Partners in Policymaking Coordinator's Handbook October 1995 Special thanks to all the Partners Coordinators who responded to the 1995 Coordinator's Survey. Their participation helped make this Handbook possible. The 1995 Partners in Policymaking Coordinator's Handbook Prepared by: Kathie Snow Texas Partners Graduate and Partners Presenter 250 Sunnywood Lane Woodland Park Colorado 80863 719-687-8194 Voice/FAX in consultation with: Jopie Smith Director of Training and Texas Partners Coordinator Texas Planning Council on Developmental Disabilities 4900 North Lamar Boulevard Austin, Texas 78751 512-483-4089 512-483-4097 FAX 512-483-4099 TDD and Colleen Wieck, Ph.D. Creator of Partners in Policymaking and Executive Director Minnesota Governor's Planning Council for Developmental Disabilities 300 Centennial Building 658 Cedar Street St. Paul, Minnesota 55155 612-296-9964 612-297-7200 FAX 612-296-9962 TDD Funding for this project was provided by the Texas Council for Developmental Disabilities, under P.L. 103-230. For additional copies, contact Colleen Wieck, Ph.D. Partners in Policymaking. Coordinator's Handbook 1995 Table of Contents The Fundamentals A Definition 1 Why Do We Need It? 3 Is Yours a Model Program? 5 Goals and Principles 7 Competencies 9 "Top 10" Values 11 DD Councils and Partners 13 Coordinator Basics Coordinator's Essential Duties 15 Creating an Inclusive Program 19 Coordinator's Self-Evaluations 23 Words of Wisdom 27 True Confessions 29 Directory of Coordinators 35 The Sessions Curriculum 43 National Speakers 45 Best Practice/State-of-the-Art 47 Systems Change 49 Skill-Building Activities 51 History 53 Inclusive Education 55 Sup./lnd. Living/Family Support 58 Supported/Competitive Employment 61 State Legislation 63 Federal Legislation and Vision 65 Assistive Technology-Positioning 67 Parliamentary Procedure 69 Advocacy, Community Org., Media 71 Behavior 73 Other Possible Topics 74 Graduation 75 Minnesota Agendas 77 Texas Agendas 93 Missouri Agenda 109 Oregon Agenda 111 Directory of National Speakers 115 Evaluations & Long-Term Surveys Session Evaluations 125 Sample Session Evaluation 127 Speaker Evaluation & Form 129 Participant Surveys 131 Recruitment/Selection Recruitment 143 Selection Criteria and Rationale 144 Why Select Parents of Young Children 145 Parents + Self-Advocates= Success 148 Steps in Selecting Partners 150 Chart of Demographic Data 151 Reviewer Rating Sheet Instructions 152 Consumer/Self-Advocate Rating Form 153 Parent/Family Member Rating Form 154 Iowa Announcement 155 Missouri Announcement/Application 157 Texas Announcement 163 Sample Announcement 165 Application for Participation 167 Post-Graduate Post-Graduate Support 171 Texas Diploma 173 Texas Press Release 174 MN Negotiation Skills Workshop 177 Minnesota Summer Institute 179 Texas Partner Institute 184 Testimonials 189 Forms Letter of Acceptance 193 Letter for Alternates 195 Letter of Non-Acceptance 196 Partners Contract 197 Partners Profile 199 Partners Instruction Letter 200 Time/Match Record 201 Speaker's Confirmation Letter 202 Speaker's Contract 203 Speaker's Information Checklist 204 Reimbursement Request 205 Instructions for Reimbursement 206 Partners in Policymaking October 1995 Dear Colleagues, Responses from many of you to the recent Coordinator's Survey have enabled us to assemble this new and improved Partners in Policymaking Coordinator's Handbook. We published manuals in 1990, 1992, and 1993 to help when starting a new program, as well as to assist Coordinators in maintaining a quality program. This 1995 Handbook continues that tradition, and includes strategies to help ensure the long term continuation of the Partners program. With the recent political shifts at the federal and state levels, long term funding for programs such as Partners maybe in jeopardy. Partners Coordinators must be aware of how these changes may affect the very survival of their programs. The Handbook addresses these issues and provides ideas for remedies. In a similar vein, some Partners programs in years three, four, and/or five, are being examined very closely by their funding agencies. "What return are we receiving on our investment?" is the question being asked. If this hasn't happened in your state yet, it will at some point. Will you be ready? The Handbook will help you deal with this issue. We hope you will find this Handbook beneficial. Many of you indicated in the recent survey that the 1993 Replication Notebook was your "bible;" that it was used constantly and with great results. We hope this replacement will be used just as often and that it will provide a level of stability for your program in this rapidly changing environment. Cordially, Kathie Snow Jopie Smith Colleen Wieck, Ph.D. Partners in Policymaking A Definition Across the country, hundreds of participants are engaged in the life changing experience of Partners in Policymaking. Yet many are not aware of what the name actually means. The goal of the program is to educate participants to be active partners with those who make policy. They will become partners in policymaking. And this partnership symbolizes positive relationships. Who are the people who make policy? In general, they are the men and women within government who make decisions about rules and regulations, who control the money, and who legislate. Between the local school board and the United States Congress, there are many levels of government and thousands of policymakers. Graduates of a quality Partners program will be equipped with the necessary skills to become partners with anyone in a position to make policy - at the local, state, and federal levels. In today's political climate of radical change, Partners must now work harder than ever to prevent the loss of basic rights for people with disabilities. Partners can change the future by influencing public policy today. Perhaps some graduates will become the school board members, mayors, and legislators who make the decisions that affect us all. Who better to make policy decisions about people with disabilities and their families than people with disabilities and their families? School principals, school boards, city councils, mayors, county and state officials; state senators and representatives, state federal legislators and agencies are just some Partners graduates will influence. Who would you add to this list for the Partners in your state? Is your program providing graduates with the skills they need to influence your list of policy makers? Partners in Policymaking Coordinator's Handbook 1995 For technical assistance, call anytime: Colleen 612-296-9964 Jopie 512-483-4089 Kathie 719-687-8194 2 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Why Do We Need It? Individuals with disabilities and their families have always been the true experts on what they need and what they want in order to have positive, successful lives. Historically, however, systems and governments have dictated what individuals with disabilities receive, which may or may not be what is needed. People with disabilities have typically been faced with, "This is what we have, take it or leave it." Our society has believed that people with disabilities need to be "taken care of," sheltered, and shown the way. This erroneous belief is based on another erroneous belief, that people with disabilities and their families are not competent to make the best choices for themselves. As we entered the 1980s, the problems were many and complex. People with disabilities and families: had been unserved and underserved, had been controlled by "the system," with little or no choices in services, lacked self-advocacy and empowerment skills, had little knowledge of the way local, state, and federal governments operate, were splintered across disability groups, with no shared vision. And the population of national disability advocacy groups was aging, with little or no "new blood" of parents of young children with disabilities or young adults with disabilities. Partners in Policymaking provides solutions to these problems as we approach the 21st century. Today, with a new conservatism sweeping both state and federal levels, Partners is more important than ever. The Republican Contract with America features five principles of their philosophy of American civilization: individual liberty, economic opportunity, limited government, personal responsibility, and security at home and abroad. Partners training always has and will continue to address many of those issues. Partners, with its quality principles and competencies, is a program that transcends the changing political winds. By training Partners in "best practices" over a wide spectrum of issues, they are acquiring the skills necessary to change systems. They become competent to change their own lives, and then to work for changes that will affect others with disabilities at local, state, and federal levels. Partners also create a shared vision, enlarging the power base of disability rights advocates. Partners in Policymaking Coordinator's Handbook 1995 3 Why Do We Need It? (continued) Partners graduates are expected to be long-term change agents. They learn there are no "quick fixes" and they are trained in how to achieve long-term successes. As the number of Partners graduates increases, a network of highly-motivated, powerful individuals are positively influencing the policymakers who shape disability issues at all levels. They're changing the face of disability issues across the United States. They truly are Partners in Policymaking. Partners in Policymaking Coordinator's Handbook 1995 4 Partners in Policymaking Is Yours a Model Replication Program?- Is your Partners program following the quality principles outlined in the 1993 Partners Notebook and in this Handbook? Replication of these principles is important not only for the success of your program, but also for the continued funding of your state's Partners program. When an agency is originally approached to fund a new Partners program, the agency hopes to fund a "sure thing" - a successful leadership training program, with proven, documented outcomes. In today's environment, administrators are very careful where dollars are spent. So the funding is usually approved for replicating the model program. However, cutting corners essentially changes the program into something other than a true Partners in Policymaking program. Why is it important to replicate the model program? 1. The success of the model program has been documented over a long period of time - nine years. Changes to the model program should not be made unless it can be documented that those changes improve the model program. The Partners in Policymaking program is a carefully crafted, outcome-based leadership development course designed to provide information, training, resources, and skill building. The quality principles and curriculum have been formulated by experts from a variety of disciplines; the results have been tested; and successful outcomes documented. The challenging task of designing a superior leadership program has already been done. The Partners curriculum was designed to teach specific competencies in an organized, sequential order. The individual topics collectively form a cohesive body of knowledge that will enable people with disabilities and family members to truly change the direction and future of their own lives, as well as the lives of others with disabilities. We must never forget the very purpose the program was designed to achieve: the education of people with disabilities and family members to enable them to become competent change agents. Partners in Policymaking Coordinator's Handbook 1995 Is Yours a Model Replication Program? (continued) Changes to the program may not be improvements. They may, in fact, dilute the program's effectiveness. If a funder is going to spend the money to pay for Partners, Coordinators need to make sure they deliver the best product - competent graduates -by following the quality principles. 2. From year to year and across state lines, Partners graduates need to be on the same "playing field." Partners in Policymaking was never designed to become a club or organization of graduates. Partners is about individuals working on their own, and collectively, under their own direction;.. by joining existing groups; or Starting., new ones.. Now more than ever, people from the disability community - especially Partners - need to assist each other when advocating for disability rights at the local, state and federal levels of government. In order to be successful in these efforts, Partners graduates need to have achieved the same levels of competency across state lines. Partners graduates may call graduates from other states to network and for grassroots advocacy. Imagine the surprise when some graduates discover they haven't learned as much as the other graduates. Some Partners from across the nation have expressed disappointment that they weren't trained in certain competencies that other Partners acquired. When the Partners program is modified from the replication model without documented proof of improvement, we are robbing parents and self- advocates of critical knowledge and the same opportunities for success that other Partners are enjoying. We must ensure that ALL Partners graduates achieve the same high levels of competencies as outlined by the quality principles (and found throughout this Handbook). 3. When the replication model is followed, every Coordinator has a "base" to help maintain quality. The use of this Handbook, coupled with replicating the model program, will enable Coordinators and funders to maintain the highest quality standards. When changes are made to the program that compromise the principles or competencies, no standard exists for comparison. To maintain the highest standards - in order to graduate the most competent Partners - one must have a frame of reference. The replication model provides that. 4. Following the replication model frees the Coordinator and possibly, the funders, from the overwhelming task of trying to "reinvent the wheel." The replication model is proven. Following the "recipe" allows the Coordinator to fine-tune the program in other areas, while leaving the proven curriculum intact. Partners in Policymaking Coordinator's Handbook 1995 6 Partners in Policymaking Goals and Principles Partners is the answer to the question, "What would happen if individuals with disabilities and family members had the training necessary to make them leaders in positive change efforts?" Partners in Policymaking is an innovative leadership training program for parents of young children with disabilities and for adults with disabilities, designed and created in 1987 by Colleen Wieck, Ph. D., Director of the Minnesota Governor's Planning Council on Developmental Disabilities, and Ed Skarnulis, Ph. D., of the Minnesota Department of Human Services. The quality model of Partners in Policymaking responds to the paradigm shifts in the disability field. The quality principles have been refined over time, after being proven and documented. Partners is designed to educate and empower its participants to achieve systems change at the local, state, and federal levels. This is a unique training program designed to encourage its participants to alter the future...it is designed for the next generation. Partners is not about perpetuating the status quo of today's systems; it's about creating new possibilities for the future. Through state-of-the-art training from leaders in the field, Partners learn histories, philosophies, and concrete strategies for creating systemic change in disability areas. The Partners in Policymaking curriculum includes: History of services for and perceptions of people with disabilities. The histories and significant contributions of the parents' movement, the independent living movement, and the self-advocacy movement. People first language. Inclusive education. Person-centered planning and inclusive community living. Service coordination and/or state systems. Assistive technology and positioning techniques for people with severe physical disabilities. Identifying critical disability issues at the local, state, and federal levels, and designing strategies for effective systems change; Parliamentary procedure, community organizing, advocacy, and working with the media. Partners in Policymaking Coordinator's Handbook 1995 7 Goals and Principles (continued) e The Quality Principles of Partners in Policymaking A full-time coordinator dedicated to the success of the Partners program by carrying out the essential duties as described in this Coordinator's Handbook. Sufficient funding to ensure the acquisition of all competencies by Partners through fully funding eight weekends (128 hours minimum) of intensive training. A comprehensive and thorough recruitment and selection process of highly-motivated participants to ensure the best outcomes for systems change and the long-term success of the program. Assuring an appropriate mix of participants in each class, to include an approximate ratio of 70Y0 parents to 305%0 adults with disabilities, representing all areas of the state, a variety of disabilities, different socioeconomic groups, diverse ethnic groups, and both genders. Featuring a variety of nationally-known for each of the eight sessions. Long-term commitment to the program and post-graduate support for Partners to ensure successful on-going efforts in systems change. Full inclusion of and participation by all Partners in the program via appropriate accommodations and modifications. Implementation of the published Partners curriculum which is designed to educate participants in both philosophies and critical strategies for change through readings, small group exercises, and extra assignments. The Coordinator's constant self-evaluation to monitor his/her own effectiveness as well as the program's level of quality, along with the willingness and ability to improve the program as needed to attain the highest quality. Monitoring outcomes of Partners via individual long-term evaluations in key areas of personal growth and participation in advocacy activities. Upon graduation, Partners can demonstrate the competencies detailed in this Handbook. 8 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Competencies Upon graduation, Partners will be able to: 1. Describe the history of services for, and perceptions of, people with developmental disabilities. 2 Describe the significant contributions of the parent, self-advocate, and independent living movements. 3. Note important ways in which self-advocacy (People First movement) differs from advocacy for others and why the difference is important. 4. Describe People First Language and why its use is of critical importance 5. Describe the reasons for quality inclusive education. 6. Outline specific strategies to achieve inclusion and quality education. 7. Demonstrate how to be assertive in team meetings. 8. Understand the concepts of person-centered planning and what support are necessary to be fully included in the community. 9. Understand the types of supports necessary for creating a positive home environment, such as family support, natural supports, and/or Medicaid waivers. 10. Understand that a flexible, responsive system of supports for the families of children with disabilities is the cornerstone for a true system of community supports for people with developmental disabilities. 11. Demonstrate an understanding of the need for all individuals to experience changes in lifestyle across the lifespan. 12. Describe the importance of home ownership/control as one of the defining characteristics of adult life in our culture. 13. Outline the basic principles and strategies being used to support people with developmental disabilities in their own homes across the lifespan. Partners in Policymaking Coordinator's Handbook 1995 9 Competencies (continued) 14. Understand the concepts of supported and/or competitive employment including the use of natural supports. 15. Demonstrate a knowledge of the service coordination system and/or the state service system and describe what services may be available. 16. Describe the importance of positive approaches to behavior change. 17. Describe how a bill becomes a law at the state and federal levels. 18. Draft and deliver testimony for legislative hearings. 19. Identify critical federal issues and the process by which one can personally address concerns. 20 Demonstrate how to meet a public official and express views and concerns. 21 Describe a vision for the year 2010 and beyond for people with disabilities. 22. Understand the reasons for and the importance of proper positioning techniques for people with disabilities. 23. Describe examples of assistive technologies for people with disabilities. 24. Demonstrate a knowledge of parliamentary procedure and appropriate methods for running a meeting. 25. Demonstrate successful techniques for advocating for services to meet the needs of individuals with disabilities and families. 26. Identify strategies for beginning and sustaining grass roots level organizing. 27. Identify how to use the media to effectively promote issues. NOTE: Remember to distinguish between competencies and activities. Knowing how to complete forms, for example, is an activity, not a competency. Partners competencies are focused on best practices in disability issues and strategies to use when influencing policymakers. 10 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking "Top 10" Values A quality Partners in Policymaking program is built on critical values relating to the inherent worth of people with disabilities. These values must be the underlying thread woven throughout every aspect of the training program. Value #1: People with disabilities are people first. They are not "the handicapped" or "the disabled." Using People First Language is a must - no labels. Value #2: People with disabilities need real friendships, not just relationships with paid staff. Value #3: People with disabilities are entitled to the full meaning of the First Amendment right to free speech. The ability to communicate, in whatever form, must be available to every person with a disability. Value #4: People with disabilities must be able to enjoy full mobility and accessibility that allows active participation in community life. Value #5: People with disabilities must be assured continuity in their lives through families and neighborhood connections. Value #6: People with disabilities must be treated with respect and dignity. Value #7; People with disabilities need to be in positions to negotiate to have their wants and needs met. Value #8: People with disabilities must be able to exercise choice in all areas of their lives. Value #9: People with disabilities must be able to live in the homes of their choices with the supports they need. Value #1 O: People with disabilities must be able to enjoy the benefits of true productivity through employment and/or contributions as members of their communities. Partners in Policymaking Coordinator's Handbook 1995 11 For Your Notes 12 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking DD Councils and Partners: Responsibilities and Relationships Most Partners in Policymaking programs are funded wholly or in part by state Developmental Disabilities Planning Councils. In some states, other agencies or consortiums also provide funding. In any event, Partners programs exist because DD Councils (funders) value the Partners product: new leadership in the state. Councils makes significant investments and commitments when they fund Partners. The return on the investment is long term, as Partners across the state achieve successes in legislative advocacy, systems change, and grass-roots organizing. The relationship between a DD Council and a Partners program is more than that of a giver and receiver. . DD Councils and Partners programs forge a bond that transcends the financial association Partners in Policymaking Coordinator's Handbook 1995 13 DD Councils and Partners (continued) The 12 Steps to Success for DD Councils 1. Hiring a full-time, qualified Coordinator. 2. Incorporating the Coordinator's Essential Duties from this Handbook into the Coordinator's job description and/or contract. 3. Fully funding the program for the prescribed eight sessions to ensure all competencies are achieved by all participants. 4. Requiring regular, timely debriefings and full reports to the Council from the Coordinator about the Partners program. 5. Requesting personal testimonials from Partners graduates about their Partners experience. 6. Encouraging and assisting Partners graduates to serve on the Council and/or other significant, influential boards. 7. Retaining an outside, independent evaluator to measure the program's outcomes, via initial, six-month, and long-term surveys. 8. Attending Partners sessions as observers (not participants). 9. Attending graduation ceremonies. 10. Adding Partners graduates to Council mailing lists, etc. 11. Creating and maintaining a system of on-going contact between the Council and Partners graduates. 12. Determining what the connection should be between the Council and Partners graduates; then creating and maintaining the supports to preserve that connection. 14 Partners in Policymaking Coordinator's Handbook 1995 Coordinator's Essential Duties (continued) 18. I will recruit nationally-recognized speakers who are leaders in their field who will instruct Partners in "best practices" in disability issues. 19. I will ensure that speakers present not only philosophies of disability issues, but also concrete information and specific strategies to create systems change. 20.. I will ensure that each speaker has a clear understanding of what is expected from his/her presentation, and what competencies should be achieved by participants during the session. I will also inform the speaker of the unique and individual dynamics of the members of the Partners class, so that the speaker is presenting information geared to the level of understanding of the class, e.g. basic philosophy, basic or advanced strategies, etc. 21. I will communicate with speakers ahead of time regarding our use of sign language interpreters, foreign language interpreters, and/or other types of accommodations provided. I will ask speakers to send their notes/materials ahead of time to assist the interpreter(s) in providing the best possible service. 22. I will ensure that each speaker understands exactly when and where his/her presentation time(s) are via written personal communication and by mailing him/her the session agenda well in advance of the scheduled presentation. 23. I will inform every speaker of the date I need their hand-outs prior to his/her presentation, in order to be able to copy them and include them in the monthly packets for participants. 24. I will clarify with the speakers, via written requests forms, their audio/visual needs: slide projector, screen, overhead projector, videotape player and TV monitor, etc.; their hotel accommodations; and any other needs they might have in order to ensure a successful presentation. 25. I will clarify with the speakers via their contracts who is financially responsible for what expenses, e.g. transportation, meals, incidentals, etc. 26. I will arrange for and/or provide the speakers' hotel accommodations and transportation from the airport to the hotel. I will provide the speakers with the name, address, and telephone number of the hotel, along with directions from the airport to the hotel. 27. If videotaping or audiotaping the training sessions, I will solicit and receive prior permission from the speaker to record his/her presentation. These recordings may be used by Partners who require review or repetition in order to learn and/or acquire the competencies. Partners In Policymaking Coordinator's Handbook 1995 17 Coordinator's Essential Duties (continued) 28. If videotaping or audiotaping the training sessions, I will ensure that the appropriate personnel are in place with the appropriate equipment in order to successfully and unobtrusively record the sessions. I will maintain a box of supplies for use during the session which will include: flip charts, markers, 3 hole punch, masking tape, extra name tags, sharpened pencils, writing tablets, hand-outs of previous sessions, extra tapes when recording sessions, and any other materials necessary to ensure a smooth, worry-free session. 30. I will be an active observer of every Partners session, remaining in the meeting room during the session, to assess the speakers' presentations, to gauge Partners' participation, and to self-evaluate the success of that session. 31. I will assess all aspects of my state's Partners program regularly, via self- evaluation, Partners' evaluations, and outside evacuation, and will make whatever improvements are necessary to ensure that the program reflects the highest quality standards. 32. 1 will provide post-graduate support for Partners to ensure that graduates can and will continue the systems change advocacy learned during their training. 33. I will not delegate any of my essential duties to Partners graduates or others who are not paid staff of the program. 34 I will seek funding for Partners from sources who: support the vision of a Partners in Policymaking quality model, believe in the value of empowerment, and will nurture the efforts of the Partners staff and its participants. 35. I will regularly provide detailed reports about the program to the funding organization 18 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Essential Duties 1. I will ensure that the recruitment of the Partners class results in a diverse group of qualified individuals: parents of young children with disabilities and adults with disabilities, from ail parts of the state, with various disabilities represented. These participants will be ready and willing to learn a new way of thinking and will use this knowledge to achieve systems change at local, state, and federal levels. 2. I will ensure that Partners sessions reflect the values being taught: inclusion, empowerment, and respect for all individuals in the program. 3. I will personally visit the hotel site prior to booking to verify accessibility in hotel guest rooms and bathrooms, elevators, meeting rooms, public restrooms, restaurants, bars, entrances, and parking areas. 4. I will ensure that meeting rooms and dining areas are setup in a manner that will allow complete wheelchair access throughout the room, including access to the tables in the front of the room, to the podium, to meal service tables, etc. 5. I will work with the hotel staff to assure that all persons involved in Partners are treated with dignity and respect. 6. I will familiarize myself with the meeting rooms of the hotel, including the thermostat, lights, microphones, etc., and I will work closely with the hotel staff to have contingency plans in place in case of any problems and/or mechanical failures. 7. I will ensure that microphones are used by everyone speaking to the group: myself, presenters, participants asking questions of the speaker, The use of microphones will enable all Partners, guests, and speakers to hear what's being said. In addition, the use of microphones by Partners will allow them to become comfortable with the use of microphones prior to their graduation. 8. I will ensure that meetings are run on schedule, respecting the valuable time of each participant and each speaker. In addition, all Partners and speaker will have a clear understanding of expectations. Partners in Policymakmg Coordinator's Handbook 1995 15 Coordinator's Essential Duties (continued) 9. I will ensure that necessary adaptations to reading materials (including simplifying the materials, translation into other languages, Braille, etc.) - are made to provide equal access to every part of the Partners program for self- advocates with disabilities. Further, I will make all presenters aware of these needs in advance to ensure that every Partner will receive the full benefits of and enjoy full participation in each session. 10. I will design all sessions to ensure that all Partners have the opportunity to learn that session's competencies. The critical factors include: the selection of the speaker and his/her topic, hand-outs, activities, small group exercises, and homework. 11. I will ensure that every session has a combination of learning methods, to include presentation, discussion, and exercises, to assure full participation by each and every Partner. 12. I will structure the year's program so that Partners learn competencies in a logical, sequential order, with each session adding to the completeness of the program. 13. I will ensure that every participant has an accurate agenda for each session at least two weeks in advance (preferably one month in advance, at the previous session). Each agenda will be specific as to starting and ending times of each topic during the weekend, break and meal times, meeting room locations, types of activities during each session, e.g. lecture, small group exercises, etc. 14. I will prepare packets of information for each participant, for every session, which will include the agenda, hand-outs from the speakers, biography of the speakers and their addresses, other reading materials, homework assignments, evaluations, and reimbursement forms. 15. I will encourage all Partners to write thank you letters to speakers and/or guests, both as an exercise in letter writing and also as a means of Partners expressing appreciation to the speakers/guests for impacting the Partners' lives. 16. I will ensure open communications among Partners staff, participants, speakers, and guests. 