PACER Advocacy Self-Study Overview ©PACER 2023
Welcome to PACER! We’re so glad you’ve joined us! We look forward to coming alongside you to support your journey in serving Minnesota children with disabilities and their families as a Special Education Advocate and Trainer!
What to know before you start Becoming a special education advocate is an exciting journey of exploration and learning. Just like a trip you might take on a vacation, your learning will initially be filled with starts and stops, unexpected obstacles, getting lost on occasion, and learning how to find the resources you need to move forward. Your days will also be filled with the reward that comes from helping parents find the support they need! As you travel this road, remind yourself that it’s normal to feel overwhelmed while you’re learning. You’re not alone, and you don’t need to have all the answers! We’re here to help you become equipped to do the amazing and wonderful work of special education advocacy. Any time you have a question, feel confused, or just need an encouraging word, reach out to your coordinator, another advocate, or your manager. We’ll be glad to connect with you!
How to use this training New advocates typically come to PACER with a wide variety of experience and education. For this reason, there is no one-size-fits-all training that is appropriate for everyone. The slides in this collection will cover “the basics” – the introductory areas of knowledge that comprise the foundation for helping families advocate for the educational needs of their children with disabilities. Some of these topics will be quite familiar to you. Some may not. As you move through the content, we will work together with you to substantiate any knowledge gaps you discover. We’ll accomplish this via a combination of self-paced reading and regularly scheduled meetings with a manager who will add new resources to your learning as needed and connect you to other seasoned advocates who are able to provide additional, in-depth information on a variety of special education advocacy topics. Your manager will determine the next steps in your training process and communicate the plan and process with you.
Learning objectives Create a foundation for advocacy training readiness through the exploration of basic topics related to special education process and educational planning for students with disabilities Develop familiarity with PACER’s website, online handouts, and presentation videos Develop familiarity with the purpose and programs of The PACER Center Develop familiarity with special education laws and process Learn the different ways we can support parents as an Advocate
About PACER Center (click links) Programs/Areas of Focus Parent Advocacy Coalition for Educational Needs
What do PACER advocates do? We help parents advocate for the needs of their child with disabilities by providing information and resources in the following areas: Understanding education programs for students with disabilities Understanding parental and student rights within the special education system Clarifying and prioritizing educational concerns Resolving concerns or disagreements with the school district Identifying available educational options Learning to collaborate effectively with school staff Accessing relevant training and resources We are not attorneys, nor do we provide legal advice. We do not recommend solutions or act as the child’s advocate. We inform parents and youth of their rights and educational options. We equip parents to advocate for the needs of their child with disabilities in the educational environment. PACER Parent Advocates are Here to Help
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Tell me about special education! “Special Education” refers to a scope of services that are specially designed for students with disabilities. These supports and services can be provided in different ways and in a variety of educational settings. Special education is about providing a student with the resources they need to make progress in school. The federal law says that students who receive special education services should learn in the same classrooms with their non-disabled peers as much as possible. The services and supports one student receives will be different from those of another student. Some students might spend most or all of the day in the general education classroom with their non-disabled peers. Others may spend an hour or two in a resource room working with a specialist. Other students might need to attend a separate school or program that specializes in teaching students with learning disabilities or behavioral needs. Students who are found eligible for special education have an Individualized Education Program (IEP). The individualized plan and related services are provided at no cost to families. Parents and legal guardians are critical members of the team that decides what students need in order to make progress in their educational environment.
Introduction to Special Education (Click links to review chart graphic and three-part video series) Visual Chart: Understanding the Special Education Process Part 1: Understanding Special Education Series: The IEP Part 2: Understanding Special Education Series : Evaluation and Eligibility) Part 3: Understanding Special Education Series: Process & Parental Rights Passcode for webinars: ^AbbY$T0
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A brief history of special education law Understanding how advocacy has impacted the development of disability-related education laws in the past informs how we interpret current laws and how we advocate for a better future for children with disabilities! The History of Special Education Law in the United States by Peter W.D. Wright, Esq. and Pamela Darr Wright (wrightslaw.com)
Special education law: Your go-to resource Becoming familiar with the law is the best way to prepare for your work as a special education advocate. Knowing where to find answers in the law will provide a solid foundation for supporting parents as they seek to navigate the SPED process. Review the laws on a regular basis and keep up-to-date on changes.
