DISABILITY INTEGRATION PROJECTS · DISABILITY INTEGRATION PROJECTS A REPORT TO THE COMMUNITY...
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advancing disability rights by building self-advocate leaders ©2015 Advocating Change Together THE MINNESOTA OLMSTEAD ACADEMY, PILOT YEAR DISABILITY INTEGRATION PROJECTS A REPORT TO THE COMMUNITY SEPTEMBER 14, 2015 a program of
Transcript of DISABILITY INTEGRATION PROJECTS · DISABILITY INTEGRATION PROJECTS A REPORT TO THE COMMUNITY...
advancing disability rights by building self-advocate leaders©2015 Advocating Change Together
THE MINNESOTA OLMSTEAD ACADEMY, PILOT YEAR
DISABILITY INTEGRATIONPROJECTS
A REPORT TO THE COMMUNITYSEPTEMBER 14, 2015
a program of
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Olmstead Academy Pilot Year, 2015
Advocating Change TogetherAdvocating Change Together (ACT) is agrass-roots disability rights organizationrun by and for people withdevelopmental disabilities. ACT’smission is help people across disabilitiessee themselves as part of larger disabilityrights moment and make connections toother civil and human rights struggles.
Olmstead Academye Olmstead Academy is a program ofACT. e pilot year was funded with thegenerous support of the Otto BremerFoundation. anks also to theMinnesota Department of Employmentand Economic Development forprogram supports as well as providing ameeting space for the Academy.
Self-Advocates MinnesotaSelf-Advocates Minnesota (SAM) is astatewide network of groups establishedin 2007 to help people withdevelopmental disabilities know theirrights and demand those rights throughpersonal and group action. e SAMnetwork is coordinated andadministered by ACT. Each of SAM’s sixregions participated in the firstOlmstead Academy.
Contents ......................................................2
Program for today’s event .............................3
About the Olmstead AcademyExecutive summary .....................................4Program evaluation.....................................5
Team Project SummariesNorthwest team ..........................................6Northeast team ...........................................8Metro team ...............................................10Southwest team.........................................12Southeast team..........................................14Central team .............................................16
Academy Leadership ...................................18
CONTENTS
EVENT PROGRAM
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Olmstead Academy Pilot Year, 2015
Report to the CommunityOlmstead Academy Pilot Year
Public event hosted by Judge Donovan Frank
September 14, 20151:30 pm - 2:30 pm
Devitt Ceremonial CourtroomWarren E. Burger Federal Building & United States Courthouse316 North Robert StreetSt. Paul, MN
-------------------------------------------1:30 p.m. Program
Opening procession: Academy participantsWelcome: Judge FrankAcademy overview: Mary Kay KennedyPresentations of project results: Six regional teams Comments by Judge FrankClosing song
2:30 p.m. ReceptionGuest are invited to join Academy participants for light
refreshments in the Jury Assembly Room (also on the 1st floor)
A�Dazzling�Bouquet�
Refrain:�This�is�a�place�where�everybody's�welcome.��I�know�it's�true�'cause�I�got�through�the�door.��We�are�a�dazzling�bouquet�of�every�kind�of�flower.��Jump�in�the�vase,�'cause�we've�got�space�for�more.
1. Come�here,�all�you�six�foot�gladiolas.Come�all�you�purple�lilacs�shining�bright.Come�let�us�all�bloom�together�in�one�garden:A�carnival�of�fragrance�and�delight.�(Refrain)
2. We�don't�simply�cross�our�fingers�hopingWe're�digging�up�the�soil�around�the�stateAnd�we�must�all�plant�the�seeds�of�integrationTill�every�face�will�grace�the�grand�bouquet.
(by�Bret�H
esla)
Building self advocate leaders by working on projects toadvance community integration.
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Olmstead Academy Pilot Year, 2015
EXECUTIVE SUMMARY
TIMELINESeptember�2014�throughSeptember�2015.�
ACADEMY GOALCreate�a�culture�within�Minnesotawhere�self-advocacy�is�afoundational�piece�in�the�state'sOlmstead�plan�and�self-advocatesare�playing�meaningful�roles�in�itsimplementation.
