKING OF ALABAMA FOLLOW+J~ SURVEY--SIX MQNTHS This survey is an effort to Iueasure some Cmtconesfresqlts of your participation in the Partners in ~olicyntaking program. C)ne wayto evaluate the effectiveness of the Partners program is to qllect information about how your participation in the program has helped YW become a better Self-advocate during the first six-month per~od after graduation. In this effort, please answer the qqestions below. 1. It has been six months since you graduated from the Part- ners program. Overall, how would yqu rate the program $oday in regards to improv$ng y~ur qelf-advoqacy skil@? a. Excellent `b. Very good C. Good `d. Fa$r e. Poor 2. Have you been in contact with local, state, or national ~ublic of$ic-ials dur$ng the all that apply.) a. Yes, , b. Yes, p. Yes, `d. NO six-ponth period after graduation? ~Chpck national publiq officials state publig officials local pu41ic officials 3. If ~yes~ t. nu~er 2, please indicate the twe of contact (letter, phone, or office visit) and estimate the number of contacts made. (Check all bhat apply. ) Estimated Number a. Letteqs b. Phone calls ,, c. Office Visits 4. What other opportunities have you had to advocate for yourself or other persons with disabilities? (check all that apply.) Estimated Number a. Testified at , b. Service on a co~ission public hearings Comm$ttee/ 1 Partners in Policymaking of Alabama Follow-up Su=ey--Six Months Page 2 5. What opportunities have you had to advocate for yourself or a family member with disabilities within a school or work setting? (Check all that apply.) Estimated Number a. b. School setting Work setting 6. If you responded to number 5, please indicate the degree t~ which your participation in the Partners program prepared you to be an effective advocate. a. I was very prepared as % result of Partner~. `b. I was somewhat prepared as a result of Part- ners. c. 1 was not more prepared as a resqlt of Part- ners. d. I was less prepared as a result og Partners. 7. Have you participated in any public persons with disabilities during the all that apply.) a. b. c* d. e. Published newspaper articles\letters Conference presentations Television appearances Radio appearances Other (please specify): education efforts about six-month period? (ChecK Estimated Number 8. Did the information provided by the Partners you to receive more appropriate services for family member with a disability? a. Yes b. NO program enable yourself or a 2 Partners in Policymaking of Alabama Follow-Up Survey--Six Months Page 3 9. If ~yes~ t. nu~er 8, please provide specific eXaInples here: 10. Please outline any other benefits or outcomes you can attribute to your participation in the Partners program not mentioned above: . . . , After you have completed this form, please return as soon as possible to: Betsy Prince 444 South Decatur Street Montgomery, AL 36104 I.D. Number 3 ***************************************** * * * ALABAMA PIP GRADUATE ACTIVITIES ; ~ N.D. - Received prior to 1992 Academy ~ ***************************************** THE ENERGY, POWER AND OUTREACH OF P.I.P.A. CLASS OF 1990-1991 I. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. Over 64 news articles generated across the state. Over58 television and radio pr~grarns. Over 19presentations at conferences. 9 University level speaking engagements. Over32 appointments to committees, commisswns ortaskfoms. Over 450 lettengenerated topolicymakens. Over 11 testimonies at coun~, state and federal hearings. Over 235penonal visits to leg&laton. Over 5225phone calkgenerated to !egidatons. Children in integrated environments. Individuals with disabilities and otherparn"cipants have and are: -Returning to school -Changingjobs -Becoming competitively employed -Interested in nmningforpublic o#ice ,+,, m 4 Tirl - ****************************************+. * * * ALABAMA PIP GRADUATE ACTIVITIES ; $ N.DO - Received prior to 1992 Academy ~ ***************************************** ACCOMPLISHMENTS AND EFFORTS OF P.I.P.A. PARTICIPANTS: CLASS OF 1990-1991 1. 2 3. 4. 5. 6. z 8. 9. Initiated and iknplemented 3 accessibility studies yieilhg dramatic changes inaccessibility to public buildings. Developed 1 local coordinating council as related to P. L.99-457and many pa~"cipating in the oqani.zation and implementation of these regional councih. 6 individuals are holding oftlice within these councik. Wrote 2 grants to meet specific needs within local areas. Created 5 suppoti and service ogantiations to offer suppori and information to families ofpenons with dtiabiiities. Involved in creating integration oppomniiies within Alabama's day care system. Involved in development of respite care. Cganued and acted as chairperson of a statewide workhop forparents and professional. Several individuals sewing on speaken bureau for state organizations. Developed a statewide coalition forpersons with disabilities within Alabama. 10. Created and increased employment oppomnitiesforpexsons with disabilities 11. Unlimited penona!contacts sharing information andofferingsuppotito othem 12. Increased se~-esteem ofpemons with disabilities andparents of children with dtiabilities. 13. Effo~to infotm medicalprofessionak regarding the needs ofindividualr with disabilities and their families. 14. A tremendous interest and"e,~o~ in devetopingfamily suppotiservices in Alabama. 15. Developing and disseminating a newdettertopartne~patticipnts including activities and accomplkhments of individual and theit{amilies in their own local communities, effom conducted at state and fedeml levek, andshatig resources and information. 16. Houns andhoursof workti establishing legidation mandatbagsemices forthree and fouryearolds, a bill creating a catastrophic hustfhndand a bill to ~__ generate money to sustain thirjiuui 17. Partners pamkipants: - Have a vision for thejimve - JWlseek change. -Are motivated. -Are informed. - WWspeak up. Tammy GothaM Jackson County -TfPA has proved 10 ke what it stands for. We are not just parent/friends, we are partners. Strength comes to bond, and energize our capabtiiiiea of which we had but didn't Imowwhal to do with." Jemifer, Tamm~s four year old daughter, has Spitta BiGda with hydroccphalua and patalyaia from thcwaist down. My children are my%feline", thq keep me going when I feel I can go no longer. I want both my children to have equal opportunities in life, we've just had to fight a little bader for Jennifer to achicveh% and wifl have other battles toconqucrin the future. I hope to betmrthe quality of life for all people with disabifitica, possible making an eaaierpath for someone to follow, being a voice fora cbild or adult whose parents or guardians don't fight for~heirtighta. Programs, la% groups, etc. need to be more publicized to reach people, moat ofparems receive information ear-to-car." Michael (7yeara old) and Jennifer (5 years old) Gotbard .- 7% `1 m 6 ml - 4 7 ***************************************** * * * * * TEXAS PIP GRADUATE ACTIVITIES ~ ~ N.D. - Received prior to 1992 Academy ~ ****************%************************ Table 3 Advocacy Activities by Year 1 Participants 6 Months Post Graduation Activity Number Level of contact With national officials With state officials With local officials No contact with public officials Type of contact with public officials Letter Phone calls Office visits Testified at public hearings Served on committee or commission Serve on a Board Other advocacy efforts Published newspaper articles/letters Conference presentations Presentations to parent/ groups TV appearances Radio appearances Other (hospitals/churches/ PTA/School Boards) 291 154 62 :: 17 33 26 58 11 2 21 8 k*kkkhk*3kAk*kkkk*kk*k*k*:fkA**kk*kk*k*k*****k**%**%*****k+h**k*k&k*A+kh*k*k ~ TEXAS PIP GRADUATE COMMENTS N.D. - Received prior to 1992 Academy ~ k*****k***A*k***k******k*********k**********k***********h***k***k********** "I have been inspired to dream to encourage others to dream." Partners in Policymaking Participant Comments again and not 1 et others intrude upon my dreams, t d "This hasbeent hemost important thing inmylife besides my family. It exceede. my expectations by far. I learned more than I ever dreamed of--I have resources to keep learning." "The speakers validated feelings I had inside, about how persons with disabilities should be treated. And then the taught me how to act on those feelings to secure the rights and responsibilities for persons with disabilities." "This is an incredibly worthwhile and valuable program. . . Our hearts are so very full--- it is difficult to express how this program has literally changed my l'Fe. ..I am so ready to work hard to change things." "I am overwhelmed at the opportunities that this program offers. It can only make for a more responsive government that truly represents the needs and desires of its peoples." "I feel empowered now and want to get the job done." "I am not afraid to ask for what not only my child needs but what other children need." "PIP allowed me to dream again---I feel alive again. I.was oppressed by my son's di sabi 1 ity--- 1 feel free to live again. 1'11 never be the same." I wasn't expecting the tremendous network from being in this program." "I am a changed person. . . I will, in turn, work hard to change others." `Partners has tau~tit me so many different and wonderful things. But I think the most important thing I've learned is how one person can make a difference---by both individual effort and as a leader of others." "It has changed all areas of my 1 ife. I can't express that enough. " "Partners to me now is like I have a new family that I can always count on. Thanks for the opportunity to be part of this. " `I want you to know it has changed my life; and probably in ways I don't even know yet! It has fine tuned my advocacy skills and my skills in dealing with people in general. I find myself using the principles I have learned in Partners more and more. I have matured personally. " "The training has given me confidence and educated me regarding best practices. I look forward to learning more and sharing with others. I thank you an~ con~}der myself privileged to have been selected." Quote from Council member, Theda Hoyt, "Partners has changed 1 ives and dropped a pebble in the pond for the future." 