17. I will actively encourage and facilitate, when necessary, friendships and relationships between parents and self-advocates in the Partners class, in order to develop the camaraderie necessary for a successful long-term Partners network. Partners m Policymaking Coordinator's Handbook 1995 Partners in Policymaking Creating an Inclusive Program You recruited Partners. You booked the hotel. You contracted speakers. Your program begins and Partners learn about disability rights, inclusive education, and inclusive communities. But are all your Partners truly included in your program? Is there plenty of space at every table in the meeting and eating rooms for wheelchairs? Can participants who use wheelchairs or walkers sit at tables in the front of the room a: well as in the back? Or is their only accessible route to the tables closest to the door? Do most of the people using wheelchairs congregate at the same one or two tables? If they can get to the front, is it easy or is it a difficult task requiring others to move chairs and tables for them? Do all the tables in both the meeting rooms and the eating rooms have supplies of flexible straws for those who have difficulty drinking from a glass? Does everyone who speaks during a session, from presenters to participants asking questions, use a microphone so that everyone can hear what's being said? Are buffet tables and snack tables arranged to allow everyone, including those with visual and physical disabilities, the opportunity to serve themselves as independently as possible? Are the podium, projector screen, and any other visual aids positioned to allow unobstructed viewing by all participants? Are all other parts of the meeting site, including sleeping rooms, lobby areas, restaurants and bars, restrooms, entrances, and parking areas accessible to people with disabilities? Partners in Policymakmg Coordinator's Handbook 1995 19 Creating an Inclusive Program (continued) Are large print, Braille, modified, and/or foreign language materials provided to those who need them at e the very same time others receive their 1 materials? Or do they have to wait to get theirs? If you're providing a tape recorder for a Partner to use during a session, do you always have a ready supply of tapes and batteries on hand in the meeting room? Do skill-building activities (role play, small group exercises, etc.) provide opportunities for full and equal participation by all Partners? Or are participants with disabilities often left out? When dimming lights for an audio-visual presentation, are the-needs of participants with low vision taken into account? I Are people who have speech difficulties and/or communication devices afforded the time to fully express themselves? Or does another person jump in to help them finish? Are participants who need help reading and/or comprehending new information receiving modified materials (handouts, reading assignments, etc.,) If so, do they receive their materials at the same time everyone receives the material? / / Are the needs of participants with disabilities discussed openly and honestly, in an adult fashion, with the person directly? Or are the person's needs "taken care of" by someone else with little or no input from the person with needs? Are others in the class made aware of and educated about these needs so that everyone assumes some responsibility for assisting each other? Are there many paid and/or volunteer helpers in the room as "service providers" who perhaps do too much for people with disabilities and get in the way of Partners getting to know one another? Or are Partners able to depend on the natural Support of each other, as friends always do? Is there a balance between these two scenarios? 20 Partners in Policymaking Coordinator's Handbook 1995 Creating an Inclusive Program (continued) These are just some of the needs facing Partners Coordinators and Partners participants. The needs may change from year to year. But the one constant is: If the Coordinator, individually, and the class, as a whole, cannot model and create an inclusive environment `:'" during a Partners weekend, then Partners cannot be expected to achieve inclusion in their communities! For a program to be successful, every Partners weekend every Partners activity every Partners meal must be a model of inclusion. \ / Partners in Policymakmg Coordinator's Handbook 1995 21 For Your Notes. . . ?, 22 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Self-Evaluation In addition to evaluating individual Partners sessions and the outcomes of graduates, it's important to evaluate yourself. Your actions, attitudes, and demeanor all have a profound effect on the success of the Partners program. Partners Coordinators come from diverse backgrounds. Some are Partners graduates, some have other experiences in the disability arena, and still others have credentials as trainers. The Coordinator's position is unlike any other - a combination of trainer, friend, travel consultant, master scheduler, and more, much more. To be effective, the Coordinator must model the values of inclusion. The deeply personal nature of relationships among Partners, Coordinators, and presenters requires that the Coordinator possess the highest level of professionalism. The Partners program evokes incredibly strong emotions from its participants. It's a life changing experience for most of them and many Partners may be extremely vulnerable during certain parts of the program. Coordinators must be very aware of their potential to influence not just the essence of the program, but also the very lives of the participants in the program. How are you doing in this regard? Are you supported by other staff members and/or DD Council members? Do you support the views and other activities of the Council? Do you bring into the sessions an open mind, a caring attitude, and an optimistic outlook? Do you view yourself as a leader and a teacher with all the responsibilities inherent to those roles? Are you able to master the fine art of being friends with Partners without taking on their personal issues and problems? Do you bring to the sessions hidden agendas or do you leave those at the office? . Partners in Policymaking Coordinator's Handbook 1995 23 Coordinator's Self-Evaluation (continued) Do you take a proactive, rather than a reactive, role in working to solve any and all problems you face as Coordinator? Do you seek out the appropriate help you need to solve the issues? 1 Do you believe in and promote the values, principles, and ideals set forth in this manual? Do you take good care of yourself away from the program so that you're able to help with the needs of others during Partners weekends? Do you know it's o.k. to not be perfect? That you're not in this alone? That Coordinators who seek counsel and support from others feel better about their efforts and their programs? Do you recognize the power of the Partners program to change lives? And do you understand the importance of your role in that process? In addition to this very personal inventory, take the time on a regular basis to evaluate your actual performance after each Partners session. Then once a year (or more often) evaluate yourself on your overall performance. Those self-evaluation forms follow. The ability to monitor your own performance and the willingness to be self-critical will help you attain the highest quality standards not only for yourself, but for your Partners program, as well. 24 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Self-Evaluation for Each Session Copy this self-evaluation and grade yourself after each session. Use the results to help you maintain the highest qualify Partners program. Always Never 5 4 3 2 1 1. The meeting rooms and dining rooms were set up to be accessible, allowing wheelchair access to all tables in the rooms. 2. Microphones were used by everyone speaking to the group, including myself, speakers, and Partners who asked questions. 3. This session was run on schedule, per the prescribed times on the agenda. 4. Necessary curriculum modifications and adaptations were made for those Partners needing them. 5. The session had a combination of learning methods, including lecture, discussion, and exercises. 6. Partners received packets with appropriate hand-outs, homework, readings, agenda, and evaluation and reimbursement forms. 7. I encouraged Partners to write thank-you notes to this session's presenters. 8. This session included nationally-recognized speaker(s) who instructed Partners in "best practices" in their subject area. 9. Presentations this session included philosophy as well as concrete strategies for systems change. 10. The speakers presented information that allowed Partners to achieve the competencies for this session. Partners in Policymaking Coordinator's Handbook 1995 25 Partners in Policymaking. Coordinator's Annual Self-Evaluation Post-Graduation Copy this self-evaluation and use it to grade yourself at least once a year. Use the results to help you maintain the highest qualify Partners program. Always Never 5 4 3 2 1 1 The widest means of recruitment were utilized in the recruitment of applicants for this Partners class. 2 The selection process yielded a qualified group of participants with the appropriate disability, geographical, gender, and socioeconomic representations. 3 I selected a hotel site that was accessible. 4 I worked with the hotel staff to ensure people with disabilities were treated with respect and dignity. 5 I familiarized myself with the meeting and dining areas and had contingency plans in place with the hotel in case of problems or equipment malfunctions. 6 I ensured that open communication existed among Partners staff, participants, speakers, and guests. 7 I actively encouraged and helped facilitate, when necessary, friendships and relationships between Partners. 8 I maintained effective communication with speakers during the year to clarify presentation requirements and travel details. 9 I actively observed every Partners session, remaining in the meeting/dining rooms, except during emergencies. 10 I am assessing the Partners program's effectiveness on an on-going basis, via self-evaluation, Partners evaluations, and long-term surveys. 11 I am providing long-term post-graduate support for Partners. 12 I do not delegate any of my essential duties to Partners or others, unless they are paid staff. 13 I regularly provide detailed reports about the program to the funding organization. Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Words of Wisdom Valuable bits and pieces from Coordinators here and there! About "visitors" in the sessions . . . "We learned not to have a lot of `visitors' in our sessions - including Partners graduates! Each class needs to bond together, to learn to depend on each other. That can't happen if others are there to help all the time. Each class is unique with its own personality. Let them grow together without interference from their `big brothers and sisters'. There's time later to bring members of different classes together. " Speakers more than once? "We had several speakers that could effectively teach more than one subject. So we had one come back twice in the same Partners year. it didn't work. Even though the topics were different, the Partners felt they were getting a repeat from the person's first presentation months before." [NOTE: This does not mean a speaker cannot cover different themes within the same weekend.] Too many details? "In our first year, I was so excited that I went overboard on details. I would list on the agendas what was going to be served at the meals. What a mistake! The Partners who didn't like roast beef - or whatever - had all afternoon to think about how much they were going to hate dinner!!!" The Speaker didn't show up! "I like to have a back-up speaker in case of emergencies, but it doesn't always work out. So I've acquired a library of excellent video tapes that relate to the Partners topics. I have my supply on hand and when a presenter got lost and was an hour late, I was able to show a video on the subject matter until the speaker arrived." Partners like to talk . . . "Our Partners really like to talk and share with one another. I wanted to schedule time in the agenda for this, because I know it's important. At the same time, I didn't want to take time away from speakers and activities. So, we have a microphone with a long cord at meal times. After everyone is close to finishing eating, we pass the microphone around and everyone gets a chance to shine!" ...and talk . . . "Introductions on the very first weekend was a problem. I knew everyone should be introduced, but some people talked so long about themselves, that others didn't have time to say hardly anything. Plus, some people were bored and irritated by the ones Partners in Policymaking Coordinator's Handbook 1995 27 Words of Wisdom (continued) that went on so long. Using a planned icebreaker exercise made the process fun for everybody. It also helped me keep on time." Leadership by committee? "Our Council felt that a Partners Committee (made up of Partners, themselves) should be the driving force behind our program. It sounded like a good idea at first: Partners running Partners. However, it caused more problems than solutions . . .Committees just don't work when it comes to maintaining a good program." Sex, Alcohol, and Partners . . . "We've had some problems with Partners enjoying themselves a little too much . . . too much alcohol and what seemed to be hanky-panky after hours during the Partners weekend. We tried resolving it by talking to folks, but that doesn't always work. We're now working on an official policy regarding the use of alcohol and sexual harassment." You're Not Getting Older, You're Getting Better??? "We decided to add older parents to our group. It was a mistake. The older parents were cynical, didn't want to collaborate, and were overall `downers. ' The program is designed for young parents and now we know why!" Double Your Pleasure, Double Your Fun? "A few parents have literally begged us to let their spouses come to Partners with them. When we told them we only had funding for a certain number of people, they said they would pay their own way for the husband or wife. We did it - had two couples in one class. Not a good idea, we found. Because the couple sticks together, they don't interact with others very much. They don't `bond' with the whole class. Also, when the issues facing families include the spouse . it's hard to ventilate about that when the person is sitting right there!" Partners Presents = Good Beginnings/Great Endings Two states have reported they have canvas tote bags for each Partner at the very first session. The inexpensive totes are personalized with each state's Partners logo. Other states have provided specially designed T-shirts and sweatshirts. A nice touch! Too Many Attendants Spoil the Class . . . "Trial and error taught us a valuable lesson. We no longer allow attendants/facilitators to sit at the Partners' tables. Many folks need their attendants close by, but sitting them at the tables caused problems: attendants often participated as if they were Partners; many `took over, ' not allowing Partners to participate on their own; they spoke for the Partners without giving them a chance to speak for themselves; and their physical presence at the tables - between Partners - set up barriers to Partners really getting to know each other and help each other. We value the contributions of the attendants, but we have to work hard to ensure Partners receive the benefits of being fully included in our program. Facilitators often `get in the way' of that process." 28 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking True Confessions The Coordinator's Survey revealed that Coordinators have dealt with a variety of issues surrounding Partners participants. The lessons individual Coordinators have learned can be beneficial to all Coordinators. In many cases, difficulties can be prevented by outlining, in detail, the requirements for participation in the Partners contract, and by reviewing these during the first session. Whenever possible and appropriate, let Partners solve the problems themselves. Utilize the "natural" leaders in your group. Following is a listing of some of the difficulties experienced along with potential solutions: ISSUE Parents of adult children (Partners) wishing to hover over and facilitate for their children. RESOLUTION Be up front with the parents (or other family members) in the very beginning. When selecting self-advocates who have relied on their parents for support, accommodation, etc., plan ahead and identify an "outsider" to be the assistant facilitator for Partners sessions. When possible, seek the assistance of the self-advocate in identifying/locating such an assistant. If Partners is to teach people with disabilities how to achieve interdependence, it cannot be done with parents in the room. If parents must attend the sessions in order to help with personal needs (toileting, bathing, etc.) inform them that Partners sessions are for Partners only and that you'll call them if they're needed. Many states have adopted the hard and fast rule of, "No parents of Partners allowed!" ISSUE Personal care attendant chosen by group home for person with a disability is not the right person and/or not the person wanted by the person with the disability. RESOLUTION Be proactive and supportive of people with disabilities in exercising their rights to choose an assistant. Develop a listing of assistants you can feel comfortable with and depend on. Hopefully, one from your cadre will meet the needs of the Partner. Partners in Policymaking Coordinator's Handbook 1995 29 True Confessions (continued) ISSUE Partners bring family members/friends to sessions. RESOLUTION The contract signed by Partners must detail that no guests are to attend Partners sessions or activities. At the very first session, details of the contract should be verbalized by the Coordinator as a reminder. When a Partner does bring a guest, a copy of the contract should be provided to the Partner, followed by discussion about why guests are not permitted. If the action continues, the Coordinator may ask the Partner to resign and apply another time when conditions are more suitable for the person to attend Partners per the contract. ISSUE The feeling that self-advocates with cognitive impairments are not getting much out of the program, materials aren't modified/adapted, or facilitator is not making necessary adaptations. RESOLUTION The following ideas may be beneficial in helping some self-advocates get the most out of Partners: Utilize the "Concept Highlights" in your Partners Curriculum manual which provide easy-to-understand ideas. Adapt materials appropriately. Provide as many materials as possible a week or so prior to each session. Debrief the session soon after it ends, using Partners staff member or a Partners participant Provide facilitation/homework between sessions. Use more small group exercises during sessions. Provide audiotapes of the sessions and homework (reading materials). When appropriate, discuss this ahead of time with speakers, and see if this speaker can utilize the self-advocates experiences during the session. . . use self-advocates as "teachers." ("Mary, how many wheelchairs have you had in your life?" "Tom, when you were mainstreamed, were you really included?") Coordinators must recognize that all people - including those with significant cognitive impairments - learn differently, process information differently, and will use the information differently. In every class of Partners, Coordinators will discover the widest possible spectrum of learners, activists, etc. Coordinators should ensure that all Partners are participating at whatever levels are right for them. We don't know what people are capable of until they're allowed to flex their own muscles in their own way in their own time. Assume the best, expect the best. Partners is working right when diversity and variety are celebrated! 30 Partners in Policymaking Coordinator's Handbook 1995 True Confessions (continued) ISSUE Difficulties in recruiting most appropriate candidates, e.g. African- Americans, parents of younger children, etc. RESOLUTION Coordinators often use existing mailing lists from disability organizations and agencies when soliciting applicants. In most cases, the use of these mailing lists yields a good cross-section of candidates. However, Coordinators may often need to utilize "non- disability" mailing lists. When recruiting minority candidates, contact minority-owned newspapers; local/state organizations with ties to minorities, e.g. NAACP, Native American, Asian-American groups, etc.; churches; and/or other contacts in your area. In many cases, it would prove beneficial to have your application brochures translated and printed in the appropriate language for the group you're recruiting. In recruitment of parents of younger children, contact Early Childhood Intervention programs, the Child Find Coordinator in the targeted area, neighborhood (typical) daycare centers, churches, etc. Find alternate ways to get the information to potential candidates. If you can't obtain a mailing list from the above mentioned groups, ask if they'll include a press release or short article about Partners in their newsletters/mail- outs. Some may be willing to include your invitation letter with their mailings, if you provide the copies. Spread the word of who you're wanting to target and get creative ideas from others in your community. Federal law mandates that programs receiving federal funds include "cultural competence." Translation: a Partners program must be culturally diverse not only in its recruitment and selection of participants, but also in its selection of presenters and activities. ISSUE Partners abusing reimbursement expense requests. RESOLUTION At the first session, and thereafter when necessary, the Coordinator should detail carefully the reimbursement process. Make sure it's all included in the Partners contract, as well. Be very direct and firm about what is covered and what's not - both in the large group discussions as well as with individual Partners. Unfortunately, the Partners experience is the first time many parents and self-advocates have been away from home, in a fancy hotel, etc. and the temptations may feel great. When an inflated reimbursement request is submitted, a one-on-one conversation is in order. If the pattern persists, new/different limits may need to be established. Coordinators can stress the rules and regulations they must all live with under State governments: that reasonable expenses are the rule. Partners in Policymaking Coordinator's Handbook 1995 31 True Confessions (continued) Experienced Coordinators warn of participants "double-billing;" charging Partners for respite care when that service is being paid for by someone else, for example. Also, some Partners choose the most expensive form of travel, instead of the most economical (flying vs. driving). Treat all participants as the adults they are, be firm, be sure, and be swift in correcting the problem. ISSUE Participants complaining about hotel, food, each other, etc. RESOLUTION This can be a real bugaboo! Instead of being appreciative of the benefits they're receiving, some Partners may be natural complainers about any and everything and can often infect others with this way of thinking. At the first session, stress that "Being a participant in Partners is a privilege, not a right." Partners are thereto work and learn, and certainly creature comforts are important. Stress this in as many ways as possible. Draw participants back to the reason they're in Partners. If accessible accommodations are a problem, Coordinators do need to remedy this immediately. It may mean the difference between a person being able to attend Partners or having to drop out. In addition, Partners programs should model inclusion and accommodation. Difficulties between Partners are best left to the Partners to work out. Coordinators should not be baby-sitters, mediators, parents, or anything else except Coordinators. Remind people that they're there to learn and what better way to learn than to solve the problem first hand. If possible, let it be a group problem solving exercise (on their own time). Or, you might enlist the assistance of one of the "natural" leaders in your class. One savvy Coordinator, when faced with complaints about the food, offered the task of meal selection to the Partners themselves. She explained what the task entailed - considering budgets, table service vs. buffet, etc. There were no takers and no more complaints about the food! ISSUE Participants arriving late, leaving early, or not showing up at all with no excuse. RESOLUTION Ensure that attendance and punctuality requirements are detailed in the Partners contract. Discuss these at the first session and as necessary throughout the year. Chronic offenders need to be asked to resign and re-apply when they can make the time commitment. Deal with this issue quickly before other participants decide, "If she/he can do it, so can l." Remind Partners of the financial investment the program is making in them! 32 Partners in Policymaking Coordinator's Handbook 1995 True Confessions (continued) ISSUE Partners dominating sessions with their own "war stories, " asking inappropriate questions of speakers during sessions, and/or otherwise disrupting the sessions. RESOLUTION Discuss this in the beginning of the Partners year. Suggest that personal questions to the speakers should be addressed during break or meal times. Speak privately to the individual creating the disturbance. You should also alert speakers about the need to keep personal questions, etc., out of the general sessions. If necessary, inform speakers if there are particular individuals to be aware of in this regard. Another option, especially if other Partners are complaining to you about the offender, is to let the Partners discuss this and problem solve together. There's nothing like peer pressure! Partners in Policymaking Coordinators Handbook 1995 33 For Your Notes 34 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Directory of Coordinators As of October 1995 This Directory will be updated and sent to you on a regular basis, Please notify us of any changes and/or corrections to the following information. In addition, please refer requests for copies of this Directory of Coordinators to Colleen Wieck. ALABAMA Ms. Sheryl Matney, Director 334-270-4674 Montgomery Partners in Policymaking of Alabama 800-846-3735 Nationwide P. o. Box 3710 334-270-9371 FAX 200 Interstate Park Drive 334-566-7180 Troy, AL Montgomery, AL 36109-0710 ARKANSAS Ms. Mary L. Edwards, LSW, Coordinator 501-661-2589 Partners in Policymaking 501-661-2399 FAX Governor's Developmental Disabilities Planning Council Freeway Medical Tower 5800 West 10th, Suite 805 Little Rock, AR 72204 CALIFORNIA Ms. Vennia Friedman 916-441-0400 Partners in Policymaking 916-441-5635 FAX United Cerebral Palsy 3001 "E" Street Sacramento, CA 95816 COLORADO Ms. Mama Ares Thompson 303-665-2145 Voice/FAX Partners in Leadership 800-569-1825 (CO only) P. O. Box 894 Louisville, CO 80027 DELAWARE Ms. Gail E. Launay 302-628-9308 Voice/FAX Partners in Policymaking 2608 Tharp Road Seaford, DE 19973 Partners in Policymaking Coordinator's Handbook 1995 35 FLORIDA Ms. Martha (Pete) Wesley 813-680-1645 Voice/FAX/DD Coordinator Partners in Policymaking 2425 Woodley Avenue Lakeland, FL 33803 GEORGIA Ms. Vicky Nipper, Coordinator 404-321-0877 Partners in Policymaking 404-320-6663 FAX 1687 Tullie Circle, NE, Suite 110 Atlanta, GA 30329 HAWAII Ms. Clarysse Nunokawa, Coordinator 808-586-8100 Partners in Policymaking 808-586-7543 FAX Developmental Disabilities Planning Council 919 Ala Moana Boulevard, #113 Honolulu, HI 96814 ILLINOIS Ms. Ginny Cooke 312-262-1294 Partners in Policymaking 312-814-7141 FAX (at store nearby 6314 North Lakewood call voice first to say FAX is coming) Chicago, IL 60660 INDIANA Ms. Amy Cook Lurvey 317-262-8632 Partners in Policymaking 317-262-0685 FAX COVOH Foundation 842 N. Meridian Indianapolis, IN 46204 Iowa Ms. Kate Payne, Coordinator 515-278-2502 Partners in Policymaking 515-278-0539 FAX Iowa Protection & Advocacy Services, Inc. 800-779-2502 (Nationwide) 3015 Merle Hay Road, Suite 6 Des Moines, 1A 50310 KENTUCKY Mr. Chris Brown 502-875-5225 The Arc of Kentucky 833 E. Main Frankfort, Kentucky 40601 36 Partners in Policymaking Coordinator's Handbook 1995 LOUISIANA Ms. Cathy Ambrogio 504-649-0663 Voice/FAX 169 Timbers Drive Slidell, LA 70458-1100 MARYLAND Ms. Luciene Pisa 410-379-0400 The Arc of Maryland 410-379-0404 FAX 6810 Deerpath Road, Suite 310 Baltimore, MD 21227 MICHIGAN Mr. Dohn Hoyle 313-662-1256 Washtenaw Assn. for Community Advocacy 313-662-2699 FAX New Center 1100 N. Main, Suite 205 Ann Arbor, Ml 48104 MINNESOTA Ms. Naomi Beachy 218-894-1930 ECSU 5 218-894-3045 FAX 1100 5th Street, NE, Suite 1 Staples, MN 56479 Ms. Karen Tommeraasen 507-836-6148 MN Extension Service 507-836-6019 Murray County Courts Building P. o. Box 57 Slayton, MN 56172 MISSOURI Ms. Vicky Davidson, Family Support Specialist 314-751-8611 Voice/TDD Missouri Developmental Disabilities Council 314-526-2755 FAX P. O. BOX 687 800-500-7878 (Nationwide) 1706 E. Elm Street Jefferson City, MO 65102 MONTANA Ms. Kathy Kelker 406-657-2055 Parents, Let's Unite for Kids (PLUK) 406-657-2061 FAX MS U-Billings SPED Bldg., Room 267 1500 North 30th Street Billings, MT 59101 -O298 Partners in Policymaking Coordinator's Handbook 1995 37 NEBRASKA Ms. Sue Vaughn Williams 402-475-4407 The Arc of Nebraska 402-475-0214 FAX 521 South 14th, Suite 211 Lincoln, NE 68508 NEW HAMPSHIRE Ms. Beth Dixon 603-228-2084 Educational Innovations 603-228-3270 FAX The Concord Center 10 Ferry Street Concord, NH 03301 NEW MEXICO Ms. Amy Haas, Project Director 505-883-4630 Partners in Policymaking 505-883-5564 FAX The Arc of New Mexico 800-358-6493 (NM Only) 3500 Comanche Road NE, Bldg. G Albuquerque, MN 87107 NEW YORK Ms. Shirley Reynolds* 518-432-8233 Partners Project Coordinator 518-432-8238 FAX New York DD Planning Council 518-432-8245 TDD/TTY 155 Washington Avenue, 2nd Floor 800-395-3372 (Nationwide) Albany, NY 12210 * Contact for NY Regional Partners Coordinators NORTH CAROLINA Ms. Megan Soyster 919-783-8898 Easter Seals Society of NC 919-782-5486 FAX 2315 Myron Drive Raleigh, NC 27607-335 - NORTH DAKOTA Mr. Mike Haring 701-223-5349 The Arc of North Dakota 701-223-2435 FAX P. O. BOX 2776 800-767-3566 (Nationwide) 418 E. Rosser Avenue Bismarck, ND 58502 OKLAHOMA Ms. Mary Ann Duncan 918-582-8272 Tulsa Arc 918-582-3628 FAX 1602 South Main, Suite 300 Tulsa, OK 74119 38 Partners in Policymaking Coordinator's Handbook 1995 OREGON Ms. Mary Anne Seaton 503-945-9730 Community Partnerships 503-373-7172 FAX 540 24th Place NE Salem, OR 97301-4517 PENNSYLVANIA Ms. Teresa McKee, Project Coordinator 215-204-1485 (Teresa) Partners in Policymaking 215-204-1356 Voice/TTY (UAP) Temple University Institute on Disabilities 215-204-6336 FAX Ritter Annex (004-00) Philadelphia, PA 19122 RHODE ISLAND Ms. Denise Holmes 401-464-3235 Rhode Island Developmental Disabilities Council 600 New London Avenue Cranston, RI 02920 SOUTH DAKOTA Ms. Colleen Fry 605-224-8294 SD Advocacy Services 605-224-5125 FAX 221 S. Central 800-658-4782 Nationwide Pierre, SD 57501 TENNESSEE Mr. Kevin Wright 615-532-6615 Tennessee DD Council 615-532-6964 FAX Gateway Plaza, 1 lth Floor 710 James Robertson Parkway Nashville, TN 37243-0675 TEXAS Ms. Jopie Smith 512-483-4089 Ms. Susan Murphree 512-483-4095 Texas Planning Council for Dev. Disabilities 512-483-4097 FAX 4900 North Lamar Boulevard 512-483-4099 TDD Austin, TX 78751-2399 800-262-0334 (TX Only) UTAH Ms. Muriel Taylor 801-533-4128 Partners in Policymaking 801-533-5305 FAX Utah Governor's Council for People with Dis. 350 E. 500 South, Suite 201 Salt Lake City, UT 84111 Partners in Policymaking Coordinator's Handbook 1995 39 VIRGINIA Ms. Caroline Mertens 804-786-0016 Partners in Policymaking 804-786-1118 FAX Virginia Board for People with Disabilities P. O. 60X 613 Richmond, VA 23305-0613 WEST VIRGINIA Ms. Jan Lilly-Stewart 304-558-0416 Developmental Disabilities Planning Council 304-558-0941 FAX 1601 Kanawha Boulevard, West Charleston, WV 25312 INTERNATIONAL Lynne Elwell Brookfield Cottage 384 Bury Road Rawterstall Rosserdale Lancashire 664 6E11 England STATES SHOWING AN INTEREST IN PARTNERS IN POLICYMAKING ALASKA Ms. Susan Loudon 907-452-7439 Voice/FAX (Home) 118 Kathryn Avenue 907-479-7940 (Work) Fairbanks, AK 99701 907-474-4052 FAX (Work) 800-770-7940 (AK Only) ARIZONA Ms. Margaret White 602-542-4049 1717 W. Jefferson, Room 112 Phoenix, AZ 85715 IDAHO Ms. Julie Fidor-Davis 208-885-3559 Idaho Center on Developmental Disabilities 208-885-3628 FAX University of Idaho 129 West 3rd MOSCOW, ID 83843 40 Partners in Policymaking Coordinator's Handbook 1995 MASSACHUSETTS Mr. Larry Espling 617-287-7697 MA Transition Initiative 617-287-7664 FAX University of MA/Boston/UAP 100 Morrissey Boulevard Boston, MA 02125-3393 MISSISSIPPI Ms. Royal Walker 601-949-2192 Mississippi UAP University of Southern Mississippi South Station, Box 5163 Hattiesburg, MS 39406 NEW JERSEY Ms. Susan Richmond 609-292-3745 NJ Developmental Disabilities Council 32 West State Street, CN 700 Trenton, NJ 08625-0700 NORTHERN MARIANA ISLANDS Mr. Thomas J. Camacho 011-670-322-3014 Voice/TDD Governor's Developmental Disabilities Council 011-670-322-3015 Voice P. O. Box 2565 011-670-322-4168 FAX Saipan, MP 96950 WISCONSIN Ms. Marilyn Wilson 608-231-2277 2639 Mason Street Madison, WI 53705 PREVIOUS PARTNERS PROGRAMS CONNECTICUT Ms. Mollie Cole 203-667-5350 The Family Center Newington Children's Hospital 181 East Cedar Street Newington, CT 06095 OHIO Ms. Jean Smallwood 513-821-2400 Child Advocacy Center 513-821-2442 FAX 1821 Summit Road #303 Cincinnati, OH 45237 Partners in Policymakmg Coordinator's Handbook 1995 41 WASHINGTON Ms. Cecile Lindquist 206-543-4011 UAP Empowerment Educ. Unit 206-543-8480 FAX University of Washington Seattle, WA 98195 States Without Partners in Policymaking Programs Kansas Maine Nevada Vermont Wyoming Washington, DC Direct General Inquiries Regarding Partners in Policymaking To: Colleen Wieck, Ph.D. (Creator of Partners in Policymaking) Executive Director Minnesota Governor's Planning Council for Developmental Disabilities 300 Centennial Building 658 Cedar Street St. Paul, Minnesota 55155 612-296-9964 612-297-7200 FAX 612-296-9962 TDD Jopie Smith (Texas Partners Coordinator) Director of Training Texas Planning Council on Developmental Disabilities 4900 North Lamar Boulevard Austin, Texas 78751 512-483-4089 512-483-4097 FAX 512-483-4099 TDD Kathie Snow (Texas Partners Graduate and Partners Presenter) 250 Sunnywood Lane Woodland Park, Colorado 80863 719-687-8194 Voice/FAX 42 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Curriculum The Partners curriculum is designed to be comprehensive and sequential: comprehensive so Partners acquire the competencies; sequential so the topics flow and build upon each other. To that end, Coordinators need to follow a somewhat rigid topic order. On the following pages, various topics with accompanying competencies are described. The intent of the format of these pages is to present all the information needed in one area to help Coordinators plan each session. There are ten topic headings. Partners should be scheduled for eight sessions. Some of the topics are stand-alone; that is, one topic will fill the entire weekend. Other topics are combined together. The combination of topics should be logical and the topics should complement each other. History should always be first, followed by Inclusive Education and the adult issues of Independent Living and Supported Employment. Federal and State Legislation will be in the middle of the Partners year. Advocacy and Community Organizing should be taught towards the end of the year. Partners need to learn about WHAT they're advocating and community organizing for before they actually start doing it! The remainder of the subjects fit between the Legislative sessions and graduation. Following are suggested schedules. Some states need to modify this schedule to accommodate their State Legislative weekend. Other than that difference, schedules should closely follow those recommended in program. On the following page are "Schedules A and B."These are sample schedules which reflect a sequential order of the various topics. Also included in this section are copies of agendas from Minnesota and Texas, as well as samples from Missouri and Oregon. Many states are using creative agendas, adding to the overall excellence of a program. In order to achieve the minimum 128 hours of competency-based instruction, each session should run from around noon on Friday until 9 PM that night, and from early morning on Saturday to approximately 3:00-4:00 that afternoon. Friday dinner and Saturday breakfast and lunch should be catered at the hotel, with all Partners in attendance. Friday dinner and Saturday lunch should be located in a different room than the meeting room. Saturday breakfast is best served in the meeting room. This Partners in Policymaking Coordinator's Handbook 1995 43 Curriculum (continued) facilitates an orderly and timely