Where do I find the laws? IDEA IDEA text: Statute and Regulations - Individuals with Disabilities Education Act IDEA topic areas: Individuals with Disabilities Education Act (IDEA) Topic Areas FAPE: Free Appropriate Public Education (FAPE) Minnesota SPED statutes: Ch. 125A MN Statutes
Where do I find the laws? ADA & Section 504 Americans with Disabilities Act: ADA Q&A: Back to School (pacer.org) PACER ADA video: The Rights and Responsibilities of Students and The Americans with Disabilities Act (ADA) - Live Stream Event - PACER Center 504: Students with Disabilities and Section 504 of the Rehabilitation Act of 1973 (pacer.org) Understanding the Section 504 Evaluation Process: An overview for parents (pacer.org) MDE Section 504 Webpage
Where do I find the laws? Other Disability Related Minnesota’s Olmstead Plan: Minnesota Olmstead Implementation Office / Minnesota Olmstead Implementation Office (mn.gov) ESSA: Every Student Succeeds Act (ESSA) | U.S. Department of Education
Where can I track changes to special education laws? IDEA News and Updates - Individuals with Disabilities Education Act Minnesota Council on Disability Legislative Updates: Legislative Updates | Minnesota Council On Disability (state.mn.us) Minnesota Council on Disability Bill Tracker: Bill Tracker for 2023 Disability- related Legislation | Minnesota Council On Disability (state.mn.us)
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Office of Special Education Programs (OSEP) The mission of the Office of Special Education Programs (OSEP) is to lead the nation's efforts to improve outcomes for children with disabilities, birth through 21, and their families, ensuring access to fair, equitable, and high- quality education and services. OSEP administers the Individuals with Disabilities Education Act (IDEA) which authorizes formula grants to states under Part B, grants to lead agencies for the Infants and Families Program under Part C, and discretionary grants under Part D to institutions of higher education and other non-profit organizations to support grants for state personnel development, technical assistance and dissemination, technology, personnel development, and parent-training and information centers. Office of Special Education Programs (OSEP) - Home Page Policy - ED.gov Intro to OSEP OSEP 101 – YouTube
The Purpose of the IDEA to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; to ensure that the rights of children with disabilities and parents of such children are protected; to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities; to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families; to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services; to assess, and ensure the effectiveness of, efforts to educate children with disabilities. About IDEA - Individuals with Disabilities Education Act
Six pillars of IDEA Individualized Education Program (IEP). The document which outlines the special education and related services that the school district will provide for a student who has been evaluated and found eligible for services Free Appropriate Public Education (FAPE). The right to a “free and appropriate public education” designed to meet the unique educational needs of a student with disabilities at no cost to parents in the least restrictive environment Least Restrictive Environment (LRE). To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled Appropriate Evaluation. Assesses educational need to determine whether a student is eligible for special education under IDEA Parent Participation. The collaboration between the parents and the school to improve children's education experience and academic performance Procedural Safeguards. Parental rights in the special education process
Free and Appropriate Education (FAPE) The landmark Individuals with Disabilities Education Act requires that children with disabilities have a right to a “free and appropriate public education” (FAPE) designed to meet the child’s unique educational needs at no cost to parents in the least restrictive environment. Free: at no cost to parents Appropriate: the program is tailored and planned to meet the child’s needs Public: public schools are responsible for designing and implementing the Individualized Education Program (IEP) Education: specially designed instruction described in an IEP Sec. 300.101 Free appropriate public education (FAPE) - Individuals with Disabilities Education Act WA PTI video short: FAPE fits like a proper outfit - YouTube
Child Find Under federal law, public school districts have a responsibility to identify students with disabilities who are attending public and private schools located in their district who may need special education services. This includes all children from birth through age 21 who reside within a state including children who attend private schools and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state. It encompasses all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The term for this is obligation is “child find.” Sec. 300.111 Child find - Individuals with Disabilities Education Act Child Find (mn.gov)
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Eligibility determination To determine a student’s eligibility for special education, each district must conduct a full and individualized evaluation of the student. The evaluation must meet all state and federal requirements. The evaluation team uses both formal and informal procedures to determine the specific areas of a student’s strengths and needs. Sec. 300.306 Determination of eligibility - Individuals with Disabilities Education Act