9 NATIONAL ACADEMY ON PARTNERS Ill POLICYMAKING TEUR8DAY-BATURDAX, MAY 34-16, a992 DOUBLETREE HOTEL AT LINCOLN CENTRE 5410 LBJ FREEWAY DALLAS, TEXAS POT Pou RR x CONTENTS `- ALABAMA PIP Miscellaneous Pages from Annual Report `- CALIFORNIA PIP Collaborative Group Project -- IOWA PIP Individual Actioq Plan Goals -- Nature of Highly Effective Groups `ha Lightel Tiih Lightel, Dale County - "PIPA has provided O cwith information that has enabled me to help families rcccive more appropriate SCMCU, especially in the area of education." Both of Tiih's childrcn with diaa- bilitica attended Vivian B. Adams School in Ozark prior to being mainstreamed into pubtic schools. "Iwantcd to become involved in PIPA to learn morq not only for the &nefit of my children but others. I have met Herd frustrated parents of disabled children. If pacwxs and school officialawcrc educated in the appropriate programs, the children could be better acrvcd." MISCELLANEOUS PAGES FROM ANNUAL REPORT INTRODUCTION - Received prior to 1992 Academy PARTNERS IN POLICHW4KI NG OFAMAM4 (P.I.PA.) k an innovative leademhip trainingprogram forpenons with developmental disabilities, parents of young children with disabilities and other family membem It k sponsored by the Alabama Governor's Planning Council on Developmental Dhabiiities, the Association for Retarded Cit&ens ofAlabama and the Department of MentalHealth and Mentai Retardation. Partnezs in Policymaking isdesignedtoprovide state-of-the-art knowledge about tisues related to disability and to develop competencies of the participants to become effective advocates in injluencingpublic policy at all levels of government. The orignal concept of Partners in Policymaking was developed in 198~ under the direction of Colleen WIec~ Ph.D., Pirectorof thekibmesota Governor-3 Planning Council on Developmental Dkabilin'es, and Ed Skamuh$ Ph.D., of the A4innesota Depanment of Human Services. Pa~en in Policymaking became apart of The Worki Institute on Disability (WID) in 1989. WID adopted theprogram in recognition ofittipotentialas a nationai model forleade~h~training forpeople withdirabi!ities ofall ages. With agrantfiom the Depanment of Health and Human Services, Administration on Developmental Dxkabiiities, WID and the Minnesota Govemorh Planning Councdon Developmental Disabilities conducted a nationai academy to train representatives of twelve Developmental Dhabilities Planning Councils from all over the country to enable repiicah"on. d% f \ II 1 I Alabama was chosen as one of the states to begih implementation of the Partnem in Policymakingphiiosophies, strategies and methodologies. The training material, -strate~"es and methodologies provided by W.I.D. and the Minnesota Developmental Dhabiiities P1anning Council were adapted to meeting the neeak ofAlabama. In making these changes, P.IP4 did not depart from the on"jjna!philosophy. In thisfkst year of P. I.PA., thirty-three individual tookpati in the trabdng program. 7%eproject dramatical@ increased individual ernpowennentthrough partik~ation in !oca~ state andregonalpolicy commxksions andtaskforces. Each parkipantplayed an active role in the development ofpublicpoiicy through increased contact and interaction with public oficiais andpoiicymakers. Z%e spirit of Pannen is in the enew, power and outreach of each pamkipan~ who are focused on the n"ghts and abilities ofpenons with dbabilities and their families. Within thk report areseiectedpam"cipant antiotes andphotographs, which reflect the undying spini and heart of the Pamle~program here in Alabama. The many faces and families rejlect the joys, the challenges, thepumits and victories in eve~ neighborhood across the county. READ, ENJO~ LEARNAND EXPERIENCE THE PARTNER'S SPIRIT WITHIN THESE PAGES. Chris Franks, Tuscalocea County -"All areas dealing with disability issues nesd improvements and with a law degree, I hops to take an active part in seeing thal theae policies and improvemems are canied out. Areaa tha[ need specific concetn are those dealing with employment, acceaaibility and education." Chris Fm~wife Kim and aost Judd n% {\ H 2 Sharon Albright, Madison County -"1 was intcrcsmd in participating h PIPA bccattsc the people in our community arcvety cnthttsiaatic abottt being "enabled", however, they lack the togetherness one individttal with leadership capabilities could bring. My son Nichofas has Spina Bitida, hydrocephalus and a seizure disorder. He will dcthiteiybc as dependent upon tcchnologyas Mr. Roberta. SO...I feel a new sort of inspiration to keep on moving ahead; and my desire to have him mainstreamed despite his functioning Icvcl@ stronger than ever. Ed Ro&tw gave me some ideas on how to do it. Partnets is worth cvcty ccn~ to refund it. Two thumbs up!" Sharon Albrightti[h husband Chris and their children Michael and Nicholas PROGRAM DESCRIPTION Pannerx in Policymakt"ng ofAlabama (P. I.PA.) provides information, trainingj and ski71 building to indivtiuais so that they may obtain state-of-the-art seIvices for themselves and othenr. l%eprogram consiwso fapproximately one-hundred and twenty houn of instruction time delivered during the months of Octobe~ November, January, Februa~, March, Apri~ May and a graduation celebration in June. Each session beg"nsshom'y afternoon on FrMay and conciudes late Saturday afternoon. During each of the Sessions, experts in specific areas reiated to dkabiiities, present and interact with thepam"cipants in smailgroups or one on one. P. I.PJ. involves and empowenpeop[e with developmental disabilities and their famiiies inthepolicymaking arena. Itacquaintiandconnectspeople with organizations, opportunities andposn"biiities in the area of developmental disabilities. It educates theparn'cipant sabout cuventi.rsues. It familiarizes them about curent local, state and federal hues, as well as equips them with the poiicymakingprocesses by which policies and laws are established. l%e overall intent of P. IP.A. is to foster and achieve productive patmenships between people tradition@ unserved and undenemed and those zh a position to make poiicy. Zhrough these pa~erships, Alabama is creadng new opportunities and l~estylesfor pemons with d~abilities and tileirfamilies as well as creating healthy new attitudes, values andperceptions. A /'\ I 3 Ill .- Suaan Ellia, Jefferson County - "Matthew who u acvcn haa Down Syndrome. I want to be the best poaaiblc advocate for my aon and other children with impairment.% ao that he and o(hcm will be able to maximize their contributiona to aociety and their ability to be fully integtatcd inwor~ achool and play. Matthcw7, Tcddy2 and Courtney 1 PROPOSED GOALS 1. 2. 3. 4. To activeZyprovide quality training forparents ofyoung children with disabilities and persons with disabilihes to increase their legislative advocacy skihk To educate policymake~ as to the neeak ofperxom wi~h disabilities and their families, in an attempt to change state policies, so that they may rejlect an bacreased respom"bility to buiivkiuak who have been traditionally unsetved or Undeserved. To become active in the loca~ state and federal legidativeprocesses through flective letter wtihg telepizone calling, andpersonalvkits to policymakem To buiki coalitions be~een families, agencies andpe~ons with disabilities and create a united power@ voice on prion"ty issues dealing with atl citizens with d~abilih.es. A f \ Ill 4 Ill S. To empower families ofchi!dren with disabilities andpersons with developmental dkabilities so that they might seek to ihcrease their independence, productivity and integran"on into the community. 6. To develop apartne~hip between policymakens andpensons with deve!opmerual dkabilities. 7. Toproduce asuppiy ofpowegi dieadezsso that they rnayparn"cipate in planning semice delive~, evaluation and advocacy actiw"ties through their service on task forces, commissions, and other in voluntaty o~anizah"ons. Mary Jane Evans, Shelby County- "I will not be the same after PIPA. &ch academy was enlightening, a little mind boggling at times, but after five months I kelicve it is all making sense andvcxy helpful and useful." Maty Jane's fivcyear old son Will has mental retardation and autism, phpical impairment and epilepsy. "I was totally ignor,t of disabilities until we discovered that Will was not "normal". Having WIII has been the most taxing education I%e received, he has helpal mature me and be much more rd. I am alrcadyvuy involved in Ietterwriting, phone calfs in advocaq for personal beliefs - I am deten.nincd to make a stand and not let law, etc. pass that will not benefit our society in 50 yea=." Ma~Janq Clay, WI1l and Julia. Randy Stahlcckcr, Houston County -"I want to gain indepsndcrtcc of living and to help othcm Ix more independent h Iifesuch as getting laws passed to help the disabled get more independent living." Augie Augustine and Randy Stahlccker am off to the State house PROBLEM STATEMENT 1. People with dkabilitie.s have been unsetved and U.ndenewedhere in Alabama. 2. People with dkabiiities and famiiies of children with dkabilities~ack se~- advocacy and empowerment ski~ls 3. Paren~ ofyoungerchikiren with disabilihes are nowguaranteed services for their chiiiiren and the new struggles for quality and integration. 4. People with dkabilities are expressing an increased desire forji.dl pam"cipation in employment and education opportunities. 5. Z4efamilystmcture is everchanging and vohnteerkrn is declining. 6. 7%ere ha need fortheincreased development ofquahy education and training programs to meet the needs ofpersons with disabilities. z 8. l%ere k a tremendous need for collaboration onpublicpolicy iwues among dkabiiity related groups and individuals with dkabiiti"es. People with dtiabilities have allowed othem to make decisions for them about how theyshould live their lives. Now they aredemanding thenghtsto make bafonned choices and decti"ons on their own. "- n `} In 6 m Elouise Woods, Ti.acalooaa County -"I want fo help more people learn how~oqwakup Corthcmaclvca. 