transition to the first speaker Saturday morning. By serving breakfast in the same room late-risers can finish their breakfast even as the speaker begins and you don't have to build in transition time from one room to another. Many Coordinators report success with breakfast buffets. Early mornings can often be a difficult time to have everyone in the room at the same time for a plated meal. With a buffet, Partners can still have a good meal while arriving at different times (within the allotted breakfast time slot). Schedule "A" Session 1 History Session 2 Inclusive Education Session 3 Supported/Competitive Employment Supported/Independent Living Session 4 Federal Legislation Vision Session 5 State Legislation Session 6 Assistive Technology Positioning Behavior Session 7 State Service Systems Family Support Parliamentary Procedure Session 8 Advocacy Community Organizing Using the Media Graduation Schedule "B" Session 1 History Session 2 Inclusive Education Session 3 Service Coordination State Service Systems Family Support Vision Session 4 State Legislation Session 5 Assistive Technology Positioning Behavior Session 6 Supported/Competitive Employment Supported/Independent Living Federal Legislation Session 7 Community Organizing Advocacy Using the Media Session 8 Parliamentary Procedure Graduation 44 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking National Speakers The quality principles of Partners in Policymaking require the use of nationally- recognized presenters to enable Partners participants to acquire the published competencies. Lack of funds; the in-state political climate; and/or the personal wishes of Coordinators, DD Council members, and others are often the justifications for using in-state speakers in place of national speakers. Like other aspects of the Partners quality principles, the benefits of using national speakers have been documented over time via long term studies of Partners graduates and their activities. Partners programs utilizing more local/state speakers than national speakers, are wasting precious dollars and the time and energies of its Partners and presenters. Following are reasons to select national speakers: National speakers, with expertise on specific issues and topics, have a broad perspective and understand the need for new concepts. They are aware of and are versed in the relationships and connections between system changes and policy developments at the national level and the effects at the state and local levels. Since disability policy is often set by Congress, a national perspective about policy requires a national speaker. National speakers can teach best practices and "what's possible." In-state speakers may be able to teach only the status quo and "what's happening now." Partners don't need to learn the status quo and the current status of disability issues in their state. Partners are already living with their state's policies regarding people with disabilities, Many participants could probably teach the in-state speakers about current issues in a given state! Partners need to learn best practices (dream big) and the strategies to achieve systems change (turn the dream into reality). National speakers are in a position to teach these best practices. . Disability issues require state-to-state exchange (cross-fertilization). If only in-state speakers are used, there is no opportunity for Partners to learn about the progress happening in other states and the methods for creating the change in their own state. . Out-of-state speakers can literally say things in-state speakers can't. In most cases, in-state speakers will be constrained by their occupations/ Partners in Policymaking Coordinator's Handbook 1995 45 National Speakers (continued) positions/political connections. Since Partners is about learning to change systems, in-state speakers, who may often be the "gate-keepers," have no incentive to criticize current policy or teach Partners how to change the very systems the in-state speakers may be affiliated with or employed by. o In order to promote Partners graduates to national boards and commissions, there must be opportunities for developing connections and mentorships. Personal relationships between Partners and national speakers can result in the recruitment of Partners to influential positions at the national/federal levels. o To create systems change at the national level, Partners graduates also need to be able to network and organize with Partners across state lines. For them to successfully work together, they need to be on the "same playing field" with similar levels of knowledge and skills in advocacy. Partners who have learned only from in-state speakers will not be on the same level as Partners who have acquired competencies via the national perspective. o National speakers rarely have the opportunity to meet with and get to know a small group of people at the very personal level available at a Partners session. Partners provides the opportunity for the national faculty to learn and receive feedback. Remember that national speakers must be capable of presenting "state- of-the-art" material to Partners. Best practices are not static, fixed, or constant. In today's disability arena, best practices are changing from year to year. For example, in the early 1990s, best practice in housing/living was supported living for adults with disabilities in lieu of institutions and large congregate housing. Today, best practice in this area is "a home of your own. The on/y constant is change. National speakers must have the depth, capacity, expertise, and perspective born out of personal and/or professional years of experience. 46 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Best Practice/State-of-the-Art Q What is meant by "best practice" and "state-of-the-art" in terms of disability issues? A Both of these terms refer to the most up-to-date and the best ways of doing things, from a national perspective. Best practices and state-of-the-art are always evolving! What is best practice today may not be best practice in six months or a year. I Q Why should Partners programs teach best practice and state-of-the-art? A Because Partners training is about leadership for the 21st century. Partners need to know what is possible and how to make it happen. It's absolutely critical that Partners learn how to dream big . . . to dream the dreams they've been told are impossible. Teaching Partners state-of-the-art disability issues enables them to see the big picture, dream the big dream, and learn the strategies for turning the dream into reality. The impact of the individual actions of Partners to achieve the dream of whole life inclusion will effect others, as well. The collective impact of Partners working together will change the face of disability issues as we know them today. The focus of a Partners program should not be on teaching participants what's available in their state and/or how to access services. This information often comes out during the course of a year's training, but it should not be the focus. Most parents and adults with disabilities are already "experts" on what's available, what's not, how to get it, where to go, etc., etc., because they've had to learn on their own, the hard way! It is a waste of time, money, and energy to bring in speakers to teach a primer course on state services, etc. What Partners need to learn is how to change those services, agencies, rules and regulations! Partners don't need to learn about inclusive education from the State Special Ed Director (or facsimile). This is not state-of-the-art! It's the status quo. Partners don't need to learn about supported/competitive employment from the State Voc/Rehab Director. This is not best practice! It's the status quo. Partners in Policymaking Coordinator's Handbook 1995 47 Best Practice/State-of-the-Art (continued) Partners don't need to learn from any speakers who cannot provide a national perspective on the best practice aspects of their subject matter! National speakers are critical factors in teaching best practice state-of-the-art. They are aware of what's happening nationally of what best practices really are. (Always recruit presenters who update their presentations to reflect the most current information.) Partners should not be taught only what's best practice in their own state. . . that information could be years behind the national picture. They need to be taught best practice, period, regardless if it comes from Alaska or Florida or somewhere in-between. Because if it's happening somewhere, it can happen anywhere, and Partners are the ones to make it happen! Following are examples of today's best practices, along with best practices from the past. It's easily to see how quickly things are changing. Partners programs need to always reflect state-of-the-art knowledge in disability issues. Best Practices 1995 Education Full inclusion for every child with a disability. Employment Supported/competitive jobs for real wages, using natural supports. Career vision, not just entry level jobs. Living A home of your own choosing with the supports of your choice. Assistive Technology Anything that enables a person with a disability to have a better, more independent life, from high-tech to no-tech. Voice activated technology, CD- Roms, digitized imagery, e-mail. Best Practices 1990 Education Inclusion for children with disabilities. Employment Supported Work with agency job coaches. Living Some supported living; first state without an institution (NH). Assistive Technology Computers, wheelchairs, adaptive daily living equipment. Best Practices 1985 Education Integration for some children, for part of the day. Employment Demonstration projects in a few states: experimentation with entry level positions. Living ICF-MRS, congregate living. Assistive Technology Wheelchairs, communication devices. 48 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Systems Change Q. What is systems change? A. Modifying, altering, reorganizing, dissolving, and/or creating any systems or policies that serve or affect people with disabilities and families. Systems can beat the local level (schools, service providers, etc.), the county and state levels (case managers, attendant services, state government, etc.), or the federal level (assistance pro- grams, laws, etc.) Q. Why does Partners teach systems change? A. To work toward and achieve a new vision, because historically, the entrenched systems and policies in our society (from local to federal) have not served people with disabilities and families well. Q. Who has traditionally made policy decisions about people with disabilities and their families? A. Bureaucrats and elected officials. Q. Who should make policy decisions about people with disabilities and families? A. People with disabilities and families in partnership with elected and appointed officials. Systems change is the focus of Partners in Policymaking, to enable people with disabilities and families to help make far-reaching changes in the systems that are supposed to serve them. By influencing policy makers at all levels, systems can become more responsive, customer friendly, and consumer driven. Personal change in participants is a by-product of the Partners curriculum. If Partners graduates are competent in personal change skills, but not in systems change skills, the program is not investing its funds wisely. The DD Council (or Partners in Policymaking Coordinator's Handbook 1995 49 Systems Change (continued) other funding organization) is expecting a cadre of disability advocates who are able to assist in the critical efforts facing the disability community today. If a Partners program is not producing graduates competent in systems change, the future of that program is in jeopardy. Funders will be unwilling to continually invest money in a program that does not produce results. Parents of children with disabilities and adults with disabilities can receive training in advocacy and personal change from a variety of sources. Partners in Policymaking is the only training program that is teaching systems change. Partners in Policymaking graduates who are competent in systems change are the leaders of tomorrow. 50 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Skill-Building Activities For the most effective acquisition of the Partners competencies, participants need to be engaged in a variety of learning modes. In some cases, lecture with visual aids is the most appropriate and effective delivery of information. [n other cases, use of skill- building activities are necessary. Whenever appropriate, speakers should combine lecture with participatory activities to enhance the learning process. Role play can be effective when learning about: IEP meetings, IHP meetings, legislative testimony, meeting a public official, case management meetings, parliamentary procedures, contacting media personnel, etc. Demonstration can be effective when learning about: assistive technology and positioning for people with physical disabilities. Small Group Activities can be effective when learning about: how to influence others to use People First Language; brainstorming effective team meetings (IEP, IHP, etc.); preparing for a Person Centered Planning session; preparing for a meeting with education agency personnel, legislators, etc.; brainstorming ways to utilize assistive technology; advocating for people with disabilities; vision-building exercises; and organizing a grass-roots campaign, etc. How many other skill-building activities can you think of to use in your Partners program? 51 Partners in Policymaking Coordinator's Handbook 1995 For Your Notes 52 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking History Purpose The history of people with disabilities in our culture and society affects the present and future. We must know where we've been before we can know where we're going. Key Terms Independent Living Movement Adults with disabilities seeking to achieve autonomy; to break free from institutional and/or custodial care. Independence means taking control of one's life. Self-Advocacy Movement Adults with disabilities speaking for themselves, instead of caregivers speaking for them (People First Movement). Parent Movement Parents seeking basic civil rights, including the right to a public education, for their children with disabilities. People First Language Replacing stereotypical words by putting the person before the disability. \ COMPETENCIES Describe the history of services for, and perceptions of, people with developmental disabilities. Describe the significant contributions of the parent, self-advocate, and independent living movements. Note important ways in which self-advocacy (People First Movement) differs from advocacy for others and why the difference is important. Describe People First Language and why its use is of critical importance. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o This opening weekend is critical in setting the tone for the remainder of the entire program. Partners need a thorough and comprehensive view of history to enable them to put dreams and actions for the future in context. o Reference the Partners Curriculum Highlights Part I for concepts. o Lecture with slides/overheads. o Videos on Ed Roberts, People First, and/or independent Living. o Large/small group exercises on use of People First Language. o Icebreaker for introductions of participants. Partners in Policymaking Coordinator's Handbook 1995 53 History (continued) HOMEWORK OPTIONS o Visit an institutional facility and/or an independent living center. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A National Presenters - History of Services and Perceptions Hank Bersani Ed Burke Guy Caruso Phil Ferguson Michael Kendrick Ed Skarnulis Colleen Wieck National Presenters - History of the Parent Movement Elizabeth Boggs Gunnar Dybwad Sue Lehr Lotte Moise Dolores Norley Patty McGill Smith Kathie Snow National Presenters - History of Independent Living Lex Frieden Anne-Marie Hughey Bob Kafka Margaret Nosek Ed Roberts (Videos) Sue Suter Stephanie Thomas National Presenters - History of People First Bernard Carabello Michael Kennedy Irving Martin Connie Martinez Tia Nellis T. J. Monroe Nancy Ward Patrick Worth National Presenters - People First Language Kathie Snow What Is Partners in Policymaking? Jopie Smith Colleen Wieck Kathie Snow Partners Graduates from Other States 54 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Inclusive Education Purpose Parents need to learn how children with disabilities can be successfully educated in regular classrooms at the neighborhood school. Current laws mandate a free public education, but the majority of children with disabilities are still educated in segregated settings. Parents need to learn how to be equal participants in team meetings. Key Terms Inclusion Children with disabilities attending regular classrooms, full-time, with supports, at their neighborhood school. I.EP. Individualized Education Program An annual plan for a child's education, written by a school team, which includes the parents and the student; mandated by IDEA. IDEA Individuals with Disabilities Education Act The federal law which mandates education for children with disabilities (formerly P.L. 94-142). COMPETENCIES Describe the reasons for quality inclusive education. Outline specific strategies to achieve inclusion and quality education. Demonstrate how to be assertive in team meetings. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. . Lecture on best practices and how to achieve inclusion must be done by national speaker (not local or state) with appropriate slides/overheads and hand-outs. Partners in Policymaking Coordinator's Handbook 1995 55 Inclusive Education (continued) o Information on inclusive early intervention and higher education depending on composition of class. o Presentation about and practicing advocacy and assertiveness skills at an IEP meeting. o Roundtable discussion with key individuals from the State Department of Education. HOMEWORK OPTIONS Assessing and/or rewriting IEPs of children of participants. Assessing level of inclusion in local schools. Attend meeting of local Special Education Advisory Committee (SEAC) to discuss inclusion policies of school district. Identify significant persons in your school district: principals, special education director, superintendent, etc.; interview them to discuss inclusion (take out to lunch!). Attend school board meetings; get to know board members and other key officials. Determine if a local SAFE Chapter (Schools Are For Everyone - an action group focusing solely on inclusive education) exists in local community. If so, connect with chapter; if not, start a local chapter with input from national chapter. Reading materials provided by speakers and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting faculty, feel free to contact Colleen, Jopie, or Kathie to verify previous experiences of speaker. A. National Presenters - Inclusive Education Lou Brown Norman Kunc Barbara Buswell Barbara Leroy Mary Falvey Fred Orelove George Flynn Ian Pumpian Alison Ford Mara Sapon Shevin Marsha Forest Jacque Thousand Sharon Freagon Terri Vandercook Michael Giangreco Rich Villa 56 Partners in Policymaking Coordinator's Handbook 1995 Inclusive Education (continued) B. National Presenters- How to be Assertive in Team Meetings Charlotte Des Jardins Norman Kunc June Downing Fred Orelove Mary Falvey Kathie Snow Linda Kjerland Sue Swenson Terri Vandercook C. National Presenters - Testimonials on Inclusion (The following are all Partners graduates.) Lettitia Clay Kathie Snow Candy Sheehan Sue Swenson Others from Nearby States (Contact Partners Coordinators in other states to select appropriate graduates to present testimonials on their children's inclusion. ) D. Selecting Education Roundtable presenters: 1. Roundtable presenters should be representatives of state or local school agencies, representing education from early childhood to transition, due process, etc. As a panel, they briefly explain their roles. They then move to the tables in the meeting room - one educator per table. At a designated time, they move to other tables. By the end of the exercise, each educator has visited with each table. Partners should be prepped on etiquette, protocol, and what issues should be addressed prior to the roundtable, followed by a debriefing after the departure of the roundtable members. 2. Some states have projects that are working on inclusive education issues. Make sure this session creates opportunities for Partners to meet as many state resource people as possible. 3. Most state or local education department employees are not able to present state-of-the-art best practices on inclusion; they are able to be participants in the round-table discussions. 4. Never, ever feature a main speaker who opposes inclusion or who has negative stories to tell. Partners is not about "equal time." It's about best practice and "what's possible." Partners in Policymaking Coordinator's Handbook 1995 57 Partners in Policymaking Supported/Independent Living Supported/Independent Living Family Support Purpose Being included into their own communities and having the sense of belonging is the desire of people with disabilities, just as it's the desire for all Americans. For people with disabilities, supports are often necessary to achieve inclusion. Home ownership, independence, control over one's destiny, and participation in and contribution to one's community are all possible if the supports are in place. Partners need the skills to know how to access and maintain those supports. Key Terms Supported/Independent Living Living in the typical home of one's choice with the supports of one's choice. Natural Supports The same unpaid typical community supports used by people who don't have disabilities: friends, neighbors, co-workers, churches, etc. Family Support funding and services, usually state supported, to enable families to keep children with disabilities in their home environment instead of in institutional or custodial care. Person Centered Planning An informal process in which friends of a person with a disability voluntarily assist the person, over time, to achieve dreams and a better quality of life. (This is not estate planning and has no relationship to government assistance or traditional IHP/team meetings.) COMPETENCIES Outline the basic principles and strategies being used to support people with developmental disabilities in their own homes across the lifespan. Demonstrate an understanding of the need for all individuals to experience changes in lifestyle across the lifespan. Describe the importance of home ownership/control as one of the defining characteristics of adult life in our culture. Understand the concepts of person-centered planning and what supports are necessary to be fully included in the community. Partners in Policymaking Coordinator's Handbook 1995 Supported/Independent Living - Family Support (continued) Demonstrate a knowledge of the service coordination system and/or the state service system and describe what services may be available. Understand the types of supports necessary for creating a positive home environment, such as family support, natural supports, and/or Medicaid waivers. Understand that a flexible, responsive system of supports for the families of children with disabilities is the cornerstone for a true system of community supports for people with developmental disabilities. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES . Reference the Partners Curriculum Highlights Part I for concepts. . These topics can be presented in the same session or they can be divided between two different sessions (supported/Independent living and family support) and combined with other appropriate topics. o Lecture with slides/overheads/videos by national speaker on best practices and "what's possible" in supported/independent living and family support issues. o Small group exercises to teach/practice person centered planning or other whole life planning activity. o Large or small group discussion/exercise on natural supports - whereto find them, how to access them, etc. o Lecture on support systems at the state level for adults and children with disabilities, including family support, Medicaid waivers, etc. o Can use the video, "NEW MAPS Training Video: Shafik's MAP" featuring Shafik Abu-Tahir. The video also includes "Dreaming with Judith Snow." HOMEWORK OPTIONS . Visit both congregate living arrangements (ICF/MR, small group home, large group home) and a "home of your own" location. . Identify natural supports in community. . Identify typical activities, locations, etc., people with disabilities can utilize in their own communities to promote inclusion. . Reading materials provided by instructors and/or Coordinator. Partners in Policymakmg Coordinator's Handbook 1995 59 Supported/Independent Living - Family Support (continued) INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A National Presenters - Supported/Independent Living Gerald Adams Derrick Dufresne Hank Bersani Jay Klein Dale DiLeo Cathy Ficker Terrill B National Presenters - Person Centered Planning Gerald Adams Jack Pealer Beth Mount Jane Wells C National Presenters - Inclusive Communities: Gerald Adams Connie Lyle O'Brien Derrick Dufresne John O'Brien Judith Snow D Selecting Presenters Within Your State The "best practice" pieces for these topics must be done by national speakers in order to gain the national perspective. In-state speakers can provide perspectives on independent living centers in the state and on service coordination/state service systems, family support, and/orMedicaid waivers. 60 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Supported/Competitive Employment Purpose "What do you do for a living?" is a question with no answer for too many people with disabilities. Real employment for real wage: is a right most Americans take for granted. For people with disabilities, the need is the same: to have a purpose, to achieve, to be connected, and to have an identity. The expectation in the past was that people with disabilities would do best in a sheltered environment. We know now that with the appropriate modifications and supports, people with disabilities can be successful in the job of their choice. Key Terms Supported, Competitive Employment A real job for real pay in one's community. Natural Supports Using the same support system used by people who don't have disabilities, e.g. co-workers, friends, etc., instead of agency job coaches or other paid assistance. COMPETENCY Understand the concepts of supported and/or competitive employment, including the use of natural supports. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. o Lecture with slides/overheads/videos by national speaker on best practices and "what's possible" in employment of people with disabilities. Information on "career vision" for people with disabilities, in lieu of only entry level positions. o Large or small group discussion/exercise on natural supports - whereto find them, how to access them, etc. Partners in Policymaking Coordinator's Handbook 1995 61 Supported/Competitive Employment (continued) HOMEWORK OPTIONS o Visit both sheltered workshop and supported/competitive employment sites. o Develop a "career vision," utilizing natural supports. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A. National Presenters - Supported Employment Mike Callahan Jan Nisbet Dale DiLeo Tom Poweil Cary Griffin Ian Pumpian Dave Mank Paul Wehman B. Selecting Presenters Within Your State There are probably many resource people within your state who are active in supported/competitive employment. The "best practice" piece for this topic must be done by a national speaker in order to gain the national perspective. An in-state presenter could supplement the presentation by the national speaker. 62 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking State Legislation Purpose In order to influence policymakers at the state level, Partners need to be competent in and comfortable with the state legislative process. Partners all across the country have influenced legislation with their personal testimonies. This is a powerful avenue for systems change. Only at Partners do individuals have the opportunity to actually practice giving testimony before real legislators and/or staff members. When the time comes for the real thing, Partners are ready. COMPETENCIES Describe how a bill becomes a law at the state level. Draft and deliver testimony for legislative hearings. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o This is a stand-alone topic for one entire weekend. Lecture with slides/overheads on the state legislative process by State Legislator or legislative aide/staff. o Tour of the State Capitol to become familiar with building. o Mock hearing on real issue(s) at the Capitol to allow every Partner to deliver testimony in realistic fashion. - Invite experienced lobbyists (or other trainers experienced in public policy) to serve as coaches to assist and support the development of testimony. - Invite Legislators (and/or staff) as early as possible to conduct mock hearings and to provide feedback to Partners on their testimonies. o Brief presentation by representative of Governor's office about applying for governor-appointed positions. o Provide as many handouts as are available, including state legislative directory. Have Partners sign up for Committee schedules, weekly summaries of legislative activities, and other pertinent materials. Partners in Policymaking Coordinator's Handbook 1995 63 State Legislation (continued) HOMEWORK OPTIONS o Shadow a state legislator for a day. o Attend legislative hearings on any subject to gain familiarity with process. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A. National Presenters - State Legislative Issues Allan Bergman Mary Jo Magruder Hank Bersani Carmen Quesada Denise Brady Carol Risley Dohn Hoyle Cathy Ficker Terrill Colleen Wieck B. Selecting presenters within your state, consider contacting Governor's Office Legislators Legislative staff Disability lobbyists Lobbyists This session can be done with in-state presenters only if the most appropriate, experienced speakers are selected. This can be a once-in-a-lifetime opportunity for Partners to really get to know legislators and their staffs. 64 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Federal Legislation and Vision Purpose Becoming competent in federal legislative issues and vision-building has never been more critical for Partners. Disability issues are at a crossroads within the present congressional milieu. Partners must know how and when to influence their legislators and other policymakers at the federal level. COMPETENCIES Describe how a bill becomes a law at the federal level. Identify critical federal issues and the process by which one can personally address concerns. Demonstrate how to meet a public official and express views and concerns. Describe a vision for the year 2010 and beyond for people with disabilities. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. o These two topics can be presented together, or can be split up and combined with other appropriate topics. . Lecture with slides/overheads by national speaker to demonstrate the legislative processes within the federal government. . Update on current and future events/hot topics at federal level relating to disability issues and funding. o Invite Congressional staff to attend this session in order to role play "meeting a public official" and to learn protocol and etiquette. o Small group activity to simulate a group visit to federal legislator; have Congressional staff critique efforts. . Vision building is a participatory small group exercise involving a "high school reunion" and an opportunity to build a collective vision for the year 2010 or beyond. Partners in Policymaking Coordinator's Handbook 1995 65 Federal Legislation and Vision (continued) o Vision building - learning to "dream big" - is critical for Partners to learn before they can create change. o The Joel Barker video, The Power of Vision, can be a helpful tool. HOMEWORK OPTIONS o Call or visit local office of U.S. Senator or Representative. o Letter writing to Senators and/or Representatives in Washington about current issue (if appropriate) or simply to inform them of the issues facing people with disabilities in the area. o Volunteer to work on political campaign. o Develop relationship with local staff person of Senator or Representative. o Offer to provide on-going information about disability issues to Congress member. o Obtain Congressional directory. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A National Presenters - Federal Issues and Meeting a Public Official Allan Bergman Curt Decker Hank Bersani Paul Marchand Ed Burke Celane McWhorter Christopher Button (Ms.) Larry Searcy Bob Williams B National Presenters - Vision Building Allan Bergman Fran Smith Hank Bersani Sue Swenson Ginny Cooke Colleen Wieck Federal Congressional Staff Enlist the help of Congressional staff members in your area. Also, seek out disability lobbyists and others who work at the federal level. Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Assistive Technology - Positioning Purpose Assistive technology and ]proper positioning :can, quite literally, make the difference between interdependence vs. dependence for people with disabilities. Key Terms Assistive Technology Device Any item, equipment, or system that improves the capabilities of people with disabilities. High tech, Low Tech, No Tech The level of sophistication of an assistive technology device. Positioning For persons with physical disabilities, the correct seating systems, to include wheelchairs and other positioning devices, to maintain optimum health, interdependence, and productivity. COMPETENCIES Understand the reasons for and the importance of proper positioning techniques for people with disabilities. Describe examples of assistive technologies for people with disabilities. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. Lecture with slides, overheads, videos, and demonstrations to illustrate the critical "why" and "how" of technology and positioning. Videos are available on technology from Apple Computer, President' Committee on Employment of People with Disabilities, Americans with Disabilities Act regional resource centers, as well as from other sources. o Presentation/information on local/state assistive technology centers and/or services available. Small group exercises on how many typical products can be utilized as assistive technology. Partners in Policymaking Coordinator's Handbook 1995 67 Technology (continued) HOMEWORK OPTIONS o Visit a technology center or a rehab technology laboratory. o Acquire retail catalogs of assistive devices and aids. o Visit electronics store to learn more about typical products available. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting faculty, feel free to contact Colleen, Jopie, or Kathie to verify previous experiences of speaker. A National Presenters - Positioning Joan Bergman Karen Green-McGowan Pip Campbell Andrea Jensen Jessica Presperin B National Presenters - Technology Richard Dodds Robert Stack Also contact the following national organizations on technology: RESNA ABLENET 1101 Connecticut Avenue, NW 1081 Tenth Avenue, SE Suite 700 Minneapolis, MN 55414 Washington, DC 20036 612-379-0956 Selecting Presenters Within Your State: Invite your Technology Council/Assistive Technology Center to discuss how to access technology resources within your state. Find out if your state has a computer lending program, a mobile vehicle on technology, or other services on assistive technology. Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking. Parliamentary Procedure Purpose Partners attend many meetings, both individually, on behalf of others, and as members of committees and boards. Many may feel overwhelmed and unprepared to deal with the professionals" and others attending such meetings. Learning official parliamentary procedure provides Partners with the skills and self-confidence they need to influence the many meetings they attend. Key Terms Parliamentary Procedure The official protocol used in board meetings. COMPETENCY Demonstrate a knowledge of parliamentary procedure and appropriate methods for running a meeting. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. o Lecture providing "how-to" information on boards, meetings, and parliamentary procedure, with small group exercises to help participants practice skills for planning and conducting successful meetings. o The idea of studying parliamentary procedure is not appealing to most people. However, it's a very important topic to enable Partners to influence their futures and the organizations they're affiliated with. Happily, the speakers listed here present an entertaining, engaging, and educational approach to this topic. Most Partners respond with very positive evaluations. Partners in Policymaking Coordinator's Handbook 1995 69 Parliamentary Procedure (continued) HOMEWORK OPTIONS o Reading materials from presenters. o Analyze the most recent or the next meeting you attend(ed) for its use of appropriate parliamentary procedure. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. National Presenters - Boards and Parliamentary Procedure Susan Scribner Don Sikkink 70 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Advocacy, Community Organizing; Media - Purpose Partners will have learned about the best practices in disability issues relating to education, community living, and legislative issues. Now they need to learn how to advocate for systems change in these areas, to include organizing their communities to action and using the media. Key Terms Community Organizing Mobilizing groups and/or individuals in a community around a particular issue to create change. COMPETENCIES Demonstrate successful techniques for advocating for services to meet the needs of individuals with disabilities and families Identify strategies for beginning and sustaining grass roots level organizing. Identify how to use the media to effectively promote issues. PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. o These topics should be taught toward the end of the Partners year. Partners need to have learned all the basics on inclusion, community living, etc., before they learn about being activists on those issues. o These topics can be grouped together in one session, or they can be split up and combined with complementary topics. To teach community organizing, a national presenter and small group exercises are a must. Select an issue that's discrete, small, and winnable. Have the groups plan a full campaign that includes a variety of tactics such as using the media, organizing meetings, and direct confrontations. o For advocacy, representatives of state advocacy organizations can present a round-table discussion on their advocacy organizations. 71 Partners in Policymaking Coordinator's Handbook 1995 Advocacy, Community Organizing, and Media (continued) o Small group exercises can help Partners learn techniques of successful advocacy. o Have presenters bring literature from their organizations for all Partners. o A member of the local media can present information on how to gain press coverage of disability issues. HOMEWORK OPTIONS o Join a coalition which deals with a social justice issue. Pick a local project in your home community that's winnable. Build alliances with others. o Study personalities in local media to see who covers, or is interested in, disability issues. Make contact - take a reporter to lunch. Offer to be a source of disability information to media personnel. o Setup a telephone tree to use when advocating for specific issues, including legislative/policy decisions at local, state, national levels. o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. A National Presenters - Community Organizing Don Barr Bob Kafka Dohn Hoyle Carmen Quesada Vivian Jenkins-Nelson Shafik Abu-Tahir B National Presenters - Working with the Media Kathie Snow Sue Swenson C Selecting Presenters Within Your State Invite leaders of local/regional/state advocacy organizations. Search out community organizers associated with churches, poverty groups, unions, or social justice organizations. Invite local media personnel who can teach media relations. 72 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Behavior Purpose Behavior is often a barrier to inclusion for some persons with disabilities. This issue can be resolved when behavior is viewed as a form of communication and when methods/supports are used that lessen or prevent "inappropriate" behaviors. COMPETENCY Describe the importance of positive approaches to behavior change PRESENTATION STYLE & SKILL-BUILDING ACTIVITIES o Reference the Partners Curriculum Highlights Part I for concepts. o Behavior should be combined with a complementary topic. o Lecture with slides/overheads/videos by national speaker on best practices and "what's possible" in positive behavior approaches. o Role play and/or small group exercises to demonstrate methods of interactions. HOMEWORK OPTIONS o Reading materials provided by instructors and/or Coordinator. INSTRUCTORS Presenters are listed in alphabetical order. Always have a back-up presenter. Before selecting speakers, feel free to call Colleen, Jopie, or Kathie to verify the previous experiences of speakers. National Presenters - Positive Approaches to Behavior Change Anne Donnellan Herb Lovett Chris Heimerl David Pitonyak Wade Hitzing Joe Schlappacasse Partners in Policymaking Coordinator's Handbook 1995 73 Partners in Policymaking Other Possible Topics Facilitated Communication Some people with disabilities have difficulty communicating verbally and may be unable to independently utilize a keyboard for communication. For many, Facilitated Communication is a successful method of communication. Facilitated Communication involves a person acting as a facilitator providing manual support to the hands, arms, or shoulders of a person with a disability to assist with typing on a keyboard. National Presenters: Anne Donnellan, Sue Lehr, Mary Schuh, Meyer Shevin State/local presenters who have been successful in this area may also be appropriate. Letting Go For many parents of children with disabilities, letting go and allowing their child to be independent, take risks, and experience both success and failure is a very difficult process. Experienced parents can often help. National Presenter: Betty Pendler State/local presenters in your area may also be appropriate. Sexuality The rites of passage into sexually mature adults is difficult for most. For people with disabilities, there can be additional challenges. Parents of children with disabilities and adults with disabilities all have to deal with this issue at one time or another. Open, honest discussion can provide some of the answers to potential dilemmas. National Presenter: Betty Pendler State/local presenters with expertise in this area may also be appropriate. The local Planned Parenthood office may provide leads. 74 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Graduation Graduation is a time of include a ceremony to You made it! Your Partners made it! How do you celebrate? Graduation is a time of reflection and renewal. The eighth and final session will honor Partners graduates and send them on their way. The scheduled curriculum needs to be covered on Friday afternoon and evening and Saturday morning. The graduation ceremonies can begin with Saturday's lunch. If possible, have a representative from the Governor's office and/or a state legislator present to give a short congratulatory message to the Partners. Council members as well as a few other dignitaries who have a relationship to the Council or other disability organizations should be invited to the Saturday luncheon. Remember to keep the focus on the graduates, not on invited guests. After lunch, with all Partners and guests in attendance, each Partner can take a few minutes to describe what the program has meant to him/her and to briefly outline what they plan to do with their new skills. For most, graduation is a very emotional time. Some programs allow Partners to invite family members to the luncheon and/or any specific graduation activities. Others encourage Partners to extend a personal invitation to policy makers (state congressional members, heads of agencies, local politicians, etc.) to attend graduation as their guests. This is a prime opportunity to showcase the Partners program to interested guests. Coordinators may want to discuss graduation options with the class. In any case, printed invitations to the event add a professional touch. If Partners are allowed to bring guests, provide each Partner with an invitation which the Partner sends to his/her guest. In many states, a group photograph is taken of the class at the sixth session (at the seventh session, a second photograph can be taken if the first one didn't turn out well), and this memento is presented to each Partner at graduation. Partners should also receive a graduation certificate. Between the seventh and eighth sessions, provide Partners with a professional press release from the DD Council (or other funding agency) which they can send to their local media. Partners in Policymaking Coordinator's Handbook 1995 75 Graduation (continued) Plan your final session so that graduation ceremonies are the last item on the agenda. All the training should be completed prior to the actual graduation. Ceremonies at any other time during the weekend don't make sense! - Graduation The end of the Partners year and the beginning of new lives, new dreams, and new realities for people with disabilities and families in your state. Ensure that your state's graduation reflects the quality of your entire program. Graduation testimonials/presentations by Partners graduates from other states can add to the celebration. National Presenters: Larry Chevalier Tom Tyree Partners from neighboring states (talk to other Coordinators) 76 Partners in Policymaking Coordinator's Handbook 1995 PARTNERS IN POLICYMAKING Session I: History March 4-5, 1994 Madisson Inn 600 30th Ave South Moorhead, MN 56560 Friday, March 4, 1994 12:00p.m. -12:30 p.m. Registration - Dakota Suite A 12:30 p.m. - 1:00 p.m. Welcome - Julie Austin, Director, Concordia Leadership Center and Paul Odland, Partners Graduate Dakota Suite A 1:00 p.m. - 3:00 p.m. History of Disabilities Movement Colleen Wieck, Ph.D., Executive Director Minnesota Governor's Planning Council on Developmental Disabilities Dakota Suite A 3:00 p.m. - 3:30 p.m. Break 3:30 p.m. - 5:00 p.m. What is Partners in Policymaking? Colleen Wieck - Dakota Suite A 5:00 p.m. - 6:00 p.m. Social Time - Dakota Suite B 6:00 p.m. - 7:00 p.m. Dinner - Dakota Suite B 7:00 p.m. - 9:00 p.m. Introductions and Leadership Exercises Julie Austin and Lynn Tkachuk, Partners Project Manager - Dakota Suite A Saturday, March 5, 1994 8:00 a.m. - 9:00 a.m. Breakfast - Dakota Suite B 9:00 a.m. - 10:00 a.m. History of the Parent Movement Gunnar Dybwad, Ph.D., professor Emeritus of Human Development, Heller School, Brandeis University - Dakota Suite A 10:00 a.m. -10:20 a.m. Break 10:20 a.m. -12:00 noon History of Independent Living, Gunnar Dybwad - Dakota Suite A 12:00 noon - 1:15 p.m. Lunch - Dakota Suite B Partners in Policymaking Coordinators Handbook 1:15 p.m. - 2:15 p.m. "History of the People First Movement in Minnesota" - A Documentary Film- Dakota Suite A 2:15 p.m. - 3:00 p.m. Wrap Up and Evaluations, Colleen Wieck - Dakota Suite A SESSION I COMPETENCIES: Participants will be able to describe the history of services for, and perceptions Of, people with developmental disabilities. Participants will be able to describe significant contributions of the parents' movement. Participants will be able to describe the history of the self advocacy and independent living movements. Participants will be able to note the important ways in which self advocacy differs from advocacy for others and why the difference is important. SESSION I READINGS: A New Way of Thinking SESSION I HOMEWORK: None assigned in addition to the reading and informational/reading materials given to each participant at the session. 78 Partners in Policymaking Coordinators Handbook 1995 . PARTNERS IN POLICYMAKING Session II: Education - Inclusion and Quality April 15-16, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Friday, April 15, 1993 12:00 p.m. Registration - Dakota Suite A 12:30 p.m. - 3:00 p.m. Achieving Inclusive Education, .. Mary Falvey - Dakota Suite A 3:00 p.m. - 3:20 p.m. Break 3:20 p.m. - 5:15 p.m. Achieving Inclusive Education .. Continued 5:15 p.m. - 6:00 p.m. Social Time - Dakota Suite B 6:00 p.m. - 7:00 p.m. Dinner - Dakota Suite B 7:00 p.m. - 9:00 p.m. Roundtable Discussions - Eight . Local Presenters on Topics including: . General Directions/Goals Early Childhood Education .. .............................................................Secondary/Transition .. Complaints Funding LRE/Inclusion; Multicultural Issues; .. Nondiscriminatory Assessment; Autism/TBI Saturday, April 16, 1994 8:00 a.m. - 9:00 a.m. Breakfast - Dakota Suite B 9:00 a.m. - 10:15 a.m. Advocacy in Team Meetings Mary Falvey - Dakota Suite A 10:15 a.m. -10:30 a.m. Break 10:30 a.m. -11:45 a.m. Advocacy in Team Meetings - Continued 11:45 a.m. - 1:00 p.m. Lunch - Dakota Suite B 1:00 p.m. - 2:30 p.m. Post Secondary Options Hetti Ellis, Naomi Hinz and Christina Mjoness, local college students 2:30 pm - 3:00 p.m. Wrap Up and Evaluations Partners in Policymaking Coordinator's Handbook 1995 79 80 SESSION 11 COMPETENCIES: Participants will be able to describe the reasons for quality inclusive education.- Participants will be able to outline specific strategies to achieve inclusion and quality education. SESSION 11 READINGS: No additional readings other than reading/resource/informational materials given to each participant at the session. SESSION II HOMEWORK: Attend an IEP (Individual Educational Plan) meeting or if you are not personally involved with the educational system and services for children/young adults with disabilities, be prepared to share an experience with some type of educational planning meeting that you have been involved in. Partners in Policymaking Coordinator's Handbook 1995 PARTNERS IN POLICYMAKING Session III: Counties and Case Management May 6-7, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Friday, May 6, 1994 12:00 p.m. -12:30 p.m. Registration - Dakota Suite A 12:30 p.m. -12:45 p.m. Announcements/Homework 12:45 p.m. - 2:40 p.m. How to Influence the County Process, Duane Shimpach, MN Governor's Planning Council on Developmental Disabilities - Dakota Suite A 2:40 p.m. - 3:00 p.m. Break 3:00 p.m. - 5:00 p.m. What is Case Management and How Do You Get It, Lauri Young, Clay County Social Services - Dakota Suite A 5:00 p.m. - 6:00 p.m. Social Time - Dakota Suite B 6:00 p.m. - 7:00 p.m Dinner - Dakota Suite B 7:00 p.m. - 9:00 p.m. Vision Building Exercise Suzanne Dotson and Lynn Tkachuk Dakota Suite A Saturday, May 7, 1994 8:00 a.m. - 9:00 a.m. Breakfast - Dakota Suite B 9:00 a.m. - 10:00 a.m. How to Influence County Commissions, Diane Meyer and Dewey Possehl, Clay County Commissioners - Dakota Suite A 10:00 a.m.- 10:15 a.m. Break 10:15 a.m.- 11:00 a.m. How to Write a Letter and How to Meet a County Commissioner, Diane Meyer and Dewey Possehl - Dakota Suite A 11:00 a.m.- 11:45 p.m. Small Group Role Play Exercises, Suzanne Dotson and Lynn Tkachuk 11:45 a.m. - 1:00 p.m. Lunch - 5 County Commissioners have been invited to attend lunch and the afternoon session - Dakota Suite B 1-00 p.m. - 2:00 p.m. 5 Roundtables - one County Commissioner for each roundtable to discuss issues raised by participants - Dakota Suite A 2:00 p.m. -2:30 p.m. Feedback from County Commissioners 2:30 p.m. - 3:00 p.m. Wrap Up and Evaluation SESSION III COMPETENCY: Participants will be able to demonstrate their knowledge of the case management system and what services may be available. SESSION III READINGS: No additional readings other than the resource/informational materials given to each participant at the session. SESSION III HOMEWORK: Attend a meeting of the county commissioners in your county or sit in on a city council planning meeting or county planning meeting. Write or call a county commissioned about an issue of importance to you. 82 Partners in Policymaking Coordinators Handbook 1995 PARTNERS IN POLICYMAKING Session IV: Legislative Process June 10-11, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Friday, .June 10, 1994 12:00 p.m. -12:30 p.m. Registration - Dakota Suite A 12:30 p.m. - 1:00 p.m. Roll Call, Announcements and Homework Reports 1:00 p.m. -3:00 p.m. How You Can Affect Public Policy in the Legislative Process - Shirley Hokanson, Governmental Relations Consultant - Dakota Suite A 3:00 p.m. -3:15 p.m. Break 3:15 p.m. - 5:00 p.m Shirley Hokanson - Legislative Process (Cont.) 5:00 p.m. -6:00 p.m. Social Time - Dakota Suite B 6:00 p.m -7:00 p.m. Dinner - Dakota Suite B 7:00 p.m. - 9:00 p.m. Four lobbyists will act as coaches for two pieces of mock legislation - Partners will divide into four groups - one for and one against each of the two bills. Coaches will assist participants in preparing testimonials for a mock hearing - Dakota Suite A Saturday. . June 11. 1994 8:00 a.m. - 9:00 a.m. Breakfast - Dakota Suite B 9:00 a.m. - 10:00 a.m. State of State Message - Speaker TBA Dakota Suite A 10: 15 a.m. - 12:00 noon Break 10:00 a.m.- 10: 15 a.m. Mock Hearing on Bill #1 - Dakota Suite A (legislators have been invited to participate) 12:00 noon - 1:00 p.m. Lunch - Dakota Suite B 1:00 p.m. - 2:15 p.m. Mock Hearing on Bill #2 - 2:15 p.m. - 2:45 p.m De-briefing 2:45 p.m. - 3:00 p.m. Evaluations Partners in Policymaking Coordinator's Handbook 1995 . 83 Session IV Competencies: 1) Participants will be able to describe how a bill becomes a law at both the state and federal levels. 2) Participants will be able to identify critical federal issues and the process by which they can personally address their concerns. 3) Participants will be able to demonstrate successful techniques for advocating for services to meet the needs of unserviced and underserved individuals. 4) Participants will be able to draft and deliver testimony for legislative hearings. Session IV Homework: 1) Attend the hearing on Special Education or write a letter as per the instructions on the handout from the May meeting. 2) Contact a federal legislator or a state legislator from your district by phone or by letter. Ask him/her about their position on legislation from the past session which related to disabilities issues. You might refer to specific legislation or more general legislation such as the state or federal health care plan and the impact this could have on persons with disabilities. This exercise is an opportunity for you to communicate with a legislator, establish name recognition by letting them know who you are. Let them know why you are calling (explain the "Partners" assignment). Through this proms you will begin laying the ground work for a "partnership" in policymaking. 3) Readings between session III and IV: Two pieces of mock legislation - House Bill #1738 and S.F. #2337 84 Partners in Policymaking Coordinator's Handbook 1995 PARTNERS IN POLICYMAKING Session V: Physical Disabilities and Assistive Technology Friday, .JULY 22.1994 12:00 p.m. -12:30 p.m. 12:30 p.m. - 1:00 p.m. 1:00 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. Saturday, .JULY 23, 1994 8:00 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 noon 12:00 noon - 1:00 p.m. 1:00 p.m. - 2:30 p.m. 2:30 p.m. - 3:00 p.m. PARTNERS IN POLICYMAKING Physical Disabilities and Assistive Technology JULY 22-23, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Registration - Dakota Suite A Roll call, Announcements and Homework Reports Positioning for People with Physical Disabilities - Judith Drews, Coordinator of Physical Therapy, Sparks Clinics/Civitan International Research Center Dakota Suite A Break Positioning for People with Physical Disabilities - Continued Social Time - Dakota Suite B Dinner - Dakota Suite B Introduction of Minnesota STAR Program, Rachel Wobschall, MN Governor's Advisory Council on Technology for People with Disabilities - Dakota Suite A Breakfast - Dakota Suite B Assessing Technology Needs, Demonstration of Devices and ADA, Robert Stack, President and CEO, Community Options Incorporated - Dakota Suite A Break Assessing Technology Needs - Continued Lunch - Dakota Suite B Assessing Technology Needs - Continued Wrap-up and Evaluation Partners in Policymaking Coordinator's Handbook 1995 85 Session V Competencies 1) Participants will understand the reasons for and importance of proper positioning techniques for people with disabilities. 2) Participants will be able to describe examples of state-of-the-art technologies for people with severe disabilities. Session V Homework; 1) Visit with one of the following specialists in the areas of assistive technology and adaptive equipment: physical therapist in the school or in the healthcare field, speech therapist, vision or hearing impairment specialist, POHI (Physical or Other Health Impairment) specialist in the school or in the ECSU. Interview the specialist regarding the assistive technology they would use or prescribe for a particular disability in a child or adult. The situation can be real or hypothetical. Another option for this assignment would be to interview someone with a disability who uses assistive technology or adaptive equipment. 2) Readings between session IV and V: Article from Exceptional Parent 1992, "How Technology Assists My Daughter To Compete in the Mainstream of Life"; Entitlements; and "Why Do We Bother With Positioning Anyway?" 86 Partners in Policymaking Coordinator's Handbook 1995 3 PARTNER IN POLICYMAKING Session VI: SUPPORTED EMPLOYMENT, SUPPORTED LIVING AND OTHER FEDERAL ISSUES September 16-17, 1994 Friday, September 16, 1994 12:00 p.m. -12:3o p.m. 12:30 p.m. - 1:00 p.m. 1 :00 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. Madison Hotel 600 30th Ave South Moorhead, MN Registration - Dakota Suite A Roll call, Announcements and Homework Reports Supported Employment - Kathie McNulty, Director of Operations, Kaposia - Dakota Suite A Break Supported Employment - Continued Social Time - Dakota Suite B Dinner - Dakota Suite B Family Support and Supported Living - Hank Bersani, Director of Special Education, Oregon Health Sciences University, Portland, OR - Dakota Suite A Saturday, September 17, 1994 8:00 a.m. - 9:00 a.m. Breakfast - Dakota Suite B 9:00 a.m. - 10:00 a.m. 10:0!3 a.m. - 10:15 a.m. Family Support and Supported Living - Continued - Hank Bersmi - Dakota Suite A Break 10: 15 a.m. - 11:45 a.m. Preparing to Meet with Congressional Delegation - Continual 11 :45 a.m. - 1:00 p.m. Lunch - Dakota Suite B 1:00 p.m. - 2:3(I p.m... Meeting with congressional Delegation - . Hank Bersani - Dakota Suite A 2:30 p.m. - 3:00 p.m. Wrap-UP and Evaluation Partners in Policymaking Coordinator's Handbook 1995 87 - ", I, Session VI Competencies: 1) Participants will be able to employment opportunities describe the importance of supported, competitive 2) Participants will understand the types of supports necessary for creating a positive home environment. 3) Participants will be able to draft and deliver testimony to a congressional delegation. Session VI Homework: 1) Tour a sheltered workshop, a DAC or supported employment program and report on your experience. 2) Tour a community based group home and/or a semi-independent living (SIL) home and report on your experience. (Since an SIL is a person's own home, you must be a guest or a visitor of someone you can make arrangements with or get to-know ahead of time. ) 3) Order a copy of the publication "Summary of Existing Legislation Affecting People with Disabilities" by writing to: Clearinghouse on Disability Information Office of Special Education & Rehabilitative Services U.S. Department of Education Room 3132, Switzer Building Washington, DC 20202-2524 (It takes 10 to 15 days for delivery so please order immediately and bring your copy to the September session if you have received it ) Session VI Reading assignment: 1) Review "Tell it of women Voters. to Washington" - Guide for Citizen Action published by the League (Small booklet/brochure in your Legislative Resources file) PLEASE BRING YOUR LEGISLATIVE RESOURCE FILE WITH YOU TO THE SEPTEMBER SESSION!! :. 88 Partners in Policymaking Coordinators Handbook 1995 PARTNERS IN POLICYMAKING Session VII: COMMUNITY ORGANIZING October 14-15, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Friday, October 14, 1994 12:00 p.m. -12:30 p.m. 12:30 p.m. - 1:00 p.m. 1:00 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. . Saturday, October 15.1994 8:30 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. Registration - Dakota Suite A Roll call, Announcements and Homework Reports Community Organizing, Dohn Hoyle, President, Washtenaw Association for Community Advocacy, Ann Arbor, MI - Dakota Suite A Break Community Organizing - Continued Social Time - Dakota Suite B Dinner - Dakota Suite B Community Organizing - Local Panel of Community Organizers - Dakota Suite A Continental Breakfast - Dakota Suite B Community Organizing, Dohn Hoyle - Dakota Suite A Break Organizations, Dohn Hoyle - Dakota Suite A Lunch - Dakota Suite B Teamwork, Dohn Hoyle - Dakota Suite A Wrap-up and Evaluation See Reverse Side for Competencies/Homework/Reading Partners in Policymaking Coordinators Handbook 1995 89 Session VII Competencies: 1) Participants will identify strategies for beginning and sustaining grassroots level organizing which focuses on specific issues. 2) Participants will identify strategies for effective involvement on boards, committees, and commissions including how to promote themselves into leadership roles, how to influence the agenda of the organization, and how to promote change within the organization. . . 3) Participants will identify mechanisms to promote cooperation and coalition building between separate disability organizations that will result in combined strength to influence public policy more effectively. 4) Participants will identify Session VII Homework: 1) Identify local community, grassroots kinds of organizations in your city or county that are trying to solve local problems. (Groups formed by people who are being affected themselves and are trying to find a solution to a problem.) Find out as much as you can about these organizations. 2) Identify who the major decision makers are, locally, on things that affect you personally. 3) Identify and list allies in your community (organizations). Session VII Reading Assignment: 1) "On Organizing" by David C. Holister (Enclosed) 90 Partners in Policymaking Coordinator's Handbook 1995 PARTNERS IN POLICYMAKING Session VIII: UNDERSTANDING PARLIAMENTARY PROCEDURE AND GRADUATION November 4-5, 1994 Madison Hotel 600 30th Ave South Moorhead, MN Friday. November 4.1994 12:00 p.m. -12:30 p.m. 12:30 p.m. - 1:00 p.m. 1:00 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. - 8:00 p.m. Saturday. November 5. 1994 8:30 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 - 2:00 p.m. Registration - Dakota Suite A Roll call, Announcements and Homework Reports Making Parliamentary Procedure Work for You, Donald Sikkink, Cambridge, MN - Dakota Suite A Break Parliamentary Procedure - Continued Social Time - Dakota Suite B - Dinner - Followed by Ed Roberts Videos - Dakota Suite B Continental Breakfast - Dakota Suite B Leadership in Your Future, Dr. John Burtis, Kansas State University - Dakota Suite A Break Leadership - Continued Luncheon followed by graduation ceremony, pictures and fond farewells See Reverse Side for Competencies/Homework/Reading Partners in Policymaking Coordinator's Handbook 1995 91 Session VIII Competencies: 1) Participants will be able to demonstrate proper procedures for running a meeting. 2) Participants will gain a basic understanding of parliamentary procedure. Session VIII Homework: 1) Read any ten pages in any book on parliamentary procedure. 2) Attend a meeting in which parliamentary procedure is used. (Optional) Session VII Reading Assignment: 1) See #1 under Homework. 92 Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session I: History of Disability Movements Independent Living. Parent Movement, People First August 26-27,1994 Stouffer Renaissance Austin Hotel 9721 Arboretum Blvd. Austin, Texas (512) 343-2626 Friday, August 25, 1994 11:45 a.m. - 12:30 p.m. 12:30 p.m. - 12:45 p.m. 12:45 p.m. - 3:15 p.m. 3:15 p.m. - 3:30 p.m. 3:30 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 - Sabine Room Welcome Roger Webb, Executive Director Texas Planning Council for Developmental Disabilities History of Disability Movement Colleen Wieck, Ph.D., Executive Director Minnesota Governor's Planning Council on Developmental Disabilities Break History of Independent Living Movement Ed Roberts, President World Institute on Disability Oakland, CA Social Time Dinner - San Antonio Room What is Partners in Policymaking? - Sabine Room Texas Partners: Rick Streeter, Abel Alonzo, Feliciana Govea, Tom Tyree, Edward Willard, Larry Chevallier and Kathie Snow 93 Partners in Policymaking Session I - Agenda Page 2 Saturday, August 27,1994 8:00 a.m. - 9:00 a.m. Breakfast - Sabine Room 9:00 a.m. - 11:00 a.m. History of the Parent Movement Kathie Snow, Consultant Colorado Springs, CO 1 1:00 a.m. -1 1:15 a.m. Break 1 1:15 a.m. - 12:00 p.m. Ground Rules Jopie Smith/Susan Murphree Texas Planning Council for Developmental Disabilities 12:00 p.m. - 1:30 p.m. Lunch - San Antonio Room 1:30 p.m. - 3:00 p.m. A Personal Perspective - Sabine Room Connie Martinez, Self-Advocate Sacramento, CA 3:00 p.m. - 3:30 p.m. Wrap-up and Evaluation Partners in Policymaking competencies for this session are: 1 Describe the history of services for, and perceptions of, people with developmental disabilities. 2 Describe the history of the parent, self-advocacy, and independent living movements. 3 Describe People First Language and why it is of critical importance. Partners In Policymaking . Session II. Inclusive Education, Assertiveness in Meetings September 23-24,1994 Doubletree Hotel 6505 IH35 N Austin, Texas (515) 454-3737 Friday, September 23, 1994 11:45 a.m. - 12:30 p.m. Registration - Austin 12:30 p.m. - 5:15 p.m. Achieving Inclusive Education Ian Pumpian, Ph.D. San Diego State University San Diego, California 5:15 p.m. - 5:30 p.m. Break 5:30 p.m. - 7:00 p.m. Dinner - Dovers 7:00 p.m. - 9:00 p.m. The How To's of Team Meetings Charlotte Des Jardins Family Resource Center on Disabilities Chicago, Illinois Partners in Policymaking Coordinator's Handbook 1995 95 Partners In Policymaking Session II - Agenda Page 2 Saturday, September 24,1994 7:30 a.m. - 8:30 a.m. 8:30 a.m. - 10:15 a.m. 10:15 a.m. - 10:30 a.m. 10:30 a.m. -1 1:15 a.m . 1 1:15 a.m. - 12:00 p.m. 12:00 p.m. - 1:00 p.m. 1:00 p.m. - 3:00 p.m. 3:00 p.m. - 3:30 p.m. Breakfast - Austin The How To's of Team Meetings (continued) Charlotte Des Jardins Break Making it Happen in Texas Kay Lambert Advocacy, Inc. Austin, Texas Preparation for Education Roundtable Kay Lambert and Susan Murphree Lunch - Dovers Texas Education Agency Roundtable - Austin Gene Lenz, General Directions Kathy Clayton, Preschool Peter Kircher, Inclusion/leadership Initiative Sharon Hesser, Parent Liaison Claudia Knowles, Complaints Linda walls, Transition Wrap-up and Evaluation Partners in Policymaking competencies for this session are: 1. Describe the reasons for quality inclusive education. 2. Outline specific strategies to achieve inclusion and quality education. 3. Demonstrate how to be assertive in team meetings Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session III: Building Inclusive Communities: Supported Living & Supported Employment October 21-22, 1994 Doubletree Hotel 6505 IH35 N. Austin, Texas (512) 454-3737 Friday, October 21, 1994 11:45 a.m. - 12:30 p.m. 12:30 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 - Austin Building Inclusive Communities Dale DiLeo Training Resource Network St. Augustin, FL Break/Social Time Dinner - Dovers Personal Futures Planning - Austin dale DiLeo Partners in Policymaking Coordinator's Handbook 1995 97 Partners in Policymaking Session III - Agenda Page 2 Saturday, October 22,1994 8:00 a.m. - 9:00 a.m. Breakfast - Austin 9:00 a.m. - 12:00 p.m. Supported Employment and the Rehab Act Cary Griffin Center for Technical Assistance and Training University of Northern Colorado Greeley, CO 12:00 p.m. - 1:15 p.m. 1:15 p.m. - 3:00 p.m. 3:00 p.m. - 3:30 p.m. Lunch - Dovers Employment (continued) Cary Griffin - Wrap-up and Evaluation Partners In Policymaking competencies for this session are: 1 Understand the concepts of supported/competitive employment, including natural supports. 2 Describe the importance of person centered planning for people with developmental disabilities and what supports are necessary to be fully included in the community. 3 Understand the types of supports necessary for creating a positive home environment. Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session IV: Federal Policy & Legislation. November 18-19,1994 Doubletree Hotel Norris Conference Center 6505 IH35 N 1016 La Posada, Suite 280 Austin, 27!( Austin, TX (512) 454-3737 (512) 451-5011 Friday, November 18, 11 :30 a.m. - 12:30 p.m. 12:30 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. 1994 Registration and Box Lunch Norris Conference Center - Magnolia National Policy Issues & The Legislative Process Christopher Button, Ph.D. Director of Governmental Activities UCPA, Inc. Washington, DC Break./Social Time Dinner - Doubletree - Dovers Grassroots Legislative Advocacy - Doubletree - Austin Christopher Button, Ph.D. Fran Smith Director of Governmental Activities National Consultant UCPA, Inc. Richmond, CA Washington, DC Partners in Policymaking Coordinator's Handbook 1995 99 Partners in Policymaking Session IV - Agenda Page 2 Saturday, November 18,1994 7:45 a.m. - 8:45 a.m. Breakfast & Announcements Norris Conference Center - Magnolia 8:45 a.m. - 11:45 a.m. Preparing to Meet Public Officials Norris Conference Center - Magnolia Fran Smith 1 1:45 a.m. - 1:00 p.m. Lunch - Norris Conference Center - Cypress 1:00 p.m. - 3:00 p.m. Visits with Public Officials and Feedback 3:00 p.m. - 3:30 p.m. Wrap-up and Evaluation Partners In Policymaking competencies for this session are: 1. Describe how a bill becomes a law at the federal level. 2. Identify critical federal issues and the process by which one can personally address concerns. 3 Describe a vision for the year 2010 and beyond for people with disabilities. 4 Demonstrate how to meet a public official and express concerns. 