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1Visit www.PACER.org PACESETTER – Winter 2008

Earth, Wind & Fireis often dubbed the“Shining Star” of R&B(rhythm and blues). Thelegendary group bringsits energetic music toPACER Center’s 26th

Annual Benefit onSaturday, April 26, at theMinneapolis ConventionCenter.

Known for its charis-matic performance andpositive music, Earth,Wind & Fire establisheda reputation as top-ranked musicians whenits breakthrough hit,“Shining Star,” toppedthe pop and R&Bcharts. A string of multiplatinum albums secured the group’s long-lasting popularity.It has won four Grammy Awards, four American Music Awards, and was inductedinto the Rock and Roll Hall of Fame in 2000.

Founded by Maurice White, the group went on to become one of the world’smost popular R&B groups. White remains the group’s producer. Inspired by soul,funk, pop, and a mix of musical styles, the band recorded a long list of bestsellers,including “That’s The Way of the World,” “After the Love Has Gone,” “Septem-ber,” “Serpentine Fire,” and “Let’s Groove.”

“We’re thrilled to have this legendary band perform at the Benefit,” said PaulaF. Goldberg, PACER executive director. “We look forward to a fantastic evening.”

Prior to Earth, Wind & Fire’s featured performance, the Annual Benefit alsoincludes silent and live auctions. A pre-Benefit gourmet dinner is available byseparate ticket. The fun continues at a postconcert patron party for people pur-chasing Benefit tickets of $140 or more.

Benefit Honorary Chairs are Bill and Tani Austin. Benefit co-chairs are PatriceAlkire, Jessica Broyles, Danna Mirviss, and Colleen McGough Wood.

Proceeds from the Benefit support PACER Center programs for children withdisabilities and their families.To reserve tickets for the Benefit, visitwww.PACER.org, or call (952) 838-9000.

Winter 2008 • Vol. 31, Issue 1PACESETTERA news magazine of PACER Center, Inc. by and for parents of children and young adults with disabilities

PACER Benefit performanceto feature Earth, Wind & Fire

Earth, Wind & Fire

Lawmakers postponeNCLB reauthorization

Federal lawmakers have post-poned reauthorizing (updating) NoChild Left Behind (NCLB). NCLB,which is the Elementary andSecondary Education Act, deter-mines federal policy for America’spublic schools.

Observers suggest that reautho-rizing NCLB could be more difficultin an election year because Con-gress is less likely to obtain abipartisan consensus. NCLB waspassed in 2001 with support fromboth major parties.

NCLB is known for its focuson holding schools accountable forproviding a high-quality publiceducation for all students. Thelaw requires all states to developand implement standards andprocedures to measure studentachievement.

NCLB issues that reauthorizationmay address include■ Developing better tests to track

student progress,■ Expanding a highly qualified work

force among teachers, and■ Providing more federal resources

to help underachieving schoolsimprove.NCLB will continue in its present

state until Congress acts on it.For Minnesota state news as it

relates to federal education law,see page 3.

PACESETTER – WINTER 2008 Call (952) 838-90002

Name:

Address:

City: State: Zip:

Phone: (H) (W)

E-mail: If you wish to sit with friends, the reservations must arrive at the same time.

I need: Wheelchair seating (number of spaces) Sign language interpretation

Assistive listening device Other

My checks, separate for the Benefit and dinner, are made payable to PACER Center and are enclosed. (Tickets will be mailed April 18.)

Total charge $ to VISA Mastercard AmEx Discover

# Exp.

I am unable to attend the Benefit. Please accept my gift: check charge

$550 $275 $200 $140 $85 $55 Other:

Many companies match gifts. Please ask your employer for a matching gift form andenclose it with your contribution or ticket order.

Names of persons for whom you are purchasing tickets (including yourself):

Benefit Tickets:

Please send me:

(# of) $551 tickets

(# of) $851 tickets(# of) $1402 Patron tickets*

(# of) $2002 Patron tickets*

(# of) $2753 Patron tickets*(# of) $5503 Patron tickets*Total amount: $

Dinner Tickets ($95 per person)Number of tickets: Total amount: $

Other Contribution/Volunteer Opportunities

Please contact me about:

donating (item)

to the Silent Auction

being a Corporate Sponsor(including ticket package and ad)

advertising in the Benefit Playbill

volunteering on a Benefit committeeTax values are listed in the following categories:1 = $40 value; 2 = $50 value; 3 = $60 value. The ticketprice in excess of the value is tax deductible.

* Includes post-performance patron champagne anddessert party

BENEFIT RESERVATIONS

To reserve your tickets for the 2008 PACER Benefit featuring Earth, Wind & Fire, please complete the form below and fax or mail it toPACER Center. Reservations can also be made at PACER’s Web site (www.PACER.org) or by telephoning (952) 838-9000. Have aspecial occasion coming up? Gift cards for the Benefit are available.

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

Want more info? Call PACER at (952) 838-9000

At Solera in downtown Minneapolis


PACESETTERPublished by PACER Center, Inc.

Three times a yearCirculation: 109,000

©2007 by PACER Center8161 Normandale Blvd.

Minneapolis, MN 55437-1044

Voice: (952) 838-9000 TTY: (952) 838-0190Toll-free: (800) 537-2237 (Minnesota)Toll-free: (888) 248-0822 (National)

FAX: (952) 838-0199E-mail: [email protected]

PACER Executive Director:Paula F. Goldberg

Communications Director, Editor: Pat BillWriter-Editor: Marcia Kelly

PACER Web site: www.PACER.orgAlliance site: www.taalliance.org

FAPE site: www.fape.orgC3 site: www.c3online.org

Bullying: www.PACERKidsAgainstBullying.org(Alternate format is available upon request.)

Minnesota rules hearing conducted in DecemberBy Kim Kang

A hearing on proposed stateadministrative rules involving Part Bof the federal Individuals with Disabili-ties Education Act (IDEA) wasconducted on Dec. 3 at the MinnesotaDepartment of Education. Administra-tive Law Judge Barbara Neilsonpresided over the hearing where 50people testified. PACER Center staff,parents, and a student spoke andincluded support of the following,which are in the proposed rules:■ Least Restrictive Environment,

which defines a “free and appropri-ate education” for students fornonacademic and extracurricularactivities.

■ Reevaluation criteria, which pro-vides that if a student continues todemonstrate a need for specialeducation and related services, he orshe will continue to receive services.

PACER Center recommendedchanges in the areas of positivebehavior interventions and supports,regulated interventions, and specificlearning disabilities.

Positive behavior interventionrecommendations included registeringany room used for locked time-out orseclusion prior to use with any student,requiring that an oversight committeereview data for aversive and deprivationprocedures twice a year, and requiringadditional training for staff.

For regulated interventions, PACERrecommended that a physician order beobtained from the child’s doctor for manualrestraints, locked time-out, seclusion, andmechanical restraints.

Concerning interventions affectingspecific learning disabilities, PACER voicedconcern that progress monitoring forevaluations may exceed more than 30school days and that parents will not beaware of their right to request a specialeducation evaluation at any time. Profes-sionals also testified on a variety of issues.

By Kim KangThe 2007 legislative session

created a “Special Education TaskForce” to compare the federalIndividuals with Disabilities Educa-tion Act (IDEA) requirements withMinnesota laws and rules. TheCommissioner of the Bureau ofMediation Services appointed a 10-member committee in September2007, comprised of parents, attor-neys, school officials, and advocates.Virginia Richardson of PACERCenter is a member of the taskforce, which has been meeting toprepare its recommendations to thestate legislature by Feb. 15, 2008.

Since Minnesota began educatingstudents with disabilities in the 1950s,it has maintained a national reputa-tion for providing high-qualityservices that focus on successfuloutcomes for students with disabili-ties. Because the federal govern-ment did not pass the Education forAll Handicapped Act until 1975(later known as the Individuals withDisabilities Education Act), Minne-sota had already established laws,rules and an infrastructure to deliverappropriate services.