1 have learned how to talk for myself and meet new people at People First mceiinga." Elouisc Wocda taiking with Senator Chip Bailey IMPACT OF THE PROBLEM - THE NEED FOR LEADERSHIP IN ALABAMA 1. There are few leade~hip deveiopmentprograrns thatpreparepe~ons wko are Unsemed and undenenJed forpositiom of leadenhip in loca~ state, and nah"ona[ oganuations. l%ere ti a need for new leadership to assume posih"ons in these o~anizations. 2. Limised grassroots advocacy leadership exists and no systematic trainingin competencies of injluencingpublic ofjicialr. 3. T$ere is a needfora shared vtiion in theseif-advocacy movement. 4. l%ere is no cumentmechanism forstate andnational leaders in thejieidof dtiabiiities to meet and discus ksues with pemons with dikabiiities who are tradinonal~ unsewed or undeserved. 5. l?aere is no centralized speakerh bureau o~anized in Alabama which represents the unsemed and underserved. There is a contbaued need to havespokespenons available who can speak on a wide range of tksues at local meetings, university classes, conferences, public hearings, state events and natt"onal convenn"ons. 6. Tremendous semiceproblerns exktin regard to employment, houing transponatiot~ accessibility and education. A {> j~ 7 Craig S~wsst, Houston County -"I am single and twcnty- fourycara old. Thcrc arc so many isauaconccming disabled pcoplq awareness of these iasua will help! This was the light at the end of the tunnel. 1 learned more from viakhg & talfdng with legislators than I ever imagined." `Xii Cain, Houston County -"AS a membsrof a IIXSl spinal cord htjuty group, I fsd that someone from ourarca should bcrcprcacntinga growing numbcrof personavith disabilities." Craig and lim at an academy w'orkshop. THE SOLUTION: PARTNERS IN POLICYMAKING G Partners in Policymaking ofAlabama hasproven to be eflective in addredng the previously listed areas of concern and insmtmentai ih attempting to eliminate them. lleprogram, as wetl it'spam"cipants, has been a leader in networking throughout Alabama and bringing about ~stenu change throughpolitical in.uence and intervenh'on. Solutions begin with o~anization. 1. P.I.PAprovties information, training andsla"ll buiidingto thirty-three pam"cipants, so tilat they may receive state-o f-the-atisetviees for themselves and otilers. i'%e training group consirts ofparents ofyoung children with disabilities and individuals with dkabilities. 2. P. I.PA. provides eight, two-day workshop sessions to thirty-three highly motivated, interested individuals. 3. P. I. PA. acquaints andconnectspeopie with o~anizations, op~mmines, and possibilities in the area of developmental dkabiiities. 4. P. I. PA. educates participants about state-o f-the-art approaches andcument ksues at local, state and federai leveis. 5. P. I. PA. familiatiespanicipanfs withpoiieymaking and the legi31ativeprocess at local, state and federai levels ofgovemment. Itgives "hands - on" opponunities with legislators and helps to foster co~ltinued relationships and contacts. al f \ Ill 8 I " P. I.P.A. Proiidcs stimulating workshop weekenh devoted to a particular topic 0. 7. 8. related [o d"irabihlies or apa>icular!evel ofgovemment. l%epresentem are "nationally known experts in thejieid of dtiabilin"es, as we~! as experts from A!abama. Presenters are encouragedto spend the weekend to interac~ with parh"cipants on a rnorepenonai bask and respond to individual needs and concerns. P. I. PA. guides panicipants in the selection of oneproject of choice as related [o [heirparticular area of interest. Participants are ako expected to complete small assignments between workhop weeken&. P. I.P.A. assists patiicipanfs in achieving a specific set of competencies tilroughout the duration of theproject. A further breakdown of more specific objectives and competencies are defined for each specific academy weekend. (.Appendti) Stephen K. Simpson, MonIgomcry County - "Wcting and gclting to know disabled, handicapped pcmons and their relatives has changed my a[ti[ud= regarding how [o relate 10 aduhs with handicaps. I had the oppxtunity of mcc[ing scvcrai different ~ of legislators and I realized [hal different adwxacy techniques must bc tried to reach each one. Lcgisla[ors arc pcopic too!" StmJc's son Mylcs has a brain condition known as pachygyria that has caused scvcrc dcvcloprncntai delay. "Mylcs requires more though(, worry, care and help than my older children. 1 often wonder about the quality of Ii[c, since hc is non-verbal, unable to walk and docs not express emo[ion in the same way as my o[her children." SICVC & Dimm Simpson and family, Myles, Caitlin and Margaret. d'% /-\ I 9 I Steve Balton and Cindy Jordan talk with Ed Roberts at graduation. Cindy Lzwe-Jordam .Mcmgom~ County - "I see she triangle of housing, educakns and anploymast ss bsing so inrctiwincd for disabled people to be able to live indcpasdmtly. Having an educational and practical cxpcrimc.c in govemmmt, I lmow the importance and irsflumcc interest groups un have and this is the way to change the standds of living for so many handica~d Pplc.,1 had polio with taal involvement at the age of three. I have cncounterui more problans than I cverknew existed in she area of hutsing and crnploymcn~ I have been exposed to extreme inaccessibility and knew someday tig$ would have so chang~'" KJNE ACADEMY GRADUATION Tile excitement of graduation was in the air all during the month of June and finally the day anived. Eveqone was so excited about Ed Roberts, President and co-founderof The World Institute on Dtiability, being witil US. Hkpresence madegraduation extra special and set it apartfiom ai[ of the otiler academies. Ed am"ved on lhmday night along with his sons Lee and hk attendant and fi"end, John. Manypam"cipants had the oppo~nity to spend some time getting to kxow him and sharing their children andpenonalfamily stoties with him. His insight and knowledge inspired them to continue in their challenges and in their quests for quality programs and services. Heproved the impotiance ofproviding eve~ oppo~nityfor integration in schoois and in evetyday community living. There was a special session featuring ilk Robe~ on Friday afternoon. A captive audience listened andgrew in their undentantiin gofpersons with dhabilities. Hirideas, philosophies and beliefs are beingput intopractice here in Montgomey. Policymakens are echoing these Convich"orl$ and his impact is still being feh here in Alabama. Saturday was a ve~ special day of hugs and wam greetings, of meeting families for the fust tie, and of excitement over the anticipation of the future forpemons with disabilities and their families. "7he Sky h Z4e Limit Wuh P.XPA" was the theme of the celebration. Brightly colored bal!oo A rang from each table and the room held a {> IIIL'" ml beaut#i.d view ofiilontgomeiy. T/lere was a dkpiay of the trainingyear inpictures and people were buzzing andreminiscing over each snapshot. It was hard to believe that the fistyearofP.I.P.A. wascoming to an end. Whata ce!ebrationfor allthe . accomplishments held by each participant! Many special guests were present for lunch and anxiou to meetpam"cipants and hearfiorn Ed Robem. A beautijidprayer was offered byJeny Oveson, aparticipantjiom Mobile County. (See appendix) It encompassed the veyheati of P.I.P~. and brought each family a little closer together. l%e day and ceremony were dedicated to Michael Wassman and Chris Frank. Tlleirspin"t and courage waspresent in the room, although thty were not wilh u. J+7iat a beautifil backdrop forape~ect day! Each graduate was~"ven a specia[ diploma and a group pic.mre that had been taken dun"ng a previous month. One by one they each proudly zame fonvard to receive their honom Ed Roberts highlighted the afternoon with words that lfted each pe~on and challenged them [o reach heights of which they had only dreamed. With hk tremendous message and motivation, tilere were no doubts about the victon"es at hand! Each individual left on Saturday fi!led with powe~ knowledge, and se~conjidence that would cany them through any ba~tie. There was a sense of revivai - energy and focus on what must be done forpezsons with dkabiiities. l%rough the experiences and friendships found in Panners in Poliqrnaking ofAlabama each graduate lefi in firtherpumit of opportunity and equality for a!ipenons witil dkabilities and their fami[ies throughout Alabama. l%ti was onlj (he beginning! Royce King, Commksioner of Department of Mental Heahhlllental Retardation addresses PIPA graduates. A /'\ II 11 Charlotte Smith, Fayette County - "PIPA has been the greatest source of information that I have ever encountered! When my deaf son was younger, one of my main frustrations was not having information AND not knowing where to go to get information. With PIPA, I have been provided access to all relevant information, limited only be the extent of my interest. I am truly amazed at the opportunities. I have already had to go back into my own communhy and share what I've learned, to make life easier for other parents." Charlotte and Gatvin Smith with son, David & daughter Julie. RECRUITMENT Individuals traditionally unserved orunde~erved were tagetedfor recruitment by direct mailings and contacts with o~anizations servingpemons with dkabi[ities and lheirfarnilies. Contacts with advocacy, service, employment and educational organizations which represent peopie with dkabiiities were established via pemonal contac~ phone ca[k and mailings. In addition to these contacts, informah"on and applications were dikributed to the media: televirio~ radio, and newspapem throughout Alabama. Lettem and applications werepublished ti newsletter of various organizations whose readens might spread the word. All hospitak andpediam"c specialists were contacted within Alabama. Many social semice agencies, citizen advocacy organizations, and local suppofi groups were ako targeted. All of the above contacts were made in an attempt to improve outreach to a broad spectrum of individuals with dkabilities (both cognitr"ve andphysical), ethnic and rt2Cit71?rIinOn"h"(?S, low income families/hdiv&als andtigleparent families, urban and nral communitiesfiom evey comer of Alabama. Eve~ eflort was made to identifi andprovide the necessaysupport sewices needed by an zkdividual to facilitate that individual hfullpa~kipation in the sessions. .