ACADEMY STRUCTUREThe�Olmstead�Academy�is�a�12-month�program�featuring�two�multi-day�training�sessions�with�requiredfield�work�on�Disability�IntegrationProjects.�Participants�enroll�asteams�of�three�(two�self-advocates,
one�ally)�from�around�the�state.Teams�learn�both�leadership�skillsand�organizing�tools�for�creatingchange�to�advance�communityintegration.�Each�team�developsand�implements�a�project�in�theirhome�community.
PROGRAM FEATURESTeam-based�participation�–•two�self-advocates�and�oneally.
Participatory,�innovative,•proven�methods�of�PopularEducation�and�Kolb�theory.
Mentors�assist�each�team�to•create�and�complete�project.
Each�team�receives�$10,000�–•$15,000�to�implement�a
project�in�their�community.
Participants�build�relationships•with�key�state�allies�during“dinner�with�leaders.”
DISABILITY INTEGRATIONPROJECTSEach�team�chooses�and�leads�alocal�project�to�advance�integrationin�their�community.�������
[See�pp.�6-17�for�results�of�each�ofthese�six�projects.]
Olmstead Academy Pilot Year: Building self-advocate leaders by workingon issues to advance community integration.
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Olmstead Academy Pilot Year, 2015
EXECUTIVE SUMMARY
PROGRAM ASSESSMENTA�Program�EffectivenessAssessment�was�conductedfollowing�the�Olmstead�Academysix-day�curriculum.�The�assessmentwas�conducted�by�Cheryl�Jensen�ofStrategic�Consulting�and�Coaching.Below�is�an�excerpt�from�the�report.
------------------------------
Phase�one�of�the�OlmsteadAcademy�was�transformational.Through�experiential�learningactivities�and�designed�disabilityintegration�projects,�self-advocateslearned�the�history�and�goal�of�theplan.�With�their�involvement�in�theOlmstead�Academy,�self-advocatesfound�their�voice�as�well�asincreased�personal�and�grouppower.
Additional�Key�Findings:
Participants�view�themselves�andother�participants�of�the�academy�asleaders.
Participants�increased�theirleadership�skills�by�participating�inexperimental�activities,�identifyingand�creating�disability�integrationprojects.
Participants�fully�understand�theOlmstead�Plan.��Participantsunderstand�how�the�plan�impactstheir�lives�and�the�lives�of�otherpeople�with�disabilities.�
Participants�believe�they�have�theknowledge�to�educate�others�on�theOlmstead�plan�in�their�community.�
e Community Inclusion Plan: inserting ourselvesinto longstanding community events.
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Olmstead Academy Pilot Year, 2015
NORTHWEST TEAM
WHERE WE LIVE:East�Grand�Forks,�Minnesota
WHO WE ARE:James�Lee�and�Patty�McGlynn�areour�Olmstead�team�leaders,�alongwith�ally�Carla�Tice,�and�89�peoplewith�disabilities�who�live�in�NWMinnesota.
WHAT WE DIDOur�community�has�three�big,popular�annual�community�events.�
Annual�Grand�Cities�Art•Festival
Cat's�Incredible�(event�and•fishing�contest)
Community�Garden•
We�wanted�to�have�people�withdisabilities�fully�included�in�thesethree�local�events.�So�we�took�stepsto�make�that�happen.
WHAT HAPPENEDWe�worked�with�the�planners�ofeach�of�these�three�events�to�getourselves�inserted�and�included.And�we�were�successful�in�doing�so.
Our�own�acting�troupe�performed“East�Side�Greasers”�at�the�GrandCities�Festival.�
Our�community�garden�plot�isproducing�produce�like�mad.�
We�played�several�roles�at�Cat'sIncredible,�the�community�event�andfishing�contest:�our�Olmstead�groupset�up�a�fun�tent�for�kids,�where�theycould�learn�about�inclusion�througha�fishing�game.�We�also�assistedwhere�needed�throughout�the�event.