Minnesota has reexamined itsrules in a variety of stakeholder

groups over the years. The most recentexamination was in the spring of 2007 whenthe Minnesota Department of Educationconducted a series of meetings to look atrules that might need to be revised to alignwith IDEA 2004 mandates.

PACER remains committed to ensuringthat children with disabilities receive theservices they need to achieve successfuloutcomes. In that regard, PACER supportsMinnesota requirements, some of whichmay exceed federal requirements.

Minnesota task force convened to comparefederal and state special ed laws and rules

A new statewide PACER Centerproject will work to increase the effective-ness of local special education advisorycouncils (SEACs) by making trainingaccessible to parents and local schooldistricts across Minnesota.

As part of the project, PACER willdevelop a Web page of centralized, user-friendly SEAC information, training, andsupport. The project will also include onlinetraining for school districts and parents asthey implement their local SEACs.

The project is funded through a grantfrom the Minnesota Department of Educa-tion. For information, contact PACERCenter at (952) 838-9000 in the metro areaor (800) 537-2237 in Greater Minnesota ore-mail [email protected].

PACER Center expands opportunities and enhances thequality of life for children and young adults withdisabilities and their families. The mission is based onthe concepts of parents helping parents and working incoalition with others. An Equal Opportunity Employer,PACER is funded by grants from the U.S. Departments ofEducation, Labor, and other sources, and fromfoundations, corporations, and individuals. Viewsexpressed do not necessarily reflect those of theDepartments or other donors. Contributions to PACERare tax-deductible. For information, call Mondaythrough Friday, 8 a.m. to 5 p.m.

Project seeks to improvelocal special ed councils


With media coverage in USA Today,SmartMoney.com, television stations,and more, word about PACERCenter’s second annual National

National Bullying Prevention Awareness Week Bullying Prevention Awareness Weekspread quickly across the nation.PACER is the National Center forBullying Prevention.

As a result of the awarenessweek, the U.S. House of Representa-tives passed a resolution supportingthe goals of the week, the Minnesota

Minnesota’s First Lady visits PACER CenterMinnesota’s First Lady Mary

Pawlenty became acquainted withPACER Center and its 30 differentprojects when she visited PACERCenter in October.

In addition to discussions with staffon assistive technology, education, andother issues affecting children withdisabilities and their families, Pawlentytoured PACER and observed variousPACER programs in action.

“We were delighted that the FirstLady could see PACER’s work forherself,” said Paula F. Goldberg,PACER’s executive director. “Herwarmth and interest in PACER’s workwith Minnesota families of childrenwith disabilities were wonderful!”

Minnesota’s first Lady, Mary Pawlenty, met with PACER Center leaders. Seated from leftare Paula F. Goldberg, PACER Executive Director; Mrs. Pawlenty; and Bridget Ames,PACER’ Simon Technology Center Coordinator. Standing are John Guthmann, PastPresident of PACER’s Board of Directors; Mary Schrock, PACER Director ofDevelopment; Kristi Wieser, IBM and PACER Advisory Board; and Valerie Pace, IBM.

Below, Mrs. Pawlenty met PACERAdvocate Bonnie Jean Smith. Smith hadworked with a family whose child washelped by Pawlenty, a former MinnesotaFirst Judicial judge, in the court system.

At right,Virginia

Richardson,PACER’s Parent

TrainingManager,discussed

PACER’s workwith Minnesota

families withthe First Lady.

PACESETTER – WINTER 20084


Bullying PreventionAwareness Weekby the Numbers

gains state, federal recognition

A Congressional resolu-tion supporting the goalsof National Bullying Pre-vention Awareness Week

A governor’s proclamationdecreeing Oct. 21–27,2007, National BullyingPrevention AwarenessWeek (Minnesota)

5 cosponsors (NationalPTA, National EducationAssociation, AmericanFederation for Teachers,National Coalition forParent Involvement inEducation, and SchoolSocial Work Association ofAmerica)

62 schools, organiza-tions, and individuals in 23states and two countrieswere bullying preventionpartners with PACER

70,000 visits toPACER’s bullying preven-tion Web site

130,000 Kids AgainstBullying bookmarks distrib-uted to schools nationwide

It adds up to a safer,healthier world for allchildren.

governor’s office issued a proclama-tion, and groups across the countryjoined PACER as partners to helpprevent bullying in their schools andcommunities.

Activities, contests, toolkits, andonline bullying prevention trainingmarked the week. In addition, morethan 70,000 people visited PACER’sbullying prevention Web sites and130,000 bullying prevention book-marks were distributed in schoolsacross the United States.

PACER will continue its effortsthroughout 2008. The Web site,www.PACERKidsAgainstBullying.org,

will have opportunities for communities,parents, schools, and students to beinvolved in special activities. AdditionalWebinars on bullying prevention and anew bullying prevention Web site formiddle-school and high-school studentsare planned. Families, students schools,organizations and others groups areinvited to join PACER as a partner duringthe 2008 National Bullying PreventionAwareness Week, Oct. 5–11.

An estimated 160,000 children in theUnited States miss school each day as aresult of being bullied. Parents andchildren can learn to make a difference atwww.PACERKidsAgainstBullying.org.

What people are saying aboutwww.PACERKidsAgainstBullying.org“I think this is a good Web site for kids because some of my friendshave been bullied and I am going to tell them to go on this Web site.This is a very, very, very good Web site to go on. I hope you keepthis Web site.” New York, Girl, 9

“Bullying is not cool. You should always be respected no matter howshort or if you have big ears, and as long as you’re yourself, no onecan tease you. You control your life, not bullies, and we are all thesame anyway. We have ears and noses and mouths; some haveglasses, but who cares........who cares?” Maryland, Boy, 12

“Bullying can really hurt me. With you on my side, I think I can make itthrough. I will always help a person in need of a non-bullying friend.Thank you!” New Jersey, Girl, 11

“I think this Web site inspired me to stand up for myself and NEVERbully ANYONE!!!!” Michigan, Girl, 10

“I want to thank you for creating the PACER Kids Against BullyingWeb site. This is the most comprehensive, outstanding, creativecollaboration of resources (bullying or otherwise!) I have ever foundon the Internet or via movies. I love the interactive nature of the site.The movies are excellent. The graphics are fabulous. I appreciate thework that your organization is doing to help keep kids safe.”

School Counselor, Texas


Training, technology equipment,and recognition by public officialsmark international efforts to bringassistive technology to children andyoung adults with disabilities in India.

Assistive technology training at SSK coincided with a fall 2007 Governor’s trademission of Minnesota business leaders to India. The business delegates visited SSK inBangalore where the center, modeled after PACER’s Simon Technology Center, will belocated. From left, front row, are Deepa Kedoor, IBM; Mamtha Sharma, IBM; PaulaPrahl, Best Buy; Bridget Ames, PACER Center; Mary Pawlenty, First Lady ofMinnesota; and Valerie Pace, IBM. The back row includes Walt Ling, IBM; ShankerAnnaswamy, IBM; Rabindran Isaac, SSK; and, at right, Charlie Weaver, MinnesotaBusiness Partnership and member of PACER’s Advisory Board.

A new technology center forchildren with disabilities, based onPACER Center’s Simon TechnologyCenter, is set to open later this year atthe Spastics Society of Karnataka

(SSK) in Bangalore, India. Assistivetechnology is a device or technologythat helps a person with disabilities.

The SSK-PACER connectionbegan several years ago with a visit tothe large Indian nongovernmentorganization (NGO) by PACER’sExecutive Director Paula F. Goldberg.

With support from internationalcompanies such as IBM and Target,plans for an assistive technologycenter were put into motion. PACERand SSK recently began training SSKstaff. In October, PACER’s SimonTechnology Center CoordinatorBridget Ames traveled to Bangaloreto work with SSK staff. She arrivedwith 122 pieces of software and othertechnology donated by Americanvendors and valued at $20,000. InNovember, Rabindran Isaac of SSKcame to PACER to observe opera-tions at the Simon Technology Center.The PACER-SSK collaboration willcontinue via the Internet and othermeans.