Special education evaluation Evaluation is the process for determining whether a child has a disability and needs special education and related services. It’s the first step in developing an educational program that will help the child learn. PACER's Guide to the Special Education Evaluation Process in Minnesota If You Have Concerns: When and How to Request a Special Education Evaluation for Your Preschool Child (pacer.org) Help for Parents: How to Prepare for a Special Education Evaluation Planning Meeting (pacer.org) Receiving the results of your child's special education evaluation (pacer.org) Sec. 300.304 Evaluation procedures - Individuals with Disabilities Education Act
MN SPED disability categories (Click MDE info links) Severely Multiply Impaired Autism Spectrum Disorders Blind-Visually Impaired Deaf-Blind Deaf and Hard of Hearing Developmental Cognitive Disabilities Developmental Delay Emotional or Behavioral Disorders Other Health Disabilities Physically Impaired Specific Learning Disabilities Speech or Language Impairments Traumatic Brain Injury Sec. 300.306 Determination of eligibility - Individuals with Disabilities Education Act Categorical Disabilities (mn.gov) Sec. 300.8 Child with a disability - Individuals with Disabilities Education Act
Individualized Education Program (IEP) “The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C. §1400(d)(1)(A). Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child. An IEP must include a child’s present levels of academic achievement and functional performance and the impact of that child’s disability on involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities.” Sec. 300.1 Purposes - Individuals with Disabilities Education Act
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How is an IEP developed? Although IEP forms vary from one district to the next, all must include the requirements defined in federal and state laws. The Individualized Education Program (IEP) document outlines the special education and related services that a school district will provide for a child who has been evaluated and found in need of special education. The IEP provides a written record of decisions made at IEP meetings. A Guide to the IEP (PACER pub)
Individualized Education Program in Minnesota Sec. 300.324 (a) - Individuals with Disabilities Education Act Minnesota Rules 2021, Part 3525.2810 (mn.gov) Who Is On My Child's IEP Team? - PACER Center Understanding Special Education Series: The IEP (Video)
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Let’s dig more deeply into the parts of the IEP!
IEP: Identifying information The first section of the IEP provides information related to the student, the student’s parents or guardians, and basic school information. Student information: iep-identifying- info-form.pdf (pacer.org) (pages 8-9 of "Guide to IEP" document)
IEP: Progress reporting This section of the IEP lists the scheduled times and methods that school staff will use to report progress on each IEP goal to parents. A child’s progress on his or her annual goals must be measured, and parents must be informed of: How often and by what method will progress reports be provided? The school must provide these reports at least as often as it reports progress to parents whose children do not have disabilities. Reporting methods may include IEP progress reports issued with regular education report cards, midterm written reports, or other means. The extent to which that progress is sufficient to enable the child to achieve each goal by the end of the IEP year. IEP Progress Reports: How will you know if your child is making progress on IEP goals? (pacer.org) How Will I Know if My Child is Making Progress? (pacer.org) How Do I Determine My Child's Rate of Progress? (pacer.org)
IEP: Present levels of academic achievement and functional performance (PLAAFP) The Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement describes the levels at which a child is working academically and functionally. The statement summarizes the child’s current status and educational needs in each performance area where there is a need. Understanding Present Levels Present Levels of Academic Achievement and Functional Performance (PLAAFP) Examples (pacer.org)
IEP: Measurable annual goals The IEP will have annual instructional goals that describe what the child is expected to accomplish within a year of writing the IEP when provided with special education instruction and related services. Each goal will have short-term objectives or benchmarks. Goals are based on the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement. Individualized Education Program (IEP) Goals (pacer.org) Sec. 300.320 (a) (2) - Individuals with Disabilities Education Act
IEP: Services Some children with disabilities need related services to help them meet the goals in their Individualized Education Program (IEP). Related services include transportation and any other developmental, corrective, or other supportive services that a child needs to benefit from special education. Supports for school personnel may also be necessary so that a child can fully participate in school. For example, a consultant might provide suggestions to the regular education teacher for including a child fully in the classroom or train staff to use an assistive technology device. These services provided on behalf of the child are called indirect services. The Individuals with Disabilities Education Act (IDEA) Defines Related Services (pacer.org) Related Services (mn.gov) Direct and Indirect Services (pacer.org)
