Minutes of theRochester Public SchoolsSpecial Education Advisory Council (SEAC) Meeting6:30 p.m., December 2, 2010

In Attendance:Parent Members: John Riebow, Laurie Laudon, Tammy Bonnnicksen, Vesna Sloan, Mary Bennett, Angela Nagele, Joni Murray-Petersen, Alexandra Morrissey, Jennifer Spindler-Krage, Dani NikolaiStaff Members: Karla Bollesen, Jess Reddinger-Litke, Shawna Felton, Karen Atkinson, Heather HogenCommunity Agency Members: Becky Fluegel, JoAnn LawlerGuests: Deb Walters-Smith, Chad Otterness, Angela ChristieExcused Absence: Sue Palmer

Welcome – John RiebowVice-Chair John Riebow called the meeting to order. He welcomed everyone to the meeting and read the purpose of the Special Education Advisory Council. He reminded members of SEAC’s procedures for presenting individual issues: the “SEAC Members Guide to Addressing Concerns” forms are filled out and given to him or Sue Palmer.

Introductions

Approval of Oct. 28, 2010 MinutesVesna Sloan made a motion to approve the minutes with a change. She noted that under subcommittee reports for the October minutes, she and Sue Palmer both worked at the SEAC table for the Transition Fair. The motion was passed with the change.

Community Information Sharing John Riebow asked members to share related community events. Alexandra Morrissey shared information about Joseph Baird, a VSA Minnesota arts ambassador. VSA Minne-

sota is a nonprofit organization that works to create a community where people with disabilities can learn through, participate in and access the arts. Baird will give a presentation about diversity at the Lincoln Choice School on Dec. 6. It is free and open to the public.

JoAnn Lawler asked that anyone interested in attending “Tuesdays at the Capitol” to contact her by email. This will start in late January when the Minnesota Legislature is in session. JoAnn’s email is joann@arcse-mn.org.

Jess Reddinger-Litke said the Rochester Dance Company will present The Nutcracker free of charge to children with disabilities and their families on Dec. 9 at the Mayo Civic Center.

Alexandra Morrissey reported that the Down Syndrome Family Network, sponsored by Arc Southeastern Minnesota, will meet Dec. 3 from 6 to 8 p.m. at Calvary Evangelical Free Church, 5500 25th Ave. NW.

Alexandra Morrissey also reported that VSA Minnesota is working on COMPASS, which is a grant program to bring more artists into the schools. They would especially like to bring some artists into the Rochester schools and are willing to work with our district, possibly for Inclusive Schools Week 2011.

Subcommittee Reports Vice-Chair John Riebow asked for subcommittee updates. SEAC subcommittees are Membership, Protocol, Promotion, SEAC/CTIC/Help Me Grow Collaboration and Outreach with subgroups: Guidebook/Website, Inclusive Schools Week (Early Childhood and Elementary), and Inclusive Schools Week (Middle, High and Post-High School).• Inclusive Schools Week (Early Childhood and Elementary): Chairperson Jess Reddinger-Litke

reported on plans

made by her subcommittee. The other subcommittee members are Debbie Monahan, Alexandra Morrissey,Angie Nagele and Dani Nikolai.o I’m Tyler will air on Cable Channel 22 at 3 and 6 p.m., daily Dec. 1-7, and also at 9 p.m., Dec. 2-4 and Dec.

6-7. Kathy Accurso organized this.o Media specialists will read books focusing on students with and without disabilities participating together at

school. Bishop, Churchill, Gage, Jefferson, Longfellow, Sunset Terrace, Washington, Franklin and Lincoln are planning to participate. Angie Nagele contacted the media specialists. Below is a copy of the ISWsection of the email from Diane Yliniemi, media specialist at Sunset Terrace and Washington.

Focus on Inclusive Education Week – Dec. 6-10This week the literature will focus on students with and without disabilities all participating and learning in school and classes together. Sunset Terrace and WashingtonAll Classes: Have You Filled A Bucket Today?5th Grade: My Deaf Family Pilot4th Grade: My Best Friend Will3rd Grade: My Best Friend Will2nd Grade: Looking After Louis1st Grade: Taking Down Syndrome to SchoolKindergarten: Letter L Phonics — Roar and More

o Art teachers at Gibbs, Washington, Riverside, Franklin, Elton Hills, Lincoln, Folwell, Franklin, Montessoriat Franklin and Longfellow will conduct art projects involving students working together. Some projects will address different skin tones, and they will try to hang the artwork during Inclusive Schools Week. Dani Nikolai contacted the art teachers.