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NORTHWEST TEAM
WHAT WE LEARNEDPerserverence: We�were�initiallyrebuffed�by�the�arts�committee,�butwe�persevered,�got�our�actorsincluded�and�our�production�gotterrific�reviews.��
Inclusion�matters�to�everyone:The�East�Grand�Forks�FireDepartment�and�Cabella’ssponsored�the�Cat’s�Incredible,�over250�people�entered�to�catch�thebiggest�catfish�on�the�Red�River.��Ina�video�that�one�of�our�East�SideSelf�Advocates�made,�the�Chief�ofthe�Fire�Department,�said�they�hopewe�will�come�and�be�part�of�thisevent�again.�This�event�took�us�sideby�side,�other�vendors�and�groups.We�also�provided�transportation�for
people�with�disabilities�to�attend�theevent.�
Work�to�build�new�relationships:We�have�a�plan�to�make�newcommunity�friends�every�time�wework�together�in�our�communitygarden.�Each�Thursday�we�had�agarden�party,�where�we�did�ourgarden�work�and�shared�somelemonade�with�fellow�gardeners.�It’sworking,�both�for�us�and�for�othergardeners--we’re�getting�to�knowone�another.
We�give�to�others: By�working�toprovide�help�in�the�Cats�Incredible,we�demonstrated�that�people�withdisabilities�serve�others�and�servethe�public--we�don’t�only�receiveservices.
NEXT STEPSWe�feel�so�encouraged�about�theincreased�integration�that�happenedin�our�community�due�to�our�project.These�efforts�will�have�lastingeffects;�our�particiption�in�all�threecommunity�events�will�continue�nextyear.�Immediately�after�ourproduction�at�the�Art�Festival,�theorganizing�committee�invited�us�tocome�back�in�2016.��Likewise�forCat’s�Incredible:�next�year,�wealready�have�two�teams�excited�toenter�the�catfish�fishing�contest.�Andwe�have�a�garden�plot�reserved�for2016.�
"ey were were fabulous! How am I going to be able to follow theGreasers?" the performer who followed the East Side Greasers
NORTHEAST TEAMAccess Express: providing spontaneous transportation tofacilitate community integration
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WHERE WE LIVE:Duluth,�Minnesota
WHO WE ARE:Linda�Merkel�and�RosemaryHanson:�Olmstead�Academyleaders;�Samantha�Thompson,�ally
Also�included�was�a�communitycouncil�made�of�up�an�additional�10people:�some�self-advocates,�someother�nonprofit�agency�membersand�some�allies.
WHAT WE DIDPeople�who�rely�on�currenttransportion�options�have�a�difficulttime�getting�out�into�the�community.They�have�to�schedule�their�rides�3-7�days�in�advance.�
We�did�a�pilot�project�to�give�peoplethe�power�to�schedule�spontaneoustransportation�in�their�lives.�
We�gave�18�participants�a�set�of�taxivouchers.�They�could�use�them�to
decide�spontaneouslywhere�they�wanted�togo.
WHAT HAPPENEDPeople�were�given�taxi�vouchers�touse�over�a�three�month�period�onspontaneous�transportation.�A�Pre-and�Post-�survey�was�given�to�eachparticipant�to�see�what�kind�of�impactthe�voucher�had�in�the�end.�Trackingwas�completed�each�month�to�showhow�much�of�their�voucher�they�wereusing�and�to�where�they�were�going.
Each�person�got�$450�to�uses�in�the3�months/�approximately�$150�permonth.�(This�was�tracked�throughcharge�slips�that�were�totaled�at�theend�of�each�month�by�the�cabcompany�and�then�given�to�ArcNorthland�to�call�and�notify�eachparticipant�of�the�remaining�balance.)
They�were�used�between�May�2015and�July�2015.��The�taxi�companyreported�that�it�seemed�to�be�very
STRIDE�--�Duluth�Transit�Authority.�
A�van�serving�multiple�people�and�multiple�stops;�users�needto�call�three�to�seven�days�ahead�to�get�transport�guaranteed.�
BEFORE: The main
option beforeour project
NORTHEAST TEAM
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Olmstead Academy Pilot Year, 2015
successful�and�many�were�asking�fora�continued�program.�Threeparticipants�went�over�budget,�17used�the�voucher,�and�8�people�hadless�than�$100�each�remaining�ontheir�voucher�when�it�was�completed.