IEP: Accommodations and modifications Accommodations are adaptations in educational environments or practices that help students overcome the barriers presented by their disability. Accommodations provide students with opportunities to achieve the same outcomes and to obtain the same benefits as students without disabilities. Modifications are changes to the expectations of the curriculum and are used with students who require more support or adjustments than accommodations can provide. Whereas accommodations level the playing field, modifications change the playing field. School Modification Ideas for Students Who Receive Special Education Services (pacer.org) School Accommodation Ideas for Students who Receive Section 504 or Special Education Serivces (pacer.org) Questions for Parents to Ask about School Adaptations (pacer.org)
IEP: Extent of nonparticipation (Least restrictive environment) The least restrictive environment (LRE) for a child with disabilities is an educational setting that provides an appropriate program, including any necessary special supports, in as typical a school environment as possible. As much as is appropriate for the individual child, children with disabilities should attend the school they would typically go to if they did not have disabilities. The IEP must explain if and why a student is being placed outside of a general education classroom. Least Restrictive Environment (LRE): An ENglish Translation of Key Legal Requirements (pacer.org) Least Restrictive Environment: What Parents Need to Know (pacer.org) Sec. 300.114 LRE requirements - Individuals with Disabilities Education Act
IEP: Extended School Year (ESY) Some students with disabilities need special education services or related services beyond the normal school year. These services are called extended school year (ESY) services. Extended School Year (ESY) Services: What parents need to know (pacer.org)
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IEP: Transition services The IEP also includes a statement of transition services needed for the child to accomplish measurable postsecondary goals. A child may need services such as community experiences, community links to other services, development of employment opportunities, functional vocational evaluation, instruction in daily living skills, or related services, such as transportation or counseling. In Minnesota, transition planning begins when the student turns 14 or starts ninth grade. They can start earlier, but never later. Transition to Adulthood: Where Do We Start Ten Tips That May Help Your Child's Transition to Adulthood Parent Tips for Transition Planning NPC-34.pdf (pacer.org) Student Resource: My IEP Owner's Manual (pacer.org) Prepare Your Child for Age of Majority and Transfer of RIghts in Minnesota (pacer.org) Sec. 300.43 Transition services - Individuals with Disabilities Education Act Disability Hub MN: The Transition Process
IEP: Extracurricular activities Schools do more than teach children to read, write, and compute. Along with academic activities, schools usually offer extracurricular and nonacademic activities, which typically involve students of the same age and may be organized and supervised by school personnel. Examples of these activities include the school yearbook and newspaper, school sports and recreational activities, school clubs and special interest groups, lunch, recess, pep rallies, assemblies, field trips, and after-school programs Extracurricular Activities and Students with Disabilities (pacer.org) Sec. 300.117 Nonacademic settings - Individuals with Disabilities Education Act
IEP: Transportation The Individuals with Disabilities Education Act (IDEA) includes transportation within its definition of “related services.” This means that students with IEPs have the right to receive special transportation services if needed. Transportation includes travel to and from school and between schools, as well as the use of specialized transportation equipment when required. Services are written into the IEP and are provided at no cost to the parents. Transportation for Students with Disabilities in Minnesota (pacer.org) FAQ School Transportation - PACER Center Transportation (mn.gov) Sec. 300.139 Location of services and transportation - Individuals with Disabilities Education Act
IEP: Testing accommodations The purpose of statewide testing is to understand how well students are meeting Minnesota’s academic standards set for all children. Some students with disabilities need accommodations to take these tests in order to reduce or eliminate the effect of the disability on test performance. The goal of accommodations is to level the playing field while maintaining the level of standards being tested. A student who has accommodations takes the same test as students without disabilities. The IEP team must also address district-wide assessments each time the student is in a grade where such assessments are given. If assessments are given in the child’s grade, the team will discuss whether that assessment is appropriate for this child. If accommodations are needed, they must be documented on the IEP. Statewide Assessment for Students with Disabilities (mn.gov) Sec. 300.160 Participation in assessments - Individuals with Disabilities Education Act Terms Related to Statewide Testing (PACER pub)