o Debbie Monahan compiled a list of ideas and activities to promote inclusion for elementary, middle and high schools. This (see Addendum) will be emailed to staff members during Inclusive Schools Week.

o Sunset Terrace students will create a school-wide paper chain during the week to put on display around the school. Students can draw or write something they would do to “be a good friend” or to implement inclusive practices at school on paper strips.

o Sunset Terrace Student Council members made posters promoting ISW. Some samples are below:

o Jess met with the Diversity Council, but due to changes in the education director and busy schedules, activities may be planned for either spring or next year for ISW. The Diversity Council has a couple DVDs about bullying and diversity that could be shown to middle school and high school staff with a discussion afterwards, but this would be more for the middle and high schools. An idea for elementary schools wouldbe to pair up third or fourth grade classrooms in different schools, have them create a visual community collage to send to their partner classroom, and eventually give students pen pals. The idea would be to make a connection with other students in the community. The subcommittee likes this idea, but agreed it would be best to pilot the program with only a couple classrooms first. The Diversity Council would consider presenting this idea at a principal’s meeting.

o At Lincoln Elementary, a musician with special needs will perform for students on Dec. 6, thanks to Alexandra Morrissey. Alexandra has been contacting organizations and inquiring about speakers, specifically artists with disabilities who might do a presentation or demonstration in a classroom. She applied for funding through the Citizens Advisory Council Project Fund that awards $1,000 max to a non-profit educational program. Artists cost $150 per hour. This may be something to try again in the future.

o Angie Nagele and Dani Nikolai looked into other speakers including Deb Nietfield and Brad from the RT Autism organization that we could consider at a later date or next school year.

o Inclusive Schools Week was mentioned in the E-Files newsletter sent to all staff.o More information is available at www.inclusiveschools.org.

• Inclusive Schools Week (Middle School, High School and Post High School): Chairperson Laurie Laudon reported that she has been meeting with the Diversity Committee at Mayo High School. The committee has been making posters to display during Inclusive Schools Week. There will also be a table in the cafeteria on Dec. 8 with a display about SEAC and Inclusive Schools Week. Students will also have the opportunity to try out a wheelchair and/or crutches. Mayo High School Administration will also consider showing a video about a teenager who has deafparents and siblings. This would probably take place sometime in December.

• SEAC/CTIC/Help Me Grow Collaboration: Becky Fluegel reported that representatives of the three groups met on Nov. 5. They discussed the joint brochure and funding to print it. They also discussed how the groups could support each other. Ideally all three groups would share meeting schedules and locations, agendas and minutes. To make this happen, it was decided to have a contact person for each group. Group contacts are: Tammy Bonnicksen or Mary Bennett for SEAC, Shawna Felton for Help Me Grow and Mary Alcott for CTIC. Notes from the committees should include a contact person so that others can join. For example, if one of the SEAC committees is meeting on Inclusive Schools Week, its members could invite CTIC and Help Me Grow members to attend. They also suggested members look at the other groups’ Web sites and the chairpersons consider meeting prior to the school year.

• Protocol: Becky Fluegel presented changes to the SEAC bylaws suggested by the subcommittee. The new bylaws were approved by a voice vote.

• Membership: There is a vacancy for a parent representative in the Visually Impaired category. Angela Christiewill be an agency representative for the Services for the Blind.

Report from Student Support Services Supervisor Shawna FeltonShawna Felton is the supervisor for Early Childhood Special Education. There are currently 80 students in the birth toage three category. There are 22 sections of preschool classes (approximately 160 students), which serve the studentsfrom ages three to five. Nineteen of those preschool sections have an inclusion component. In addition to the special education classroom, the students attend community nursery schools at Children’s Place, Bethany, Y-Tots and Aldrich. There is also an in-house inclusion with Head Start and Early Childhood Family Services. The preschool classes are almost full with just 12 openings. The District would like to add two more sections of pre–school. There has been a big increase in referrals for the three to five age group and ALL are qualifying. Everyday Math and Scott Foresman Reading are used in the curriculuma. The Essential Outcomes are aligned to kindergarten as well.As for next year, Shawna said they are looking for elementary schools with room to expand preschool services. In addition, they are considering alternatives for providing services to students in inclusion settings such as speech. The district is applying to be an expansion site for TACSEI (Technical Assistance Center for Social and Emotional Intervention). This would benefit Early Childhood Special Education and the nursery schools used as inclusion sites.Shawna also mentioned that the majority of the referrals for come from Olmsted County Social Services and Public Health, Arc Southeastern Minnesota, Mayo Clinic and Stanley Jones.