“It’s very exciting,” said Ames.“Assistive technology will change thelandscape for children with disabilitiesin India.”

India technology center progresses with trainings

The annual Teacher-School Appreciation Day isMarch 7, 2008. Begun by PACER Center in 1997,Appreciation Day offers families of children withdisabilities a way to honor teachers and other schoolstaff.

Free certificates of appreciation are specially de-signed and available from PACER. Families can callPACER at (952) 838-9000 (Metro area) or (800)537-2237 (Greater Minnesota) or download them fromwww.PACER.org/help/teacher.htm. Families or studentscan then complete the certificates and present them tothose they wish to recognize. Parents may wish to alsowrite a brief note or make a telephone call of apprecia-

Teacher-school appreciation is March 7tion to people at school who work with their children.

Virginia Richardson, PACER parent training man-ager, created the event. While the first AppreciationDay was directed to teachers, it later expanded toinclude all school personnel.

“Many people at school work hard to make adifference in the lives of our children with disabilities,”said Richardson. “Often, we don’t go back and thankthe people at school for the positive impact they’ve hadon our child’s life. Teachers and other educators whowork well with our children need to be praised andencouraged.”


By Marcia KellyAs a parent, you are the best

advocate for your child with disabili-ties. By gaining knowledge about thedisability and disability rights laws, youcan help ensure that your child receivesthe services and education to which heor she is entitled. As you look forward toa new year filled with possibilities, youmay want to consider these three waysto be an effective advocate for yourchild.1. Understand your child’s disability andthink about its implications.

“Knowledge is power,” saysVirginia Richardson, PACER ParentTraining Manager. “In order to advo-cate effectively for your child, it’simportant to know all you can aboutyour child’s disability and how it mayaffect all areas of his or her life—fromeducation to health care to socialrelationships.”■ Talk to other parents whose children

have disabilities similar to those ofyour child to gain practical informa-tion and resources.

Advocating for your child can make 2008 great

Hassan Samantar joined the PACER Center this fallas an advocate in PACER’s multicultural projects.

Samantar was born in Somalia and works with theSomali community. In addition to helping Somalifamilies of children with disabilities, he translatesPACER Center documents from English to Somali.

After immigrating to the United States at age 20,Samantar studied at George Washington University inWashington D.C. He then entered the business worldand worked for Nordstrom for 13 years in severalstates.

Minnesota’s Somali community is large. Manyfamilies struggle to adjust to the American culture and school system, Samantarsaid, and he wanted to be in a position to help. “I felt I owed it to my commu-nity,” he said.

A chance encounter directed him to the PACER Center position.“This is a gratifying job,” he said. “When I go home, I feel good about myself

for helping families. I wake up every morning wanting to help children andfamilies.”

Samantar is the parent of three children, two of whom have disabilities.

Somali advocate joins PACER

■ Learn asmuch asyou canfromprofession-als whowork withyour childand fromthe Web,library, andother sources.

■ Find information and support atPACER Center and the disabilityorganization appropriate for yourchild.

■ Decide what information is useful toyou based on your values, priorities,and cultural traditions.

2. Have high expectations within thecontext of your child’s challenges andabilities, and involve your child in his orher own success.

“Remember that your child is achild first,” Richardson says. “Ac-knowledge the difficulty the disabilitymay cause in your child’s life, but

always be aware that we all succeedin life based on our strengths. Childrenneed opportunities to explore anddevelop skills and interests, hobbiesand natural talents.”■ Affirm your child’s strengths, such

as a kind heart or good memory.■ Help your child understand how he

or she learns—whether by using hisor her eyes, ears, hands, or someother way.

■ Explore how assistive technologymight help your child learn andreach goals.

■ Challenge your child—and supporthis or her efforts at trying newthings.

3. Learn about the state and federallaws that address the rights of peoplewith disabilities.

“Three federal laws protect theeducation and civil rights of peoplewith disabilities,” Richardson says.“By understanding these laws, parentscan be advocates for their children’srights.”■ The Individuals with Disabilities

Education Act (IDEA) ensures a freeappropriate public education (FAPE)for all children with disabilities.

■ The Americans with Disabilities Act(ADA) prohibits discrimination onthe basis of disability in the work-place, postsecondary education,public services, and communitysettings.

■ Section 504 of the Rehabilitation Actof 1973 prohibits agencies ororganizations that receive federalfunds from discriminating againstqualified individuals solely on thebasis of disability.No one understands your child

better than you, and no one else hasthe vision for his or her future that youdo. If you would like more informationon the areas mentioned, visitwww.PACER.org or call PACER andask to speak with a parent advocate.

Hassan Samantar

Virginia Richardson


By Patricia BillKatie Thompson was reluctant to go

to IBM’s EX.I.T.E. Camp at PACERCenter last summer.

“I’ve been to camps in the past, butI didn’t connect with the kids,” ex-plained Katie.

Once at IBM EX.I.T.E., however,Katie changed her mind—and life.Within a few days, she went fromlonely adolescent to social butterfly.

“At EX.I.T.E., I was accepted for

who I am. I didn’t have to pretend,”said Katie, who has several diagnoses,including mild autism and ichthyosis, anoncontagious skin condition.

IBM EX.I.T.E. at PACER isdesigned for middle school girls likeKatie. While IBM established thecamps across the globe to encouragegirls’ interest in math, science, andtechnology, the one at PACER wasthe first for girls with disabilities.

A sampling of activities at the 2007

PACER camp includes making lipgloss, applying engineering principles tocreate wearable shoes from card-board, experimenting with staticelectricity, taking apart a computer,using cryogenics to make ice cream,trying photography, and attendingscience-related presentations providedby the Como Zoo and others.

When Sue and Scott Thompson,Katie’s parents, heard about EX.I.T.E.,they thought it might work for their 13-

EX.I.T.E. offers a Minnesota girl a chance to

Parent center staff and other specialeducation stakeholders from across thenation will convene in Washington, D.C.for the Annual Technical AssistanceALLIANCE for Parent Centers NationalConference. It is Jan. 30–Feb. 1.

PACER Center is the NationalTechnical Center Assistance Centerand plans the conference under thedirection of co-coordinators Sue Folger,Sharman Davis Barrett, and PACERExecutive Director Paula F. Goldberg.

In addition to breakout sessions andworkshops, the agenda includes anumber of nationally recognizedspeakers who will address educationissues affecting students with disabili-ties. Keynoters are■ Alexa Posny, Kansas Commissioner

of Education, Kansas Department ofEducation

■ Terry Cross, Founder and ExecutiveDirector, National Indian ChildWelfare Association, Oregon

■ Travis Thompson, Professor, Depart-ment of Pediatrics at the Universityof Minnesota and author of a newbook on autism.

■ Kris Battaglini, Pyramid EducationalConsulting, Delaware

■ Pedro Noguera, Professor, NewYork University, NY and ExecutiveDirector of the Metropolitan Center

for Urban Education, Co-Director ofthe Institute for the study of Global-ization and Education in MetropolitanSettings

■ Richard Pimentel, Senior Partner ofMilt Wright & Associates, Inc. andnationally renowned keynote speakerand expert on disability and employ-ment issues. An activist behind the

National ALLIANCE Conference begins Jan. 30passing of the Americans withDisabilities (ADA) his story isfeatured in the hit movie, “MusicWithin.”A Reception on the Hill is planned for

Jan. 30. It is provided by private funds.For information about the confer-

ence, visit www.PACER.org and clickon the link to the ALLIANCE.

Membersof theMinnesotaYouthAdvisoryBoard onMentalHealthconducted anOct. 6 sleepout atPACERCenter to raise awareness for theUnited Nations’ World Mental HealthDay. The youth displayed banners,pitched tents, ate barbecue donated byFamous Dave’s, discussed variousissues, played guitar around a campfire,and contemplated sleep. A Bloomingtonpolice officer was on the premises, aswere Youth Board co-advisers MichelleUlfers and Michael Carr.