IEP: Progress reporting This section of the IEP lists the scheduled times and methods that school staff will use to report progress on each IEP goal to parents. A child’s progress on his or her annual goals must be measured, and parents must be informed of: How often and by what method progress reports will be provided. The school must provide these reports at least as often as they report progress to parents whose children do not have disabilities. Reporting methods may include IEP progress reports issued with regular education report cards, midterm written reports, or other means. The extent to which that progress is sufficient to enable the child to achieve each goal by the end of the IEP year. IEP Progress Reports: How will you know if your child is making progress on IEP goals? (pacer.org) How Will I Know if My Child is Making Progress? (pacer.org) How Do I Determine My Child's Rate of Progress? (pacer.org)
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Early childhood advocacy In Minnesota, special education services for children with disabilities are mandated by law beginning at birth. By federal and state law, families must be involved in the planning, development, and implementation of comprehensive services for their young children with disabilities. In order to ensure involvement in the process, families need to become knowledgeable about early intervention service systems and their rights under the law, and to acquire better communication skills for team planning and advocating for their child. The earlier these skills are learned, the easier it will be for parents to become effective advocates for their children. Early Childhood – Services for Children with Disabilities Age Birth to 3 Early Intervention - PACER Center Individualized Family Service Plan (IFSP) - PACER Center What is the Difference Between an IFSP and an IEP? (pacer.org)
Children’s mental health advocacy Special services and supports may be needed for a child with mental health, emotional or behavioral disorders to succeed in school environments. They may need the help of a guidance counselor, teacher, special education teacher, or psychologist to help them adapt to school expectations. They may need changes in the school curriculum so that they can experience academic success. They may need employment training to prepare them for the world of work. They may need a friendship or social skills group to help them find a friend. These kinds of services may be provided for any child experiencing a problem. Children's Mental Health and Emotional or Behavioral Disorders Project (pacer.org) Does My Child Have an Emotional or Behavioral Disorder? - Children's Mental Health and Emotional or Behavioral Disorders Project (pacer.org) Working Towards Positive Educational Outcomes: Mental Health and Special Education- Live Stream Proactive Crisis Planning for Children with Mental Health Challenges - Live Stream Event - PACER Center Mental Health and School Avoidance: What parents need to know (pacer.org) School Discipline – What do I do if my child is sent home early, suspended, or expelled? (pacer.org) Manifestation Determination Meeting: Special Education Students (pacer.org)
School discipline Pupil Fair Dismissal Act (mn.gov) Student Discipline (mn.gov) Suspension (mn.gov) Expulsion (mn.gov) Manifestation Determination Meeting: Special Education Students (pacer.org) Manifestation Determinations – MDE webpage (scroll down to see info)
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Let’s talk about the roles of parents and students in the IEP process
Parent participation in the special education process The importance of parent and student participation in the IEP process is imperative. IDEA was drafted with the intention of full and meaningful partnership with families. When schools and families work together, student learning and outcomes improve. Sec. 300.322 Parent participation - Individuals with Disabilities Education Act Supporting Parent Participation in the IFSP or IEP Process (pacer.org) Q&A about Part B of IDEA: Parent Participation | Center for Parent Information and Resources (parentcenterhub.org) Record Keeping Supports Parent Participation in Special Education Planning (pacer.org) Students: Your IEP Meeting: A Great Place to Practice Self-Advocacy Skills (pacer.org)
Parent communication and the IEP team Effective Communication: Tips & Tools Communication in the Special Education Process (PACER pub) Parents Can Prepare for Special Education Meetings (pacer.org) Tips for Talking with Your Child's School (pacer.org) Top 10 Tips: Ideas to Improve Parent-to-Professional Communication from PACER Parent Advocates
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Your rights as a parent of a student with disabilities
Parental rights and procedural safeguards The federal special education law IDEA (Individuals with Disabilities Education Act) gives parents a legal right and responsibility to participate in the education of their child with disabilities. The special education services for a child are developed in a decision-making process involving the child’s parents and school district staff. Prior Written Notice and giving parent consent are important parental rights in special education. Know Your Parental RIghts: The Meaning and Importance of Prior Written Notice and Parent Consent (pacer.org) Parent Action - PACER Center (page 21) Minnesota Parental Rights: Parental Rights (mn.gov) IDEA Procedural Safeguards: Section 1415 - Individuals with Disabilities Education Act Sec. 303.421 Prior written notice and procedural safeguards notice - Individuals with Disabilities Education Act Dispute Resolution - PACER Center (see next slide)