Group Viewing of the Video I’m Tyler

Speaker: Deb Walters-Smith: Educational Audiologist for the Rochester Public SchoolsDeb Walters-Smith gave a presentation on her work with hearing-impaired students. She started out by saying that atbirth, 3 out of 1,000 babies are born with a hearing impairment. By age 5, that number increases to 6 out of 1,000. This increases even more as children get older primarily due to noise exposure.

Deb did a mild hearing loss simulation for the group in both male and female voices. This simulation is also done for parents and staff during IEP meetings to better understand the needs of the student. Currently, there are about 60-70 students in the District who receive deaf and hard of hearing services.The tools that are used to assist students are hearing aids, Cochlear implants, FM system, preferential seating and note takers at the middle- and high-school levels. Deb explained how the FM system works. The student puts a boot behind his/her ear on the hearing aid. The boots are provided by the school district. Then the teacher clips a transmitter on his/her belt that has a microphone attached. When the teacher speaks, it is transmitted directly to the student.Deb also tries to find ways to help teachers accommodate deaf and hard of hearing students. For example, the curriculum might need to be changed such as for a student to hear a videotape presentation.It was also noted that the District screens for vision and hearing in first and third grades and vision only in seventh grade. An attempt is also made to screen new students to the District.

Adjournment

The next meeting begins at 6:30 p.m. on Jan. 27, 2011

Submitted by Laura Laudon and Tammy Bonnicksen, co-secretaries

__________________________________________________________________________________________________

Addendum: Letter with ideas about Inclusive Schools Week from SEAC to district staff members

INCLUSIVE SCHOOLS WEEKInclusive Schools Week is an annual event sponsored by the Inclusive Schools Network at Education Development Center, Inc., which is held each year during the first week in December. Since its inception in 2001, Inclusive Schools Week has celebrated the progress that schools have made in providing a supportive and quality education to an increasingly diverse student population, including students who are marginalized due to disability, gender, socio-economic status, cultural heritage, language preference and other factors. The week also provides an important opportunity for educators, students and parents to discuss what else needs to be done in order to ensure that their schools continue to improve their ability to successfully educate all children. Please support activities at your site during the week of December 6-10 to celebrate Inclusive Schools Week!The Rochester Special Education Advisory Council (SEAC) and the Rochester Public Schools support Inclusive Schools Week. The Special Education Advisory Council (SEAC) has assisted schools in the following areas:• “I’m Tyler” will air on the public access channel – The short film is about “Tyler… a typical high school student who

happens to have cerebral palsy and some other challenges. He has taken on a mission to educate the world about Ability Awareness. He believes that what a person, any person, CAN do is much more important than what he/she can’t. The people in Tyler’s life who have seen this and practiced Ability Awareness have made all the difference in the world to him.”

• Media Specialists at some elementary schools will introduce children to books that cover inclusive practices towards children with special needs during a weekly lesson over Inclusive Schools Week.

• Art teachers at some elementary schools will organize art activities/projects that promote working with partners or teammates to create together or that promote being a good friend to all.

• Sunset Terrace will create a paper link chain to display in the hallways of the school. Each paper link will have words or pictures, created by students, that address how to be a good friend.

• Lincoln will be hosting a musician or magician, who has special needs, to perform at the school and to talk about ability awareness.

Teachers do an amazing job of incorporating many ways to make their classroom inclusive. For those who want a reminder or may need a new idea or two, please look at the attachment. There are a few activities and tips geared to each school level (elementary, middle school and high school). Please consider implementing a new activity during Inclusive School Week. We would love to hear back from schools on how successful their activities went over (no matter how large or small). We (SEAC) will comply of list of successful activities to use in the future.Thank you for your participation,The Rochester Special Education Advisory Council (SEAC)

Inclusive Ideas and Activities for Middle SchoolEvents you can plan for Inclusive Schools Week

Host a poster and essay contest focused on the theme “Together We Learn Better: Inclusive Schools Benefit All Children”. Create a library display of children’s literature with inclusion and diversity as the focus. Celebrate inclusion and diversity during announcements, morning message, or word of the day activities. Create a slideshow highlighting the benefits of your inclusive school community to be viewed at parent meetings, faculty

meetings, community events, etc. Write a “Top 10 Benefits of Being an Inclusive School” list to display in the school lobby. Invite students who are not generally included into your classroom for one of your daily lessons. Try to expand these

opportunities in your room and throughout the school. Ask related service personnel (occupational therapists, physical therapists, speech-language therapists, etc.) to include

typically developing peers in the activities that they do with children who have disabilities in your classroom. Fun games that target the therapy goals of some students while including typically developing peers in the activity promote the inclusion of all students.