100 Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session V: State Policy and Legislative Issues January 13-14,1995 Omni Austin Hotel 700 San Jacinto Blvd. Austin, Texas 512-476-3700 Friday, January 13, 1995 11:45 p.m. - 12:30 p.m. 12:30 p.m. - 2:15 p.m. 2:15 p.m. - 2:30 p.m. 2:30 p.m. - 3:15 p.m. 3:15 p.m. - 5:00 p.m. 5:00 p.m. - 5:30 p.m. 5:30 p.m. - 7:00 p.m. JO p.m. - 9:00 p.m. Registration - Austin What's Important To Know About the State Legislative Process? Joe Gagen Legislative Planning Consultant Austin, Texas Break The State Budget Crisis Marcia Muehr Center for Public Policy Priorities Austin, Texas How To Deliver Testimony Mary Jo Magruder Denise Brady TPCDD The Arc of Texas Austin, Texas Austin, Texas Break / Social Time Dinner - Bouquets Preparation for Hearing - Austin Mary Jo Magruder & Denise Brady Partners in Policymaking Coordinator's Handbook 1995 101 Partners In Policymaking Session V - Agenda Page 2 Saturday, January 14, 7:30 a.m. - 8:15 a.m. 8:00 a.m. - 8:15 a.m. 8:20 a.m. - 8:45 a.m. 8:45 a.m. - 9:15 a.m. 9:15 a.m. - 9:30 a.m. 9:30 a.m. -1 1:30 a.m. 1 1:30 a.m. - 12:00 p.m. 12:00 p.m. - 12:15 p.m. 12:45 p.m. - 2:00 p.m. 2:00 p.m. - 3:00 p.m. 3:00 p.m. - 3:30 p.m. 1995 Breakfast -Austin Board Buses to Capitol Arrive at Capitol Tour of Capitol Meet in Senate Chamber Mock Hearing Debriefing with Mock Hearing Committee Board Buses to Omni Hotel Lunch -Austin Debriefing with Partners Wrap-Up and Evaluation Describe how a bill becomes a law at the state level. Draft and deliver testimony for legislative I hearings. Partners in Policymaking Session VI: Positive Behavior Change, Seating and Positioning & Assistive Technology February 17-18,1995 Harvey Hotel 4545 West John Carpenter Irving, Texas 214-929-4500 Freeway Friday, February 17, 1995 12:00 p.m. - 12:30 p.m. Registration - Trinity VI and VII 12:30 p.m. - 5:00 p.m. Supporting Positive Behavior Change Joe Schiappacasse Colorado Division for Developmental Disabilities 5:00 p.m. - 5:30 p.m. Break/Social Time 5:30 p.m. - 7:00 p.m. Dinner - Trinity IV 7:00 p.m. - 9:00 p.m. Seating & Positioning for People with Physical Disabilities - Trinity VI and VII Joan Bergman, Ph.D. Professor Emerita University of Alabama at Birmingham Partners in Policymaking Coordinator's Handbook 1995 103 Partners In Policymaking Session VI - Agenda Page 2 Saturday, February 18,1995 8:00 a.m. - 9:00 a.m. Breakfast - Trinity Wand KU 9:00 a.m. - 12:00 p.m. Assistive Technology Richard Dodds United Cerebral Palsy Stockton, NJ 12:00 p.m. - 1:15 p.m. Lunch - Lobby Bar 1:15 p.m. - 3:00 p.m. Assistive Technology (continued) - trinity VI and VII Richard Dodds 3:00 p.m. - 3:30 p.m. Wrap-up and Evaluation Partners In Policymaking competencies for this session are: 1. Describe the importance of positive approaches to behavior change. 2. Understand the reasons for and the importance of proper positioning for people with disabilities. 3. Describe examples of state-of-the-art technologies for people with severe disabilities. 104 Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session VII - Agenda Page 2 Saturday, March 18,1995 8:00 a.m. - 9:00 a.m. Breakfast./Sharing (sharing starts at 8:30) - San Antonio 9:00 a.m. - 12:30 p.m. Understanding Parliamentary Procedure Donald Sikkink, Ph.D. Cambridge, MN 12:30 p.m. - 1:45 p.m. 1:45 p.m. - 2:45 p.m. 2:45 p.m. - 3:30 p.m. Lunch - Atrium The Advocacy Role of the DD Council - San Antonio Jan Malfett, Planning and Policy Director Theda Hoyt, Council Member Texas Planning Council for DD Graduation Announcements/Wrap-up and Evaluation --Y Partners In Policymaking competencies for this session are: Demonstrate knowledge of the state service system and how to obtain services. 1 Demonstrate proper procedures for running a meeting. 2 Demonstrate successful techniques for advocating for services to meet the needs of unserved and underserved individuals. 106 Partners in Policymaking Coordinator's Handbook 1995 Partners In Policymaking Session VIII - Agenda Page 2 Saturday, April 22,1995 7:45 a.m. - 8:30 a.m. Breakfast - Sabine 8:30 a.m. - 9:00 a.m. The Role of Advocacy, Inc. Judith Sokolow CAP Manager 9:00 a.m. - 10:00 a.m Advocacy Organizations in Texas: TX Advocates Mental Health Consumers Kevin Tracy Melanie Green 10:00 a.m. - 10:15 a.m. Break 10:15 a.m. -1 1:45 a.m. Advocacy Organizations in Texas: ARC/TX UCP/TX CTD Mike Bright Joyce Dawidczyk Maria Tamez ~ 11:45 a.m. - 12:30 p.m. Evaluations / Break/ Get Ready! 12:30 p.m. - 3:00 p.m. Reception / Graduation - Atrium/ Wedgwood 3:00 p.m. Fond Farewells Partners In Policymaking competencies for this session are: 1 Identify strategies for beginning and sustaining grass roots level organizing. 2 Identify when and how to use the media to effectively promote issues. PARTNERS IN POLICYMAKING COMMUNITY ORGANIZING d GRADUATION May 12, 1 12:00 PM to 9:00 STOUFFERS HO: ST. LOUIS, MISSOURI Agenda topic 12:00-12:30 PM 2:30-2:30 PM 2:30-2:45 PM 2:45-5:00 PM 5:00-5:30 PM 5:30-6:45 PM 6:45-9:00 PM Registration Building Inclusive Communities Shafik Abu Tahir Philadelphia Pennsylvania Break Building Alliances Break/ Social Time Shafik Abu Tahir Dinner A Detailed Look at Community Organizing Dohn Hoyle, Ann Arbor, Michigan Partners in Policymaking Coordinators Handbook 1995". ',: 109 May 13, 1995 8:00 AM to 3:15 PM STOUFFERS HOTEL ST. LOUIS. MISSOURI Agenda topics 8:00-9:00 AM Continental Breakfast 9:00-12:15 PM Organizing Exercises in Small Groups Dohn Hoyle 12:15-1:30 PM Lunch 1:30-3:00 PM Graduation/ Reception Vehrlene Crosswhite, MPC Chairperson . 3:00-3:15 PM Evaluation/ Kaizen COMPETENCIES Demonstrate successful techniques for advocating needs of unserved Identify strategies organizing. Identify when and 110 . for services to meet the and underserved individuals. for beginning and sustaining grass roots level how to use the media to effectively promote issues. Partners in Policymaking Coordinators Handbook 1995 Partners in Policymaking EARLY INTERVENTION THROUGH TRANSITION Friday. February 24.1995 1- 1:15 p.m. 1:15 -2 p.m. 2- 2:15 p.m. 2:15 - 3:45 p.m. 3:45 -4 p.m. 4- 5:45 p.m. Arrival, Check-h and Registration @ AGENDA Review Agenda, o ;- Discuss Homework 3 4 3 Break The Power of One-on-One's Niki Smith, Parent advocate Break n Meeting Oregon Educators Karen Brazeau - Associate Superintendent, office of Special Education, Oregon Department of Education (ODE), Maurine Otos - Assistant Superintendent for Special Schools and Regional Programs, ODE Petrea Hagen-Gilden - Program Supervisor, office of Special Education, ODE Ben Arthur - Director of Special Education, Albany Public Schools Suzy Hams - Attorney, Oregon Advocacy Center Partners in Policymaking Coordinator's Handbook 1995 111 5:45 -6 p.m. Break for Dinner I 6-7 p.m. Dinner with Guests Partners have the opportunity to talk with educators during dinner 7- 7:15 p.m. Break Q 7:15 -9 p.m. The Realistic Views: An Opportunity for Discussion Early intervention, transition, inclusion, regional programs, funding issues . Suzy Hatris, Attorney, Oregon Advocacy Center o Kathryn Weit, Policy Analyst, Oregon Developmental Disabilities Council Saturday, February 25.1995 7:00 - 8:00 a.m. Continental Breakfast " 7:30 - Noon Serving Students with Significant Disabilities In Regular Education Settings Lou Brown, Ph.D., Professor, Department of Rehabilitation Psychology and Special Education, University of Wisconsin at Madison $$ There will be a 1$ minute Break ~ during this presentation. Please check out at this time. 112 Partners in Policymakmg Coordinator's Handbook 1995 Noon -1 p.m. Lunch 11 1- 1:30 p.m. 1:30 - 2:30 p.m. o Good Communication Skills at o ~c Individual Education Plan (~P), V& f Individual Family Support Plan (IFSP), and Individual Services Plan (ISP) Meetings How To Conduct Meetings Niki Smith, Parent Marie Deatherage, Parent Case Management Specialist, Editor of The Oregon Clarion Mental Health & Developmental Disability Services Division (MHDDSD) 2:30 -3 p.m. Discus Homework and Evaluations , Mary Anne Seaton & Jill Flynn Prepare for March Legislative Session Partners in Policymaking Coordinator's Handbook 1995 113 For Your Notes 114 Partners in Policymaking Coordinator's Handbook 1995 - Partners in Policymaking Directory of National Speakers October 1995 Partners in Policymaking Coordinator's Handbook 1995 115 The following listing of National Speakers is provided to help Coordinators select appropriate speakers for the various competencies. This list does not, and can not, list every qualified presenter. The names included represent those people known to the author and contributors as state-of-the-art experts in their fields. Coordinators have the right and the responsibility to contract with the best speakers available, who may or may not be on this list. All National Speakers selected should, however, meet the following guidelines: o They are viewed as "best practice" experts with professional and/or personal expertise in their field. o They understand and value the quality principles of the Partners in Policymaking leadership training program. o They are willing and able to tailor their presentations and activities to enable Partners to achieve the appropriate competencies as detailed in this Handbook. As Partners in Policymaking expands to more and more states, the program, as a whole, is sometimes viewed as fertile ground for financial opportunities. Partners is not an avenue for the merchandising of products or services. Coordinators need to be wary of attempts by any individuals who may try to solicit "business" from their Partners programs, either as presenters or as merchandisers. In addition, Coordinators are not obligated to use the same presenters from one year to the next. Coordinators, individually and as a group, are the best judges of who their presenters should be. Coordinators are urged to contact the author of this manual, its contributors, and other Coordinators to verify the experiences and potential usefulness of presenters. If you see errors in addresses, telephone numbers, etc., in the Directory of National Speakers, please send the corrected information to: Kathie Snow 250 Sunnywood Lane Woodland Park, Colorado 80863 719-687-8194 Thank you! 116 Partners in Policymaking Coordinator's Handbook 1995 Mr. Gerald Adams Human Services Institute, Inc. 5430 Lynx Lane, Suite 345 Columbia, Maryland 21044-2302 410-740-0123 Mr. John Agosta, Ph.D. Human Services Research Institute 1655 State Street, Northeast Salem, Oregon 97301 503-362-5682 Mr. Don Barr, Ph.D. Cornell Empowerment Project 248 Martha Van Rensselaer Hall Ithaca, New York 14855 607-255-7766 Mr. Allan Bergman United Cerebral Palsy Association 1522 "W Street, Northwest, Suite 1112 Washington, DC 20005 202-842-1266 Ms. Joan Bergman, Ph.D. University of New Hampshire Institute on Disability/UAP Technology Program 10 Ferry Street Concord, New Hampshire 03301 603-224-0630 Mr. Hank Bersani, Jr., Ph.D. Community Integration Assoc. 525 Glen Creek, #230 Salem, Oregon 97304 504-494-3696 Ms. Elizabeth Boggs, Ph.D. R.D. 2, BOX 439 Hampton, New Jersey 08827 201-735-6571 Ms. Val Bradley Human Services Research Institute 1655 State Street, Northeast Salem, Oregon 97301 503-362-5682 Ms. Denise Brady The Arc of Texas P. O. BOX 5368 Austin, Texas 78763-5368 512-454-6694 Mr. Lou Brown, Ph.D. University of Wisconsin-Madison Department of Rehabilitation, Psychology and Special Education 432 North Murray Street, Room 305 Madison, Wisconsin 53706 608-262-2722 Mr. Ed Burke 9305 Forest Haven Drive Alexandria, Virginia 22309 703-780-8285 Ms. Barbara Buswell PEAK Parent Center, Inc. 6055 Lehman Drive, Suite 101 Colorado Springs, Colorado 80918 719-531-9400 Ms. Christopher Button, Ph.D. United Cerebral Palsy Association 1522 "K" Street, Northwest, Suite 1112 Washington, DC 20005 202-842-1266 Mr. Mike Callahan, Ph.D. United Cerebral Palsy 2205 Farmington Drive Gautier, Mississippi 39553 601-769-1626 Ms. Pip Campbell, Ph.D. Temple University Ritter Hall Annex, 9th Floor 13th and Cecil B. Moore Avenue Philadelphia, Pennsylvania 19122 215-204-1450 Mr. Bernard Carabello 240 West 65th Street, Suite 12E New York, New York 10023 212-787-0161 Partners in Policymaking Coordinator's Handbook '95 117 Ms. Katherine Carol Center for Technical Assistance and Training (CTAT) 1325 S. Colorado Boulevard, Suite 700 Denver, Colorado 80222 303-753-8020 Mr. Guy Caruso, Ph.D. 415 Pine Creek Road Wexford, Pennsylvania 412-367-7841 Ms. Lettitia Clay 1515 Shafter San Angelo, Texas 76901 15090 915-655-3205 Mr. Larry Chevalier P. O. &)X 25 Joinerville, Texas 75680 903-847-2404 Mr. Curt Decker National Association of Protection and Advocacy Systems 900 Second Street, Suite 211 Washington, DC 20002 202-408-9514 Ms. Charlotte Des Jardins, Director Family Resource Center on Disabilities 20 East Jackson Boulevard, Room 900 Chicago, Illinois 60604 312-939-3513 Mr. Dale DiLeo, Ph.D. 316 St. George Street St. Augustine, Florida 904-823-9800 Mr. Richard Dodds United Cerebral Palsy - New Jersey 354 South Broad Street Trenton, New Jersey 08608 609-394-4004 118 Ms. Anne Donnellan, Ph.D. University of Wisconsin - Madison Department of Rehabilitation, Psychology and Special Education 7 432 North Murray Street Madison, Wisconsin 53705 608-263-4362 Ms. June Downing, Ph.D. University of Arizona Department of Special Education Tucson, Arizona 85721 602-621-3248 Mr. Derrick Dufresne Community Resource Associates 736 Crab Thicket Drive Des Peres, Missouri 63131 314-821-3316 Mr. Gunnar Dybwad, Ph.D. 390 Linden Street Weilesley Hills, Massachusetts 02181 617-235-9448 Ms. Mary Faivey, Ph.D. ? California State University-Los Angeles 5151 State University Drive Los Angeles, California 90032-8745 310-343-4416 Mr. Phil Ferguson, Ph.D. University of Oregon Specialized Training Program Center on Human Development Eugene, Oregon 97403-5215 503-346-2463 Mr. George Flynn, Ph.D. 183 Oak Street, Suite 302 Newton, Massachusetts 02164 617-527-6233 Ms. Alison Ford, Ph.D. University of Wisconsin - Milwaukee Department of Exceptional Education P. o. Box 413 Milwaukee, Wisconsin 53201 T 414-229-5251 Partners in Policymaking Coordinator's Handbook '95 Ms. Marsha Forest, Ph.D. Centre for Integrated Ed. & Community 24 Theme Crescent Toronto, Ontario M6H 2S5, Canada 613-758-2552 Ms. Sharon Freagon, Ph.D. 1600 Rich Road, West DeKalb, Illinois 60115 815-753-0656 Mr. Lex Frieden T. I.R.R. 1333 Moursund Houston, Texas 77030 713-797-5283 Mr. Michael Giangreco University of Vermont Center for Developmental Disabilities 499 C Waterman Building Burlington, Vermont 05405 802-656-1144 Ms. Karen Green-McGowan KMG Corporation P. O. Box 2534 105 Sand Trap Ridge Peachtree City, Georgia 30269 404-487-9830 Mr. Cary Griffin Center for Technical Assistance and Training (CTAT) 1325 S. Colorado Boulevard, Suite 700 Denver, Colorado 80222 303-753-8020 Mr. Chris Heimerl 970 Waban Madison, Wisonsin 53711 608-271-6438 Mr. Wade Hitzing, Ph. D., Director Ohio Society for Autistic Citizens 751 Northwest Boulevard, Suite 10 Columbus, Ohio 43212 614-488-7233 Partners in Policymaking Coordinator's Handbook 195 Mr. Dohn Hoyle Washtenaw Assn.for Community Advocacy 1945 Pauline Boulevard, Suite 11 Ann Arbor, Michigan 48103 313-662-1256 Ms. Anne-Marie Hughey, Exec. Dir. Natl. Council on In Independent Living 2111 Wilson Boulevard, Suite 405 Arlington, VA 22201 703-525-3406 Ms. Vivian Jenkins-Nelson Inter-Race Augsburg College 600 21st Avenue South Minneapolis, Minnesota 55454 612-339-0820 Ms. Andrea Jensen 9907 Snowbound Court Vienna, Virginia 22181 703-242-0338 Ms. Pat Juhrs CSAAC 751 Twinbrook Parkway Rockville, Maryland 20851 301-762-1650 Mr. Bob Kafka ADAPT 1319 Lamar Square, Suite 101 Austin, Texas 78704 512-442-0252 Mr. Michael Kendrick, Ph.D. Massachusetts Department of MH/MR 160 North Washington Street Boston, Massachusetts 02114 617-727-5608 Mr. Michael Kennedy Center on Human Policy Syracuse University 200 Huntington Hall Syracuse, New York 13244-2340 315-443-4323 119 Ms. Linda Kjerland Project Dakota Outreach Dakota, Inc. 680 O'Neil Drive Eagan, Minnesota 55121 612-455-2335 Mr. Jay Klein, Director Training and Dissemination Institute on Disability University of New Hampshire Merrill Hall Durham, New Hampshire 03824 603-862-4320 Mr. Norman Kunc, Ph.D. Axis Consultation and Training 4623 Elizabeth Street Port Alberni, British Columbia V9Y 6L8 Canada 604-723-6644 Ms. Sue Lehr Center on Human Policy Syracuse University 123 College Place Syracuse, New York 13244-4230 315-443-3851 Ms. Barbara Leroy UAP of Michigan Wayne State University 326 Justice Building 6001 Cass Avenue Detroit, Michigan 48202 313-577-7981 Mr. Herb Lovett, Ph.D. 76 "G" Street Boston, Massachusetts 02127 617-269-8382 Ms. Mary Jo Magruder Texas Planning Council for Developmental Disabilities 4900 North Lamar Boulevard Austin, Texas 78751 512-483-4086 120 Mr. Dave Mank, Ph.D. Specialized Training 1235 University of Oregon Eugene, Oregon 97403-1235 503-346-2477 Mr. Paul Marchand The Arc I 1522 K Street' Northwest, Suite 516 Washington, C 20005 202-785-341 Mr. Iwing M in 873 Minnehaha Avenue West St. Paul, Min esota 55104 612-488-103 Ms. Connie Martinez 1809 "T" Street, #3 Sacramento, Califomia 95814 916-448-266 Ms. Celane Mc Whorter United Cereb al Palsy Association 1660 L Street Northwest, Suite 700 Washington, C 20036-5602 1-800-872-5827 Ms. Lotte Moise 30401 Sherwood Road Fort Bragg, California 95437 707-964-2944 Mr. T. J. Monroe 940 Eleanor Street, Apt. 6 Knoxville, Tennessee 37917 615-521-910 Ms. Beth Mount, Ph.D. 25 West 81st Street New York, New York 10024 212-362-9492 Ms. Tia Nellis 2254 Abbywood Drive, Apt. D Lisle, Illinois 60532 312-413-1284 (W)/708-717-9304 (H) ? Partners in Policymaking Coordinator's Handbook '95 Ms. Jan Nisbet, Ph.D. University of New Hampshire Institute on Disability 312 Merrill Hall Durham, New Hampshire 03824 603-862-4320 Ms. Dolores Norley 529 North San Souci Avenue DeLand, Florida 32720 904-7369497 Ms. Margaret Nosek, Ph.D. ILRU 2323 South Shepard, Suite 1000 Houston, Texas 77019 713-520-0232 Ms. Connie Lyle O'Brien Mr. John O'Brien, Ph.D. Responsive Systems Associates 58 Willowick Drive Decatur, Georgia 30038 404-987-9785 Mr. Fred Orelove, Ph.D. Virginia Commonwealth University The Virginia Institute for Dev. Dis. P. O. BOX 843020 Richmond, Virginia 23284-3020 804-828-3876 Mr. Jack Pealer, Ph.D. Butler County Board of Mental Retardation & Dev. Disabilities 1555 Donald Drive Fairfield, Ohio 45014 513-867-5962 Ms. Betty Pendler 267 West 70th Street, Apt. 4C New York, New York 10023 212-873-6094 Mr. David Pitonyak 3694 Mt. Tabor Road Blacksburg, Virginia 24060 540-951-8997 Mr. Tom Powell, Ph.D. 3026 Lakeland Drive Rock Hill, South Carolina 29730 803-323-2154 Ms. Jessica Presperin Comprehensive Therapeutics 3000 Dundee Road, Suite 206 Northbrook, Illinois 60062 708-498-6664 Mr. Ian Pumpian, Ph.D. San Diego State University Interwork Institute 5850 Hardy Avenue San Diego, California 92182 619-694-2462 Ms. Carmen Quesada National Education Association 3333 Quebec Denver Colorado 80204 303-572-6060 Ms. Carol Risley Organization of Area Boards 1507 21st Street, Room 205 Sacramento, California 95814 916-323-0750 Mr. Larry Searcy National Parent Network for Children with Disabilities 1600 Prince Street, Suite 115 Alexandria, Virginia 22314 703-684-6763 Ms. Candy Sheehan 759 Pelican Lane Coppell, Texas 75019 214-462-7830 Ms. Mara Sapon Shevin, Ph.D. Division of Special Education and Rehabilitation Syracuse University 150 Huntington Syracuse, New York 13244 315-443-2685 Partners in Policymaking Coordinator's Handbook '95 121 Mr. Joe Schiappacasse Colorado Division for Developmental Disabilities 3824 West Princeton Circle Denver, Colorado 80236 719-539-6499 Ms. Susan Scribner Boards from Hell 49 Coronado Avenue Long Beach, California 310-433-6082 Mr. Donald Sikkink 33473 Colbalt Circle, Northwest Cambridge, Minnesota 55008 612-689-2115 Mr. Ed Skarnulis, Ph.D. School of Social Work Augsburg College 14 Memorial Hall 731 21st Avenue, South Minneapolis, Minnesota 55454 612-330-1759 Ms. Fran Smith 2574 Sheldon Drive Richmond, California 94803 510-222-2999 Ms. Jopie Smith Texas Planning Council for Developmental Disabilities 4900 N. Lamar Boulevard Austin, Texas 78751 512-483-4089 Ms. Patty McGill Smith National Parent Network for Children with Disabilities 1600 Prince Street, Suite 115 Alexandria, Virginia 22314 703-684-6763 Ms. Judith Snow 10 Broadway Avenue, Apt. 507 Toronto, Ontario M4P-3G8 Canada 416-482-1475 122 Ms. Kathie Snow 250 Sunnywood Lane Woodland Park, Colorado 80863 719-687-8194 Mr. Robert Stack Community Options, Inc. 5 Third Street Bordentown, New Jersey 08505 609-298-3455 Ms. Sue Swenson 4604 Upton Avenue, South Minneapolis, Minnesota 55410 612-925-4716 Ms. Sue Suter World Institute on Disability 510 16th Street Oakland, California 94612-1502 510-763-4100. Mr. Shafik Abu Tahir New African Voices Alliance 403 North 54th Philadelphia, Pennsylvania 19139 7 215-472-4024 Ms. Cathy Ficker Terriil, Director Ray Graham Associates 340 West Butterfield, Suite 3C Elmhurst, Illinois 60126 708-530-4554 Ms. Stephanie Thomas ADAPT 1319 Lamar Square, Suite 101 Austin, Texas 78704 512-442-0252 Ms. Jackie Thousand, Ph.D. Center for Developmental Disabilities 499C Waterman Building University of Vermont Burlington, Vermont 05405 802-656-4031 Partners in Policymaking Coordinator's Handbook '95 Dr. Rud and Dr. Ann Turnbull The University of Kansas Beach Center on Families & Disabilities Bureau of Child Research 4138 Haworth Hall Lawrence, Kansas 66045 913-864-4295 Mr. Tom Tyree 7744 Northcross, Apt. N-160 Austin, Texas 78757 512-454-5992 Mr. Bob Williams, Commissioner Administration on Developmental Disabilities U.S. Dept. of Health & Human Services 200 Independence Avenue, SW Washington, DC 20201 202-690-6590 Mr. Patrick Worth 640 Lauder Avenue, Apt. 702 Toronto, Ontario M6E 3KI Canada 416-781-9241 Ms. Terri Vandercook, Ph.D. University of Minnesota 13 Pattee Hail 150 Pillsbury Drive, Southeast Minneapolis, Minnesota 55455 612-624-1349 Mr. Rich Villa, Ph.D. 80 Normand Street Winooski, Vermont 05404 802-655-0485 Ms. Nancy Ward 2501 North Street, Lincoln, Nebraska 402-476-0002 Mr. Paul Wehman, Ph.D. Rehab. Research & Training Center P. O. BOX 842011 Richmond, Virginia 23284-2011 804-828-2494 Ms. Jane Wells 4209 Oakmeade Lane White Bear Lake, Minnesota 55110 612-426-9263 Ms. Colleen Wieck, Ph.D. Executive Director Minnesota Governor's Planning Council on Dev. Disabilities 300 Centennial Office Building 658 Cedar Street St. Paul, Minnesota 55155 612-296-9964 Partners in Policymaking Coordinator's Handbook '95 123 For our Notes. . . 124 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Session Evaluations Results from the recent Coordinator's Survey indicate that every Partners program is using some form of session evaluation form. Most of the types of evaluation forms utilize a method for Partners to rate the effectiveness of the weekend, the speaker's presentation, etc. However, information from the Coordinator's Survey indicates that the session evaluations may not be accurately measuring whether or not Partners are achieving the competencies. Remember that Partners is competency-based. Partners often rate presentations, speakers, and/or activities highly; but have the instructors and activities enabled participants to achieve the appropriate competencies? To remedy this situation, using a session evaluation form that includes the competencies for that session allows Partners to rate themselves on their levels of competency. The financial investment in your Partners program needs to yield graduates that are competent in best practices and systems change advocacy. A sample session evaluation form follows. Since every Partners program has differences in which exact topics are covered in the various sessions, your evaluation forms would need to be personalized to the competencies covered in each session. This type of evaluation form will yield valuable information to help you increase your program's effectiveness. Partners may really like certain speakers (or not like them), but has the speaker enabled the participants to be competent in the subject matter? That's the true measure of success. Coordinators do not need to have numerous evaluation forms for each weekend. The session evaluation forms should be used to evaluate the entire weekend - not individual speakers. One evaluation form is all that's needed for the whole weekend. Partners in Policymaking Coordinator's Handbook 1995 125 126 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Handbook 1995 127 The thing liked most about this session was: The session would have been better if: In what ways will the knowledge and skills gained this weekend be useful to you? Other comments- Thank you for completing this evaluation. Your opinions help improve our Partners Program. Partners in Policymaking Speaker Evaluation In an effort to maintain the highest quality program, Coordinator's need as much information as possible. Some Coordinators have found it valuable to question their speakers after each session. Information from presenters can help Coordinators in a variety of ways . . . from fine-tuning logistical issues to creating better methods of educating Partners. It's important that Coordinators work closely with presenters, from the initial contact through the actual presentation. Coordinators and speakers can form a partnership that will serve to enhance the learning of all Partners. Honesty and integrity are crucial components of that partnership. Coordinators can and should be specific in detailing what competencies a presenter should be addressing, as well as other aspects of the presentation, reading materials hand-outs, and activities. Speakers need to share with Coordinators any issues that relate to the positive/negative experiences with the Partners program. Presenters' opinions can often provide Coordinators with a new perspective and/or critical information to enable Coordinators to improve the training. Following is a Speaker Evaluation form that can be used to gather vital information from presenters. This form can be given to speakers at the time of their presentations or it can be mailed to them after they return home. The Speaker Evaluation form should be mailed back to the DD Council (or other funding organization), NOT to the Coordinator. Since these forms are not anonymous, speakers may be uncomfortable in Offering constructive criticism to the Coordinator directly. If the forms go to the Council Director or other staff member of the Council who has oversight of Partners, speakers will be able to be honest in their responses. The information can then be filtered to the Coordinator in ways that ensure respect for all concerned. Partners in Policymaking Coordinator's Handbook 1995 129 Partners in Policymaking Speaker Evaluation 1. Did you receive adequate information from our Partners program prior to your arrival (e.g. hotel location, directions, airline tickets, meeting room location or other pertinent details)? -Yes -No Comments: 2. Were your travel and hotel arrangements satisfactory? -Yes -No Comments: 3. Were the meeting room and audio-visual equipment satisfactory? -Yes -No . -'l Comments: 4. Were you able to satisfactorily deliver your presentation? -Yes -No Comments: 5. Do you have any suggestions that would help us improve our program? Name: Date: 130 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Participant Surveys (Who needs `em. . . . You do!) Data from the Coordinator's Survey indicates that many Partners programs are not yet performing long-term surveys, either due to lack of funds or the belief that a new program (l-2 years old) doesn't need to do long-term surveys. As mentioned elsewhere in this Handbook, long-term surveys are critical to the long-term existence and success of any Partners Program. In order for the data to be valid, these surveys need to be handled by an outside, independent evaluator. The initial survey should be completed by participants before the first session. This survey measures the levels of advocacy and competencies of Partners at the beginning of their Partners year. Six-month follow-up and long-term (one year plus) follow-up surveys measure the on-gong levels of advocacy efforts in systems change, as well as levels of competencies. For continued and/or increased funding for any Partners program, this data is essential! Those controlling the purse strings need hard data to justify funding Partners! These surveys (along with your session evaluations) will give you the information you need to ensure continued funding. In the days of reduced funding and less government, dollars will be harder and harder to find and keep. When you can produce documentation that Partners graduates are achieving systems change in your state via legislative advocacy, grass-roots organizing, assuming leadership in policymaking positions, etc., your funders will want to Continue to fund the program. Without documentation, at best you risk having to justify the continuation of the program with little or no published documentation. At worst, you risk loss of funds and the demise of the program. If you haven't had to deal with this issue yet, please know that it will come up sooner or later. If you haven't continuously surveyed graduates and have an existing database, it's impossible to create one in response to a funder's request for data. Be prepared, be proactive, be ready. The long-term studies of your program are beneficial not just to your funders, but also to you, as Coordinator. Combined with the session evaluations, long-term data helps you to maintain a quality program. The data will tell you if your program is working. The success of a Partners program is not simply whether or not you have a great group of folks who want to do great things . . . the success of the program can only be measured by outcomes post-graduation. Are your graduates changing things in your state and can those changes be officially documented? Partners in Policymaking Coordinator's Handbook 1995 131 Participant Surveys (continued) Every Partners program should start every Partners class with the initial Survey, regardless of how many years the program has been in existence. Post-graduation surveys should begin six-months after graduation, followed by the long-term surveys which are mailed to every Partners graduate. Long-term surveys/program evaluation need not be costly. Work with a local university to locate the right person to be your independent evaluator, such as a student or teacher from the areas of education, public policy, statistics, etc. The Initial, Six-Month, and Long-Term surveys are all completed anonymously. The outside evaluator assigns an identification number to each participant; this same number is used throughout every survey. Participants return the surveys directly to the independent evaluator in the self-addressed, stamped envelopes included with the surveys. The reports prepared from the survey data should reveal both qualitative and quantitative data. If you haven't started evaluating your program with the surveys described here start now! The data is critical to your program's future! The initial, Six-Month, and Long-Term Surveys follow. 132 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Initial Survey I.D. Number Date This survey is an effort to measure your advocacy activities prior to your participation in the Partners in Policymaking program. Please answer the questions to the best of your ability, providing estimates when necessary. Participation is voluntary. 1. During the past calendar year, and prior to your participation in the Partners in Policymaking program, did you ever contact local, state, or national public officials regarding your needs or the needs of a family member with a disability? (Check all that apply.) O Yes, National Estimated number a Yes, State Estimated number O Yes, Local: O City Estimated number 0 County Estimated number O School Dist. Estimated number 2. If you answered yes to #1, please indicate the type of contacts (letters, phone calls, office visits) and estimate the number of contacts made during the past calendar year. (Check all that apply.) Letters Estimated number Phone Calls Estimated number Office Visits Estimated number 3. What other opportunities have you had, prior to the Partners program, to advocate for yourself or other persons with disabilities or to educate the public regarding the rights or needs of persons with disabilities during the past calendar year? (Check all that apply.) Also, please evaluate your current competency for each activity. Excellent Good Fair Poor Testified at a public hearing Estimated number Presentation to parent groups Estimated number Partners In Policymaking Coordinator's Handbook 1995 133 Initial Survey (continued) Continuation of #3: Presentation at a conference Estimated number Service on a committee Estimated number TV or radio appearances Estimated number Published articles/letters to editor Estimated number Planned/appeared at press conf. Estimated number.- Other: Comments 4. Please evaluate your advocacy skills, for yourself or for a family member with a disability, prior to the Partners program. My advocacy skills were excellent. My advocacy skills were good. My advocacy skills were fair. My advocacy skills were poor. 5. Prior to your participation in the Partners program, were you able to advocate for appropriate services for yourself or family member with a disability? Yes, most of the time. Yes, some of the time. No, have not been able to advocate for appropriate services. 6. Do you expect to be better able to receive appropriate services as a result of the skills and information learned from the Partners program? Definitely, yes. Yes, somewhat. Probably not. Definitely, no. 134 Partners in Policymaking Coordinator's Handbook 1995 Initial Survey (continued) 7. What do you expect to gain as a result of your participation program? 8. Place of residence: Urban Suburban Rural 9. Income Less than $12,000 $12,000 -$19,999 $20,000 -$29,999 $30,000 -$39,999 $40,000 -$49,999 $50,000+ 10. Level of Education Less than High School High School Graduate 1 to 3 Years of College Four Years of College partial Graduate Work Master's Degree Doctoral Degree Partners in Policymaking Coordinator's Handbook 1995 135 Initial Survey (continued) 11. Type of Disability Yourself Family Member 12. Ethnicity African American Native American Hispanic Caucasian Southeast Asian Other 13. Female Male 14. Age Under 20 21-29 30-39 40-49 50+ Thank you for your assistance in this survey. Please return this evaluation in the self-addressed envelope as soon as possible. Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Six Month Follow-up Survey I.D. Number Date This survey is an effort to measure your advocacy activities during the six months since your graduation from Partners in Policymaking. Please answer the questions to the best of your ability, providing estimates when necessary. Participation is voluntary. 1. Which year did you participate in the Partners in Policymaking program? 2. Overall, how would you now evaluate the Partners program? Excellent Very Good Good Fair Poor 3. Specifically, how would you evaluate the Partners program in teaching you to become a better advocate for yourself or a family member with a disability? Excellent Very Good Good Fair Poor 4. Please evaluate your current ability to secure appropriate services for yourself or a family member with a disability. Excellent Very Good Good Fair- Poor 5. Overall, how would you rate your current advocacy skills? Excellent Very Good Good Fair Poor Partners in Policymaking Coordinator's Handbook 1995 137 Six Month Follow-up Survey (continued) This part of the survey is an effort to measure your advocacy activities since your graduation from Partners in Policymaking. Please answer the questions to the best of your ability, providing estimates when necessary. 