Foster and surrogate parents Foster parents and surrogate parents both play crucial roles in supporting the educational needs of children with known or suspected disabilities who have or may need special education and related services. The Different Roles of Foster Parents and Surrogate Parents (pacer.org) Surrogate Parents - Special Education - PACER Center
Dispute resolution options Built into the Individuals with Disabilities Education Act (IDEA) and Minnesota’s special education laws are a variety of options parents and school districts can use to resolve disagreements. Dispute Resolution – PACER webpage Due Process Options Chart: PHP-a60-chart.pdf (pacer.org) Conciliation - Dispute Resolution - PACER Center Facilitated Team Meetings - Dispute Resolution - PACER Center Mediation - Dispute Resolution - PACER Center ADR and Due Process in MN Sec. 125A.091 MN Statutes Filing a Special Education Complaint with the Minnesota Department of Education (MDE) - Dispute Resolution - PACER Center Due Process Complaints and Hearings – MDE website Video: Resolving Disputes Through the Special Education Process - Live Stream Event - PACER Center Sec. 300.510 Resolution process - Individuals with Disabilities Education Act
Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA) is a federal law that affords parents the right to access to their children’s education records, the right to seek to have the records amended, and the right to have some control over the disclosure of personally identifiable information from the education records. School Records and Parents' RIghts (pacer.org) Family Educational Rights and Privacy Act (FERPA) Education Data / Data Practices Office (mn.gov) IDEA and FERPA Crosswalk (ed.gov)
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Meeting the needs of children with disabilities who do not qualify for special education services Even if a child doesn't qualify for special education services, they may continue to struggle in school. The next two slides look at additional ways educational supports or interventions might be provided.
504 plans Section 504 of the Rehabilitation Act of 1973 (commonly referred to as Section 504) is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Those programs include public school districts, institutions of higher education, and other state and local education agencies. To qualify under Section 504, a student must have a disability and that disability must limit a major life function. The Americans with Disabilities Act Amendments of 2008 (ADA) broadened the definition of disability in the ADA as well as in Section 504. Students with Disabilities and Section 504 of the Rehabilitation Act of 1973 (pacer.org) Understanding the Section 504 Evaluation Process: An overview for parents (pacer.org) Discrimination Complaint - Dispute Resolution - PACER Center
Interventions Interventions are used to teach a child the skills they need to improve in a specific area of academics or behavioral engagement. Once those skills are gained, interventions typically end. If the student is not making progress after implementing intervention strategies for four to six, an evaluation to determine eligibility for special education services is typically discussed. Multi-Tiered Systems of Support (MTSS): Minnesota Multi-tiered System of Supports (MnMTSS) PBIS (Positive Behavior Interventions and Support): Positive Behavioral Interventions and Supports (mn.gov) Minnesota Positive Behavior Interventions and Supports Examples of Positive Behavioral Intervention Strategies (pacer.org)
Private schools and school choice School Choice Options in Minnesota (MDE) Special Education in School Choice Settings (mn.gov) Obtaining an Evaluation for a Private School Student (pacer.org)
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Additional MN education law learning resources Children’s Educational Rights: A Handbook for Professionals Working with Minnesota Students SMRLS Education Law Advocacy Project videos Education Law Advocacy Project Videos Children's Education Rights Handbook
Disability Resources Sometimes, parents will ask for disability-related information and resources that fall outside the purview of our advocate roles. PACER has compiled this list of organizations you can access to provide parents with the additional resources they might need. PACER's Resource List of Disability Organizations
Appreciating the diversity of Minnesota families PACER currently employs several members of diverse cultural groups to work with parents. Multicultural staff work with all PACER projects and help families understand and access education, health, mental health, transition, and other services. Multicultural staff conduct home visits, provide individual assistance by phone, email, and in-person, present workshops in local communities, translate materials into Spanish, Hmong, and Somali, and conduct in-services for professionals on working with diverse families Links to speak with Somali or Latino Advocate on this page Tips to Support Diverse Families
New Advocate Training Learning Activity For this exercise you will learn about how we serve diverse communities at PACER. We have Advocates that form our Multicultural team, and are from and serve the Hmong, Latino, Native, Somali and African American communities. Choose one of them to interview about their work. Find out how working with their community is unique. Please come up with a list of questions and review with your manager or trainer before conducting the interview.