- /e) `\ 1~ 12 ~ - ,,. Sheryl Mahxy, Pike Coun~ - Shcryl's son Eric has IOW vision and cerebral palsy. "I am a strong believer in early intervention for infants tith developmental disabilidcs. I am constantly amazed that more parents with children with disability= do no[ know how to [akc advan[agc of scrfims that are offered. We were told [hat Eric would bc severely handicapped but with the therapywc are rcceivingwe have ken plcasan:ly surprised and delig.hkd with [his progrcs.s." Eric Matncy, son of Fred and Shcryl Matncy. THE VISION Partnens in Policymaking ofAlabama (P. I. P.A.) is a diverse blend of indivtiuak, represenh"ng many diverse dkabilih"es. An extensive network throughoitt Alabama has developed that can gather and disseminate information quickly; can reach all dtiabili~ groups; can impact policy changes at all levels throughout every regz"on of Alabama; and can build upon the strengths ofpenons with disabilities and their families. Partnen in Policymaking ofAlabama dreams of the day when eve~ state will realize the capabilih"es, strengths and power available through empowen"ngpersons with dkabilities and their families; when each state will take an active role in Paining persons with disabilities and family memben as leaden and, when nehvork can extend beyond state boundaries. Programs like Partne~ in Policymah"ng are helping to make this dream a reality and determine the future forpensons with dhabiiities and their familie.s! l%e opponunines andpossibilities created forpensons with developmental disabilities and their families through Partners in Policymaking ofAlabama are limitless. Every group working on issues dealing with disabilities needs experienced, knowledgeable leaden that can pilot the effofl through storms and turbulence and insure a safe landing on success! * There ii a general lack ofparent and se~-advocateparticipation ti advocacy, volunteer o~anizations and efforts. Zhh league ofindividua)k can have tremendous power and when channeled in the tight directions, can change thejiture for children and adulti with developmental! dkabilities in Alabama and across this nation. Empowerment and self-determination can help to change age old attitudes of dependence andre[iance into voices of independence andseIfsu@ciency. ik?ostpeople with disabilities grow up in a society that considen thempowerless. These negative attitudes are fiequent~ internalized, andpeop!e with disabilities are left doubting their ability to ever lead their own lives. The necessity forempowennent andseif- detennination exists ~people with disabilities are to gain control over theti own lives andjid~participate in society. Leademhip development andpersonal empowerment are at the core of all social movements. Byprepan"ngpeople with disabilities and their families to take thejirst step into se~-advocacy, many will continue on to become group leaden, ~stem-change advocates and eventually leaden of social change. Gerald G. Gvaon, Mobile County - "PIPA has opened my qcs to the coming issues that link thevanous disability groups. The ARCof Afabama through PIPA has nu~urcd "seedlings" and will, in the months and years to come, witness a lush forest carpeting the State and bringing about fundamental changes in our environment. PIPA empowered that component of our population that has long been silent at the same time being very close to the real needs of the disabled population." "My daughter, Jennifer, has Spina Bifida which has resulted in signifi+nt developmental delay and phpicai disa- bilitica. 1 have been active in forming a local Spitta Bifida support group and I have noticed a lack of motivation in teens and young adults that prevent them from scckingjob training and employment. Employment would enhance self image and facilitate independent living so it is this area that interests me perhaps more than some of the other msjor areas ofconccm." Jennifer Gvcson, daughwrofhy and Diane Gvcaon. .+ A `\ m 14 ml t MELISSA LAG20UE H-25 2r7810 SAN D1)NIC:. Colorado Springs, CO 80905 HTele:719 634 1913 REL1: PIL USER1: I REL4: USER4: ----*-- ----- ..*-------- "-..*-----?--------- --=--q*-.-,,:----"-- -------- -- Diane Rehner 308 Smith St. Fort Collins, CO 80524 . HTele:303 484 6591 REL1: PIL. USER1: I REL4: USEN~: ------- . . . . . . . ..--.-q-e-*------------------ .-p.-.--p-". .----q.q-p.-.-.. Greg RQI1o 2947 Azal$a Pueblo, CO 81004 HTele:71Y 561 9737 REL1: PIL U$ER1: I . . . * , ,.# ,-- ..- REL4: USER4: ,~th & Bob Schaffner 6565 Ashcroft Dr. Colorado Springs, CO 80fllfl HTele:719 599 3772 REL1: PIL WTele: REL2: USER2: Facil ~(~TES: (Bob - Facilitator IT & ----- ------ ------ ------ --.------ USER1: 1 RE@: USER4: 2&3 REL5: 111) ----" ------ q--"--- ------ ------ ------ ---- T.ti S~h~eitzer unknob+n co HTele: REL1: PIL IJSERI: ~ REL4 : USER4 : NOTES: Mail returned - address unknown ------ ------ ------ ------ ------- ---- ----- ------ ------ ------- ------ -,.---- . p~ggy shepherd 12941 W. 1st Place Lakewood, CCI 80228 HTr?le:303 985 1531 REL1: PIL USERI: I REL4: 1JSER4: ------- ----.-- ------- --------- ---"--- ---..---" --"---- -,------ ------. ------ Robert Simmons 551 S. Moline Aurora, Co 80~12 HTele:303 755 0470 REL1: PIL IJSER1: I REL4: IJSER4: ------ ------ ----- ------- ------ ---,.-. ------ -,------- ---------- ------- ------ -. ~rnetta SttiLfles 19962 E. Purdue Place Aurora, CO 80012 HTele:303 690 0753 REL1: PIL USER1: I REL4: USER4: ------ ------. .------ ----y--- -..---.,- ----"---" ------- ----T-- ------- ------ Sheila Vale 1140 Colprado Blvd. Denver, CO 80206 HTele:303 333 9311 REL1: PIL USERl: I REL4: USER4: ----- -----"---- -.*--- o -q--- .------- --*---- .---,..- ------ ------- ------ ---- Barbara Vialpando 1695 So. Xavier St. Denver, CO 80219 HTele:303 936 3671 REL1: PIL USER1: I ? REL4; USER4: > 4/16/92 ACL WORK SPACE ..-...---.----...-......-.--.-------------------.--..--.--.--.--7----- .(ent Willis P. 0. Box 1101 Frisco, CO 80443 HTele:303 453 0950 REL1: PIL USER1: I REL4: USER4: ------ .-..--..---------.-..---.-----.-.*----- ..-.p ----- . . . . . . . . . . . . . . . Michelle Wing 1050 Hobbit St. #J79 Fort Collins, CO ~0526 HTele:303 224 5158 REL1: PIL USER1: I REL4: USER4: -------- ...--.Z ------------------------ ------------ .~-.~..... .-p----- . Rosie Wolf 880 Vivian St. Golden, CO 80401 HTele:303 238 3261 REL1: PIL USER1: I REL4: USER4: 9 .&. ?& *. ,.. ,.. 4/16/92 ----------------------------------- . . -------------------- q ------ q---- ~@' BachiCha 108 S. Convent Trinidad, CO 81082 HTele:719 846 2850 REL1: E?IL L!SER1: II REL4: USER4: ------ "----- ------- --------- -"----- ------ -----------" ------ ---------- - Jay Balzer 756 6th Street Boulder, CO 80302 HTele:303 444 9809 REL1: PIL USER1: II REL4: ~sER4: ----- ------ --------- ---.-"- -------- ------ ------- ------- -------- ----- Ben Borrel unknoh"n co HTele: REL1: PIL USER1: II WTele: REL2: USER2: Facil REL4: usER4: 3 REL5: ----- ----- ------ ------ ------- ------ ------- ------ -------- ------- ------- -. Alice Mzeman 3268 E Road, #79 :lifton, CO 81520 HTele:303 434 8993 REL1: PIL IJSER1: 11 REL4: USER4: ----- ------ ------ ------ ------ .----.0 ------ ------ ------ ------ ------- ---- Anita Cameron 1778 Gilpin, Apt. 304 Denver, co 80218 HTele:303 333 7529 REL1: PIL USER1: II REL4: USER4: --- ----- ------- ---------- ------ ------- ------ ------ -------- ------- .---.- Sandra Carrillo 1132 Van Buren Pueblo, CO 81004 HTele:719 545 5707 REL1: PIL USER1: 11 REL4: IJSER4: ------ ------- ---------- ------- --------- --------- -.------p ------- .----- Deborah Casler 481 Eisenhower Louisville, CO 80027 HTele:303 666 4338 REL1: PIL USER1: II REL4: USER4: 10 4/16/92 AC!L WORK SPACE .-------- ... ..-. --. -- . . . . . ------ . . -- . -- . - . - . - . -- . . - . . - . ----- " --------- Jaria" Castillo 3427 Osage St. Denver, CC) 80211 HTele:303 477 8373 REL1: PIL USER1: TI REL4: USER4: WTele:303 296 2400 REL2: USER2: REL5: ------ --------- ------------- ------- ----------------- . . . . . . . -------- --- Wesley Clifton 2550 Cache LaPoudre Colorado Springs, CO 80909 HTele:719 471 2636 REL1: PIL USER1.: II REL4: ~sER4: . ------ ------- -------- -------- ------- ------- ------- ---------. ------- --- Debbie IMuglas P. 0. BOX 476 Vail, CO 81658 HTele:303 926 3219 REL1: PIL VSER1: 11 REL4: USER4: ------ ------- ------- -------- ------- --.---"- ------- -------- --.----- ---- Fac & Judy Duran 65~~ S. Pontiac Ct. Englewooci, CO 80111 HTele:303 220 9315 REL1: PIL IJSERl: 11 REL4: ~sER4: ----- --.---- ------ -------- --.---------- -------- ------- ----------- ----- Kim Ewen P. O. Box 312 Kittredge,' CO 80457 HTele:3V3 674 6639 REL1: PIL USER1: II REL4: IJSER4: ---.------- -------- ------ ------ ----------- -------- ------ ----------- --- Kathleen Farrimond 29864 Park Village Evergreen, CO 80439 HTele:303 674 7290 REL1: PIL USER1: II REL4: IJSER4: ------ -------- . . . . . . . . . --.--.."-" -------------- . . . . . . . . . . . . . . . . . . . . . . . . Tess Gardetto 2965 Valmcmt Boulder, CO 80301 HTele:303 449 1368 REL1: PILI USER1: 11 11 REL4: USER4: 4/16/32 ACL WORK SPACE - - - - - ,. - - - - - - - - . - - ------------------------------------------------ ..---- enean Garner 2261 S. Ogden Denver, CO 80210 HTele:303 733 5658 REL1: PIL USER1: II REL4: USER4: WTele:303 861 6505 REL2: USER2: REL5: ------ ---..----- -------- ----------- ------- ------- --------=--- ------- . . . Shirley Harris 3828 Madison Street Denver, CO 80205 HTele:303 399 2259 PIL TJSER1: II REL4: USER4: ------ ------- ------ ------ ------ ------ ----- ------ ------- ------- ---.--- -- Ellie Honeyman 8290 Brentwood Ct. Arvada, CO 80005 HTele:303 431 8435 REL1: PIL IJSER1: 11 REL4: USER4: WTele:303 331 84~ti REL2: USER2: Facil 3 REL5: ----- -- ----- ------ ------ ------ ------ ------ ------ ------ ------ ------ ---- Karen Lemcjine 3545 L 25 Dr. !otchkiss, CO HTele :303 872? 