1. Since graduation, have you been in contact with national, state, or Local public officials regarding your needs or the needs of a family member with a disability? (Check ail that apply.) Yes, National Estimated number Yes, State Estimated number Yes, Local Estimated number 2. If you answered yes to #1, please indicate the type of contacts (letters, phone calls, office visits) with public officials you've made since graduation, and estimate the frequency of each. (Check all that apply.) Letters Estimated number Phone Calls Estimated number Office Visits Estimated number 3. What other opportunities have you had to advocate for yourself or other persons with disabilities or to educate the public regarding the rights or needs of persons with disabilities? (Check all that apply.) Also, please evaluate your current competency for each. Excellent Good Fair Poor Testified at a public hearing Estimated number Presentation to parent groups - Estimated number.- Presentation at a conference - Estimated number.- Service on a committee Estimated number- TV or radio appearances Estimated number Published artifices/letters to editor - Estimated number Other: comments 138 Partners in Policymaking Coordinator's Handbook 1995 Six Month Follow-up Survey (continued) 5. Are there other comments about the Partners program you would like to add, or comments about your own personal experiences since graduation? Thank you for your assistance in this self-addressed envelope as soon as survey. Please return this possible. Partners in Policymaking Coordinator's Handbook 1995 139 Partners in Policymaking Long Term Follow-up Survey I.D. Number Date The purpose of this survey is to collect follow-up information from graduates of the Partners in Policymaking program. Please answer the questions to the best of your ability. Participation is voluntary. 1. Please evaluate your ability to secure appropriate services for yourself or a family member with a disability. Excellent Good Fair Poor 2. Do the skills you learned during the Partners program continue to be helpful in securing appropriate services today? Yes, most of the time Yes, some of the time Seldom No, not at all 3. Overall, how would you rate your current advocacy skills? Excellent Good Fair Poor 4. What significant changes (in housing, education, employment, friendships, other) have occurred in your life or in the life of a family member with a disability which you attribute to your experience with the Partners program? Housing: 140 Partners in Policymaking Coordinator's Handbook 1995 Long Term Follow-up Survey (continued) Continuation of Question 4: Education: Employment: Friendships: Other: 5. What skills learned during the Partners program do you continue to use today? 6. Looking back at your experience with the Partners program, what would you now recommend to improve the program? Partners in Policymaking Coordinator's Handbook 1995 141 Long Term Follow-up Survey (continued) 7 Looking back at your experience with Partners, what three speakers or presentations continue to stand out as the most beneficial or influential? 1. 2. 3. 8. Please describe your current interactions, if any, with fellow Partners graduates, advocacy organizations, or other individuals involved in advocacy activities. 9. Please add any other comments you would like to make. Thank you for your assistance in this survey. Please return this evaluation in the self-addressed envelope as soon as possible. 142 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Recruitment No matter where you are in your Partners year right now, start thinking about recruitment of the next class. If your recruitment efforts are yielding a large number of qualified applicants, you can take a break until it's time to start the process again. If you're having difficulty putting a class together, read on. Begin your recruitment efforts at least four to six months before the first session. Use your DD Council's mailing list as a start. Tap into any other mailing lists you can get your hands on. Often, disability organizations won't release their mailing lists to anyone, but there are still ways you can use their databases. Ask them to put a story, paragraph, or announcement about Partners recruitment in their next newsletter. Or, make copies of the announcement and/or application and ask that they be inserted with the next mail-out for that organization. Blanket your state with announcements/application forms. Reach beyond the typical disability organizations to notify the largest possible audience. Churches, medical facilities, schools of all kinds are just the tip of the iceberg. Use newspaper bulletin boards, computer bulletin boards, and retail bulletin boards. One Coordinator had good luck using e-mail to contact social workers in her state. Then they helped spread the news. Once those application forms start rolling in, have your Selection Review Team ready to go. States use a variety of methods to review and rank applications. Certainly the Coordinator and other Partners staff members need to be on the Team. Partners graduates could be members, as well as other Council staff, and anyone else whose opinion and values you respect. The selection process is difficult and time consuming, but the efforts put forth will produce unbelievable results for the future. A suggested time schedule for recruitment looks like this: Six months before first session - Send out applications (and continue for next two months). . Four months before first session - Review and selection process. . Two months before first session - Notification to selected applicants. On the following pages is information to help Coordinators and Selection Review Teams make a difficult job a little easier. Partners in Policymaking Coordinator's Handbook 1995 143 Partners in Policymaking Selection Criteria and Rationale Parents of Children Age 5 and Under Most Preferable: See following pages. Self-Advocates Under Age 35 Most Preferable: Select those adults with disabilities who are ready and willing to take on the system and work and live in the community. Not Involved in Advocacy Organizations - "New Blood:" lots of folks are already active advocates. Invest your funding in those who are inexperienced! Ethnic Minority Representation: The make-up of your class should reflect the make-up of your state's population. Male/female Mix: Lots of moms apply; the program needs dads, too. Also have a fair ratio of male to female within the self-advocate population. Cross Disability Representation: Ensure that the disabilities of the participants selected represent a wide range of types and severity. Geographical Representation Reaching All Parts of the State: Partners is most effective when participants represent all parts of the state. Rural/Urban Mix: Large metro areas are often over-represented. Ensure that the rural areas of the state are represented, as well. Motivated for Systems Change VS. Personal Gain: Try to select applicants who want to go beyond their own personal issues. Pro-Community: Choose participants who embrace the philosophy that people with disabilities belong in the community, not in segregated settings. Enthusiasm for Learning: Partners needs participants who are eager to learn and are open to new ways of thinking! Evidence of Commitment to Long-Term Advocacy Efforts: Systems change can be a long-term process. Participants need to be tenacious and determined. 144 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Why Select Parents of Young Children? - The quality principles of Partners in Policymaking include the selection of parents of young children (ages five and under the most preferable). A program doesn't have to have on/y parents of children five and under; but it's preferable to have the majority of parents from that group. Some Partners programs are including parents of children of aft ages, including parents who have adult children with disabilities. Many states have indicated a reluctance to focus on parents of young children and have given the following reasons: o All parents should be included. To do otherwise is discriminatory. o It's difficult to locate only parents of young children. They're not yet in the system, so they're not on mailing lists, etc. o Parents of young children can't make the commitment to attend all sessions because of child care issues. The rationale for selecting parents of young children includes: Parents of young children are more receptive to new approaches and best practices. They don't have the allegiances to the more "traditional" organizations and approaches that were established in the early days of the parent movement. The existing advocacy organizations are aging. The average age of an Arc member is 54 years old. Partners in Policymaking programs should be geared to developing leadership for the 21st century. Therefore, parents of young children are in the position to make the greatest changes over the life- span of their own children, and by extension, on behalf of others with disabilities in their state. Partners in Policymaking Coordinator's Handbook 1995 145 Why Select Parents of Young Children? (continued) In order for Partners to adopt and implement "new ways of thinking," participants must be those who have a fresh perspective, who have not yet been influenced by the status quo. Most parents of young children have probably not yet had a great deal of experiences in advocacy and systems change. You want parents who are inexperienced instead of those who are already involved with advocacy organizations. This is important for two reasons. 1. Parents of young children are not constrained by the experiences of the status quo. They're willing to say "let's try it" instead of "it can't be done, I've already tried." 2. Many experienced parents are already engaged in advocacy. Training them can be a waste of funds because you're training those who already have skills. Your money is spent more wisely in training those parents of young children who need the skills. Responses to the reasons some states are not focusing on parents of young children. REASON All parents should be included. To do otherwise is discriminatory. The focus on Partners is systems change. The most effective way to change systems is from the ground up. Parents of young children are at that ground level. Remember that every Partners program is investing thousands of dollars in its participants. You will get a greater return on your investment, overtime, with parents of young children. In addition, Coordinators have observed that parents of older children can sometimes "poison" parents of young children. These experienced parents have often had very negative encounters with school systems, case management, etc. and don't believe that things can change. A Partners program shouldn't put potentially effective advocates (parents of young children) into the conflict between negative parents and state-of-the-art presenters. Parents of older children, especially young adult children, are often reluctant to let go of their own experiences and belief systems. Including the belief that there's no future 146 Partners in Policymaking Coordinator's Handbook 1995 Why Select Parents of Young Children? (continued) for their children). In addition many of them go though the Partners year feeling guilt, dismay, and anger that what they did/did not do for their children in the past doesn't mesh with what parents of young children are doing today. When parents of young adult children (ages 18 and up) apply to Partners, recognize that instead of a problem, you are faced with an opportunity: recruit the young adult son or daughter instead of the parents. It's an amazing process to watch, as the parents see (often for the first time), that someone (the Coordinator) believes their child has something to learn, contribute to, be involved with. Turn the negative into a positive! REASON It's difficult to locate only parents of young children. They're not yet in the system, so they're not on mailing lists, etc. Right! Those are just the parents to recruit. Since they may not be associated with disability organizations yet, the recruitment efforts must go outside of the traditional disability community. In addition to the standard organizations, target those places parents of young children may be connected to: the offices of pediatricians, therapists, etc.; churches; day care/early childhood centers; hospital NICUS; etc. Consider using Partners graduates to tell you whereto target parents of young children in their communities. REASON Parents of young children can't make the commitment to attend ail sessions because of child care issues. Many parents of young children with disabilities (especially mothers) may have never left their child(ren) in the care of someone else prior to Partners, and may, therefore, be reluctant to commit to partners even though they're excited about the possibilities. If you have a high quality candidate in this position, and your Own assurances aren't enough, consider enlisting the help of a Partners graduate to reassure the candidate that she/he and her/his child will survive the separation! Partners in Policymaking Coordinator's Handbook 1995 147 Partners in Policymaking Parents + Self-Advocates= Success A unique aspect of Partners in Policymaking that sets it apart from other leadership training programs is the pairing of adults who have disabilities with parents of young children who have disabilities. This combination provides an extraordinary opportunity for the two groups to learn from the each other, to bond together, and to recognize the similarities of their issues and to then embrace the others' issues. The most promising benefit to every Partner is the critical recognition that the disability Parents learn from the vast experiences of the adults with disabilities and receive these benefits: A broader perspective regarding their child's future: looking at the long- term - the big picture, not just the next school placement. The recognition of how their child's earliest experiences in school, community, and friend-ships - both positive (inclusion) and negative (segregation) - will affect the adult years. The realization that they (parents) must change before they can expect others to change . . . they must begin to have high expectations for their children. An understanding of the concept of "emancipation" so that parents can encourage self-advocacy in their children as early as possible; allowing parents to have the courage to "let go" and allow children the dignity of risk. , Self-Advocates learn from the parents' personal perspectives and life experiences and receive these benefits: Knowledge and understanding of what their own parents felt and experienced. Support and encouragement as they work through the emotions and activities inherent to their own emancipation process. The recognition (often for the very first time) of the value of their own life experiences. The opportunity to educate parents about: what it feels like to live with a disability, what's really important and what's not, and how to help their children be as independent as possible, as early as possible. 148 Partners in Policymaking Coordinator's Handbook 1995 Parents + Self-Advocates = Success (continued) The ratio of parents to adults is a significant factor in the successful outcome of a Partners program. The most desirable ratio is approximately 70% parents and 30% adults with disabilities (self-advocates/consumers). This ratio is representative of the natural proportion in our society. Just as Coordinators strive for a natural proportion in other areas of the selection criteria - geographical, cross- disability, both genders, etc. - the numbers of parents and adults with disabilities should be proportional. Some states have indicated a belief that a class must be composed of 50% parents and 50% adults with disabilities in order to be fair. While this ratio may appear to be fair, in sheer numbers, it may not produce the highest quality outcomes for the program and the graduates. When the approximately 70/30 ratio in place, Coordinators are better able to ensure that the adults with disabilities receive the supports needed to be successful. When the percentage of adults with disabilities creeps up to the 40-50% mark, it becomes very difficult to provide the physical support (attendants/facilitators) for each individual and maintain a cohesive group of Partners throughout the year. It's important that Partners bond with each other - especially parents to adults and vice-versa. That becomes more difficult when too many "outsiders" (in the form of attendants/facilitators) are in the group. The presence of helpers often prevents close friendships from forming. And bonding is critical to the success of Partners. In some cases, when the numbers of parents and adults are close to being equal, an "US" and "them" mentality can occur, similar to what regularly happens when adults with disabilities are congregated in unnatural proportions. This is very detrimental to the program and the participants. With the 70/30 (approximately) ratio, an atmosphere is created wherein each unique self-advocate is viewed an "elder statesman(woman)" and is accorded respect because of his/her individual gifts and talents. A small number of self-advocates enables more intimate friendships to develop between the parents and the adults with disabilities. Every effort should be made to encourage and facilitate close relationships between parents and self-advocates. The Coordinator can state this regularly to the class; participants can be urged to sit with new folks every session and during mealtimes; small group activities should have one or more self-advocates in every group; and the meeting/dining room should be set Up so that people who use wheelchairs are not congregated at the same tables together. Establishing deep connections and long-term relationships are critical to the success of individual Partners, as well as to the success of the entire program. 149 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Steps in Selecting Partners 1. After the deadline for receiving applications, the Coordinator should go through the applications and complete the Chart of Demographic Data. Save this chart for later use. 2. If there are any applications that are clearly outside the criteria (e.g., a person who is not a family member nor a person with a disability), remove those applications and send a letter of non-acceptance. 3. Copies of the remaining applications should be made and an entire packet of those applications should be sent to the review/selection committee members for rating and ranking. Each reviewer should also receive the Reviewer Rating Sheet Instructions, Consumer Rating Forms, and Parent Rating Forms. (Some states involve Partners graduates as reviewers, while other states use Council members/staff. In addition, some states use One set of reviewers to do the initial screening, while another committee makes the final decisions.) , 4. The number of applications will vary from year to year, but allow at minimum of two weeks for the review process. 5. At a meeting of the final review committee, each application should be reviewed, including the scores from the first review committee. The applications will sort out into three groups: 1 ) very strong candidates, 2) possible candidates, and 3) unlikely candidates. 6. The Coordinator should compile all scores, ratings, and rankings from the reviewers and derive a composite score which is added to the Chart. 7. At this point, a thorough review should be made regarding each demographic area. Final decisions need to balance all factors. Applicants can be drawn into the final pool to achieve a balanced group (males, minority, rural/remote areas, age of child, etc.). 150 Partners in policymaking Coordinator's Notebook 1995 Partners in Policymaking Coordinator's Handbook 1995 151 Partners in Policymaking Reviewer Rating Sheet Instructions [NOTE: This is one method for reviewers review applications and assign rank orders. This form is given to every member of your review committee.] Dear Review Committee Member, Please review each application and score from 1 to 5 with 5 being the strongest candidate and 1 being the least likely candidate. 1. Target Group: Our goal is to select parents of young children and adults with disabilities. We are trying to include adults with disabilities in natural proportion to overall size of the group. Therefore, our target numbers are (#) parents (#) self-advocates for this group. 2. Disability: Our goal is to include people with significant disabilities from the full range of developmental disabilities. 3. Next Generation: Our goal is to prepare the next generation of leadership. We encourage individuals who do not have demonstrated leadership skills to apply. 4. Commitment to Values: As you read the applications, please look for commitment to values of integration/inclusion, independence/interdependence, and productivity/contribution. If there is an indication that the applicant is committed to the opposite values, try to discern whether the applicant is trying to move toward the program's values. Does the applicant seem willing to learn about best practices? 5. Commitment to Program: In reading the application, look for commitment to attendance, desire to learn, willingness to share information, interest in advocacy, and systems change. Please return your scoring to: (name and address) by (date). If you have any questions, call (name) at (phone number). Thanks for your help in this most important task. (Coordinator's Name) 152 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Consumer/Self-Advocate Rating Form- [Note: This is a second approach for rating each application. The coordinator would need to add a scoring system to this form and to the following Parent/Family Member Rating Form.] Name BEST PRACTICES 1. Recognition of importance of Independence, Productivity, and Inclusion/Integration. 2. Understanding or willingness to learn that most services do not reflect best practices. ADVOCACY 3. Commitment to long-term advocacy efforts. 4. Support for system change strategies versus personal gain. OTHER 5. Unique circumstances or personal history. PERSONAL CHARACTERISTICS 6. Minority applicant. 7. Minimal prior advocacy experience. TOTAL Partners in Policymaking Coordinator's Handbook 1995 153 Partners in Policymaking Parent/Family Member Rating Form (Note: This is a second approach for rating each application. The Coordinator would need to add a scoring system to this form and to the previous Consumer Rating Form.) Name BEST PRACTICES 1. Recognition of importance of Independence, Productivity, and Inclusion/Integration. 2. Understanding or willingness to learn that most services do not reflect best practices. ADVOCACY 3. Commitment to long-term advocacy efforts. 4. Support for system change strategies versus personal gain. OTHER 5. Unique circumstances or personal history. PERSONAL CHARACTERISTICS 6. Minority applicant. 7. Minimal prior advocacy experience. 8. Father of child with a disability. 9. Son/daughter age Birth -5 years. Son/daughter age 6-10 years. TOTAL . 154 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Handbook 1995 155 156 Partners in Policymaking Coordinator's Handbook 1995 You Can Make A Difference!!! Partners in Policymaking is an innovative training program that teaches people to be community leaders. The program is designed to provide information, training, resources and skills building to self-advocates and parents of young children with disabilities so that they may obtain the best available services for themselves and others. Partners provides participants with opportunities to meet and talk to national leaders in the field of developmental disabilities. Participants are acquainted and connected with organizations, opportunities and possibilities. The program will educate participants about current issues and state- of-the art approaches as well as policymaking and legislative processes at local, state and national levels. The overall goal of Partners, is to develop productive partnerships between people who need and use services and those in a position to make policy and law. Partners in Policymaking Coordinator's Handbook 1995 157 The Missouri Planning Council is seeking a diverse group of highly motivated men and women to participate in Partners in Policymaking. A limited number of participants will be selected. Thus, preference will be given, but not limited to: Adults who have developmental disabilities Parents of children ages five and under who have developmental disabilities People who represent various disabilities and cultures throughout the State People who do not have previous involvement with advocacy organizations For additional information or to request a different format of the application, please contact: Vicky Davidson Missouri Planning Council for Developmental Disabilities P.O. BOX 687 Jefferson City, MO 65102 (314)751-8611 voice/TT 1(800)500-7878 158 Partners in Policymaking Coordinator's Handbook 1995 What Is My Role As A "Partner"? The Missouri Planning Council is currently accepting applications from interested people. The program is open to a limited number of people at no cost and if selected, participants will be expected to: make a commitment to attend eight two-day sessions between September 1995 and April 1996. Each session begins at approximately noon on Friday and concludes late on Saturday afternoon. complete all homework assignments to include one major project designed to meet competencies. What Topics Will Be Addressed? History of Disability Movements: Parent, People First, Independent Living . Inclusion and Quality Education Supported Employment, Supported Living and Personal Futures Planning . Family Supports and Service Coordination Parliamentary Procedure: How to Take Control of Meetings . State/Federal Policy and Legislative Issues and the Process by Which You Can Charnel Your Concerns . Assistive Technologies for People with Severe Physical Disabilities . Community Organizing Partners in Policymaking Coordinator's Handbook 1995 159 a MISSOURI PLANNING COUNCIL FOR DEVELOPMENTAL DISABILITIES II PARTNERS IN POLICYMAKING APPLICATION FOR PARTICIPATION STREET ADDRESS: COUNTY: STATE: ZIP CODE: HOME PHONE NO. (Include area code): I WORK PHONE NO. (Include area code): I ARE YOU: MALE FEMALE RACE/ETHNIC BACKGROUND (Optional): 1. Are you a person with a developmental disability? (See definition listed h ~ YES NO YOUR AGE: brochure. If yes, please describe your disabilities): 2. Are you a parent of a son/daughter who has a developmental disability? (Please answer for each child if you have more than one child with a disability. See definition of developmental disabilities located in brochure.) I ~ YES O PO AGE(S): Describe the disability and how it affects the ability to function in at least three of the areas of major life activity (Part D of . definition listed in the-brochure): Describe your child's school placement: 160 Partners in policymaking Coordinator's Handbook 1995 3. What services are you or your child currently receiving (First Steps, School, Respite Care, Case Management, Employment, Attendant, Etc.)? 4. Why are you interested in the program? Is there a specific issue, area of concern, or problem that encourages you to apply? 5. If selected to participate in the Partners in Policymaking training program, I will: Travel to St. Louis and Jefferson City to attend the regularly scheduled meetings? ~ YES ~NO) Make a commitment to attend eight two-day sessions (Fridays and Saturdays), held monthly from September, 1995 thry April 1996? YES NO Complete ail homework assignments? YES NO Complete one major project (i.e. a letter writing campaign, organizing a town meeting). Details will be discussed during Session YES NO 6. Are there any special accommodations necessary for you to participate in this program? ~ YES n NO If yes, describe accommodations needed ( accessibility, interpreters, respite care, attendant services, special diet, transportation etc.): 7. What types of experience and length of time have you had in advocating for people with developmental disabilities? (Membership in other organizations is NOT a requirement.) 8. Please tell us a little about yourself and your family and why you think you would be a good candidate for this program. What do you hope to gain from this experience? What will you bring to this experience? (Please complete this question on a separate page or pages. The selection committee will place significant emphasis on the responses to this question.) Please list two references. Include names, addresses and phone numbers: (1) (2) How did you learn about the Partners in Policymaking Project? Partners in Policymaking Coordinator's Handbook 1995 161 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 mobility, and 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, learning mobility self-direction, 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 are 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 congenital 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 1993 (P.L. 103-23O) Missouri Planning Council for Developmental Disabilities 1706 East Elm, P.O. Box 687 Jefferson City, Missouri 65102 Bulk Rate U.S. Postage PAID Jefferson City Permit No. 109 162 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking February 1995 A leadership program of the Texas Planning Council for Developmental Disabilities 4900N. Lamar Blvd., Austin, TX 78751-2399 + (512) 483-44)80 + 1-800-262-0334 + TDD (512) 4834099 WANTED: Self-Advocates And Parents For Partners In Policymaking What Is It? Partners in Policymaking is a leadership training program for self-advocates and parents. Partners learn about current issues and state-of-the-art practices and become familiar with the policymaking and legislative process at the local, state and federal levels. The program teaches competencies -necessary for individuals to become advocates who can influence the system of services for people with disabilities. Who Is It For? The Texas Planning Council for Developmental Disabilities is seeking applications from people with developmental disabilities and parents of young children with disabilities. We want highly motivated men and women who represent different ethnic backgrounds and geographic regions of the state. Also, we are especially interested in reaching people who are not already involved in advocacy organizations. How Is It Organized? Partners attend eight 2-day training sessions which begin early Friday afternoon and conclude by 3:30 p.m. on Saturday. National leaders in the disability movement present various topics! History - Independent Living Movement, Parent Movement, People First Movement Inclusive Education and How to Take Control of Meetings Supported Living, Personal Futures Planning, Family Support, Supported Employment Assistive Technology, Seating and Positioning, Challenging Behavior Federal Policy and Legislative Issues State Legislative Issues State Policy/Services and Parliamentary Procedure Community Organizing, Advocacy Organizations and Efforts Partners in Policymaking Coordinator's Handbook 1995 163 Attendance at all sessions is mandatory. Partners are expected to complete assignments between sessions and also commit to one major project such as serving an internship with a public official, organizing a letter writing campaign or organizing town meetings for legislators. When And Where? Two classes are available in 1995-96. Dates for the first class are August 25-26, September 22-23, October 20-21, November 17-18, January 12-13, February 9-10, March 8-9, and April 12-13. AU sessions are in Austin and will begin at 12:30 p.m. Dates for the second class are September 8-9, October 13-14, November 10-11, January 19-20, February 23-24, March 29-30, April 26-27, and May 24-25 (Memorial Day weekend). All sessions are in Dallas except for February, which is in Austin. These sessions begin at 1 p.m. Is There A Cost? No. The Council covers all expenses for participants during the training such as travel, lodging, meals personal assistance service and/or respite care. Due Date: Applications must be postmarked by April 28,1995. Fax copies will not be accepted. Please feel free to make copies of this packet for anyone interested in applying or call the DD Council to obtain additional copies. Applications are also available in braille, largeprint, ASCII, and on audio cassette by contacting: Susan Murphree or Denese Holman Texas Planning Council for Developmental Disabilities 4900 North Lamar Blvd. Austin, Texas 78751-2399 (512) 483-4095 or 1-800-262-0334 (512) 483-4099 (TDD) 164 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking. Invitation Letter [On Your Letterhead] [Date] DD Council Seeks Participants for Partners in Policymaking Program Partners in Policymaking is a leadership training program for self-advocates and parents. It provides state-of-the-art knowledge about developmental disabilities issues and builds the competencies necessary to become advocates who can effectively influence public officials. The [State] Planning Council for Developmental Disabilities is currently seeking applications from interested people who have developmental disabilities or who are parents of young children with developmental disabilities 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 services for themselves and others. "Partners" learn about current issues and best practices and become familiar with the policymaking and legislative processes at the local, state, and federal levels. The overall goal is to achieve a productive partnership between people needing and using services and those in a position to make policy and law. Partners attend 2-day training 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 to commit to one major assignment, such as sewing an internship, organizing a letter writing campaign, or organizing special receptions or town meetings for public officials. In general, session topics include: o History of the Independent Living, Parent, and Self-Advocate Movements o Inclusive Education o Supported/Independent Living, Supported/Competitive Employment, Person Centered Planning, Family Support o Assistive Technology, Seating and Positioning, Positive Behavior Approaches o Federal Policy and Legislative Issues o State Policy, Services, and Legislative Issues o Parliamentary Procedure and How to Run Meetings o Community Organizing, Advocacy, and How to Use the Media Partners in Policymaking Coordinator's Handbook 1995 165 Invitation Letter (continued) The Council is actively seeking highly motivated men and women to participate in the Partners in Policymaking program. We are particularly eager that members of the group represent different ethnic backgrounds, different geographic regions of the state, and a variety of disabilities. Also, we are especially interested in reaching persons who are not actively involved in existing advocacy organizations. Please feel free to make copies of this packet for dissemination to interested individuals or call the DD Council to obtain additional copies. Expenses for travel, lodging, meals, respite care, and assistant services for program participants will be reimbursed. Applications must be postmarked by [date] to be eligible. Fax copies will not be accepted. Final selection will be made by [date]. Dates for the monthly training sessions are [list dates]. Attendance at all sessions is mandatory. Applications are available in braille, large print, (ASCII), and on audio cassette. To obtain alternate formats, please contact: [Name of Coordinator Address of Coordinator Telephone Number of Coordinator with 800 and TDD numbers] 166 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Application for Participation Application deadline: Address: Zip Code: Telephone:( ) Work Number:( ) Are you: Male Female Race: 1. Are you a person with a developmental disability? (See definition back page.) Yes No Your age: If YES, please describe the disability (or disabilities): 2. Are you the parent of a son or daughter with a developmental disability? (If you have more than one child with a disability, please answer for each child. See definition of "developmental disability" on back page.) Yes No Please give us your age: If YES, (a) describe how the disability affects the ability of your son/daughter to function in at least three (3) of the areas of major life activity (see Part D of developmental disabilities definition on last page): b. How old is your son/daughter? Partners in Policymaking Coordinator's Handbook 1995 Application for Participation (continued) c. What is the disability (or disabilities)? d. Describe the school placement: e. Does your son/daughter live at home? Yes No f. Do you have other children? Yes No If yes, what are their ages? 3. What services (employment, personal assistant, respite care, service coordination, etc.) are you or your child currently receiving? 