PACER’s Simon Technology Center The Simon Technology Center (STC) is dedicated to making the benefits of technology more accessible to children and adults with disabilities. Through a collaborative effort involving parents, professionals, and consumers, the STC can provide numerous services for your family, as well as resources and informative answers to your questions. Since 1987, the Simon Technology Center has helped many children and adults with a variety of disabilities use assistive technology to enhance learning, work, and independence. Simon Technology Center - Assistive Technology, Augmentative Communication Devices (pacer.org)
PACER’s Health Information Center Children and youth with special health care needs (CYSHCN) are those who have or are at risk for chronic physical, developmental, behavioral, or emotional conditions that require health and related services of a type or amount beyond that required by children generally. PACER provides Information about the health care system, resources, and advocacy for families of children and youth with special health needs and disabilities. Health Information Center (pacer.org)
Bullying prevention PACER’s Bullying Prevent Center provides insightful information about how to address and prevent peer-to- peer bullying. PACER's National Bullying Prevention Center
Housing Information and referral about independent living and housing options for individuals with disabilities Housing - Learning Center - PACER Center
PACER’s Day at the Capitol Parents of and youth with disabilities have important information and experiences to share with policy makers. This input impacts systems change and improves outcomes for students throughout the state of Minnesota. Each year, PACER offers a workshop to train and assist families in working with legislators to effect changes impacting children with disabilities and facilitates the opportunity for families to participate in PACER's Day at the Capitol.
Project Launch Grant Through individual assistance, workshops, resources, and more, Project Launch helps youth and young adults with disabilities pursue meaningful careers, live as independently as possible, and enjoy inclusion at work and in the community. Project Launch provides a practical website and an array of helpful publications, webinars, parent tip sheets, and videos on disability-related topics.
PACER Puppets Modeling acceptance and inclusion for young children PACER’s endearing, life-size puppets capture the attention and imagination of young children. Since 1979, nearly half a million children have experienced the way PACER’s puppets deliver important messages of tolerance, inclusion, and bullying prevention with the COUNT ME IN and KIDS AGAINST BULLYING puppet shows. PACER’s volunteer puppeteers perform across the Twin Cities metro, and the puppets and scripts have been purchased by schools and organizations around the world. Puppets - PACER Center
E.X.I.T.E Camp PACER’s EX.I.T.E. Camp empowers middle school girls and students of other marginalized genders with disabilities in the fields of Science, Technology, Engineering, and Math (STEM). EX.I.T.E. Camp provides a safe, inclusive, and supportive environment for fun, hands-on learning, as well as a place to meet new friends and create lasting memories. EX.I.T.E. Camp - PACER Center
New Advocate Training Learning Exercise Considering the slides in this last section, pick 2 programs or project areas that you would like to learn more about. Ask your trainer or manager who coordinates that program or project, and then interview their head or lead staff member. Discuss with your manager who you want to interview and what questions you want to ask before conducting the interview or contacting the project or program.
Feeling overwhelmed? Regardless of the number of years of experience you accumulate as a special education advocate, you’ll continue to engage in the enjoyable process of learning and professional development throughout your career. As you embark on your new role as advocate, here are some helpful tips to hold in mind: Don’t hesitate to ask questions whenever you are unsure of an answer Utilize the expertise of other advocates to process difficult or complex parent concerns Maintain a flexible approach to adaptive learning and growth Set ambitious but realistic goals Incorporate intentional work-life balance and self-care practices into your routines
What’s next? Congratulations! You now have the foundational knowledge you need to start your advocacy journey! Now it’s time to begin learning the process of applying your knowledge to our everyday work as PACER advocates. Next steps will include: Your manager will coordinate opportunities for you to listen to parent calls and observe alternative dispute resolution meetings. Continue to attend Friday “Week in Review” sessions via TEAMS to connect with other advocates and listen to conversations in which they process the advocacy questions received during the week via informal conversation. Meet regularly with your team (your manager will notify you of dates and times). Remember that application of advocacy skills takes time. You can reach out to your manager or to another advocate at any time when you have questions. We look forward to coming alongside you as you learn!
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