Inspira-tion for theevent camefrom BobFischer, whoraisesawarenessfor thehomelessthroughsleep outs.He spoke at

a Youth Board retreat last summer.“Both Bob Fischer and the youth on

this board illustrate how even oneperson can make a difference,” saidRenelle Nelson, parent advocate andcoordinator of PACER’s project onemotional and behavioral disorders.

The youth are considering a sleepout annually, said Carr. For informa-tion, contact PACER Center.

Youth sleep out raises mental health awareness


year-old daughter. Sue hadspotted information about thecamp online, and she noticed itsfocus on math and science,areas of strength for Katie.Katie, however, was wary.

“She didn’t want to be hurtagain,” explained Sue.

Katie has been bullied andlearned to protect herself, in part,by avoiding peers. She alsoexperienced some academicdifficulty. As Sue said, “It’s hardto learn when you’re havingtrouble feeling comfortable atschool.”

Over the years, Sue and Scottsearched for activities theythought Katie might enjoy. Theyenrolled her in school andcommunity organizations and activities,with the hope that she would makefriends. Sue taught Katie’s religionclass, thinking it would be an opportu-nity to help Katie interact with others.For the most part, the Thompson’sefforts were not rewarded.

At EX.I.T.E., however, Katie wasjust one of the bunch, she said. Over afew days, she made many new friends,but three were special. They clicked,and the results were astounding forKatie.

“I’ve never seen such a change inher in such a short time,” said Scott.

As an example, Sue compared firstday of EX.I.T.E. Camp to the last:

“On the first day, Katie was glued toour side. There were all sorts of girlsthere. We told Katie to give it a goodtry. On the last day, Katie told me, ‘Oh,Mom. I want to sit with my friends.’ Itwas a complete turnaround,” said Sue.“It was nice to see that the other girlswanted to be with Katie as much asshe wanted to be by them. We couldtell she had made some real friends.”

Katie’s progress continues. Sheparticipates in EX.I.T.E.-relatedworkshops for girls (see page 19), and

she maintains contact with EX.I.T.E.friends. On one recent weekend, shewas invited to the birthday celebrationfor one and a sleepover at another’s.Another weekend, she went to a youthgroup event at her family’s church—

something she wouldn’t havedone in the past.

The telephone is symbolic ofKatie’s growth.

“Before [EX.I.T.E.] Momwould say, ‘Call your friends.’ Iused to dread calling on thephone,” said Katie.

“And now, she stays on thephone half an hour,” offeredher younger brother, Ryan.

Katie said she wants to go tocamp again—the sixth IBMEX.I.T.E. Camp, that is.

Katie said she enjoyed theEX.I.T.E. projects—especiallymaking lip gloss and construct-ing the model of a bridge.

“I really liked pretty mucheverything,” she said.

While Katie listed her favoriteexperiences at EX.I.T.E. andPACER, Sue identified one benefit ofEX.I.T.E. that will last her daughter alifetime:

“Katie is learning it’s okay to be alittle different—to be herself.”

EX.I.T.E. Camp applications availableApplications for the sixth annual free IBM EX.I.T.E. (EXploring Interests in

Technology and Engineering) Camp are available from PACER Center. Thesummer camp, planned for August, is for 30 motivated middle-school girlswith disabilities.

Camp activities include interactive and hands-on work with computers,meeting professionals with disabilities, and touring the IBM Rochester facility.At the 2007 PACER camp, sponsoring corporations were 3M, Medtronic, andAccenture, as well as IBM. Volunteers from the companies participated in thecamp, as did speakers from the Como Zoo, Science Museum of Minnesota,Bakken Museum, and Courage Center.

“Families of campers say that EX.I.T.E. has boosted their daughters’interest in academics and increased their self-esteem,” said Bridget Ames,coordinator of PACER’s Simon Technology Center (STC), which organizes thecamp. “EX.I.T.E. would be a great experience for any girl, but it is especiallyhelpful to girls challenged by a disability.”

Meghan Kunz, STC assistive technology specialist, will coordinate thecamp. Applications will be accepted until May 1, 2008.

For more information about the camp, call (952) 838-9000 or visitwww.PACER.org/stc/exite/camp.asp.

learn about science, technology—and more

The Thompsons enjoy a family moment. From left areSue, Ryan (standing), Scott, and Katie.


Being a parent is challenging, andhaving a child with a disability may bringextra challenges. That’s why there’sPACER Center.

A Minnesota and national parent center,PACER has served families of childrenwith disabilities and special health needsfor nearly 30 years. PACER providesexpertise and resources to help familiesmake decisions about education, voca-tional training, employment, and otherservices for children and youth with anydisabilities.

PACER Center: Champions for children How can PACER help me?

If you have a question or need helpfor your child with a disability, contactPACER. Most PACER staff areparents or family members of childrenwith disabilities. They share yourexperience. They understand.

PACER has 30 projects. Many arespecific to Minnesota. Some arenational or international in scope. Allfocus on ways to help children withdisabilities succeed at home, atschool, and in the community.

PACER Center projects help children and young

American Indian ProjectIndividual assistance and information for

American Indian parents of children who haveor are at risk for developing emotional orbehavioral disorders.Baby WelcomeInformation about PACER is given to parentsof infants to increase the parents’ comfort inseeking resources for their newly diagnosedchild.Dropout Prevention

Information and training for families to reduce the risk of their youthdropping out.Early Childhood InterventionServices and support for families of infants, toddlers, and preschoolerswith special needs.Emotional and Behavioral Disorders (EBD) and Children’s MentalHealth ServicesHelp on education, social services, and mental health or correctionalissues for parents of youth with EBD. Grandparent to Grandparent ProgramInformation, services, and support for grandparents of children withdisabilities.Health Information and Advocacy Center

Information about the health care system,resources, and advocacy for families of children andyouth with special health needs and disabilities.Housing Project

Information and referral for parents of youth withdisabilities to understand their independent living andhousing options for the future.Minnesota Parent Center (MN PIRC)Information and resources to help all parents be strongpartners in their children’s education in ways that lead toimprovements in student achievement.

If you live in Minnesota, you can callPACER’s parent advocates who will helpyou understand the laws that affectchildren with disabilities.

How do I contact PACER?By telephone, Web sites, e-mail, or fax.If you call during PACER office hours, a

staff member will answer the telephoneand take information about your situationand link you to the appropriate PACERproject. If you are not directly connected, astaff member from that project will call youback, usually within 48 hours.

Multicultural ServicesBilingual workshops and publications focusing on issues facingfamilies from diverse backgrounds.Parent Leadership in Special Education

Parents can use their experience and expertise to influencechange in local special education advisory committees, interagencycollaborations, and public policy.Parent to Parent Support Project

Parent to Parent Support Project isdesigned to help parents of childrenwith disabilities enhance theirparenting skills.Parents Helping Parents

Workshops, one-on-onetraining, and information onspecial education, communicationskills, and other issues affectingchildren with disabilities.Surrogate Parent Services

Training and suggestions for selection of surrogateparents to represent children with disabilities in the special educa-tion process.

For parents and families of children withspecial needs

For students, schools, professionalsCOUNT ME IN®

Begun in 1979 as a program to foster understanding betweenchildren with and without disabilities, the COUNT ME IN®

teams of volunteers present puppet shows for preschool andelementary-aged children, teachers, and adults.Creation Station

Arts and crafts opportunities at PACER on selectedSaturdays for children, their friends and families. Birthdayparties are welcomed.EX.I.T.E. (EXploring Interests in Technology andEngineering)

A summer camp for middleschool girls with disabilities to increasetheir interest in math, science, and technology. Additional work-shops occur throughout the year.


with ANY disabilitiesWhat are PACER hours?

PACER’s switchboard is open from8 a.m. to 5 p.m. Monday–Friday.There is voice mail at other times.PACER observes federal holidays.