81419 3948 ----- ------ ------ --- REL1: PIL USER1: II REL4: USER4: ----- ----.-- ------ ."----- ------- ------ ------ ------ Chien ?lai 3615 E. Uintah, #7B Colorado Springs, CO 80909 HTele:719 596 5188 REL1: PIL USER1: II REL4:" USER4: ------- ------ ------ -------- ------- ------- ------ ------ ------ .-z--- ----- Robert Ndrshall 7585 Sunny View Lane Colorado Springs, CO 80911 HTele:719 390 8154 REL1: PIL USER1: II REL4: USER4: ----- ------ ------- -------- -------- ------- ------ --------" ---" ----- ---.- Kathy McAleese 1939 S. Quebec Denver, CO 80231 HTele:303 369 8385 REL1: PIL USER1: II REL4: USER4: 12 4/16/92 ACL WORK SPACE ---------------------------------------------------------------------- .aurie Nelson 6022 Golden Willow Loveland, CO 80538 HTele:303 667 7248 REL1: PIL USER1: 11 REL4: USER4: ------- ------- ---------- ------- ----------- ---------- ---"--- ."...p ----- Diane. Palachek 11146 Seton P1. Westminster, CO 80030 HT~1e:303 465 2202 REL1: PIL USER1: II REL4: USER4: ----- ------ ------ ------ ------ ------- ------ ------ -------- --.... . . . . . . .- ?lary Pelham 160 Emerald St. Broomfieldt CO 80020 HTele:.303 466 5996 REL1: PIL VSER1: II REL4: TJSER4: ----- ------ ------- ------ ------- ------ ------ ------ ------ ------ ------ --- Laura Perkins 2990 Pontiac Denver, CO 80207 \Tele:303 355 3593 REL1: PIL USER1: II WTele: REL2: USER2: Facil 3 REL5: REL4: USER4: ----- ------ ------ ------ ------ --------- - ----- ------ ------ ------ ------ -. Leslie Reed .>. 1635 Bellaire St. Denver, CO 80220 HTele:303 377 8719 REL1: PIL USER1: II REL~ t!sER4: --------- -------- ------- ------- --------"- .-"--."- ------- -------- ------ George Rodgers 1701 Constitution Rd., #2001 Pueblo, CO 81003 HTele:719 544 2402 REL1: PIL USER1: II REL4: IJSER4: -------- ------ -------- -? .--,--- ---------- ------- -"---------- ----*-- ----- Theresa Rodriguez 1730 C Heritage Circle FortCollins, CO 80526 HTele:303 224 3870 REL1: PIL USER1: II REL4: USER4: 13 4/16/92 A~L WORK SPACE .----------------- .--------------- q-. "*. -. r --- p ----------------------- iark Shafer 3750 24th St Bldg 9-103 Greeley, CO 80631 HTele: REL1: PIL USER1: II REL4: USER4: ------- --------- --------- -------------- ?----------- v-.---....~.. -..---- Agnes Sonnenfeld 4124 Wolff St. Denver, CO 80212 HTele:303 433 7832 REL1: PIL IJSER1: II REL4: USER4; . ------ -------- ------- ------- --------- ------- --r--y- --.--p- . . ------- ---- r David Stang 1513 15th Street Greele~-, CO 80631 HTele:303 356 0320 REL1: PIL USER1: II REL4: ~sER4: ------ ---,---- ------- ------- -..-.,--- ------- -".--~- -----.- ------- ------- . Charmaine `Thaner P. 0. Box 5205 woodland Park, co 80866 "Tele:719 687 6871 REL1: PIL USER1: II RqL4: USER4: ------ .-"---- ------- ------- ------- -------- ------- .-7----7 ------- ------ Mama Thompson 446 W. Sumac Ct. Louisville, CO 80027 HTele:303 665 3897 REL1: PIL USER1: II REJJ4: US17R4: ------ ---..----- ---------- -------- .-....- ------- ------- .*-------- ------- Kathleen Traylor 800 S. Leyden St. Denverr Co 80224 HTele:303 333 1316 REL1: PIL USER1: II WTele: REL2: I!SER2: Facil 3 REL5: R~L4: USER4: ----- ---"-- -..--- ------ ------ ------- ------ -z------------ ------ ------ -. Carl Turner 3246 Josephine St. Denver, CO 80205 8230 REL1: PIL US~Rl: Ix REL4: USER4: 14 4/16/92 ACL WORK SPACE ----- ------ ------ ------------- --------- -----q--"-----P-------*- ------- iorma Velez 2608 S. Salida Aurora, CO 80013 iiTele:303 750 4282 REL1: PIL USER1: 11 R~L4: IJSER4: WTele: REL2: USER2: Coord 3 REL5: ----- ------ ------"-" ------------- .-.-p- .-*--- ------- -------- ------- --- ~ildred Waisanen 2327 Dogwoocl Cir. Louisville, CO 80027 HTele:303 665 8242 REL1: PIL USER1: ?1 RqL4: USER4: ----- ------ ------ ------- ------ ------ ------- q.------- ------ ------ ------ Jaycee Winkley 4140 Barnett Pueblo, CO 81005 EITI?le:719 561 3295 REL1: PIL IJSER1: II R~L4: USER4: . . ..fiz 15 3. ., * ~_____ ,, ,' ,,, ,. e `4, *e'a, "if.. "'.~e, , % * !;. .,.,. ,* ,, :.. 9.. * <.* ,,,, .*,. * . ~?.:., .* PARTNERS IN LEADERSHIP III 4/16/92 ACL WORK SPACE ---------------------------------------------------------------------- ..atrina .Aguirre 2193 S. Joplin Wy. Aurora, CO 80013 HTele:303 695 9519 REL1: PIL USER1: III RE~4: USER4: ----- ------ --.,--------- ------- ------ ----"- ---------- ------ -,------ ---- Jan Bach 9595 Pecos, #182 Denver, CO 80221 HTele:303 650 9317 REL1: PIL USER1: III REL4: USER~: ----- ----- ------ ------- ------..---" ----- -------------- -----r------,. .---- Alhakim Bashiruddin 2630 Hawthorne Boulder, co 80304 HTele:303 440 4645 REL1: ----- ------ -- ----- -------- PIL USER1: III REL4: USER4: ---.--- ------ -----. ------- -.--q- --.--- ------ Beth Blair 917 B S. Ivory Cir. Aurora, CO 80017 JTele:303 752 9188 REL1: PIL USIZRl: III REL4: USER4: --.-- ------ ------ ---.--- --.-------- ------ --------- ~----- ------ --.---- - James Cacciatore 1709 Welch, Bldg. 5, #20 Fort Collins, CO 80525 HTele:303 498 0382 REL1: PIL USER1: 111 REL4: USER4: ----- ---------- ---.--- --..-------"- ------ ----------- ----e- -----r ------ Dennis Carbre>* 3047 W. 47th Ave. Denver, CO 80211 HTele:303 455 0897 REL1: PIL USER1: III REL4: USER4: ------ -.----- --------- -------------------- -------- --"-q-- --"---- -.---,F Kim Diggs 5545 F Qtrs. Fort Carson, CO 80913 HTele:719 579 0894 REL1: PIL USER1: III REL4: USER4: 16 . 4/16/92. ACL WORK SPACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iane Drach-Meinel 2423 S. Sedalia Ct. Aurora, CO 80013 HTele:303 3377512 REL1: PIL USER1: III REL4: USER4: ------ . . . . . . . ..-.--------.*.-*-------*---- --------- -------------------- ?larty Dwyer 2607 Silver Creek Dr. Fort Collins, CO 80525 HTele:303 223 3036 REL1: PIL USER1: III REL4: USER4: .----- ------- ------- -------- --------- --------- ------- .---..--.*. ------- Joanne Elliot 6396 S. Pierce ct. Lirtleton, ]CO 80123 HTele:303 973 9466 REL1: PIL USER1: III REL4: u~ER4: -------- ------- -------------------- --------- ------------"--- -..-----~ --- David Enlow 4548 Starboard Boulder, CO 80301 `Tele:303 530 90"55 REL1: PIL USER1: III REL4: VSER4: ----- ---.-- ----------- ------- ---------- --"---------- ------ --------- ---- Denise Fitts 14574 E. 46th Ave. Denver, CO 80239 HTele:303 373 4280 REL1: PIL USER1: III REL4; USER4: -------- -------- ------------- --------- ----------- .-q---- .-ee---.--- ----- Abigail Gallegos P.O. Box 80 Hoehne, CO 81046 HTele:303 846 4621 REL1: PIL USER1: 111 REL4: UIER4: ...--... . . . . . . . . . . . . . . . . . -------- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elmer Gibson 7100 E. Mississippi, Bldg.1,#10 Denver, CO 80224 HTele:303 756 9116 REL1: PIL USER1: 111 REL4: USER4: ------- -----.--------- ------- .----*---- ----.,------ -------------- ------ - Daisy Gunter 515 28 1/2 Rd., #8 ;rand Junction, CO 81501 HTele:303 241 6362 REL1: PIL USERI: III REL4: USE~4: K. *. 17. "% *-=: G?, ; ..- , u .* *: s .& c? ` * * `"+iz 6-" -W& ~": , 4/16/92 ACL WORK SPACE ----- -------. -------- ---------------- ------ ------ ------ ------ ------ -. ~ary Iianna 1240 29th Ave., Apt. 2A Greeley, CO 80631 HTele:303 356 0875 REL1: PIL USER1: 111 REL4: USER4: --.--- ------- ------- ----------- -..------"- ----p ..-----" ----------- -.*-. Gloria Hendricks 12692 Elmendorf P1. Denver, CO 80239 HTele:303 371 7822 REL1: PIL USERI: III REL4: USER4: ----.---- ---..--- ------- --.-.".- ----------" ------- --------.----, --------- Kit Hovey 7 Windover Rd. Littleton, CO 8012J. HTele:303 781 2008 REL1: PIL IJSER1: III REL4: USER4: ----- . ------- --.---- ---.-------- ------- ---------- --------e--- -------- . Dawn Howard 6165 E. Iliff Ave., Denver, GO 80222 {Tele:303 757 4442 ----- -------- ------- D327 REL1: PIL ~SERl: III REL4: USER4: ----------..--.--- ------------ -"------ -------- ----..-- ~raCy Johnson 1174 S. York Denverr co g0210 fiTele:303 733 0035 REL1: PIL USER1: III REL4: USER4: ------ --->--- -..----- ------- -------- ---------- ------"- --------- -.--.---- Tammy Kahler 4511 Xavier St. Denver, CO 80212 HTele:303 433 8709 REL1: PIL USER1: III REL4: USER4: ----- ---.-- -------------- .,----- --------- ------- ------------- --"--- ---- Heather Lade 772 E. 8th Ave. Durango, CO 81301 HTele:303 247 3844 REL1: PIL USER1: 1~1 REL4: USER4: ...-.- ---------- ---------.-- ---------- -------- ------- ------- -*-.... . . . Alice Lee 924 4th - 3erthoud, HTele:303 ?lartin P.O. Box 1276 Co 80513 532 2748 REL1: PIL USER1: 111 18 REL4: USER4: 4/16/92 ACL WORK SPACE "s -------------------------------------------------------------------- lean Matsunaka 1000 S. Lemay Fort Collins, CO 80524 HTele:303 482 7925 REL1: PIL USERli III REL4: USER4: ------- ------------- ...-.---*------ .--.'---- ...-----------------*----- . Louis? ?lcDonald 1210 Bell Ave. Alamosa, CO 81101 HTele:719 589 5687 "REL1: PIL USER1: III REL4: VSER4: ------ ----------------- ----------------- --------------- ---"-----q-- --- Debbie Medina 951 E. 6th Ave. Broomfield, CO 80020 HTele:303 466 4372 REL1: PIL USER1: III REL4: USER4: ------ ------- -------- ------- ---------- ------- ------------ .*------- ----- Deanne Nordyke 724 W. 13th Pueblo, CO 81003 `lTele:719 543 2959 REL1: PIL `USERl: III REL4: USER~: ------ ------- -------- -- ---------------- ---------" ------ --------- ------- Divyesh Patel 2150 Springcrest Rd. Colorado Springs, CO 80920 HTele:719 522 1075 REL1: PIL USER1: III REL4: USER4: .--------?-. --------- -------- --------- -------- ------------ --------- .,--,. James Revis 2812 Texas Ave. Grand Junction, CO 81503 HTele:303 241 9722 REL1: PIL USERI: III REL4: USER4: ------------ -------- ---------- ------------- ----------- --------------- . . Dennis Schwed 30 Boulder Crescent, #L3 Colorado Springs, CO 80903 HTele:719 471 2213 REL1: PIL USER1: III REL4: USER4: -------- ---------- --------- . . . . . . . --------- ------------------------ ---, Alfonso Sevillano 1021 King St. )enver, CO 80204 HTele:303 595 8950 REL1: PIL USER1: 111 19 REL4: ~sER4: . . ,. 