People�went�to�the�mall,�Sam’s�Club(bulk�food�shopping�for�parties),restaurants,�casinos,�emergencymedical�appointments,�PlasmaCenter,�Goodwill,�library,�locallandmarks,�friends’�houses,�hobbyshops,�and�yoga.
Although�Access�Express�did�notwork�for�everyone�in�the�anticipatedway,�many�of�the�barriers�that�wereaddressed�in�the�pre-survey�were�nolonger�a�barrier�when�having�the�taxivoucher.�
WHAT WE LEARNEDSpontaneous�transportationequals�community�integration.People�involved�in�our�pilot�projectmostly�reported�great�satisfaction.They�were�out�in�the�communitymore.�They�felt�that�they�wereallowed�freedoms�of�goingsomewhere�spontaneously�and�hadmany�more�options�and�choiceswhen�it�came�to�communityinclusion�and�activities�to�attend.�
With�a�spur�of�the�moment�option�tojust�call�a�cab,�communityintegration�was�easier�to�achieve�intheir�lives;�they�no�longer�needed�tomake�plans�far�in�advance�or�rely�onothers�for�transportation.
NEXT STEPSPeople�with�disabilities�continuouslysay�that�lack�of�transportation�is�oneof�their�top�issues.��
We�will�seek�funding�to�continueand�expand�this�voucher�project.We�hope�this�small�pilot�may�be�aspringboard�in�spurring�state�andprivate�firms�to�more�creativelymeet�these�needs.�We�call�on�themto�fund�similar�efforts�in�a�large-scale�way.
"If someone without a disability can go to the mall on shortnotice, we should be able to also."
Participant
Spontaneous�Transportation-Custom�Cab-�average�wait�time�30�min
AFTER:What we offeredto participantsinstead
METRO TEAMExplore Prepare Act: we lead job prepare trainings onwhat do I need to know as I pursue a community job
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Olmstead Academy Pilot Year, 2015
WHERE WE LIVE:Twin�Cities�metro�area
WHO WE ARE:Larry�Lubbers,�Ruth�Agre,�CarolRobinson�and�Nikki�Villavicencio�asOlmstead�Academy�leaders�andRick�Cardenas�and�Mary�Fenske,Nick�Wilkie�and�Patrick�Mitchell�asallies.�
WHAT WE DIDWe�expanded�and�modified�a�pre-existing�training�package�developedby�the�ICI�of�Massachusetts.�Thisresource�is�designed�for�participantswho�are�considering�working�in�thecommunity�after�years�insegregated�settings.�It�presents�theattitudes,�skills�and�availableassistance�a�person�needs�as�theyapproach�a�community�job.