PACER contact information:(952) 838-9000 (main number)(800) 537-2237 (Minnesota toll free)(888) 248-0822 (national toll free)(952) 838-0199 (fax)

adults with disabilities from birth through 21

Where can I learn more about PACER?PACER’s Web sites are:

■ ■ ■ ■ ■ www.PACER.org (principal site)

■ ■ ■ ■ ■ www. taalliance.org (technical assistance for the nation’s 100 parent centers)

■ ■ ■ ■ ■ www.fape.org (information on the Individuals with Disabilities Education Act - IDEA)

■ ■ ■ ■ ■ www.c3online.org (Connecting Youth to Communities and Careers)

■ ■ ■ ■ ■ www.PACERKidsAgainstBullying.org (bullying prevention)

Send e-mail to [email protected] address: PACER Center

8161 Normandale Blvd.Minneapolis, MN 55437

National activitiesNational Center for Bullying Prevention

PACER teaches students and adults how to stop bullying with afocus on children with disabilities.www.PACERKidsAgainstBullying.org.National Ted and Roberta Mann Foundation Symposium forChildren’s Mental Health and Learning Disabilities

The annual one-day symposium in Minneapolis brings togetherrespected experts on mental health and learning disabilities fromacross the United States who share their perspectives with parentsand educators alike.Technical Assistance ALLIANCE for Parent Centers NationalCenter (ALLIANCE)

PACER is the national technical assistance center for over 100federally funded parent centers across the country under theIndividuals with Disabilities Education Act (IDEA).Technical Assistance on Transition and the Rehabilitation Act(TATRA)

PACER serves as the national center to provide educationassistance for parent centers that train individuals with

disabilities and their families about the servicesand rights available under the Rehabilitation Act.

National Partnerships■ The Center for Early Literacy Learning

■ Family Center on Technology and Disability■ National Early Childhood Technical AssistanceCenter

■ National Post School Outcomes Center

■ Parents as Collaborative Leaders

International activities■ ■ ■ ■ ■ Assistive Technology Center at SSK in Bangalore, India

■ ■ ■ ■ ■ International exchanges and visitors

■ ■ ■ ■ ■ International Web site for families

Fun TimesSocial events and other activities for high

school teens with and without disabilities tobuild relationships that benefit all participants.Juvenile Justice

Training to help individuals identify theneeds of youths whose disabilities may placethem at risk for involvement in the justicesystem.Leadership Academy

High school students can exploreopportunities for postsecondary education

or training and careers, especially in science,technology, engineering. Youth and their parents participate in work-shops and other activities.Let’s Prevent AbuseBegun in 1984, the LPA project presents shows to children in grades 1-4along with their teachers, social workers, and other adults at schools. Thefocus of the program is on identifying abuse, sources for help, andpreventing abuse of young children.Project C3: Connecting Youth to Communities and CareersA partnership between PACER and state agencies that alignsresources to improve employment outcomes for youth withdisabilities through effective collaboration and training.Project KITE(Kids Included through Technology are Enriched)

Training for parents and early childhood educational staffto use software and technology that enable children withdisabilities to interact with their peers.Project PRIDE (PACER’s Rehabilitation Act Information &Disability Education)

Information and training about the Rehabilitation Act foryouth with disabilities, their families, and professionals.Simon Technology Center

Introduction to educational software and assistive technology to makecomputers accessible tools for learning and communication. The STCincludes a software and device lending library.


By Patricia BillFrom early preparation to

exciting arrival, expecting achild entails a bundle of detailsfor any family. Adding amember to PACER Center’sfamily of COUNT ME IN® puppetsis no exception. COUNT ME IN®

puppet shows for elementary-age children encourage inclu-sion of children with disabilitiesat school and in the community.

After months of anticipation,Connor is here. A handsome,bright-eyed, dark-haired boy,the puppet depicts a child withTourette syndrome, a neuro-logical disorder. He reallydoes. Whereas most of theCOUNT ME IN® puppets look likechildren from diverse backgrounds ingeneral, the Connor puppet is mod-eled specifically after ConnorNielsen, a 10-year-old Washingtonboy who has—you guessed it—Tourette syndrome.

The Connor puppet project wasinitiated by Christine Nielsen,Connor’s mother. She is a three-yearvolunteer puppeteer in the COUNT ME

IN® program at Kennewick, Wash.,schools. As she became acquaintedwith the PACER-based program, she

said she wondered if there could be apuppet portraying a child with Tourettesyndrome.

Christine called PACER with theidea in 2006. She told Lynn Dennis andGloria Williams of COUNT ME IN®

that her son wanted a puppet like him.They explained that PACER wouldwelcome a puppet with Tourettesyndrome, but it wasn’t in the budget.

Lynn remembered Christine asking,“If I can get funding, would PACERdevelop a script for my son?” Connor,

the puppet, was on his way.Christine and her husband,

Ryan, own a UPS Store fran-chise. Christine recalled that WeDeliver Dreams® foundation, aMail Boxes Etc.- UPS Storesphilanthropic effort, helps indi-vidual children. Christine tried toconvince the foundation staff thata Connor puppet could touchmillions of children. After anumber of weeks, an application,and a review process, she did.

In March 2007, UPS Storesand Mail Boxes Etc. presentedChristine with a donation for thenew puppet project. She thencollected the remainder of thecost though gifts from

Kennewick-area organizations andUPS customers.

Meanwhile in Minnesota, Lynnand Gloria concentrated on a scriptfor Connor. The disability wasresearched for accuracy, the scriptprofessionally written, and PACERpuppet-maker Charlotte Greendesigned and constructed the puppet,based on a school photo of ConnorNielsen. The efforts culminated witha field test of the Connor puppet inearly November. He will be ready

A new puppet joins the PACER COUNT ME IN®

Duncan Masterman, a Twin Cities second grader, hashad some tough times explaining the tics (grunting, headbobbing, standing on his toes, and flapping his wrists) ofhis Tourette syndrome to classmates and even someadults in his community. Duncan’s elementary school wasthe site for the pilot performance of PACER’s Connorpuppet that portrays Tourette syndrome.

In a follow-up letter to PACER, his family said, in part:“…The puppet show was awesome, and Connor and

Mindy from TSA-MN* led a phenomenal discussionsession with the children. I believe the puppet show anddiscussion afterward enabled the children to not only

Connor makes a debut—and a differencehave a better understanding of Tourettes and how itpertains to Duncan but a greater ability for empathy intheir future interactions with all people...

“…The day after the puppet show, Duncan announcedto us his intentions for his life. He proclaimed it will behis life’s work to teach others about Tourettes for all thekids out there that cannot…

“…His stress level has decreased exponentially sincethe show, and he has found greater understanding fromhis classmates.”

Lynn Dennis, co-coordinator of COUNT ME IN ®

shows off Conner, PACER Center’s newest puppet.

* Mindy Sipe, Tourette Syndrome Association, Inc., Minnesota Chapter


PACER Center’s COUNT ME IN® puppets are child-sizepuppets representing several disabilities and diverse ethnicbackgrounds. They are featured in entertaining educationalshows for elementary-age children. COUNT ME IN® en-courages the students to include children with disabilities atschool and in the community. The focus of Let’s PreventAbuse is on identifying and preventing abuse, suggestingsources for help, and helping children understand thatabuse is not their fault.

Created by PACER Center in the late 1970s, thecopyrighted puppets and scripts are sold to programsacross Minnesota and the United States, as well as inseveral other countries.

For typical hour-long COUNT ME IN® puppet shows, fourdisabilities are featured. Three, blindness, deafness, and

family to talk about Tourette syndromefor steady work in early 2008.

“We are delighted to add Connor toPACER’s troupe of puppets,” saidPaula F. Goldberg, PACER executive

director. “Children with Tourettesyndrome are like any other children.They want to feel accepted and tobelong. We are sure that Connor will

cerebral palsy, are nearly always presented. The fourthmay vary among development disabilities, ADHD, au-tism—and now Tourette syndrome.