4/16 192 ACL WORK SPACE -----..-.------- ------------------------------------------------------- .uz Se\'illano 1021 King St. Denver, CO'80204 HTele:303 595 89!50 REL1: PIL USER1: III REL4: USER4: ----- ------ ------ ------ ------- ------- --------- ------ ----.- ----------- " Julie Smith 77 Baker Ave., Bx. 28 Byers, CO 80103 HTele:303 822 5523 REL1: PIL USER1: III REL4: TJSER4: ----- ------ - ----- ------ ------ ------- ------ ---a-- ------ -------- -,---..- ---- Torn Sposaro 291 h'. Bpllevlew, Apr. 309~ Engle~ood, CO 80110 HTele:303 781 6587 REL1: PIL IJSER1:. 111 REL4: USER4: ----- ------ ------ ------ ------ ------- ---..--- ------ ------ ------ ---.--- -- Yvette. Tanner 20978 County Rd. V Cortez, co 81321 !Te~e:303 882 7391 REL1: PIL USER1: III --,. ------ ------ ------ ------ ------ ------ --- REL4: ~sER4: ----- ------ --"--., ------ ----- b (n" i.) ~nompson l&?39 E. Oregon Dr. Aurora, CO 80017 HTf?15:303 755 4318 REL1: PIL IJSER1: 111 REL4: IJSER4: ----- ----- ----- ------ -------- ------ ,.----- ------- -.,---.,. ------ ------ ----- Lee Turner 2222 Carmel Dr. Colorado Springs, CO 80910 HTele:719 632 6751 REL1: PIL USER1: III REL4: USER4: ----- ------ ------- ------ --------- ------ ------ ------"., ------ -------- *---- Kachr>rn Vincent 2129 S. Holly Denver, CO 80227 HTele:303 782 4791 REL1: PIL USER1: III REL4: TJSER4: ------ ------ ..------ ------ -----."- ---.-- ------ "-------- ---"-"" ------ ---- Joseph Wild Crea 4822 E. 19th Ave. )enver, CO 80220 HTele:303 388 4481 REL1: pIL USER1: 111 REL~: l?sER4: ----- -------- ------ ------------------ ------- ------ -------- ----_a'. ..,---- `roy Willis' 1357 Steele Denver, CO 80206 HTele:303 333 1751 REL1: PIL USERI: III REL4: `USER4: `"" 20 PARTNERS IN POLICYMAKING 1990 PARTICIPANTS Mr. Thomas Ackerson 89 Dodgington Road Bethel, CT 06801 Ms. Dawn Anderson 61 Randolph Avenue Meriden, CT 06450 Mr. Ken Beachman 70 Robin Court Middletown, CT 06457 Ms. Kathy Benefield 72 Ebert Drive Bristol, CT 06010 Mr. John Castleman 3 Luce Place Miantic, CT 06357 Ms. Kathy Castleman 3 Luce Place Niantic, CT 06357 Mr. Glenn Claflin 384 Crown Street New Haven, CT 06511 Ms. Barbara Coppolla 411 Hoop Pole Road Gilford, CT 06737 Ms. Regina DeMarasse 5 Grandview Street Wolcott, CT 06716 Ms. Laura Glumb 1 Oakwood Circle Ellington, CT 06029 Ms. Claude Holcomb 2 Park Place, Apt. 20 Hartford, CT 06106 Mr. Charles Hurlburt, Jr. 339 Hunting Hill Avenue Middletown, CT 06457 Ms. Carol Kimball 168 Curtis Street Meriden, CT 06450 Ms. Laura Mickles 265 College St., Apt. 5P New Haven, CT 06510 Ms. Deb Nelson 10 Tuckahoe Road East Granby, CT 06026 Ms. Barbara Seeley 33 Poplar Street, Apt. 38 New Milford, CT 06776 Mr. Jack Seeley 33 Poplar Street, Apt. 38 New Milford, CT 06776 Ms. Joan Vanasse 7 Maple Avenue Wolcott, CT 06716 Ms. Claire Fowler Ms. Joy Zappone 102 Ridgecrest Road 44 Center Street, Apt. 51 Wallingford, CT 06492 Waterbury, CT 06702 Ms. Marjorie Freeman Mr. Mark Zappone 14 Twister Oak Circle 44 Center Street, Apt. 51 Trumbull, CT 06611 Waterbury, CT 06702 **************************************** * CONNECTICUT PIP GRADUATES * * N.D.--Received prior to 1992 Academy * ***********!. *********************%*+**** *. ,, * 21 -. . . `. . .* ` .-. PARTNERS IN POLICYMAKING 1991 PARTICIPANTS Ms. Marthe Berlepsch 851 Evergreen Avenue Hamden, CT 06518 (203) 248-1527 He. Hargaret Boland 20 Sorgham Hill Road Cheshire, CT 06410 (203) 746-1935 Ms. Suean Boyle 31 Inglenook Drive New Fairfield, CT 06812 (203) 272-7923 Ms. Ruth Cantor 25 Judith Drive Danbury, CT 06811 (203) 748-4096 Ms. Margaret Castler 718 Cornwall Avenue Cheshire, CT 06410 (203) 272-7606 Ms. Luiza Cuccureddu 52 Sheila Court Bristol, CT 06010 (203) 585-0543 Ms. Lorraine DeFreitaa 21 Hanser Drive Vernon, CT 06066 (203) 875-3999 Ms. Rita Fiero 23 Sand Hill Road Windsor, CT 06095 (203) 688-7055 Ms. Jean Landry Harpin 71 Old Coach Highway Hamden, CT 06518 (203) 281-4358 Ms. Linda Jordan 85 Robin Road W Hartford, CT 06119 (203) 236-3910 Ms. Marilyn Xitler 45 Shagbark Road Glastonbury, CT 06033 (203) 659-9304 Ms. Tha Mather 16 Heritage Circle Clinton, CT 06413 (203) 669-3140 Ms. Anita Nesci 5 Lilac Lane Farmington, CT 06032 (203) 674-9541 Ms. Lynn Owens P.O. Box 2 Hebron, CT 06248 (203) 228-9541 Ms. Sherry Perkowski 33 Calhoun Road Wallingford, CT 06410 (203) 265-0018 (work) (203) 269-9968 (home) Ms. Nancy Roko 6 West Point Road East Hampton, CT 06424 (203) 267-8298 Ms. Jewel Shuey 11 Wood Duck Lane Tarrifville, CT. 06081 (203) 658-2971 Mr. Emil Sopoliga 42 Bowers Hill Road Oxford, CT 06478 (203) 888-1332 Ms. Mary Ann Sopoliga' 42 Bowers Hill Road Oxford, CT 06478 (203) 888-1332 Ms. Mary Sutton 55 Brookside Village (203) Mr. David Kimball 68Curtiss Street Meriden, CT 06450 (203) 237-9510 22 -. ,. , . 00 0) w NJ u P u u u i+ 3 0 o P (n P. m Ch" : M 0 H z k UI m b i N cd : -; i " . . i! ;#- 8 .*" 11) Dustin Domanzskii 12 ) 13) 14) 15) 16) 17) 18) 19) 20) 163 Dogwood Park Forest, Illinois 60466 708/747-9209 Karen Durkin 4 N 220 Kenwood West Chicago, Illinois 60185 708/231-8496 Suzanne Etzel 652 S. Bennett Avenue Palatine, Illinois 60067 708/358-4901 Barabara Gier 57 N. Dewey Inverness, Illinois 60"067 708/991-7945 Ron Gilbert 906 N. 5th Springfield, Illinois 62702 217/744-7950 Debbie Goodman 3 Miller Lane Caseyville, Illinois 62232 618/236-9096 Jane Klimas 2507 Brookwood Drive Flossmoor, Illinois 60422 708/798-3874 Judith C. Meckley 123 W. Chippewa Street Dwight, Illinois 60420 815/584-1617 Shirley Oakleaf 5023 52 Avenue Moline, Illinois 61265 309/797-1492 Barbara Olson 15112 Orchard Lane Lockport, Illinois 60441 708/301-8920 , .-.. .' * ., . . ,.-. . . . . .. . 24 * . . . . . .,. . . ... .,., . . . . . w o IQ m h) (Jl - 10 w . N P u . P & o w z . (n o . t!) P lb N tD u! o (n P- EI : P- S s. u) m 0 at H P 1- in 1991 PARTNERS IN PGLICYWX.WG WWICIPANT Ll= Barbara Keller 5745 Tarrytown Baton Rouge, LA 70808 h) 504/928-0750 Margaret Lindley 607 Bank Avenue New Iberia, LA 70560 h) j 18/369-3901 Elizabeth "Missy" Landry 9540 Grand Teton Ave. Baton Rouge, LA 70814 h) 504/925-2727 o) 504/926-5960 ~anda Ozier 2450 Midway Street Alexandria, LA 71301 hJ 318/448-3669 O) 3 18/487-2061 Janey Peacock 6038 Warwick Ct. New Orleans, LA 70131 h) 504/393-7212 0) 504/392-0 172 Suzanne Perret 4161 Lac Coutre Harvey, LA 70058 h) 504/366-9042 O) 504/466-6643 Ruthie Scott Player Wendy Wolf 206 Tanglewood Drive 1115 Crete Monroe, LA 71202 New Orleans, LA 70119 h) 318/325-5488 h) 504/486-2792 O) 504/522-1955 Robin Reynolds 126 Orleans Street Princeton, LA 71067 h)318/949-1"47 1 O) 3 18/798-9 100 Catherine Rushin 203 E. Queens Dr. Slidell, LA 70458 h) 504/847-0772 Donna Spears 1618 Magnolia Drive Jennings, LA 70546 h) 3 18/824-4942 Joe Tatum 138 E. Egan Street Shreveport, LA 71101 h) 318/424-1860 O) 318/424-8263 M. J. Terrebonne 7066 Government Street Baton Rouge, LA 70806 h) S04/926-9904 O) s04/342-9479 Anthony Whittington 5417 Spain Street New Orleans, LA 70122 h) 504/288-9855 27 199 1 PARTNERS IN POLI CYMAKING PARTICIPANT L 1ST Patricia EHackburn 417 Davis Drive Luling, LA 70070 h) S04/785-8695 O) 504/245-6827 Johnson Buquet 5 I 6 Prevost ljrive Houma, LA 70364 h) 504/868-5698 Allean j. Cates P. 0. Box 591 Zwolle, LA 71486 h) 318/645-4614 Linda Dangerfielci Route 1, Box 548 Ecigard, LA 70049 h) 504/497-8728 ()) 5~4/44(j- I 559 Gordon "Buddy" Day Route 2, Box 625 Marion, LA 71260 h) 3 18/292-471 1 0) 3 18/Z97-Lfd21 Alainna DeSoto 1213 Yoist Street Alexandria, LA 71301 h) 318/487-0208 Bill Ellis 1011 Knollhaven Drive Baton Rouge, LA 70810 h) 504/752-7248 O) 504/638-3773 Robert Gibson 1709 Bonnie Street Metairie, LA 70001 h) 504/854-0801 Michael Gold 114 San Carlos Circle Lafayette, LA 70s06 h) 318/98 1-0460 O) 3 18/23j-3903 Lync!a Huggins 24 hen Lane Monroe, LA 71205 h) S 18/~4~--7698 o) 5 18/542- 1135 Trudi Jones 633 W. Jeansonne St. Apt. 4 Building 3 Gonzales, LA h) s04/644-8 162 Melvin Joseph 1205 St. Charles, Apt, 708 Marrerro, LA 70130-4556 h) s04/s24-6762 26 Partners in Policymaking--Year I Ms. Roberta (Kehne) Juarez 218 North llth Avenue, East Duluth, Minnesota 55805 Home: (218) Work: (800) 232-1339, Ext. 6101 Dept: Disabled Student Services Ms. Carol J. Kelly Route 1, Box 140 Pinewood, Minnesota 56664 Home: (218) 243-2814 Mr. Lake Norman Kissick, Jr. c/o Prentke Romich Co. 1022 Heyl Road Wooster, Ohio 44691 Home: () Work: (800) 642-8255 Mr. Paul Kramer 13512 Parkwood Lane Burnsville, Minnesota Home: (612) 892-5548 Work: (612) 445-1431 Ms. Shirley Kramer 13512 Parkwood Lane Burnsville, Minnesota Home: (612) 892-5548 Ms. Eleanor R. `BUnnYw 55337 55337 Paschke 333 Northeast Fifth ~venue Chisholm, Minnesota 55719 Home: (218) 254-4357 Work: (218) 262-5221 Mr. Ernest C. Pearson 802 87th Avenue, West Duluth, Minnesota 55808 Home: (218) 254-4357 Work: (218) 727-5052 Ms. Renee Pritzker 618 Fairmount Avenue St. Paul, Minnesota 55105 Home: (612) 297-0616 Mr. Frederick C. Reich 5616 Tower Avenue Superior, Wisconsin 54880 Home: (715) 394-9594 Ms. Linda Rother 782 Sunset Drive Eagan, Minnesota 55123 Home: (612) 454-3537 Ms. Barb Rousslang 214 Southwest Second Street Wadena, Minnesota 56482 Home: (218) 631-4582 Ms. Phyllis Ruper 125 Northwest 12th Street Chisholm, Minnesota 55719 Home: (218) 254-4788 Ms. Lynn Sansale 535 llth Avenue, North South St. Paul, Minnesota 55075 Home: (612) 451-3175 Ms. Cindy Scattergood 7026 2nd Avenue, South Richfield, Minnesota 55423 Home: (612) 861-4806 Ms. Nancy Ann Seiler 2345 Woodbridge Street, Apt. 119 St. Paul, Minnesota 55113 Home: (612) 483-1552 Ms. Rebecca Black Susag 25075 Orlando Avenue Cannon Falls, Minnesota 55009 Home: (507) 263-2725 Mr. Robert J. Tuma 7250 FarWell Avenue Lonsdale, Minnesota 55046 Home: (507) 744-2723 Work: (612) 469-4144 Ms. Lorrie Ufkin P.O. BOX 67 Sherburn, Minnesota 56171 Home: (507) 764-8226 Ms. Terri Wolak 14 Seventh Ave., North, Ste 032 St. Cloud, Minnesota 56301 Home: (612) 259-9292 Work: (612) 259-4032 29 :kk**kk****kk******k****k*k****kk****Ak*k* * * MINNESOTA PIP GRADUATES * ~ N.D. - Received prior to 1992 Academy ~ ****************************************** P~ IN POLICYMAKING z Revised 11/7/91 Ms. Sally Anderl 4911 33rd Avenue, North Golden Valley, Minnesota 55422 Home: (612) 529-5008 Mr. Aaron Anderson Route 3, Box 339 Grand Marais, Minnesota 55604 Home: (218) 387-1293 Work: (218) 387-1231 Mr. Dean D. Barr 20846 Lofton Avenue, North Marine-on-St. Croix, MN 55047 Home: (612) 433-2192 Work: (612) 332-1111 Ms. Jeannie Behr 3337 Lake Elmo Avenue, North Lake Elmo, Minnesota 55042 Home: (612) 770-9261 Ms. Sandra K. Bohnenblust 119 Hosanna Street Mankato, Minnesota 56001-5527 Home: (507) Work: (507) 345-4507 Ms. Cynthia `Cindv~ Diuer 15016-Eileen Circie Burnsville, Minnesota Home: (612) 435-2834 Work: (612) 894-6154 . 