Assign all classroom tasks/jobs in pairs so that children who aren’t able to complete a task independently don’t feel that they always need a “helper.” This encourages children to collaborate with each other to get a job done.

Decorate your classroom with items that support academic development for all children. This can include learning supports such as pictures, large print letters, and clear directions to complete assignments. If there are children who cannot access this information from a distance due to a visual, physical, or other disability, make small copies of these items to be used at the child’s desk

PBS, the Public Broadcasting Service, offers an online resource for parents to learn about improving the overall quality of life for children with or without disabilities by promoting inclusion and respect for differences. The purpose of the information is to help parents and caregivers create more inclusive communities for their children. Some of the topics available include inclusive education, building friendships, family rights, challenging behaviors, and assistive technology. This resource can be found at www.pbs.org/parents/inclusivecommunities.

Encourage your students to begin their on-line exploration of disabilities at Just Because We Have a DisAbility Doesn’t Mean We BYTE! (http://library.thinkquest.org/11799/. This 1997 ThinkQuest entry provides an introduction to a number of common disabilities, both visible and invisible, with the intent of eliminating fear, prejudice, and intolerance of people who are different. Kids, the authors say, can make the world a better place -- if they only understand. The site contains sections on vision, hearing, and mobility problems; learning disabilities; eating disorders; respiratory diseases; and more. The information is simply and clearly written, and the discussions include lots of personal insights. The colorful graphics, animations, and simulations are sure to entertain as well as educate.

Probably the best site for students with -- and without -- physical disabilities is PlaneMath, http://www.planemath.com/planemathmain.html. This Internet-Based Curriculum on Math and Aeronautics for Children With Physical Disabilities site was developed in cooperation with NASA. It is designed to provide students in grades 4 and above with mathematics-based activities that don’t require manipulative materials -- and are therefore accessible for people with physical limitations -- and that increase awareness of career opportunities in aeronautics. The exciting movies and activities in Pioneer Plane and PlaneMath Enterprises make full use of the interactive medium with lessons such as Gone With the Winds (mapping the flight of Amelia Earhart) and Mission Possible (sharing the adventures of Jimmy Doolittle). The Applying Flying section has word problems that include people with disabilities, as well as interviews with people with disabilities who are working in the field of aeronautics. The site also provides instructional strategies, a forum for teachers, and links to additional resources. This is a terrific inclusion site that allows all students to compete and collaborate in exiting and highly educational activities.

Probably the best-known and most widely referenced Web site on learning disabilities for students is Kid Zone, http://www.ldonline.org/kids. This site includes Listen Up, a student’s guide to the Individualized Educational Program; Speak Up, tips on dealing with and compensating for LD-related problems; Read Up, a list of books about LD and kids with LD; and Interact Up, an activity page where students can take a quiz to learn about celebrities with learning disabilities and print a page to show other people what it’s like to have a learning disability. Kid Zone also includes a student art gallery and magazine where kids can submit their own work.

Inclusive Ideas and Activities for High SchoolEvents you can plan for Inclusive Schools Week

Host a poster and essay contest focused on the theme “Together We Learn Better: Inclusive Schools Benefit All Children”. Create a library display of children’s literature with inclusion and diversity as the focus. Celebrate inclusion and diversity during announcements, morning message, or word of the day activities. Create a slideshow highlighting the benefits of your inclusive school community to be viewed at parent meetings, faculty

meetings, community events, etc. Write a “Top 10 Benefits of Being an Inclusive School” list to display in the school lobby. Invite students who are not generally included into your classroom for one of your daily lessons. Try to expand these

opportunities in your room and throughout the school. Ask related service personnel (occupational therapists, physical therapists, speech-language therapists, etc.) to include

typically developing peers in the activities that they do with children who have disabilities in your classroom. Fun games that target the therapy goals of some students while including typically developing peers in the activity promote the inclusion of all students.

Assign all classroom tasks/jobs in pairs so that children who aren’t able to complete a task independently don’t feel that they always need a “helper.” This encourages children to collaborate with each other to get a job done.

Decorate your classroom with items that support academic development for all children. This can include learning supports such as pictures, large print letters, and clear directions to complete assignments. If there are children who cannot access this information from a distance due to a visual, physical, or other disability, make small copies of these items to be used at the child’s desk.