The scripts for each puppet are based on carefulresearch, followed by parents’ and disability experts’reviews. They include age-appropriate information aboutthe disability and the puppets’ conversations are drawnfrom everyday experiences. The presentations are interac-tive; the child audience is encouraged to ask the puppetsquestions about their disabilities.

“The result,” said Lynn Dennis, COUNT ME IN® andLet’s Prevent Abuse® co-coordinator, “is that childrenin the audience learn that everyone, including childrenwith disabilities, like to play, learn, have friends—to becounted in.”

About the PACER puppets...

A new project launched byPACER Center’s Simon TechnologyCenter is helping 11 high schoolstudents with disabilities prepare forthe future—especially one in technol-ogy careers.

Funded by a federal Carl D.Perkins Vocational and TechnicalEducation Act grant, the LeadershipAcademy 2007-2008 supports stu-dents with disabilities in grades ninethrough 11.

Rockford (Minn.) High Schoolstudents and their parents are partici-pating in the program, which runsfrom September to May. They willparticipate in multiple workshopsfocused on aiding students as theymove from high school topostsecondary education or employ-ment. The youth will also hone self-advocacy skills through job shadowingof professionals in science, technol-ogy, engineering, and math careers.

New Leadership Academy project to promote technology careersCampus visits and resume writing arealso part of the program. Parents willlearn how technology can impacteducation, transition, life, and careerskills for their young adults. Teacherswill be informed about assistivetechnology and technology resources,

as well as community resources to aidstudents in academic and transitionsuccess.

The Leadership Academy has beencreated to be replicated. For moreinformation about it, contact PACERCenter.

Tracy Ralph Justesen of Utah, willlikely be named Assistant Secretaryfor Special Education and Rehabilita-tive Services (OSERS) at the Depart-ment of Education.

President Bush announced hisintent to nominate Justesen to theposition in November. Prior to this,Justesen served as an Attorney-Advisor in the Disability RightsSection at the Department of Justice.Earlier in his career, he served as anAssociate Director in the DomesticPolicy Council at the White House.

Justesen received his bachelor’sdegree from Southern Utah Univer-sity and his master’s degree fromUtah State University. He receivedhis JD from Drake University and hisLLM from The George WashingtonUniversity.

Tracy Justesen nominated for OSERS spot

For up-to-date informationon disability, education, and

related issues, visit

www.PACER.org

help children understand the disabilityso that Connor Nielsen and others cansay, ‘Count Me In.’”


By Deborah Ottman “Testing, one-two-three,

testing,”“The following medical tests

are recommended …”“In a blind taste test, people

preferred our brand, four to one!”Tests—they come in all shapes

and sizes, and are given for allmanner of reasons. In essence, testsare performed to find out howeffectively something is working, be ita sound system, the secret ingredientin a soft drink, or vital organs of thehuman body.

Visit any school, and it immediatelybecomes apparent that testing is anintegral part of student, teacher, andadministrative jobs. They, too, need tomeasure the effectiveness of the

learning and teaching taking placewithin the school. For public schools,testing takes on the added dimensionsset forth by the No Child LeftBehind Act (NCLB). Every state isrequired to test students to determineif they are meeting state standards.

The feedback provided is impor-tant to students, teachers, and admin-istrators—and parents, too. Whenparents understand how testingaffects their children and the schoolsthey attend, they are able to engagemore fully in supporting their sons’and daughters’ academic success.

Involvement passes the testThe nation’s goal in public

education is to provide an educa-tional system in which all students

may grow and achieve. As partners intheir children’s academic success,parents play an important role when itcomes to state assessments. Takingthe time to learn about state standardsand how they’re taught, to understandhow the information gathered affectsboth the child and the school, and tohelp prepare a student to take theassessments are all significant variet-ies of parental involvement.

State standards and AYPEvery state has established its own

academic standards for reading, mathand science. The standards reflect the

Testing: It’s a fact of life for children,An article by the Minnesota Parent Center

Minnesota PIRC

Annual STC open house provides info, enjoymentClockwise at right, a young visitortries manipulating a joystick andswitches. A clown’s recommendedface painting design receives a grin.Paula F. Goldberg, PACER’sExecutive Director, makes theacquaintance of Kirsten Huston.

PACER Center’s Oct. 6 SimonTechnology Center (STC) OpenHouse introduced more than ahundred children and youth withdisabilities and their families to thepossibilities of assistive technology.

There were games, face painting,treats, and the opportunity to tryvaried assistive technology devices.Displays and demonstrations bylocal vendors and businessesprovided information for parents andprofessionals.

“It was a wonderful event,” saidBridget Ames, STC coordinator.“The children had a wonderful time,and parents could see all types ofdevices and software to help theiryoungsters learn and communicate.”

For information on STC servicesand resources, call PACER at (952)838-9000 (metro area) or (800) 537-2237 (Greater Minnesota) or visitwww.PACER.org.


Want more information? Call PACER at(952) 838-9000.

state’s expectations of what studentsneed to know and what they must beable to do on an annual basis as theywork toward graduation. States havealso decided how much progress astudent must make in mastering coresubjects from year to year. The goal isto have tests show that all students areproficient or better in core subjects bythe end of high school. Students do notpass or fail these tests. Rather, theyare evaluated for making satisfactorygains from one year to the next.

Adequate Yearly Progress (AYP) isreached when a school’s populationhas made acceptable advances in testsfor the year. When a school does notmake AYP for two years in a row, it isidentified as “needing improvement.”

The federal government wants allstates’ standards to be rigorous. Itcompares states’ results through theNational Assessment of EducationalProgress (NAEP). Under NCLB,states must participate in biennialNAEP testing in reading and math forfourth and eighth graders. If there is alarge discrepancy between a state’sand NAEP testing results, the state’sstandards can be raised to a morechallenging level.

What and when to testNCLB requires that all students be

tested on a schedule, with the testresults reported to parents.

Schools assess students in readingand math every year, third througheighth grade. In grades 10 through 12,the tests are given at least once. Inscience, children are tested at leastonce in grades three through five,grades six through nine, and grades10 through 12.

AccommodationsThe NCLB also requires that the

tests show progress of students bydemographic subgroups: gender,economically disadvantaged, disability,limited English proficiency, and major

racial or ethnic groups. To achieveAYP, schools must include test resultsof at least 95 percent of students in thevarious subgroups.

Students with limited English skillsor disabilities must be given reasonableaccommodations. Like the standardsthemselves, accommodations varyfrom state to state. While math andscience tests may be given in astudent’s native language as anaccommodation, tests in reading andlanguage arts are to be administered inEnglish after a student’s third consecu-tive year in school. Additionally,students with limited English profi-ciency are tested to measure orallanguage, reading, and writing skills inEnglish.

Information aids parentsSo, why is this information important

to parents? Test scores show anindividual student’s mastery of asubject compared to other childrenwithin the school and the district. It letsparents see their child’s academicprogress and if he or she is meetingstate standards. The results are usefulfor parents when evaluating a school’sdecisions about teaching and learning,too. They can ask the school’s admin-istrators how the test data are appliedto improving a school’s quality incurriculum, teacher development,program selection, use of resources,and other areas. Knowing about thedecision-making aspect of school is apowerful form of parental involvement.

Testing can affect schools, theirstudents, and families economically aswell, often in subtle ways. In schoolswhere at least 40 percent of thechildren are from low-income house-holds, the school is eligible to receivefederal Title I funds. More than halfthe public schools in the countryreceive funding under Title I. Thesefunds are used to support programsdesigned to improve academic

, parents, and school professionalsachievement for Title I students;frequently the funds and programshelp all children within the school. When a Title I school has beenrecognized as “Needing Improve-ment,” students may be entitled totwo services, at no cost to thefamily. The first is school choice,which allows a student to enroll inanother school within the district thathas made AYP; transportation isprovided to the student at no chargeto the family. Students also may beable to receive free tutoring inreading, math, or science; this isknown as Supplemental EducationalService (SES).