55337 Ms. Anne Kelly Dressen P.O. BOX 132 Becker, Minnesota 55308 Home: (612) Work: (612) 263-3684 Ms. Rose Ecklid 411 Dayton Road, #204 Champlin, Minnesota 55316-1254 Home: (612) Ms. Kim M. Flesner 11205 West River Road Champlin, Minnesota 55316 Home: (612) 427-2296 Mr. Ted L. Frase 159 Pike Lake Duluth, Minnesota 55811 Home: (218) 729-8397 Work: (218) 624-1500 Ms. Lynne R. Frigaard 201 Ordean Building Duluth, Minnesota 55802 Home: (218) 525-1287 Work: (218) 726-4745 Ms. Karen A. Gorr BOX 656 Gaylord, Minnesota 55334 Home: (612) 237-5268 Ms. Lily Gullickson Route 1, Box 78 Deer River, Minnesota 56636 Home: (218) 246-8637 Work: (218) 246-2138 Ms. Pattianne Casselton Gumatz 6167 43rd Street, North North St. Paul, Minnesota 55109 Home: (612) 777-2573 Work: (612) 426-7948 Mr. James R. Halseth 1833 Turquoise Trail Eagan, Minnesota 55122 Home: (612) 454-5317 Work: (612) 456-2493 Ms. Barbara C. Jirik 966 Tuscarora St. Paul, Minnesota 55102 Home: (612) 222-6247 Work: (612j 293-8996 28 Partners in Policymaking--Year II Ms. Julie M. Miles 6350 Highway 25, North Brainerd, Minnesota 56401 Home: (218) 829-8503 Work: (218) 828-2201 Mr. Tim Moriarty 411 Dayton Road, #126 Champlin, Minnesota 55316-1460 Home: (612) 323-0472 Work: (612) 937-3440, Bxt. 2462 Ms. Cindy Morrissette 2130 Ames Avenue St. Paul, Minnesota 55119 Home: (612) 731-6230 Ms. Anne Murray 1601 Juliet Avenue, West St. Paul, Minnesota 55105 Home: (612) 698-0507 Ms. Mary Beth Nelson 1225 28th Street, Northwest Willmar, Minnesota 56201-2049 Home: (612) 235-2739 Work: (612) 235-2720 (M, W, and F afternoons) Ms. Jan Ormasa 1841 Pinehurst Avenue St. Paul, Minnesota 55116 Home: (612) 698-3283 Ms. Peggy Peer 502 Granite Cloquet, Minnesota 55720 Home: (218) 879-6833 Ms. Susan J. Pflager 127 1st Street, Northwest Faribault, Minnesota 55021-5124 Home: (507) Work: (507) Ms. Sally Reardon 315 3rd Street, North S St. Paul, Minnesota 55075 Home: (612) 224-9829 Work: (612) 451-6822 Ms. Jewel T. Rockbsock Bennington Route, Box 132 Blackduck, Minnesota 56630 Home: (218) 835-4657 Ms. Patricia Runia Rural Route 1, Box 3AA Appleton, Minnesota 56208 Home: (612] 289-1709 Mr. Thomas J. Schwartz 7333 Ann court Eden Prairie, Minnesota 55344 Home: (612) 829-7625 Work: (612) 934-2555 Ms. Michele Steele-Kihanya 12060 71st Place, North Maple Grove, Minnesota 55369 Home: (612) 425-0246 Work: (612) 754-1750 Ms. Debbie Tessar 817 Sauk Ridge Trail Madison, Wisconsin 53717 Home: (608) 836-8122 Mr. Kenneth Tice 2900 Fourth Street, North Minneapolis, Minnesota 55411 Home: (612) 521-1624 Work: (612) 871-7520 Mr. Philip Thompson 1625 13th Avenue, South St. Cloud, Minnesota 56301 Home: (612) 253-4483 Ms. Mary G. Vickmark 600 South Section Avenue Spring Valley, Minnesota 55975 Home: (507) 346-2312 Work: (507) 268-4449 Ms. Lorie K. Zoeller Route #1, Box 161 A Blue Earth, Minnesota 56013 Home: (507) 773-4562 31 PARTHERS IH ~LICYHMCIHG Revised 9/23/91 Ms. JoAnn Bokovoy Island View Route 8 Box 173 Int'1 Falls, Minnesota 56649 Home: (218) 286-5676 Work: (218) 285-5418 Ms. Clara Coufal Route 3, BoX 163A Hawley, Minnesota 56549 Home: (218) 532-7862 Work: (218) 532-2922 (evenings) Mso Roby Dols 16087 Goodview Way Lakeville, Minnesota 55044 Home: (612) 432-9423 Mr. Gary Ellis 1026 Sherwood Road St. Paul, Minnesota 55126 Home: (612) 482-9901 Work: (612) 636-7884 Ms. Ann Marie Esparza 2491 Bridgeview Court Mendota Hghts., Minnesota 55120 Home: (612) 688-2753 Ms. Barbara D. Gill 5716 Continental Drive Edina, Minnesota 55436 Home: (612) 933-2858 Work: (612) 340-0022 Ms. Lynda Hall 163 Kenwood Drive, North Baxter, Minnesota 56401 Home: (218) 829-7999 Ms. Martha Sue Hanks 1410 Hancock Drive Boise, Idaho 83706 Home: (208) 345-8671 Ms. Sharron Kathryn Hardy 6411 Vera Cruz Lane Brooklyn Park, Minnesota 55429 Home: (612) 531-0925 Mr. James J. 270 Woodland Hay Drive Owatonna, Minnesota 55060 Home: (507) 455-0123 Ms. Linda Horkheimer 8946 Jasmine Lane, South Cottage Grove, Minnesota 55016 Home: (612) 459-0161 Work: (612) 458-4245 Ms. Debra Johnson 126 Washburne Drive Paynesville, Minnesota 56362 Home: (612) 243-7162 Work: (612) 243-3696 (math 2 days a week Ms. Kathleen K. Cripps (formerly Klose) 16265 Florida Way Rosemount, Minnesota 55068 Home: (612) 431-7403 Work: (612) 681-5764 Ms. Brenda Knapper 2515 South 9th Street, Minneapolis, Minnesota Home: (612) 332-6763 Work: (612) 646-6136 Ms. Karen M. Larson 26187 Hall Avenue Faribault, Minnesota Home: (507) 332-8320 Work: (507) Ms. Anita LeVasseur 14505 263rd Street Lindstrom, Minnesota Home: (612) 257-1609 I I #llo4 55406 55021-8335 55045 Ms. Meredith Anne Melby 4323 Onyx Drive Eagan, Minnesota 55122 Home: (612) 452-3037 Work: (612) 298-8420 30 P~3HP0LICXMAKING Revised 4/8/92 Ms. Cecilia Anderson Route 1, Box 95 Belview, Minnesota 56214 Home: (507) 938-4285 Ms. Elizabeth Anderson 10045 Union Terrace Lane, North Maple Grove, Minnesota 55369 Home: (612) 424-3716 Ms. Janet L. Doud 1165 Lincoln Court St. Paul Park, MN 55071-1483 Home: (612) 458-8369 Work: (612) 646-8342 Ms. Kay E. Burnison 8950 178th Circler Northwest Anoka, Minnesota 55303 Home: (612) 441-5692 Work: (612) 725-5525 Ms. Mary Kay Carlsen 4509 Chatsworth Court, West Shoreview, Minnesota 55126 Home: (612) 483-6252 Work: (612) 481-2559 Ms. l)ebora E. DeGroot P.O. BOX 247 107 4th Street Danube, Bl~nnesota 56230-0247 Home: (612) 826-2399 Work: (6.1.2) 523-2570 (leave a message) Ms. Pat Frank 3303 53rd Avenue, N, #4 Brkln Cntr, Minnesota 55746-3449 Home: () Work: () Mr. John D. Gurney 10260 Sandy Lane Big Lake, Minnesota 55309 Home: (612) 263-2672 Work: (612) 295-5151 MS. Wendy Hansen Box 2 ESRI Grand Marais, Minnesota 55604 Home: (218) 387-2657 Work: (218) 387-2282 (part time) Ms. Janice Helms 949 Redwell Lane Apple Valley, Minnesota 55124 Home: (612) 432-3617 Mr. W. Stephen Hodder Route 5, Box 324 Princeton, Minnesota 55371 Home: (612) 389-5659 Ms. Lois Holleman 1600 Oak Hills Road, SW Bemidji, Minnesota 56601 Home: (218) 759-9311 Work: (218) 751-8670 Ms. Maureen P. Horton 1804 Princeton Avenue St. Paul, Minnesota 55105 Home: (612) 690-2709 Ms. LaAnn Kruft 501 East Fir Avenue Fergus Falls, Minnesota 56537 Home: (218) 739-3033 Work: (218) 739-3602 Ms. Cheryl Lucas 9215 Shannon Lane Hamel, Minnesota 55340 Home: (612) 420-2053 Mr. Riohard Mathison 374 Sturgis Street St. Paul, Minnesota 55102 Home: [612) 222-5937 Ms. Annette Meyer Rural Route 1, Box 30A Spring Valley, Minnesota 55975 Home: (507) 346-2859 Work: (507) 346-2692 33 Partners in Policymaking--Year II Mr. David Hancox, Trng. Dir. Ms. Colleen Wieck, Ph.D. Minnesota GOV8S Planning Council Executive Director on Developmental Disabilities Minnesota Govts Planning Council 1313 5th Street, Southeast on Developmental Disabilities Suite 302, Box 24 300 Centennial Office Building Minneapolis, Minnesota 55414 658 Cedar Street Work: (612) 349-2559 St. Paul, Minnesota 55155 Work: (612) 296-4018 32 Partners in Policymaking Year III Mr. David Hancox, Training Dir. Ms. Colleen Wieck, Ph.D. World Institute on Disability Bxecutive Director University Technology Center Mhnesota DD Council 1313 5th Street, Southeast, 300 Centennial Office Building Suite 302, Box 24 658 Cedar Street Minneapolis, Minnesota 55414 St. Paul, Minnesota 55155 Work: (612) 349-2559 Work: (612) 296-4018 35 Partners in Policymaking Year III Ms. LuAnn Marie Panning 1401 Crest Drive Chaska, Minnesota 55318 Home: (612) 448-6843 Work: (612) 448-8620 Ms. Linda M. Pearson 9031 Bloomington Avenue Bloomington, Minnesota Home: (612). 854-8037 Ms. Cris C. Ramaker 55425 325 1st Avenue, SW, Apt. 402 Rochester, Minnesota 55902 Home: (507) 288-5960 Ms. Wendie K. Rautio 7240 York Avenue, South Edina, Minnesota 55435 Home: (612) 897-1282 Work : (612) 645-8922 Mr. Bill Scattergood 7026 2nd Avenue, South Richfield, Minnesota 55423 Home: (612) 861-4806 Work: (612) 371-3700, Ext. 651 Ms. Mary Schneider 9721 Forestview Lane Maple Grove, Minnesota 55369 Home: (612) 887-4734 Work: (612) 344-7073 Ms. Barbara Jan Schultz 96 Bates Avenue St. Paul, Minnesota 55106 Home: (612) 772-4093 Ms. Naomi E. Smith 3929 Clinton Avenue, South, Upper Minneapolis, Minnesota 55409 Home: (612) 825-9896 Ms. Sue Swenson 4604 Upton Avenue, South Minneapolis, Minnesota 55410 Home: (612) 925-4716 Ms. Pamela Swenson Taylor 406 14th Avenue, North Hopkins, Minnesota 55343 Home: (612) 935-8392 Ms. Renee Walbert 19D Hawthorne Village Franklin, Massachusetts 02038 Home: (508) 533-5441 Ms. Janel Wanttaja 5611 Maves Trail Prior Lake, Minnesota 55372-1937 Home: (612) Ms. Julia Wentink 4643 Garfield Avenue, South Minneapolis, Minnesota 55409 Home: (612) 823-2072 Work: (612) 591-3108 Ms. Krista Westendorp 5020 Indianola Avenue Edina, Minnesota 55424 Home: (612) 920-8647 Ms. Jane Whiteman (Villebrun) 104 3rd Street, Northwest Crosby, Minnesota 56441-1416 Home: (218) Mr. Mike Williams 216ArborLane Burnsville, Minnesota 55337 Home: (612) 894-0829 Work: (612) 894-0834 Ms. JoAnn Wiltscheck 520 Northwest 6th Streetr #2 Faribault, Minnesota 55371 Home: (507) 332-7619 34 Partners in Policym*ing--Year 4 Revised 4/8/92 Ms. Diane K. Nelson 2645 Oak Circle Cambridge, Minnesota 55008 (612) 689-9687 Mr. Hayward Norman 1225 Hague St. Paul, Minnesota 55104 (612) Mr. Paul M. Odland, DDS Norwood Dental Association P.O. Box 175 Norwood, Minnesota 55368 (612) 553-9505 (612) 467-3518 Mr. Troy Peterson 180 Wayzata St. Paul, Minnesota 55117 (612) Ms. Barbara J. Romkema 112 6th Street, North Melrose, Minnesota 56352 (612) 256-4990 Ms. Virginia Rudberg 521 Birch