4. Why are you interested in participating in the Partners in Policymaking program? 5.. Is there a specific issue, area of concern, or problem that encourages you to apply for this program? 168 Partners in Policymaking Coordinator's Handbook 1995 Application for Participation (continued) 6. Will you make a commitment to attend eight 2-day sessions, held monthly from [dates of your program]? Yes No 7. Will you travel to location of meetings to attend the regularly scheduled 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 program? Yes No If yes, describe accommodation needed (accessibility, interpreter, respite care, personal assistant services, etc.): 10. Please list any membership in advocacy organizations and indicate any office held. (Membership in other organizations is NOT a requirement.) 11. What types of experience have you had in advocating for people with developmental disabilities? 12. Please tell us a little about yourself and your family: Partners in Policymaking Coordinator's Handbook 1995 169 Application for Participation (continued) 13. Please list two references, including names, addresses, and phone numbers: 14. Please indicate how you learned about Partners in Policymaking: Please mail the completed form to: [Name, Address, Telephone Number(s) of Coordinator] Developmental Disabilities Definition Source: Developmental Disabilities Assistance and Bill of Rights Act of 1990 (P.L. 101-496). 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, learning, mobility, self-direction, 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 of extended duration and are 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 congenital or acquired conditions with a high probability of resulting in developmental disabilities if services are not provided. 170 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Post-Graduate Support What are Partners doing after they graduate? Do you ever hear from them again? Do they ever hear from you again? Is there anyway they stay connected with each other or with what's happening at the DD Council, the funding organization, or other significant disability organization(s)? Do you know where graduates are? Do you know what they're doing? Do you know whom they're doing it to or with? If you don't know, who does? Are Partners graduates viewed as a valuable commodity in your state? Do you get requests along the lines of, "Send me a Partners graduate to . . . (present testimony, serve on a board, write an editorial, appear on TV, provide technical assistance, etc.)"? If you're not, then something's amiss. As Coordinator, you have the privilege of exposing your graduates to those in your state who can use their Partners expertise along with their own life experiences to create positive changes. Graduates have the responsibility to use their training in ways that enhance their own lives, the lives of a family member, and the lives of people with disabilities in their communities. Each person has her/his own unique gifts and talents to contribute. Some graduates may not require any post-graduate support. They're out in their communities, doing what they're Supposed to: changing systems - changing the world! Other graduates may need some assistance with networking, staying abreast of the issues, etc. All graduates could benefit from regular communication from the funding agency or organization that Operates the Partners program. Partners In Policymaking Coordinator's Handbook 1995 171 Post-Graduate Support (continued) Information from the Coordinator's Survey revealed the following methods of post-graduate support currently being utilized by various states: o Advanced leadership trainings: bringing a class back together six-months after graduation and/or have one training weekend per year, bringing together every graduate of your program. o Written communication: ensure that Partners are on the mailing lists of the DD Planning Council, Protection & Advocacy agency, University Affiliated Program, and any other organization/agency affiliated with disability advocacy, systems change, legislative issues, etc. o Many states are utilizing Partners Newsletters as a way of keeping Partners connected to each other and aware of the latest info in their states regarding disability issues. Some newsletters are the responsibility of Partners graduates, who do the job on a volunteer basis. Others have Partners contribute to the newsletter, but the bulk of the work on it is done by the staff of the funding agency. o Some states report they assist their graduates in setting up mentorship programs after graduation with influential policymakers in the state. Graduates spend 60 volunteer hours over one year with their mentors. o Sending Partners graduates off to Washington, DC to attend governmental seminars and picking up all expenses was the way one state provided some post-graduate support. o Several states indicated they were working on Partner directories, with names, addresses, photos, and brief bios of each Partner graduate. o Providing funding to enable Partners to present legislative testimony and to make conference presentations were methods used to keep Partners active in systems change. Utilizing the long-term surveys, mentioned elsewhere in this Handbook, will provide you with the critical data of Partners' activities after graduation. Remember that Your state has invested thousands of dollars in leadership training . . . make sure You have the documentation to prove that the state's dollars are bringing a good return on its investment. Your funding organization expects it! On the following pages are copies of some post-graduate trainings. 172 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Handbook 1995 173 4900 North Lamar Boulevard, Austin, Texas 78751-2399 Linda H. Parrish, Chair (512) 483-4080 TDD (512) 483-4099 Fax (512) 483-4LI?7 Barbara Loem, Vice Chair (800) 262-0334 Roger A. Webb, Executive Director MEMORANDUM TO Partners In Policymaking Graduates FROM: Lucy Walker Public Information Specialist SUBJECT': Partners in Policymaking - News Release Instructions DATE March 17,1995 We have enclosed a news release you can use to publicize your graduation from Partners and to obtain media coverage for disability issues. If there are other graduates in your part of the state who might be approaching the same news media, we suggest that you coordinate your efforts. If you are from the Austin area, please coordinate with Susan or me (Lucy Walker), so we know who is doing what. We encourage you to write a personalized cover letter and send (or take) it with the enclosed news release to your local media. U you want to mail the press release and follow it up with a phone call, you can indicate in your letter that you will call them if you have not heard from them in about a week to see if they have any questions or if they would like to meet with you. Please call the media and ask for the name of the person who covers disability issues (or human services and health-related issues) so you can address your letter to that individual. This increases the possibility of it being used and allows you to begin to develop a relationship with the individual for future coverage. Please be sure to include your address and phone number in the letter and invite the individual to call you if they want more information or if they want to meet and talk with you. Things you might want to mention briefly in your letter are: Some basic information about yourself (whether you have a disability or are a parent); information about your child (if you are a parent); what you have gained/learned from being a Partner; your personal project/major Partners' assignment; or something about a local disability issue(s) that you would like to see the media address. Please keep a copy of the cover letter and news release so you can refer to them if a reporter calls you. Your cover letter will 1) allow the media to localize the news release, 2) introduce you to the media staff as a local expert cm disability issues, 3) act as an enticement to encourage a reporter to contact you and meet with you, and 4) increase the media's awareness of disability issues. Planning and advocating for independence, productivity and community integration. Partners in Policymaking Coordinator's Handbook 1995 Texas Planning Council for Developmental Disabilities 4900 North Lamar Boulevard, Austin, Texas 7S75 I -2399 Linda H. Parrish, Chail (5 12) 483-4080 TDD (512) 483-4099 Fax (512) 483-4077 Barbara Loem, Vice Chair (800) 262-0334 Roger A. Webb, Executive Director For Immediate Release April 1995 Contacts: Susan Murprhee and Lucy Walker (512) 483-4095 483-4092 36 Texans Complete Partners in Policymaking Training There are three types of people: people who make things happen, people who watch things happen and people who wonder what happened. Thirty-six Texans have spent the last eight months learning how to make things happen. These individuals, adults with disabilities and parents of children with developmental disabilities, will be honored in Austin on Saturday, April 22, for completing an innovative leadership program. This program analyzes developmental disability issues and builds skills that consumers, parents and guardians need to influence legislation effectively and obtain the most appropriate state-of-the-art services for themselves and others. Sponsored by the Texas Planning Council for Developmental Disabilities, the training included current issues affecting people with disabilities, best practices, and the policymaking and legislative processes at the local, state and federal levels. Its overall goal is to achieve a productive partnership between people needing and using services and those in a position to make policy and law. Participants attended eight 2-day training sessions, from August through April. Each participant also selected a personal project such as serving an internship with a public official, or organizing a letter writing campaign or local coalition. "We strongly believe that individuals who Use services should have a major role in determining what services are provided and how they are delivered," explained Roger Webb, executive director of the Texas Planning Council for Developmental Disabilities. "It is really exciting to see the Partners enthusiasm and commitment to improving state and local services." - more - Planning and advocating for independence, productivity and continuing integration Partners in Policymaking Coordinator's Handbook 1995 175 Partners in Policymaking Graduation page 2 Two new Partners in Policymaking classes begin this fall in Austin and Dallas. For more information on the program, contact Susan Murphree, Texas Planning Council for Developmental Disabilities, 4900 North Lamar Blvd., Austin, Texas 78751-2399 or call (512) 483-4095. -30- Note to Editor The Texas Planning Council for Developmental Disabilities is a 30- member board, appointed by the governor, whose mission is to plan and advocate for the independence, productivity and community integration of people with developmental disabilities. Developmental disabilities are severe, chronic disabilities that occur before the age of 22 and that limit an individual's participation in three or more of the following major life activities: self-care, self-direction, learning, language, mobility, independent living and economic self-sufficiency. Examples of developmental disabilities include autism, cerebral palsy, epilepsy, severe mental retardation, deaf-blindness, chronic mental illness and various birth defects. 176 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Coordinator's Handbook 1995 177 FACULTY Marilyne Roberts is a professor at Hamline University School of Law. Formerly, Ms. Roberts was Assistant Director of the University of Minnesota Student Legal Service and in private practice with a Minneapolis law firm She has represented environmental organizations in a number of significant rulemaking procedures and has been a delegate to two US/USSR Emerging Leaders Summits She primarily mediates personal injury, employment and public policy matters for the Center. Gary Weissman is an attorney, mediator and arbitrator in Minneapolis. He has served as Chairperson of the State Bar Association's Family Law Section and was for three years the section's Arbitration and Mediation Committee Chair. He is a member of the Minnesota Supreme Court/State Bar Association Task Force and the Minnesota Department of Economic Security. He has mediated employment, insurance, business and family matters for Mediation Center for several yeas. Mr. Weissman earned his J.D. from Georgetown Law School Nancy A Welsh is Executive Director of Mediation Center. She is an Adjunct Professor at Hamline University School of Law and served as the Chairperson of the State Bar Association's Alternative Dispute Resolution Committee for three years. Previously, she practiced in the corporate litigation area with the Minneapolis firm of Leonard, Street and Deinard for four years and graduated from Harvard Law School. WORKSHOP SITE Conveniently located midway between downtown St. Paul and Minneapolis at I-94 and Hamline Avenue, the Sheraton Midway has much to offer workshop participants including state-of-the art meeting space, all of which is totally accessible. A block of sleeping rooms has been reserved for workshop participants who do not live in the Twin Cities area. Indicate your need for such accommodations on the enclosed registration form so that appropriate reservations can be made for you. REGISTRATION Because funding has been provided by the Governor's Planning Council on Developmental Disabilities there is no registration fee for this workshop. In addition registrants will be reimbursed for meal and travel costs plus respite and child care The cost of double occupancy overnight accommodations will be covered for participants who do not live in the Twin Cities area Confirmation packets will include a reimbursement form plus reimbursement procedures. FOR FURTHER INFORMATION Barb Croucher (registration) Carol Sehoeneck (workshop questions) Government Training Service Suite 401 Street St. Paul, Minnesota 55101 612Q22-7409 or Minnesota Toll Free 800/652-9719 ABOUT GOVERNMENT TRAINING SERVICE CANCELLATION Participation in this workshop is limited If after registering you find you cannot attend please let know immediately so we can fill your spot! Partners in Policymaking Coordinators Handbook 1995 This Is Your Invitation To The 1993 Minnesota Summer Leadership Institute SHIFTING PAT T E R N S July 18-20,1993 Radisson Hotel South Bloomington, Minnesota Sponsored by the Minnesota Governor's Planning Council on Developmental Disabilities Partners in Policymaking Coordinator's Handbook 1995 179 As a graduate of the Partners in Policymaking Program, you know that partners are shifting in the world of developmental disabilities. You've seen that beliefs and attitudes are changing - about an individual's personal capabilities and possibilities, about accessing services and the importance of community. You are part of making this happen! The 1993 Leadership Institute offers an opportunity to add to your information and skills so that you can continue to act on your vision, make informative choices, and take advantage of the resources at hand. Join other Partners grads from around the country for nearly three days packed with practical .. In-depth workshops, inspirational presentations, networking, personal advisements and the opportunity to connect with an international faculty from a variety of fields. Each participant will receive an extensive packet of publications and handout materials. On the light side, other program features include the fun of a trip to the famous Mall of America on Monday night and a special Comedy Hour as part of the Tuesday evening finale. The Institute is a "don't miss" for all - whether you attended in 1992 or not! Program Schedule SUNDAY, JULY 18,1993 8:30-11:30 am. Institute Registration 11:30- 1:00 p.m. Kickoff Luncheon and Introductions 1:15- i30 Opening Session Keynote - A Celebration of Partners 230-500 Getting to Know One Another - Building Teamwork 5:00- 7:00 Dinner on Your Own 7:00- 9:00 Topical Roundtable's Dessert Reception MONDAY, JULY 19,1993 7:00- 8:30 am. Continental Breakfast 8:30-11:30 Ten All-Day Classes Choice #l 11 S0-1230 p.m. Lunch 1:00- 200 General Session Ed Robens 230- 5:00 Ten All-Day Classes (Continued) 5:15- 6:15 Buses Leave for Mall of America Dinner on Your Own 7;00- 9:00 Media Room (Program Option to Mall of America) TUESDAY, JULY 20,1993 700- 8:30 am. Continental Breakfast 8:30-11:30 Ten All-Day Classes Choice K? 11:30-12:45 p.m. Lunch 1:00- 2:00 General Session Shatik Abu-Tahir 230- 5:00 Ten Ail-Day Classes (Continued) 5:30- 6:30 Celebration Banquet 6:45- 7:45 An All-New Comedy Hour 7:45- 9:00 Testimonials by Panel of Participants 9:00 institute Adjourns Participants Choose TWO Full-Day Workshops From This List of valuable Topic and International Faculty 1. Building Alliances through Trust and Interpersonal Relationships This session will focus on how to organize around an issue, recognizing the value and necessity of promoting cultural diversity in the process. Learn how to break down barriers between people and build trust how to identify problematic areas and work together with others to bring forth resolution and accomplish project goals. Become more sensitive to the importance of human relationships and the value of Collectivizing concerns. Presenter Shafik Abu-Tahir 2. Community Organizing: Grass Roots Empowerment to Achieve Advocacy Goals This program will introduce participants to community organizing/empowerment as an approach to address problems and issues. Learn how to gain power or influence those who have it through organizing in order to achieve specific changes and outcomes. Discussion will be On Specific grassroots strategies such as letter-writing, testifying and meeting public officials, using the media, meetings that get the right people in the right place at the right time. Presenter Dohn Hoyle 3. Effective Presentations This session answers the fundamental questions on how to deliver an informative and effective presentation. Proven techniques will be presented, focusing on the skills necessary to increase confidence, enthusiasm and persuasiveness. Learn how to use body language effectively, how to organize ideas and data for maximum impact plus how to develop and use visual aids. Participants will have the chance to practice giving a short presentation on the topic of their choice for informal critique. By discussing some simple. practical suggestions, we can take the fear out of making presentations and actually make it fun. This non-threatening session will have no videotaping! Presenter Teresa Elkin 4. Marketing Yourself This session Will help you develop your personalized approach to meeting new people and getting the resources you need through local. national and international "contacts!" Learn the meaning and value of networking. presentations and exercises will help you build your social skills, overcome your fears, and practice "gold-digging" for information. Discover how to "create your own rolodex," using various techniques for recording information and keeping it handy. Presenter Wayne Zimmer . 5. Meetings Matter Meetings to share information, to plan, to decide, and/or to evaluate are important Learn how you an Make a difference in any kind of meeting, whether you are leading, participating or observing. Participation in this session will equip you with Principles Of adult learning and how to use them, Strategies to keep the energy of the group on task, tips for turning groups into teams, keys to handling conflict constructively. and practical ideas for varying the meeting format Presenter Fran Smith 1 80 Partners in Policymaking Coordinator's Handbook 1995 6. Negotiation Skills Learn to achieve your negotiating goals more effectively by discovering me difference between me two major types of negotiation - positional bargaining and interest-based negotiation. Begin to identify issues and interests and learn the power of this tool. Practice negotiation skills; build your confidence; have some fun! Presenter Marilynne Roberts 7. The Power of Disability This session offers a conversation with the international leader Of the independent living movement This dialogue is guaranteed to be inspirational and give you a different perspective on your own life. Presenter Ed Roberts 8. The Practice of Politics This workshop, a combination of theory and techniques, will provide answers to the questions: why politics. what is politics. who decides, how can you influence political decisions and what are the risks? Learn why you should be actively involved and how to do it - through political Action Committees, participating in party politics and endorsing candidates and/or ballot initiatives. Make the political process work to meet your goals! Presenter Carmen Quesada 9. School Inclusion This session is designed to help you become a successful advocate for inclusion within the school setting. Learn how to identity which schools value diversity as well as what adaptations and curricular modifications can be used to effectively include students with developmental disabilities in "regular" preschools elementary and secondary Schools. Become aware of recent research findings and best practices Discover how to facilitate friendships between students with and without developmental disabilities and how to support and advocate for families seeking inclusion for their children in general education. Presenter Mary Falvey 10. SPECIAL COMBINED PROGRAM: Accessing Minnesota's Resources Part I (morning) - County .Services: Learn about county level government; laws governing county action in developmental disabilities, funding issues, recent changes in county case management plus how to participate in a case management conciliation Conference. Presenter State, Minnesota Protection and Advocacy Agency Part II (afternoon) - Funding for Technology; This session will provide an overview Of the funding resources available for assistive technology devices (tools that can help make a person more independent at home, school, work in the community or other settings). Minnesota resources to be discussed include Medical Assistance, Special Education, vocational Rehabilitation, Services for Children with Handicaps, and the PASS Plan. Presenter Diane Hemmersbaugh Faculty Listing Shafik Abu Tahir, Executive Director/Co-Founder, Community Awareness Network and organizer of New African Voices Alliance. two Philadelphia organizations which have played significant roles in uniting people in the struggle for better city services and around issues of social justice: has served on numerous community boards and received city and state recognition for community organizing: national advocate for people with disabilities Teresa Elkin, Coordinator and Trainer for Business and Industry, Customized Training Division, Northwest Technical College, Detroit Lakes, Minnesota: former positions held in the employment and training field, sales and counseling with plenty of opportunity to utilize her ideas on making presentations Mary Falvey, Professor of Education, California State University, Los Angeles; has held leadership positions in a wide variety of advocacy organizations for persons with disabilities: national expert and author on educating students With and without disabilities in integrated settings Diane Hemmersbaugh Funding Specialist Minnesota STAR program: former Legislative staff Assistant for U.S. Senator John Kerry (D-MA) and Associate Director of Governmental Affairs for the National Mental Health Association Dohn Hoyle, President/CEO, Washtenaw Association for community Advocacy - Advocating for Persons with Developmental Disabilities; has chaired, convened or participated in numerous local, state and national advocacy groups working on behalf of persons with developmental disabilities: author, consultant trainer Carmon Quesada, Organizational Specialist National Education Association: consultant and trainer in political organizing and legislative advocacy successfully lobbied for changes in state statutes during her previous position as Executive Director of the Association for Retarded Citizens/ Texas Ed Roberts, President of the World Institute on Disability, a public policy Organization that promotes the inclusion of all people with disabilities into the mainstream of life: founder of the Center for Independent Living in Berkeley, California former director of the Department Of Rehabilitation; a pioneer and promoter of civil rights for people with disabilities nationally as well as internationally Marilynne Roberts, Professor. Hamline University School of Law; mediator and trainer with The Mediation Center in St. Paul, Minnesota (primarily mediating in areas of personal injury. employment and public policy matters): has represented environment organizations in a number of significant rulemaking procedures and has been a delegate to two US/USSR Emerging Leaders summits Fran Smith, Consultant on Empowerment and Family support Richmond, California: parent of daughter and son with disabilities and Consultant to State Developmental Disabilities Councils and non. profit advocacy organizations at (he local. state and national levels: frequent co-editor. Family Support Bulletin Wayne Zimmer, consultant in Economic Development and Human Services, Sasatchewan. Canada: has 20 years experience as CEO in Community development and human services organizations Including facilitating development of a recycling plant which fully employed 200 persons with disabilities: has extensive experience in small business ventures, politics and various rehabilitation organizations and speaks extensively worldwide. partners in Policymaking Coordinator's Handbook 1995 181 Location The Radisson Hotel South, located at 7800 Normandale Boulevard (intersection of highways 1-494 and 100] in Bloomington, Minnesota (612/835- 7800) has been selected as the site for the Leadership Institute. One of Minnesota's finest convention facilities and located just minutes from Minneapolis/St. Paul International Airport the hotel has much to offer participants. Amenities include indoor pool and saunas, three unique dining locations, state-of-the-art meeting space, and richly appointed guest rooms and suites. NOTE Those requiring accessible shuttle service to/from airport or to/from Mall of America must register by May 1! A block of sleeping rooms has been reserved for conference participants on Saturday-Tuesday nights at the reduced rate of $72/person per night (single or double occupancy). Those needing overnight accommodations should complete and return the appropriate form(s) included in this packet by the date indicated. Registration Because funding has been provided by the Minnesota Governor's Planning Council on Developmental Disabilities there is no registration fee for this conference. Registration is however, limited to 200 people (125 from Minnesota and 75 from other states), on a first-come, first come basis. Completed registration forms should be received as soon as possible, but no later than June 1,1993. Confirmation packets will be mailed with complete details. Scholarships Fifty scholarships of $300 each are available for non-Minnesota participants who would not be able to attend without financial assistance and will be awarded on a first-come basis. This funding is made possible by en Administration on Developmental Disabilities National Grant Of Significance in the area of Empowerment and Family Leadership . . .See enclosed registration form for details Continuing Education Credits The Institute carries 18 Continuing Education Units (CEUS) at no cost to registrants. The CEU is defined as 10 contact hours of Participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction. Conference CEUS are on record with North Hennepin Community College. (" for Further Information Barb Croucher (for registration assistance) Carol Schoeneck (for program questions) Government Training Service Suite 401, 460 Cedar Street St. Paul, Minnesota 55101-2240 (612) 222-7409 or Minnesota Toll Free (800) 652-9719 TDD service is available through the Minnesota Relay service. TO access, call as follows: o Those reside the Twin Cities Metropolitan Area - 297-5353 . Those outside the Twin Cities Metropolitan Area but inside the State of Minnesota - 1 /800-657-3529 o Those outside the State of Minnesota - 1 /612-297-5353 Cancellation Participation in this Conference is limited. If after registering you find you cannot attend please let us know immediately so someone else Can fill your spot! Should inclement weather (or other circumstances beyond our control) necessitate program cancellation or postponement participants will be notified. About Government Training Service Recipient of Organizational Support for Excellence in Training Award (American Society for Training and Development) program planning and management services for this Conference have been provided by Government Training service. GTS is a public Organization whose mission is to meet the changing management and leadership needs of policymaking, staff and appointed officials by providing innovative, comprehensive, practical training and consulting to publicly-funded organizations in Minnesota 182 Partners in Policymaking Coordinator's Handbook 1995 1993 Minnesota Summer Leadership Institute July 18-20,1993 Bloomington, Minnesota Non-Minnesota Registration Form You must make your own overnight reservations at the Radisson South Hotel. Use the reservation envelope enclosed in this mailing. Name (please print) Mailing Address City Slate Zip Daytime Phone Number ( ) Partners Graduation Year Social Security # (only if requesting CEUS) SCHOLARSHIPS: O Yes, 1 need a scholarship to attend this Conference. (NOTE Since these funds are limited and will be awarded on a first come, first-serve basis, early application is encouraged!) ACCOMMODATION NEEDS: O Wheelchair accessible space in meeting room O Alternative meal selection (check one): O vegetarian O special diet(specify) 0 Sign Language Interpreter O Facilitator Support or other personal assistance (please specify) INSTRUCTIONAL MATERIAL NEEDS (in substitution for written materials only): largeprint O Braille O Audiotapes SO that appropriate plans can be made, please indicate below which sessions and events you will be attending: Monday and Tuesday All-Day Workshops (While we will make every effort to accommodate your top two choices. please provide us with two alternatives, List by workshop number indicated elsewhere in this brochure,) O #1 Choice O K? Choice O #3 Choice O #4 Choice . . . .- --. > Monday Evening Transportation to Mall of America Yes ( O I require lift equipped and/or accessible vehicle.) O No Tuesday Evening Banquet D Yes O No Wednesday Breakfast O Yes O No TO assist us in arranging for Sunday evening networking topics, please indicate the most Critical disability issue you currently face: ( Return this form by June 1 to: Government Training Service, Suite 401, 48o cedar Street, St. Paul, Minnesota 55101-2240. Partners in Policymaking Coordinator's Handbook 1995 183 1994 Texas Partner Institute +- July 28-30,1994 Stouffer Austin Hotel 9721 Arboretum Blvd. Austin Texas 11:45 am 1:00 pm 2:00 p.m. 2:15 pm 3:30 pm 5:30 pm 6:15 pm Registration + Wedgwood + Luncheon + Atrium + Opening Session + Wedgwood + The 1990's: h We Listening to the Customer? Man Wieck, Ph.D., Exec. Director, Minnesota Governor's Planning Council on DD Brink Public Policy Briefing Issues and Forecasts Mary JO Magruder, Texas Planning Council for DD Leslie Lemon, Speaker Laney's office Barrett Markland, Advocacy, Inc. Nancy Epstien, Disability Policy Consortium Partner Power Area Activism Practice Makes Perfect Music Mania Rehearsals Kathie Snow and Partners Dinner - On Your tin 184 Partners in Policymaking Coordinator's Handbook 1995 1994 Texas Partner institute + Friday, July 29 -+ 7:30 a.m. 8:30 am. 9:15 a.m. 930 am 12:30 p.m. Breakfast + Wedgwood + General Session + Wedgewood + Getting Appointed to Boards Linda Parrish, Ph.D., Texas Planning Council for DD Celia Israel, Governor's Office Nancy Epstein, Disability Policy Consortium The word is out. Partners are ready, willing and able to serve. Discover the various angles to the political process of getting appointed to boards. Break Concurrent Sessions + Wedgewood + Grant Writing Colleen Wiek, Ph.D., Ewe. Director, Minnesota Governor's Planning g council Gain practical experience with Requests for Proposals (RFP's). Learn how to read RFP's and how to read between the lines. Conceptualize and write responses. If time allows, critique the draft proposals. + San Marcos + Negotiation skills Les Wallace, PhD., Signature Resources, Denver, CO Everything is negotiable. Learn the techniques of principled negotiation and the nasty little tricks unprincipled negotiators will try with you + San Antonio Supporting Positive Behavior Change Joe Schiappacasse, Colorado Division for DD How does the history of behavior change approaches impact our current . . thinking? Practice identifying different styles of behavioral support, including your own Focus on approaches that lead to a better understanding of the individual and foster longer lasting growth-directed supports. Lunch + Atrium + Partners in Policymaking Coordinator's Handbook 1995 185 Friday July 29 200 pm. Concurrent Sessions + San Marcos + Gaining Political Clout Libby Doggett, The Arc of Texas Honorable Lloyd Doggett, Associate Justice of the Supreme Court of TX Democratic Candidate, U.S. House of Representatives llth Congressional District) Despite America's overall disillusionment with government, many people consider running for positions on local must. Learn how to gain political clout through involvement in politics both as a supporter/campaign volunteer and candidate. This creative and interactive workshop will offer innovative and practical skills to help you become a political activist in your town or city. + Bosque + Negotiation skills Les Wallace, Ph.D., Signature Resources, Denver, CO Repeat of 9-3 a.m. Friday Session + San Antonio + Meeting Students' Needs In Inclusive Settings Joe Schiappacasse, Colorado Division for DD Behavior is communication of unmet needs. Explore various tools to identify the motivations of behavior. Discover promises for selecting and teaching meaningful replacement behaviors/skills in inclusive settings. 