Resources

Beyond Sticks and Stones:How to Help Your Child with a DisabilityDeal with Bullying More than 160,000 children, many withdisabilities, miss school each day to avoidharassment and intimidation by classmates.This long-awaited book helps you to helpyour child address the problem of bullying.

■ $6 10+ copies, $4 each BP-7

Working TogetherThis parent’s guide to parent-profes-

sional partnership and communication is a“must have” for families of children withdisabilities as they plan a child’s Individu-alized Education Program (IEP). Filledwith common-sense tips based on re-search and practice, it offers a blueprint

for building positive family-school relationships. There arenational and Minnesota versions.■ $6 10+ copies, $5 each PHP-a19

Let’s Talk Activity CardsThe activity cards, published by Minne-

sota Parent Center, Minnesota’s ParentInformation Resource Center (PIRC), arean easy, entertaining way for parents to helptheir young child build vocabulary andspeaking skills—the first steps in learning toread. Simple instructions and comfortable

handling make the cards enjoyable and easy to use. For allchildren, ages 2-6.■ $4 10+ copies, $2.50 each or 100+, $2 each MPC-9

Housing: Where Will OurChildren Live When They GrowUp?

Parents of youth with disabilities willfind that the new (2007) edition of thisattractive, easy-to-use book answersmany questions about future housingchoices to make with their child. From

housing options to a resource directory, there is a wealth ofinformation.■ $8 10+ copies, $6 each PHP-a26

New NewEducating Your Child with anEmotional Disturbance

This concise guide will help parentsof children with emotional or behavioraldisorders participate effectively inplanning their children’s special educa-tion. Easy to read and understand, it covers schooldiscipline policies, placement options, student supportneeds and much more.■ $5 10+ copies $4 each PHP-a21

PACER

A Parents’ Guide to UniversalDesign for Learning (UDL)

A common-sense booklet, it introducesparents to the background and principlesof UDL. It tells how UDL can helpstudents with disabilities succeed in theclassroom with an adaptable curriculumto meet their individual learning needs. Itis published by the Technical AssistanceALLIANCE for Parent Centers at PACER Center.$2 10+ copies, $1.50 ea ALL-38

Parents Can Be the KeyThe eighth edition of this popular hand-

book for parents of children and youth withdisabilities describes basic special educationlaws and procedures and parents rights andresponsibilities in their children’s educations.Published in 2006.■ $3 10+ copies, $2 each PHP-a1

A Guidebook for Parents ofChildren with Emotional orBehavioral Disorders

The popular book presents basicinformation about emotional andbehavioral disorders, the type ofprofessionals who provide mentalhealth services to children and adolescents and how toselect them, school-based services, recommended reading,and more. The 128 pages of this fourth edition are packedwith pertinent suggestions for parents.■ $12 10 + copies, $7.50 each PHP-a8


INTERACTIVE CDTop Secret Job Skills:Declassified

This clever and entertaining interactiveCD teaches youth basic information andskills for obtaining—and keeping—a job.The exercises advise in a way that invitesyouth to come to their own conclusions

about what is appropriate behavior in the workplace. Whileit is designed for youth with disabilities, the CD’s common-sense content can apply to anyone entering the job market.$35 ST-38

1. Specify how many you want of each item and the cost2. Total your order, adding appropriate sales tax3. Enclose payment with your order4. Mail to: PACER Center

8161 Normandale Blvd.Minneapolis, MN 55437-1044

To order the listed materials...

Please complete the following:

❑ Parent ❑ Professional ❑ Other

Name: Organization (if applicable): Address: City, State, Zip: Telephone: (h) (w) E-mail: If a parent:Birth date of child with disability: Disability:

Prices include postage and handling. A discount may be available if 10 or moreof the same item number are ordered.

■ indicates one item is free to Minnesota parents or guardians of children withdisabilities and to Minnesota young adults (age 14 and older) with disabilities.

For foreign orders, please telephone or e-mail PACER (see page 2). Paymentmust be in U.S. dollars drawn on a U.S. bank.

The items listed on these pages are also available through PACER’s Catalog ofPublications.

Order number Quantity Total item cost

Total cost of all items ordered ➙

Per item costName of publication/video ordered

Amount of order: Sales tax: Total amount enclosed: (Minnesota residents, 6.65%)

Resources

EZ AT Assistive Technology Activities forChildren Ages 3–8 with Disabilities

A newly published compilation ofactivities for children with disabilities isthe result of submissions by parentsand professionals across the nation.Many of the ideas are simple andinexpensive to incorporate at home andschool. All represent best practices for children that mosteffectively use technology to promote learning andinclusion.$10 10+ copies, $8 each STC- 16


WorkshopsPACER Center workshops are free to Minnesota parents. For information and updates, call (952) 838-9000 (metro area)or toll free at (800) 537-2237 (Greater Minnesota) or visit www.PACER.org.

Early Childhood

Parent Training

Housing

Communicating Your Child’s Strengthsand Needs

The workshop will provide strategies tohelp parents articulate their child’s strengthsand needs and then provide that information toprofessionals who work with their child.

May 13, 6:30 to 8:30 p.m. (PACER Center)

Everything You Need to Know WhenYour Child Turns Three

The workshop will cover topics such asLeast Restrictive Environment (LRE),Individualized Education Program (IEP) goalsand objectives, and transition requirements.

March 18, Check for times (Little Falls)April 8, 6:30 to 8:30 p.m. (Bemidji)April 28, 6:30 to 8:30 p.m. (PACER Center)

Families Are ImportantAn overview of families’ rights, roles and

responsibilities within the early interventionsystem is featured in the workshop. It alsoaddresses services in the natural environment.


Family Leadership SummitA one-day training that will help parents of

children with special health care needs anddisabilities enhance their communication andleadership skills. This dynamic and interactivetraining will also include skill-buildingsessions and networking opportunities.

April 12, All day (PACER Center)

Nurtured Heart BehaviorPriscilla Weigel speaks on the “Nurtured

Heart Approach,” an approach for workingwith children who have challenging behaviors.This workshop helps caregivers see highenergy and intensity in children as a “gift.”


A Fitting IDEA: Meeting Mental Healthand Behavioral Needs for Children withDisabilities

Parents of children with disabilities and co-occurring mental health or behavioral needs willlearn how the Individualized Education Program(IEP) or the Individualized InteragencyIntervention Plan (IIIP) can help their child.

Feb. 12, 6:30 to 9:30 p.m. (Anoka)

Beyond ClassificationLeDerick Horne went from failing at

school to outstanding student and collegegraduate. Founder of a property managementcompany, Horne provides down-to-earthsuggestions and inspiration to parents ofchildren and youth with disabilities.

April 7, 7 to 9 p.m. (PACER Center)

Charter Schools and Special EducationThis workshop will help parents of children

with disabilities who attend public charterschools understand the special educationprocess in this educational setting.

Feb. 4, 7 to 9 p.m. (PACER Center)

Helping Children Help ThemselvesThis workshop will help parents under-

stand ways they can help their child managestress, pain, and other issues. It is presentedby popular Twin Cities speaker and authorBecky Kajander.

March 18, 7 to 9 p.m. (PACER Center)

IDEA: Understanding the IEPThis revised Individualized Education

Program (IEP) workshop explores new IEPrequirements and components of IEPdevelopment, including evaluation, resolvingdisagreements, and an expanded section onwriting measurable goals.

Feb. 7, 6:30 to 9:30 p.m. (Fergus Falls)April 22, 6:30 to 9:30 p.m. (Duluth)

IDEA: Understanding the SpecialEducation Process

This revised workshop outlines the basicprinciples of special education with materialsto help parents organize their child’s specialeducation records. Topics include freeappropriate public education, evaluation,

Housing and Services:Putting the Pieces Together

What do parents need to know about thehousing eligibility process? What housingsupport options are available to my son ordaughter? What level of supports do they needto function as independently as possible? Theworkshop is designed to help parents thinkabout how to put the pieces together for theirsons or daughters.