Street North Bqanch, Minnesota 55056 (612) 674-8844 Ms. Mary Therneau 104 Willow Lane Grand Rapids, Mimesota 55744 (218) 326-8102 Ms. RaeAnn Thole 6520 Zane Avenue, North, #403 Minneapolis, Minn. 55429-1569 () Ms. Susan G. Warner 5655 Humboldt Avenue, N Brooklyn Cntr, Minnesota 55430 (612) 560-9694 (612) 863-5318 Mr. James D. Williams MCIL 1619 Dayton Avenue, Suite 303 St. Paul, Minnesota 55104 (612) 323-1553 Xr. Kirk J. Willhnus 20 2nd St, NE, Apt. #606 Minneapolis, Minnesota 55413 (612) 331-4831 37 P.ARTHRRS IN ~LICYXZUUXG (Revised 4/8/92) Mr. William James Anderl 4911 33rd Avenue, North Golden Valley, Minnesota 55422 (612) 529-5008 Ms. Ellen L. Arnt-Malone 2605 Broadway, Box 256 Slayton, Minnesota 56172 (507) 836-8398 (507) 763-3772 Ms. Lynn Bach 14017 White Birch Road Minnetonka, Minnesota 55343 (612) 546-4900 Ms. Marbry Jean Bernard Route 3 Milaca, Minnesota 56353 (612) 983-2372 Ms. Charlotte Carlson 112 North Hudson Spring Valley, Minnesota 55975 (507) 346-2935 Ms. Annette Combs 2122 South 9th,Street Minneapolis, Minnesota (612) 340-9901 Ms. Peg Davis Route 2, Box 231 Bovey, Minnesota 55709 (218) 245-1302 Mr. David Dressen 55404 14126 Balsam Blvd, Box 132 Becker, Minnesota 55308 (612) 682-1394 Ms. Paula Gilbert 12769 88th Avenue, North Maple Grove, Minnesota 55369 (612) 420-4247 Ms. Pamela G. Gonnella 792 Sunset Drive Eagan, Minnesota 55123 (612) 452-0414 36 Mr. Kurt Greniger 15220 40th Avenue, N Plymouth, Minnesota 55446 (612) 550-1828 (612) 931-6332 Ms. Lori L. Guzman 5777 125th Street, West Apple Valley, Minnesota 55124 (612) 891-2240 Ms. Teri Hackensmith Route 1, Box 260 Wrenshall, Minnesota 55797 (218) 384-3767 Mr. John Hanneman 6115 Carmen Avenue, East Invr Grv Hgts, Minnesota 55076 (612) 450-1862 Ms. Connie Johnson 222 1st Street, Northeast Milaca, Minnesota 56353-1600 (612) 532-4463 (612) 377-0150 Ms. Sally Koenecke 6060 Game Farm Road Mound, Minnesota 55364 (612) 472-2918 Ms. W. Marie Lind 603 7th Stxeet, Northeast Little Falls, Minnesota 56345 (612) 632-9324 Ms. Jean Little 114 5th Street, SE, #408 Minneapolis, Minnesota 55414 (612) 379-3305 (612) 349-2560 Ms. Lin Magnusson 5753 21st Avenue, South Minneapolis, Minnesota 55417 (612) 722-3832 Partners in Policymaking--Year 5 Mr. Alden Keiski 6125 Nicollet Avenue, S Minneapolis, Minnesota 55419 (612) Ms. Patricia Kimbrough 3644 Portland Avenue, S Minneapolis, Minnesota 55409 (612) 824-1468 Mr. Mark E. Knutson 3300 66th Avenue, North Brooklyn Cntr, Minnesota 55429 (612) 556-3622 Ms. Christine Kosek 114 5th St., SE, #206 Minneapolis, Minnesota 55414 (612) 331-6958 Dr. David Kretzschmar 103 Clearwater Avenue, N Bagley, Minnesota 56621 (218) 785-2550 Ms. LaVonne J. Reedy Route 1, Box 38 Faxwell, Minnesota 56327 (612) 886-5335 Ms. Phoebe Alice Renken 1400 2nd St., S, #C-109 Minneapolis, Minnesota 55454 (612) 332-2581 Ms. Lynn M. Schwieder Rural Route 1, Box 196A Utica, Minnesota 55979 (507) 932-4074 Mr. John G. Smith 3614 Brookdale Drive Brooklyn Park, Minnesota 55443 (612) 560-0786 Mr. Rand Stenhjem 14341 Glenda Drive Apple Valley, Minnesota 55124 (612) 431-2083 Ms. Marselle Tracy 835 Millwood Roseville, Minnesota 55113 (612) 481-8910 Ms. Heidi Wagner 14666 Beacon Circle Minnetonka, Minnesota 55345 (612) 930-0669 39 PARTNERS Ill POLICYMAKING 5 (Revised 4/10/92) Mr. Tom Boettcher 2121 S 9th Street, Apt. 405 Minneapolis, Minneosta 55404 (612) 375-1801 Ms. Patricia Ann Burns 535 Rogers Avenue Grand Rapids, Minnesota 55744 (218) 326-5266 Ms. Elizabeth Carlson 13596 Findlay Avenue Apple Valley, Minnesota 55124 (612) 332-1896 Ms. Pamela J. Carlson 525 Tilden Street Fairmont, Minnesota 56031 (507) 238-4577 Ms. Jennifer Christensen 1431 105th Avenue, NW Coon Rapids, Minnesota 55433 (612) 757-3685 Ms. Jane Dverre Augsburg College Minneapolis, Minnesota 55454 (612) 330-1501 Ms. Tina Eidelbes 909 5th Street, South Moorhead, Minnesota 56560 (218) 236-8668 Ms. Alana Fiala 1900 Bear Path Trail Eagan, Minnesota 55122 (612) 688-7010 Ms. Gert Freeberg 218 South Central Avenue Chisholm, Minnesota 55719 (218) 254-3467 Ms. Deb Fuchs 703 East 3rd Street Blue Earth, Minnesota 56013 (507) 526-5742 Ms. Anita Gitchaway 3910 Thomas Avenue, North Mhneapolis, Minnesota 55412 (612) 521-8334 Ms. Mary L. Golike 15654 Harmony Way Apple Valley, Minnesota 55124 (612) 891-2818 Mr. Rodney Griffen 8151 45th Avenue, #107 North New Hope, Minnesota 55428 (612) 537-6262 Ms. Antionette Grossleh 3407 l16th Avenue, NW Coon Rapids, Minnesota 55433 (612) 421-2829 Ms. Barbara Hartwell 11517 23rd Avenue Burnsville, Minnesota 55337 (612) 894-5090 Ms. Linda Heir 806 131st Avenue, NE Blaine, Minnesota 55434 (612) 757-6031 Ms. Lea Heofer 2876 County Road 74 St. Cloud, Minnesota 56301 (612) 252-0097 Ms. Jari Johnson 1009 Marine Worthington, Minnesota 56187 (507) 376-9253 38 PARTNERS IN POLICYMAKING 18. VICTOR RAMIREZ 1900 CORONA AUSTIN, TX 78723 (512) 926-6950 (512) 474-6717 DAYTIME (512) 474-6717 DAYTIME 19. RAYMOND REED 6916 PROVIDENCE AUSTIN, TX 78752 (512) 453-1349 (512) 474-6717 DAYTIME 20. OLGA V. RIVERA P. O. BOX 1394 EAGLE PASS, TX 78852 (512) 773-2571 (512) 773-6044 DAYTIME 21. MARGARET ROBINSON 4700 VIRGINIA #118 AMARILLO, TX 79109 (806) 353-3616 (806) 352-1500 DAYTIME 22. KAREN M. SCOTT 5118 SOUTH BOWIE AMARILLO, TX 79110 (806) 353-0194 DAYTIME 23. CANDY M. SHEEHAN 759 PELICAN LANE COPPELL, TX 75019 (214) 462-7830 DAYTIME 24. KATHIE SNOW 250 SUNNYWOOD LANE WOODLAND PARK, COLO 80863 (719) 687-8194 DAYTIME 25. JEAN STARNES 803 BOYD MIDLAND, TX 79705 (915) 687-4147 (915) 686-7355 DAYTIME 26. SHARON STRICKLAND 705 BRADLEY DRIVE PAMPA, TX 79065 (806) 665-8690 (806) 665-2341 DAYTIME 27. IDA A. VILLEIA 2512 S. HACKBERRY SAN ANTONIO, TX 78210 (512) 648-0152 (512) 534-3836 DAYTIME 28. HARVEY LEE WALKER 2719 SHADOW COURT ARLINGTON, TX 76006 (817) 640-8143 (214) 361-4201 DAYTIME 29. GLENDA R. WILLIS P. O. BOX 1261 LEAGUE CITY, TX 77574 (713) 334-2604 30. JAMES R. WISE 8801 McCann, Apt. 114 AUSTIN, TX 78758 (512) 454-0083 (512) 474-6717 DAYTIME 41 1. 2. 3. 4. 5. 6. 7. 8. 9. xx%**********************x%%*******A****i~ * $: * * TEXAS PIP GWUATES * ~ .N.D. - Received prior to 1992 Academy ~ *.**************************************** PARTNERS IN POLICYHAKIN6 REUNION NANES AND ADDRESSES SUSAN BAKER 719 SOUTH HILL STREET ALVIN, TX 77511 (713) 585-8863 DAYTIME JAMES A. BROWN 120 AUTUMN DRIVE CLEVELAND, TX 77327 (409) 838-9911 DAYTIME LARRY CHEVALIER 1500 E RIVERSIDE DR., APT. 126D AUSTIN, TX 78741 (512) 441-2215 LETTITIA CLAY 1515 SHAFTER SAN ANGELO, TX 76901 (915) 655-3205 DAYTIME SHIRLEY COKER RT. 1 BOX 223 FARMERSVILLE, TX 75031 (214) 782-7730 DAYTIME DANA MARIE DAY 2701 N. "A" MIDLAND, TX 79705 (915) 682-9771 (915) 682-6721 DAYTIME DARLA FOSTER 2231 OLD CHOCOLATE BAYOU ROAD PEARLAND, TX 77584 (713) 485-2893 KATHLEEN J. GRIFFIN 8314 MINNESOTA HOUSTON, TX 77034 (713) 946-1731 DAYTIME HALTER HART 210 A WILKINSON ARLINGTON, TX 76010 (817) 275-8797 10. 11. 12. 13. 14. 15. 16. 17. JANET E. KIRKPATRICK RT. 1 BOX 114-B SAN MARCOS, TX 78666 (512) 353-8286 HOME (512) 672-7561 WORK PATRICIA KISER 6022 KILLARMET DRIVE CORPUS CHRISTI, TX 78413 (512) 854-7781 (512) 939-2719 DAYTIME MARTIN L. LOPEZ-WILSON 1584 DIEGO RIVERA EL PASO, TX 79936 (915) 857-0791 DAYTIME PATRICIA MCDONALD 1612 HUNTING GREEN FT UORTH, TX 76134 (817) 551-7763 DAYTIME LOUISA MARIE MCKINNEY 6037 HILTON SPUR FT HOOD, TX 76544 (817) 539-3120 DAYTIME LINDA MARCY 2819 74TH PLACE LUBBOCK, TX 79423 (806) 745-4032 (806) 793-8111 DAYTIME JANICE K. MOERBE 1112 SOUTH1100D ROAD AUSTIN, TX 78704 (512) 444-5784 DAYTIME GARY PEMBERTON 1530 EVERGREEN LEHISVILLE, TX 75067 (214) 436-4255 (214) 880-2385 DAYTIME 40 PARTNERS IN Policymaking 19. SHELLEY KAYE LAMM 4343 BAYLISS SAN ANTONIO, TX 78233 (512) 653-0542 (512) 824-7301 DAYTIME 20. FELIPE LOERA 2604 S. 2ND AUSTIN, TX 78704 (512) 444-6853 HOME 21. CAROLINA MENDIOLA 327 ADA SAN ANTONIO, TX 78223 (512) 534-2682 HOME 22. ROBBIE MITCHELL P. O. BOX 524 DANBURY, TX 77534 (409) 922-8201 23. KIM MURPHY RT. 2, BOX 531 SAN JUAN, TX 78589 (512) 781-1120 DAYTIME 24. BECCY RATLIFF 1100 ELDERBERRY COURT BENBROOK, TX 76126 (817) 249-6575 26. SHIRLEY THOMPSON 4520 MARK TRAIL WAY DALLAS, TX 75232 (214) 330-8340 27. PAULINE TORRES P. O. BOX 1102 BRADY, TX 76825 (915) 597-1037 (915) 597-3406 .DAYTIME 28. BETTYCROSS "B. C." WHIGHAM 4940 PALUXY, #188 TYLER, TX 75703 (903) 561-3012 29. CLAUDE WLSON 3502 CLARK SAN ANGELO, TX 76904 ~~? (915) 949-8694 (915) 942-6601 30. DEBBIE ZAVALA 717 BROADWAY, #2. GALVESTON, TX 77550 (409) 763-4775 (409) 762-7832 25. CATHIE ROLF RT 1, BOX 905 COOKVILLE, TX 75558 (903) 572-0886 (903) 572-6693 DAYTIME 43 1. 2. 3. 4. 5. 6. 7. 8. 9. BEUFORD AKERS 13400 BLANCO RD. APT. 907 SAN ANTONIO, TX 78216 (512) 554-9156 (512) 493-7038 DAYTIME JUDY ALLEN 453 HIDDEN FOREST LN LONGVIEW, TX 75605 (903) 663-2819 DAYTIME ROBERT BRIDWELL 3702 SANTA FE CORPUS CHRISTI, TX 78411 (512) 854-9288 ~512j 886-1228 ADDITIONAL NO. : (512) 854-9295 BRENDA COLEMAN-BEATTIE P. O. BOX 5789 AUSTIN, TX 78763-5789 (512) 328-9055 (512) 473-3392 DAYTIME TINA COPELAND 462 LORING HORIZON CITY, TX 79927 (915) 852-4723 DAYTIME CARLOS CORDOVA 5526 SILVER MAPLE ARLINGTON, TX 76018 (817) 468-4861 (214) 266-4524 DAYTIME VALERIE IRENE CROWLEY 5610 WADDELL FORT WORTH, TX 76114 (817) 626-4311 DAYTIME BOB DUNNING 5309 FARRAGUT DR ARLINGTON, TX 76018 (817) 468-4520 (214) 754-1410 DAYTIME PATRICIA DURHAM 222 GENOA LUBBOCK, TX 79416 (806) 791-2633 HOME HAY 1992 10. 11. 12. 13. 14. 15. 16. 17. 18. JOE FISH 4210 PARAMOUNT #145 AMARILLO, TX 79109 (806) 358-8962 (806) 352-1500 DAYTIME ANDY FITZ 12703 GAYIAWOOD HOUSTON, TX 77066 (713) 580-7113 HOME MARY FORD P. O. BOX 365 WHEELER, TX 79096 (806) 826-5976 HOME CARROLYN GRISWOLD 226 ECHO GLEN WEST HOUSTON, TX 77076 (713) 691-3711 JANET LYNN HARVICK BOX 443 TAHOKA, TX 79373 (806) 998-5380 (806) 998-4170 WORK SCOTTIE HOLTON 926 RENNIE KATY, TX 77450 (713) 578-2593 DAYTIME ALICIA HUDSON 15 QUIET OAK CIRCLE THE WOODLANDS, TX 77381 (713) 367-6056 (713) 750-5619 DAYTIME LAURA HUGHES 715 PAM DRIVE TYLER, TX 75703 (903) 561-5908 (903) 566-7170 DAYTIME DOROTHY HULL ST 97 LAKE CHEROKEE HENDERSON, TX 75652 (903) 643-0936 42