PBS, the Public Broadcasting Service, offers an online resource for parents to learn about improving the overall quality of life for children with or without disabilities by promoting inclusion and respect for differences. The purpose of the information is to help parents and caregivers create more inclusive communities for their children. Some of the topics available include inclusive education, building friendships, family rights, challenging behaviors, and assistive technology. This resource can be found at www.pbs.org/parents/inclusivecommunities/.

ReadWriteThink is a partnership between the International Reading Association (IRA), the National Council of Teachers of English (NCTE), and the Verizon Foundation. The purpose of the site is to provide educators and students with access to high-quality practices and resources in reading and language arts instruction through free, Internet-based content. Access lesson plans, students materials, and more at http://www.readwritethink.org.

Encourage your students to begin their on-line exploration of disabilities at Just Because We Have a DisAbility Doesn’t Mean We BYTE!, http://library.thinkquest.org/11799/. This 1997 ThinkQuest entry provides an introduction to a number of common disabilities, both visible and invisible, with the intent of eliminating fear, prejudice, and intolerance of people who are different. Kids, the authors say, can make the world a better place -- if they only understand. The site contains sections on vision, hearing, and mobility problems; learning disabilities; eating disorders; respiratory diseases; and more. The information is simply and clearly written, and the discussions include lots of personal insights. The colorful graphics, animations, and simulations are sure to entertain as well as educate.

Probably the best site for students with -- and without -- physical disabilities is PlaneMath, http://www.planemath.com/planemathmain.html. This Internet-Based Curriculum on Math and Aeronautics for Children With Physical Disabilities site was developed in cooperation with NASA. It is designed to provide students in grades 4 and above with mathematics-based activities that don’t require manipulative materials -- and are therefore accessible for people with physical limitations -- and that increase awareness of career opportunities in aeronautics. The exciting movies and activities in Pioneer Plane and PlaneMath Enterprises make full use of the interactive medium with lessons such as Gone With the Winds (mapping the flight of Amelia Earhart) and Mission Possible (sharing the adventures of Jimmy Doolittle). The Applying Flying section has word problems that include people with disabilities, as well as interviews with people with disabilities who are working in the field of aeronautics. The site also provides instructional strategies, a forum for teachers, and links to additional resources. This is a terrific inclusion site that allows all students to compete and collaborate in exiting and highly educational activities.

Probably the best-known and most widely referenced Web site on learning disabilities for students is Kid Zone, http://www.ldonline.org/kids. This site includes Listen Up, a student’s guide to the Individualized Educational Program; Speak Up, tips on dealing with and compensating for LD-related problems; Read Up, a list of books about LD and kids with LD; and Interact Up, an activity page where students can take a quiz to learn about celebrities with learning disabilities and print a page to show other people what it’s like to have a learning disability. Kid Zone also includes a student art gallery and magazine where kids can submit their own work.

Inclusive Ideas and Activities for Elementary SchoolsEvents you can plan for Inclusive Schools Week

Host a poster and essay contest focused on the theme “Together We Learn Better: Inclusive Schools Benefit All Children”. Create a library display of children’s literature with inclusion and diversity as the focus. Celebrate inclusion and diversity during announcements, morning message, or word of the day activities. Create a slideshow highlighting the benefits of your inclusive school community to be viewed at parent meetings, faculty

meetings, community events, etc. Write a “Top 10 Benefits of Being an Inclusive School” list to display in the school lobby. Expand your morning circle activity to include various modes of communication. Use sign language foreign languages, and

augmentative communication supports (including photos, pictures, and assistive technology devices, etc.) to support those students whose communication systems might not include spoken English, along with exposing other students to the variety of ways that people can communicate.

Have students develop a list of the variety of ways that people can communicate. Help them expand the list by discussing different forms of communication, including sign languages, foreign languages, assistive technology devices, etc.

Establish a “Five Minutes for Friendship” ritual each day. Have students pair up with classmates on a rotating basis. Provide a topic for the pair to discuss for five minutes. Ask a few pairs to share their conversation with the class.

Invite students who are not generally included into your classroom for one of your daily lessons. Try to expand these opportunities in your room and throughout the school.

Ask related service personnel (occupational therapists, physical therapists, speech-language therapists, etc.) to include typically developing peers in the activities that they do with children who have disabilities in your classroom. Fun games that target the therapy goals of some students while including typically developing peers in the activity promote the inclusion of all students.

Develop a morning greeting routine so that all children, including those with disabilities and English Language Learners, have the opportunity to communicate with each other at the beginning of the day.

Assign all classroom tasks/jobs in pairs so that children who aren’t able to complete a task independently don’t feel that they always need a “helper.” This encourages children to collaborate with each other to get a job done.