April 14, 7 to 9:30 p.m. (PACER)

Minnesota Parent Center (PIRC)

A Parent’s Guide to School Testing Join the Minnesota Parent Center for a free

computer workshop on how to access statetesting results for your child’s school anddistrict via the state education Web site. Inaddition you will learn how you can use thedata found there to support your child’seducation.

April 1, 6 to 8 p.m. (PACER)

Save the dateMinnesota Parent Center Conference

The first statewide two-day MinnesotaParent Center parent involvement conferencewill honor parents during a celebratorydinner, provide opportunities to engage withcommunity leaders, and offer skill-buildingleadership workshops for parents.

May 1, 2

Emotional Behavioral Disorder

Communication Building for BetterCollaboration

This workshop is for parents of childrenwho have disabilities and co-occurring mentalhealth disorders and the professionals whowork with them. Basic communication skills,communication attitude, effective writtencommunication and productive partnershipswill be discussed within the framework of theIndividuals with Disabilities Education Act(IDEA).

March 6, 6:30 to 9:30 p.m. (St. Paul)

Understanding Schoolwide PositiveBehavioral Interventions and Supports

This workshop will help parents andprofessionals understand the concept ofpositive behavioral interventions and supports(PBIS) and its application for all students.Participants will build a common understand-ing about PBIS, learn effective alternatives topunishment, and discover how theBloomington school district is implementingthis in a schoolwide program.

Feb. 7, 7 to 9 p.m. (Bloomington)March 11, 7 to 9 p.m. (St. Cloud)


Workshops

Workshop Registration

Public Policy

Simon Technology Center

PACER Center workshops are free to Minnesota parents. If you wish to attend a workshop, please register in advance. Inaddition to the brief information above, the workshops are described in more detail at PACER’s Web site.

For information and easy online workshop registration, visit

www.PACER.org/workshopsYou may also register by telephone at (952) 838-9000 (Metro area) or (800) 537-2237 (toll free from Greater Minnesota)

Speak Up for Special EducationLearn what happened during the 2007

legislative session and the power of yourpersonal story. There will be an opportunity totalk with state legislators about your specialeducation concerns.

Jan. 22, 7 to 9 p.m. (New Hope)Feb. 4, 6:30 to 8:30 p.m. (Stillwater)Feb. 26, 7 to 9 p.m. (Hopkins)

AT tools for LD: Reading, Writing, MathParticipants will receive an overview of

assistive technology (AT) supports forreading, writing, and math curriculums.Demonstrations and hands-on time will beavailable. Presenters will provide resources,such as Internet sites and technology vendorcatalogs.

Feb. 21, 6 to 8:30 p.m. (PACER Center)

Boardmaker PlusIn this hands-on workshop, participants

will learn the basics and beyond ofBoardmaker Plus to support augmentativecommunication. Parents and professionalswill learn new skills and shortcuts formaking picture communication symbols,schedules, and charts.


Internet Use for Education and DailyLife

This workshop addresses the responsibleand creative uses of the Internet. Participantswill learn how to use a search engine; how toavoid unwanted sites; how to create a Webpage; how to successfully create and use ablog; and suggestions for educational Websites.

April 5, 9:30 a.m. to 12:30 p.m. (PACER)

Low-tech/No-tech AT SolutionsIn this workshop, participants will learn

about low-tech assistive technology (AT) thatcan help their child with reading, writing,math, art, and communication. Presenterswill share ideas about how to use the tools athome and in the classroom. Participants willcreate examples to take home.


(Continued on page 20)

resolving disagreements, and the Individual-ized Education Program (IEP).

Feb. 23, 6:30 to 9:30 p.m. (St. Paul)March 13, 6:30 to 9:30 p.m. (PACER)April 23, 6:30 to 9:30 p.m. (Ely)

Intervention: A New First Step?When a child is having difficulty learning to

read, the first step may be to use speciallydesigned interventions often called response tointervention (RTI). Presenters are from theMinnesota Department of Education.

March 10, 7 to 9 p.m. (Anoka)

Is Your Child a Target of Bullying?This workshop offers intervention strategies

for parents of children with disabilities who maybe targeted by bullies at school.

March 27, 6:30 to 8:30 p.m. (Duluth)

Skills for Effective PartnershipThis interactive workshop will present

ideas for parents of special education studentsto use when communicating with school staff.Options for resolving differences also will beaddressed.

April 14, 7 to 9 p.m. (Farmington)April 21, 7 to 9 p.m. (PACER Center)

Special Ed and Nonpublic SchoolsThis workshop will help parents under-

stand how public special education can servechildren with disabilities who attend privateschools.


Special Education in MinnesotaDan Stewart, supervising attorney at the

Minnesota Disability Law Center, provides aview of how Minnesota educates its childrenwith disabilities and presents legislative andother issues that parents should know about.


Understanding Your Child’s IEP:Practical Tips

This workshop is the next step for parentswho have attended a basic special educationprocess workshop. PACER advocates will leadsmall discussion groups on IEP developmentand content.

Jan. 31, 6:30 to 9 p.m. (Mahtomedi)

Life Planning for Persons with DisabilitiesEach of two sessions covers different

information, including guardianship-conserva-torship laws, power of attorney, trust, and otherissues. Participants should plan to attend bothsessions.

May 8, 7 to 9 p.m. (PACER Center)May 22, 7 to 9 p.m. (PACER Center)

NCLB: No Child Left BehindThe workshop helps parents understand

the No Child Left Behind (NCLB) law andimplications for students receiving specialeducation.

March 4, 7 to 9 p.m. (PACER Center)April 3, 7 to 9 p.m. (St. Paul)

Resolving Disagreements Through theSpecial Education Process

This workshop presents options andoutcomes of dispute resolution. Communica-tion and problem-solving tips will informparents about dispute resolution. MinnesotaDepartment of Education staff will present atPACER. PACER staff will present in Rochester.

Feb. 5, 9 a.m. to noon (PACER Center)May 6, 6:30 to 9 p.m. (Rochester)


Non-Profit Org.U.S. Postage

PAIDPermit No. 2723Minneapolis, MNInside

PACER Benefit

NCLB reauthorization

Benefit reservations

Minnesota rules

State’s First Lady visits

Bullying awareness week

Advocating for your child

EX.I.T.E. helps Katie

PACER programs

New puppet joins PACER

Testing is a fact of life

Resources

Workshops

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Address Service Requested

PACER Center, Inc.8161 Normandale Blvd.Minneapolis, MN 55437-1044

Technology for Girls: Forensics, Be aCSI!

Middle-school girls with disabilities areinvited to come to PACER, put on lab coats,and be a Crime Scene Investigator (CSI)!Participants explore the science of forensics byfingerprinting, analyzing powders, makingteeth impressions, and determining someone’sheight based on their shoe size. Women IBMemployees will help test CSI skills by analyzingdata and solving a mock crime.


Using Assistive Technology in theClassroom: The Student’s Perspective

Parents, professionals, and young adultsare invited to learn first-hand how assistivetechnology can be applied to the curriculum.Four students will discuss and demonstratehow they use text-to-speech, speech-to-text,MP3 players, and more to facilitate readingand writing needs.


(Continued from page 19) Web-based SolutionsIn this hands-on workshop, participants

will discover the freedom of using Web-basedresources, which are not dependent on yourcomputer platform. The free and subscription-

based services require Internet access andinclude such programs as CustomTyping,TheraSimplicity, and more.

March 3, 6 to 9 p.m. (PACER Center)

PACER Center’s Third AnnualCreative Kids workshops, in conjunctionwith the Creative Kids Contest, are Feb.23 and March 1. The events are forchildren and youth with any disability.Instructors are nationally renownedartist Anthony R. Whelihan and otherlocal Minnesota artists. Space is limited.

Artwork produced during the work-shops and entries received by mail willbe entered in a contest to become thecover of the 2008 official PACERgreeting card.

For information or to register, call

Creative Kids workshops are scheduled

Workshops

Deandra Bardell’s design became a2007 PACER greeting card.

(952) 838-9000, or visit the Web site atwww.PACER.org.

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