5:00 p.m. Break 5:30 p.m. Reception + Atrium + 6:00 p.m. Dinner * Wedgewood + 7:00 p.m. Music Mania and The Gong Show + Wedgewood * + 186 Partners in Policymaking Coordinator's Handbook 1995 1994 Texas Partners Institute +- Saturday July 30 + ~ 7:20 a.m. Breakfast (Ends at 8:20) + Wedgewood + 894) am Concurrent Session + Wedgewood + Making Inclusive Education Happen Nancy Verderber NAV Enterprises St. Louis, MO Policies and procedures to ensure successful inclusive schools, strategies for adapting and modifying curriculum, and the power of ability awareness are all elements necessary for systems change. See how these ingredients work hand in hand with individual success stories to make inclusion happen.- + San Antonio + Reach Out & Touch Someone Customizing Your Presentation Katherine Carol, Center for Technical Assistance and Training Greeley, CO Understand your audience, evaluate their values, and capitalize on their Learning styles. Take advantage of "whole brain" presentation techniques that create relationships and make barriers disappear. 4 San Maws + We Are One, Yet Not The Same Shafik Abu-Tahir, Community Awareness Network Philadelphia, PA sham will be discussing . community building, community organizing (alliance building) and uprooting "handicapism." 11:30 a.m. Lunch (Sit with your team) + Atrium + Partners in Policymaking Coordinator's Handbook 1995 187 Saturday, July 30 4 11:30 am. Concurrent Sessions + Wedgewood + Promoting Positive Images to the Media Katherine Carol, Moderator Donna Cline, KENS TV, San Antonio David Elliot, Austin American-Statesman Margarita Zapala, Free-lance Journalist Theresa Amaya, KVUE 24 Austin Most of us have success as well as horror stories to share about encounters with the media. How can we use our skills to influence more successful outcomes? Hear the straight skinny from a TV news reporter, a newspaper reporter and others who will offer their insights on promoting positive images. + San Antonio* Intimacy Mary Ann Board, The Institute for Rehabilitation and Research Mary Ann will discuss intimacy as a right for ail. Also sexuality, child rearing and how to ensure that the people with the most significant disabilities have real quality in their lives. + tin Marcos + We tie One, Yet Not The Same Shakif Abu-Tahir, Community Awareness Network Philadelphia, PA Repeat of 8:30 a.m. Saturday Session 3:45 p.m. Break (Turn in Tip Sheets) 400 pm. Closing Session + Wedgwood Area Action Plans 430 pm. Reflect, Renew and Rejoice Partners *45 pm. Farewell Celebration + 188 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Testimonials A delightful and reassuring measure of the success of Partners in Policymaking is the personal testimonies of graduates. Are you collecting testimonials of your graduates? If not, start now. They can be used for many purposes, not the least of which is a quick pick-me-up when you're overwhelmed! ALABAMA "We protect the rights of the not so strong, to help them out when a right has gone wrong. To make lives hurt free as we can, is what we'll do for any woman, child, or man. Our goal is simple, but it covers a very large ground, no one is forgotten, not for many roads around. So if you're ever turned down, we'll fight your cause until justice is found. Please give us a call and state your case; Partners will get on it, like running a race." ARKANSAS "We have had the opportunity to perform with the Naumburg Orchestra at Lincoln Center in New York City, but the performance we're most proud of is our involvement in Partners in Policymaking. Partners has directly affected our family's attitude toward and understanding of our son's abilities and capabilities. A long sought after communications breakthrough has occurred. The entire scope and mission of our lives have been changed by the Partners experience." CALIFORNIA "I have been in an institution most of my life. I got myself a job at the local shopping center now." (He now works at one of his regular "hangout stores.) COLORADO "I've surprised myself in the skills I've increased . . . I've met with a Senator and didn't feel powerless." Partners in Policymaking Coordinator's Handbook 1995 189 Testimonials (continued) HAWAII "I take photos of locations in the community that are not accessible to my child who uses a wheelchair. I write letters to increase access." ILLINOIS "As I sat through Partners sessions, I wanted to believe everything that the speakers said. I was skeptical. Then my daughter's educational placement was described - a street that goes nowhere, stairs that go nowhere, preschool toys, and five nonverbal children together. Now she's included in general education and her eyes sparkle and her face beams with pride. She is happy and proud." INDIANA "I cannot say enough good things about Partners. I learned more in eight weekends than I have in eight years of inservice workshops." LOUISIANA "Partners is the most impressive and dynamic movement on behalf of people with developmental disabilities to ever occur." MINNESOTA "There is no comparison between my four year degree and Partners. I gained more knowledge, creativity, and practicality than I ever dreamed possible. You changed my life, expectations, and career." MISSOURI "To hear people talk about what I dream about for my child was great. I have so much information and my horizons have broadened to include so much more. It's scary, sobering, and thrilling." MONTANA "Partners is an effective and powerful effort because it combines national and local expertise. Parents with their years of experience in the developmental disabilities system, coupled with Partners training, results in knowledgeable and focused leaders for our state." NEBRASKA "Partners was a big shock for me. I always felt isolation was better so people with disabilities wouldn't take teasing and abuse. I view individual plans differently." NEW HAMPSHIRE "Our family is changing. We purchased a computer and added onto our house to give our son the privacy he needs." ? 190 Partners in Policymaking Coordinator's Handbook 1995 Testimonials (continued) NEW MEXICO "I want to be a model for my seven year old daughter with cerebral palsy. I want her to know that she has a voice and should have the tools and self-esteem to use it." NEW YORK "Partners are the national guard." NORTH CAROLINA "Before Partners, I was very active advocate already. Unfortunately, I had definitely reached burnout. Partners has rekindled a smoldering fire and I am once again prepared to ask for the moon and help build the rocket necessary to get my child there and any others who care to ride along. Thank you, Partners, for the new light at the end of the tunnel." NORTH DAKOTA "I now feel differently about my child; it doesn't matter to me-that he has a disability. I look at him as equal to others." OHIO Thirteen families met with a U.S. House member to discuss health care reform. OREGON Our vision of the future (class of 1994): Families and consumers are involved in policy and budget development. . Supports are designed for an individual, not as a service system. . The State of Oregon recognizes that families constitute the largest provider system in the state. . Families and consumers have a choice in the design and selection of supports. . Families and consumers participate in evaluating services. SOUTH DAKOTA "I was doing piecework at a sheltered workshop. I decided to go back to school to become a secretary. The difference was self-esteem. Partners saved my life. I used to be on psychotropic medication. I started asking questions, decided to say no, and took control of my life." TENNESSEE "It's about having a vision and then finding ways to enact that vision in tangible outcomes." TEXAS "When I came here, I didn't know what to expect . . . maybe other people with disabilities sitting around a table complaining about a problem. I don't think I have Partners in Policymaking Coordinator's Handbook 1995 191 Testimonials (continued) done anything in my life that has impacted me more. . . I have realized that I can make a difference. Partners allows parents and people with disabilities to go out into the community and make changes, not just in public policy, but with anybody they interact with. I now divide my life into two sections: life before Partners and life after Partners, because I will never, ever by the same again." UTAH "A year or so ago when someone asked me if I had family support, I thought they were asking if my parents or family members lived close by. Then I heard about an opportunity to join an advocacy group called Partners. I applied , not quite knowing what to expect. What I learned has changed my life and the life of my child with a disability. I recently testified before the legislature regarding Family Support waiting lists. I feel very fortunate to have been chosen to participate in such a worthwhile project." VIRGINIA "Partners has given me a road map to follow which has enabled me to successfully navigate through the system. I finally feel like I am in control - I've been empowered." WASHINGTON "This was a once-in-a-lifetime opportunity to receive an enormous education in a few weekends. It provided me with confidence, assurance, poise, and determination that 1 too can make a difference for people with developmental disabilities." WEST VIRGINIA "Partners brings us together, instills self-confidence to become active participants in advocating for our rights." 192 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Letter of Acceptance [On Your Letterhead] " Date Name Address city Dear [Applicant]: Congratulations! You have been selected to be a participant in our [year: first, second] class of Partners in Policymaking. We received [number] applications from all over the state. The task of selecting only [number] for this class was extremely difficult. We appreciate your willingness to make such a significant commitment. As you know, Partners in Policymaking is a leadership training program designed to increase empowerment and improve self-advocacy skills. For the training to be most effective for you and others, we must emphasize that consistent attendance is critical. We therefore require that everyone be present at all sessions [unless you have a medical emergency)] We have enclosed a schedule showing the dates of the eight training sessions. Please look it over and contact us immediately is you feel you cannot commit to this schedule. All of the sessions are in [city], unless otherwise noted. Your contract is enclosed. please read it carefully. It outlines the reimbursement of expenses and requires several commitments from you. If you agree to all items, please sign and return it to US by[(date]. We will review reimbursement procedures and ground rules in more detail with you during the first session. Our first session will be held Friday and Saturday, [dates], at [name and address of hotel]. Registration will begin at [time] on Friday, and we will adjourn by [time] on Saturday. We will reserve a room for you if you live outside the [city] area and arrange to have the room direct billed to our office. We will also provide Friday dinner and Saturday breakfast and lunch. Please complete the enclosed Partner Profile so we can make appropriate arrangements and rooming assignments for you. If YOU ever have any questions about hotel arrangements, contact our office. Please do not contact the hotel directly. Partners in Policymaking Coordinator's Handbook 1995 193 Letter of Acceptance (continued) Date Name Page 2 We also ask that you please be prompt for all meetings. 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 any family members with you to [city]. You can be reimbursed for respite care services in your home community to enable you to leave your children at home. Let us know if you have any questions about accessing respite care. Please return the contract and profile to us by [date]. We will send you additional meeting details after that date. If we don't hear from you by that time, we will assume you are no longer interested in participating in the program and we will add someone from our list of selected alternates. We have enclosed [booklets, reading materials, etc.] for you to read prior to our first session on history. Yes, your homework assignments are already beginning! We will have a lot of reading material through the course of the program, so it is best not to get behind. Again, on behalf of [sponsoring agency], we extend sincere congratulations on your being selected for this Partners class. It will not only be hard work, but lots of fun, too. If you have any questions or concerns prior to our [month] meeting, please contact me [or Staff person]. We are looking forward to meeting you in [month]. Cordially, [Partners Coordinator and/or Sponsoring Agency Representative] Enclosures: Contract Profile [Homework] 194 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Letter for Alternates [On Your Letterhead] Date Name Address city Dear [Applicant]: Thank you for submitting an application for Partners in Policymaking. Although your application was rated highly during the review process, we regret that we were not able to include you in the Partners class this year. There was a tremendous response to our recruitment efforts this year, yielding [number] applications from all over the state. There were so many outstanding applications, the reviewers had to make very difficult choices seeking a balance of many factors such as geographical location, gender, ethnicity, etc. Unfortunately, we were only able to select [number] individuals for this [year: first, second, etc.] Partners class. We have developed a list of alternates of those applicants who were favorably reviewed. Your name has been placed on this list. If any of the selected applicants withdraw, the alternates will be contacted for possible replacement. Meanwhile, we will add your name to our mailing list and want to encourage you to apply again next year, in case we are not able to include you this year. Look for the recruitment announcement [aprox. time of year]. [For states in at least second year of Partners.] Rosters of graduates from previous Partners classes are enclosed for your information. We encourage you to network with those who are closest to your area. Many of the Partners have organized support groups or joined other local organizations. They may be able to provide you with helpful information. Again, thank you for taking the time to submit an application. We hope to have the opportunity to work with you in the future as we strive to improve services and supports for all [state] with developmental disabilities. Sincerely yours, [Partners Coordinator] Partners in Policymaking Coordinator's Handbook 1995 195 Letter of Non-Acceptance [On Your Letterhead] Date Name Address City Dear [Applicant]: Thank you for submitting an application for Partners in Policymaking. We regret that you were not selected to be a participant in the Partners program this year. There was a tremendous response to our recruitment efforts this year, yielding [number] applications from all over the state. There were so many outstanding applications, the reviewers had to make very difficult choices seeking a balance of many factors such as geographical location, gender, ethnicity, etc. Unfortunately, we were only able to select [number] individuals for this [year: first, second, etc.] Partners class. [For states in at least second year of Partners.] Rosters of graduates from previous Partners classes are enclosed for your information. We encourage you to network with those who are closest to your area. Many of the Partners have organized support groups or joined other local organizations. They may be able to provide you with helpful information. We will also add your name to our mailing list which will assure that you receive an application next year should you want to apply again. The recruitment announcement will be distributed [aprx. time of year]. Again, thank you for taking the time to submit an application. It is most gratifying that we have so many [state residents] that are committed to improving services and supports for people with developmental disabilities. Sincerely yours, [Partners Coordinator] ? 196 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Partners Contract This agreement is between [Partners in Policymaking or sponsoring/funding agency] and Trainee]. 1. This agreement complies with applicable federal and developmental disabilities laws. This agreement will provide training services that will enable people with developmental disabilities, their families, and guardians to maximize their abilities to advocate for supports and services to increase independence, productivity, and inclusion. 2. Under this agreement, the Trainee agrees to: A. Participate in all eight (8) two-day Partners in Policymaking training sessions and not invite spouses or guests to attend these sessions. Contact [Coordinator's name] in case of medical emergency. B. Arrive and depart at prescribed times: arrive by 12:00 noon on Fridays and not leave before 3:00 PM on Saturdays. C. Complete homework assignments relevant to training materials provided at the training sessions. D. Participate in effectiveness evaluations at the end of each training session. E. Submit estimates of time and expenses for match requirements for the grant which sponsors Partners in Policymaking. F. Demonstrate competencies through actions, i.e. letter writing, phone calls, attendance at local/state meetings, presenting testimony, writing news articles and report these activities on my time/match form. G. Maintain records of contacts relative to, or as a result of, Partners in Policymaking, with news media, public officials, action alerts, service organization and/or community programs, phone calls, public presentations or speeches given, meetings attended, and organizations joined. H. Submit complete reimbursement forms within 20 days of training session. I. Participate in post-training follow-up surveys. Partners in Policymaking Coordinator's Handbook 1995 197 Partners Contract (continued) J. Choose one major assignment to be completed by [six months after graduation] such as an internship with a public official, monitoring hearings, organizing petition/letter writing campaigns, presenting testimony, or organizing meetings with public officials, etc. 3. In consideration for providing the services listed above, [Partners in Policymaking or sponsoring/funding agency] agrees to authorize payment to the Trainee for the following amount(s): A. Travel costs to training sessions for airfare and/or mileage at [$] per mile. B. Meals required during travel time. Meals will be provided during training sessions. C. Lodging to be provided on double occupancy basis. D. Respite services. E. Personal Assistant/Facilitator services. F. Postage, telephone, and miscellaneous charges specifically related to Partners in-Policymaking activities. The reimbursement amount will be remitted as promptly as possible after receipt of the reimbursement request. Total reimbursement under this agreement may not exceed [dollar amount]. 4. In addition, the Partners in Policymaking program agrees to: A. Provide, face-to-face, best practices and state-of-the-art information available from national experts in the field of developmental disabilities. B. Provide reading materials, suggestions, and resources to familiarize participants with a wide range of topics related to developmental disabilities and with information specific to identified areas of interest. C. Provide both role play and direct experiences at the local, state, and federal levels to assist participants in the abilities to influence public policy. 5. This agreement is effective on [first day of the month of the first training session] and will continue in effect through [one year from previous date]. For Partners in Policymaking or For the Trainee Sponsoring/Funding Agency] Date Date 198 Partners m Policymaking Coordinator's Handbook 1995 Partners in Policymaking Partners Profile Name Phone(s) Home Work Address HOTEL - Reservations will be made on a roommate basis (double occupancy). Participants wishing to room alone (single occupancy) will be required to pay the difference in room rate (aprx. $25-$35 extra depending on hotel). Do you want: Double Occupancy Single Occupancy Reservations will be made for Friday night only. If you require Thursday night or Saturday night lodging in addition, please explain - Do you smoke? Yes No Do you require a non-smoking roommate? Yes No ACCESSIBILITY - If the number of wheelchair accessible sleeping rooms is limited, would you require one? Yes No Other accommodations? (please describe) Do you need personal care assistant services? Yes No- Will you be bringing a personal care assistant with you? Yes No If so, do you want your personal care assistant to room with YOU? Yes_ No MEALS - Participants will be provided with Friday dinner and Saturday breakfast and lunch during the training sessions. If you have special dietary needs, please describe: TRAVEL - Will you be driving or flying to [city]? Do you need assistance with accessible transportation from the airport to the hotel? Yes No If yes, are you registered with [city's paratransit service]? Yes No Please return this form with your Training Agreement by [date]. Partners in Policymaking Coordinator's Handbook 1995 199 Partners in Policymaking Partners Instruction Letter [On Your Letterhead] DATE: [Should be aprx. 1 month in advance of meeting date] TO: PARTNERS IN POLICYMAKING FROM: [Coordinator's Name] RE: First Partners Session Our first Partners in Policymaking session will be at the [name of hotel, address, and telephone number], in [city], [dates]. We will begin registration at [time] and the session will start promptly at [time]. We will not be providing lunch on Friday, so please plan to eat prior to [time]. The rest of your meals will be provided. As noted on the enclosed agenda, we should wrap up by [time] on Saturday. If you requested advance purchase of your plane tickets, we will be in touch with you individually. If you will be on a reimbursement basis, please plan to make your own travel arrangements. We will go over the details of reimbursement on [date of meeting]. Please purchase the lowest available airfare if you are making your own arrangements. The [hotel does/does not] have a shuttle service from the airport. [Detail what transportation options are from the hotel to the airport, e.g. hotel or other shuttle, taxi, bus, etc. Include information on schedules, estimated time of trip, fares, etc.] Be sure to save your receipts to turn in with your reimbursement form. If you need accessible transportation from the airport, we will be in contact with you individually. For those of you who are driving, a map to the [hotel] is enclosed. Free parking is available for guests of the hotel. Official check-in time is [time]. The hotel will have a rooming list and will assign you accordingly. If rooms are available before check-in time, they will provide early check-in. The deadline for check-out is [time]. As a reminder, if you have any questions about hotel arrangements, please call me directly at [phone number]. A roster of your classmates is enclosed. I'm looking forward to a great year and cannot wait to meet all of you in [month]. In the meantime, please call if you have any questions or concerns. Enclosures: Agenda, Map, Roster 200 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Time/Match Record This form is used to collect information about the amount of time you spend working on Partners in Policymaking. This information enables us to use time that you have devoted to this project as match for the grant that is supporting this project. Please estimate the time to the best of your ability and sign this form in the space provided. Name Date Reporting on the month of [f you are employed, please indicate your hourly rate $ Since last completing one of these forms, I have spent approximately _ hours on homework assignments, reading, phone calls, personal contacts, or other matters directly related to this program. . Date Amount of Time Type of Activity Tool for Activity (phone, letter, etc.) Briefly describe this month's activities related to Partners in Policymaking: Partners in Policymaking Coordinator's Handbook 1995 201 Partners in Policymaking Speaker's Confirmation Letter o [On Your Letterhead] Date Name Address City Dear [Speaker]: We are delighted you will be participating in our Partners in Policymaking session on [date] in [city]. We have just completed our selection of this class and it looks like we will have another outstanding group. [OR - We have an outstanding group of participants who are eager to learn.] There are [number] of participants in this class: [number] self-advocates and [number] parents. Your contract is enclosed. Please sign and return to us at your earliest convenience. Your presentation on [subject] will begin at [time] and conclude at [time] on [day], [date]. The competencies for this session are: Please tailor your presentation to enable Partners to achieve these competencies. . This session will be at the [name of hotel, address, phone number]. We will make a reservation for you and arrange to have the room direct billed to our office. You will be responsible for any incidental charges. You may make your own travel arrangements or we will be happy to make them for you. Please contact [Coordinator or fiscal agent and telephone number by certain date] regarding this matter. We would like to have a brief bio from you to include in the Partner packets as background information. Please complete the speaker information checklist I've enclosed to assist us in making arrangements for your presentation. The Partners receive homework assignments at each session. If there is an assignment you would recommend for them (reading or other), we can include it in their [previous month's session packet]. Please forward a copy of any articles, etc., prior to [the month before his/her presentation]. It would be most helpful if we could receive the [date required]. Thank you for your assistance. information requested on or before We look forward to seeing you in [month]. Sincerely yours, [Coordinator] 202 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Speaker's Contract Agreement for Organized Training Activities This agreement is between [Partners in Policymaking or Funding Agency] and [name of speaker], the Trainer. 1. [Use this space for any legal requirements regarding the funding agency and specific rules and regulations, etc.] 2. The Trainer is an independent contractor and not an employee of [Partners in Policymaking/agency]. 3. The Trainer will provide the following training services under this agreement: Train Partners on [subject]. 4. In consideration for providing the services listed in Item 3 above, [Partners in Policymaking/agency] agrees to pay the Trainer the following amount(s): A. Training fee of [amount]. B. Travel cost including airfare, ground transportation, parking, and/or mileage at [$] per mile. C. Lodging at the negotiated meetings rate at the hotel in which the session(s) will be held. The hotel rate will be paid through direct billing. Trainer is responsible for any incidentals. D. Meals up to [amount] per day. Meals served during training sessions will be paid through direct billing. The Trainer will submit a reimbursement request form to [Partners in Policymaking/agency showing expenses incurred and services provided and will attach receipts as indicated on the form. [Partners in Policymaking/agency] will remit the balance due to the Trainer as promptly as possible after receipt of the reimbursement request. This agreement is effective from [date] and will continue in effect through [date]. For [Partners in Policymaking/agency] For the Trainer [Name, Title, Agency, Address, etc.] [Name, Title, Address, etc.] Partners in Policymaking Coordinator's Handbook 1995 203 Partners in Policymaking Speaker's Information Checklist Please complete this form and return with contract and brief biography. Speaker Phone Address AUDIO-VISUAL EQUIPMENT: Slide Projector Overhead Projector- Flip Chart Blackboard/Chalk TV/VCR Tape Size Other Recommended reading/homework assignments for Partners? TRANSPORTATION INFORMATION: Departure Airport Desired arrival in [city]: Date: Aprx. Time: Desired departure from [city]: Date: Aprx. Time: Estimated costs for: Airfare $ Ground Transportation $ LODGING AND MEALS INFORMATION: (Please notify us of any changes, as we will make arrangements with the hotel for direct billing for lodging.) I will require hotel lodging for (please check): -Thursday Friday Saturday I will join the group for meals (please check): Friday dinner Saturday breakfast Saturday lunch Special dietary needs Accessibility requirements: Wheelchair Accessible Room 204 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Reimbursement Request (Participants/Speakers) Name Address City, Zip SSN Purpose of Travel MEALS/LODGING (attach receipts) TOTALS Date(s) Breakfast Lunch Dinner Lodging . CAR MILEAGE (include home city to and from destination and in-town mileage) Date From To Miles Date From To Miles Date From To Miles Date From To Miles Total Miles Traveled x [$ ] mile = Total Amount $ TAXI, RENTAL CAR, OTHER TRANSPORTATION, ETC. (attach receipts) Date From To $ Date From To $ MISCELLANEOUS EXPENSES (attach receipts) (Include airfare, Date STATEMENT Date parking fees, speaker fees, attendant fees/meals, respite fees, etc.) Description $ $ $ STATEMENT OF ACCOUNT Description of Services Provided (if applicable) $ $ TOTAL EXPENSES: I certify this information is true and correct. $ Signature (Participant or Speaker) Date ---------------------------------------------------------------------------------------------------- I verify that the total amount due to participant/speaker for the month of is $ . Partners Coordinator Partners in Policymaking Coordinator's Handbook 1995 205 Partners in Instructions for Travel Partners in Policymaking Instruction for Travel Reimbursement Request Partners participants may submit reimbursement for: o Expenses per day for meals and lodging as specified on your Training Agreement. (Meals and lodging will be billed by hotel directly to our office.) o Transportation costs such as airfare, mileage, ground transportation, parking, etc. o Personal Care Assistant/Facilitator services, if applicable. o Respite services, if applicable. o Miscellaneous expenses as specified in your Training Agreement, such as postage, materials, and telephone charges. INSTRUCTIONS FOR COMPLETION: Name, Address and Social Security Number: We must have your social security number to process payment.. Purpose of Travel: Indicate purpose, meetings attended, etc. Meals: Meals will be billed by hotel directly to our office. Inapplicable, participants may claim meals while on travel status (e.g. lunch on Friday, dinner on Saturday). Attach receipts. Lodging: Lodging will be direct billed by the hotel to our office. Car Mileage: If you travel by personal car, indicate the number of miles driven. Multiply the mileage by [$] and enter amount. Itemize mileage, e.g. home city to and from destination and any in-town mileage. Taxi or Rental Car: If a rental car is used, receipts must be attached. A taxi should be used when more economical than a rental car. Indicate points of origin and destination. Other Transportation: If other transportation is used, such as airport shuttle, bus, or train, indicate the cost and attach receipts. Commercial Airfare: Write in the amount of airfare under miscellaneous expenses and attach receipts. First class flight is not allowed unless advance arrangements have been made (e.g., reasonable accommodation). Parking Fees: Indicate any parking expenses (at airport, etc.) under miscellaneous expenses. Receipts [are/are] not necessary. Telephone: Indicate total amount of telephone expenses. Telephone calls must be Partners-related and need not be made while in travel status. Receipts [are/are not] necessary. Other Travel Expenses: List any other travel expenses under miscellaneous expenses such as assistant fees/meals, respite fees, postage, etc. Receipts [are/are not] necessary. Services Provided: If applicable, give brief description of services provided. Total Expenses: Add the total amount of expenses. Participant's Signature: Sign, date, and return reimbursement request to: [Coordinator's Name, Address] 206 Partners in Policymaking Coordinator's Handbook 1995 Partners in Policymaking Instructions for Travel Reimbursement Request Partners presenters may submit reimbursement for: o Expenses per day for meals and lodging as specified in your contract. (Meals and lodging will be billed by hotel directly to our office.) o Transportation costs such as airfare, mileage, ground transportation, parking, etc. o Personal Care Assistant/Facilitator services, if applicable. INSTRUCTIONS FOR COMPLETION: Name, Address and Social Security Number: We must have your social security number to process payment. Purpose of Travel: Indicate purpose, meetings attended, etc. Meals: Meals will be billed by hotel directly to our office. -Other meals will be reimbursed per your contract. Receipts [are/are not] necessary. Lodging: Lodging will be direct billed by the hotel to our office. Car Mileage: If you travel by personal car, indicate the number of miles driven. Multiply the mileage by [$] and enter amount. Itemize mileage, e.g. home city to and from destination and any in-town mileage. Taxi or Rental Car: If a rental car is used, receipts must be attached. A taxi should be used when more economical than a rental car. Indicate points of origin and destination. Other Transportation: If other transportation is used, such as airport shuttle, bus, or train, indicate the cost and attach receipts. Commercial Airfare: Write in the amount of airfare under miscellaneous expenses and attach receipts. First class flight is not allowed unless advance arrangements have been made (e.g., reasonable accommodation). Parking Fees: Indicate any parking expenses (at airport, etc.) under miscellaneous expenses. Receipts [are/are] not necessary. Telephone: Indicate total amount of telephone expenses. Telephone calls must be Partners-related and need not be made while in travel status. Receipts [are/are not] necessary. Other Travel Expenses: List any other travel expenses under miscellaneous expenses such as assistant fees/meals, respite fees, postage, etc. Receipts [are/are not] necessary. Services Provided: Give brief description of services provided. Total Expenses: Add the total amount of expenses. Speaker;s Signature: Sign, date, and return reimbursement request to: (Coordinator's name, address) Partners in Policymaking Coordinator's Handbook 1995 207 That's all folks!!! And, don't forget ... who ya' gonna call??? Colleen 612-296-9964 Jopie 512-483-4089 Kathie 719-687-8194 -'+. 208 Partners in Policymaking Coordinator's Handbook 1995