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
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
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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.
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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.
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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)
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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
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.
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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
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
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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!!
:.
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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)
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Partners in Policymaking Coordinator's Handbook 1995
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
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
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
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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
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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
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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.
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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)
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].
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
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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 [$] per mile.
C. Lodging at the negotiated meetings rate at the hotel in which the session(s) will be held. The hotel rate will be paid through direct billing. Trainer is responsible for any incidentals.
D. Meals up to [amount] per day. Meals served during training sessions will be paid through direct billing.
The Trainer will submit a reimbursement request form to [Partners in Policymaking/agency showing expenses incurred and services provided and will attach receipts as indicated on the form. [Partners in Policymaking/agency] will remit the balance due to the Trainer as promptly as possible after receipt of the reimbursement request.
This agreement is effective from [date] and will continue in effect through [date].
For [Partners in Policymaking/agency] For the Trainer
CAR MILEAGE (include home city to and from destination and in-town mileage) Date From To Miles Date From To Miles Date From To Miles Date From To Miles Total Miles Traveled x [$ ] mile = Total Amount $
TAXI, RENTAL CAR, OTHER TRANSPORTATION, ETC. (attach receipts) Date From To $ Date From To $
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