WHAT HAPPENEDForty�(40)�people�with�disabilitiesattended�four�(4)�sets�of�sessions�atthree�different�segregated�settings.Through�discussion,�videos�andactivities,�the�attendees�exploredhow�to�find�jobs�that�match�theirinterests�and�strengths,�howbenefits�and�wages�interact,�andwhy�working�in�the�community�isworth�leaving�the�comfort�of�whatthey�know�and�are�used�to.��
Self-advocates�served�as�trainers�insome�of�the�sessions�and�shared
METRO TEAM
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Olmstead Academy Pilot Year, 2015
their�experiences�of�community�work.Participants�report:�
100%� of�participants�said�they•understand�that�people arebetter�off�financially�with�a�realjob�for�real�pay.�
75%�of�participants�report�that•they�have�(or�are�planning�to)talked�to�family,�social�worker�orservice�provider�about�goals�toexplore�work�options
60%�of�participants�are�able�to•name�key�supports�they�can�usein�finding�a�job
60%�of�participants�state�that•they�have�a�betterunderstanding�of�the�types�ofjobs�they�should�look�for�basedon�their�interests�and�skills.�
WHAT WE LEARNEDTwo�workshop�sessions�is�notenough.�We�raised�questions�butgot�no�satisfactory�conclusions.�Wenoticed�that�participants�neededmore�time�to�discuss�and�processthe�huge�change�of�leaving�a�placeof�familiarity�and�comfort�for�acommunity�job.��
Internal�fears�are�a�barrier.�Mostpeople�say�they�want�to�work;�butthen�are�blocked�from�movingforward�by�a�set�of�internal�factors:
a�lack�of�confidence•
fear�of�unwelcoming�co-•workers
fear�of�a�change�in�routine��•
NEXT STEPSBecause�of�the�feedback�receivedfrom�the�first�sessions,�each�traininghas�been�expanded�to�threesessions,�giving�extra�time�toaddress�confidence�and�self-advocacy�skills.��DEED�hasprovided�additional�funds�to�presentExplore-Prepare-Act�seven�moretimes�in�the�metro�area�in�the�nextyear.�We�plan�to�then�adapt�theprogram�for�people�in�GreaterMinnesota.
If�the�state�is�serious�aboutexpanding�peer-to-peer�supports,we�need�to�find�a�way�to�have�full-time�paid�peer�mentors.
“People love the idea of having a community job but then they have to confront a lot of fears andinsercurities to overcome--thanks to years of false messages telling them it’s scary, it’s daunting.”
workshop participant support ally
WHAT HAPPENED, CONT.
“ I applied for threejobs last week.”
participant
“ I went to a job fairand talked aboutdifferent kinds of jobsI want to do.”
participant
Disability Pride and Power: teaching our fellow citizensabout the importance of integration using theater
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Olmstead Academy Pilot Year, 2015
SOUTHWEST TEAM
WHERE WE LIVE:Mankato,�Minnesota�andsurrounding�communities
WHO WE ARE:Carrie�Varner�and�Nate�Clark,Olmstead�Academy�leaders,�WilburNeushwander-Frink,�ally.�Membersof�People�First�of�Lyon�County�andRedwood�County�for�the�Born�ThisWay�groups�and�Aktion�ClubTheatre�ofMankato�andthe�United�WeStand�Playersof�New�Ulmfor�the�play.Our�SWCommunity
Council�(pictured�above�right),�agroup�of�regional�self-advocatesand�allies,�played�a�big�role�inspreading�the�word�andvolunteering�to�usher�at�the�play.
WHAT WE DIDWe�created�two�presentations�tohelp�change�community�attitudesabout�people�with�disabilities�andour�right�to�integration.�Wepresented�an�original�play�called,“The�Other�Side.�”�The�theme�ofplay�was�community�inclusion,accessibility�and�love.�We�alsodeveloped�a�panel�presentationtitled�"Born�this�Way,�Here�to�Stay,”led�by�two�groups.�This�presentationinforms�school�and�civic�groups�ofdisability�and�how�to�break�downbarriers�to�integration.
WHAT HAPPENEDThe�play�"The�Other�Side"�wasperformed�over�two�days�to�over800�people�from�the�Mankatocommunity.��Seventy-five�(75)�self-advocates�acted�in�the�play�
The�panel�"Born�this�Way.�Here�toStay"�presented�to�communitygroups�and�school�children�inMarshall�and�Redwood�Falls,�with�6-8�self-advocates�on�each�panel.�
Fifty�(50)�people�are�involved�in�ourSW�Community�Council,�whichmeets�about�every�two�months�onbehalf�of�our�Olmstead�Project.
A�small�ensemble�of�Aktion�ClubTheatre�actors�also�did�aperformance�for�the�Secretary�of
SOUTHWEST TEAM
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State’s�Office�at�the�Voting�RightsCelebration�in�August�to�over�200people,�called�“Silence�to�Voices:People�with�Disabilities�and�Voting”.
WHAT WE LEARNEDWhen�lots�of�participants�areinvolved�in�a�performance,�thecommunity�takes�notice. Theseprojects�have�placed�people�withdisabilities�--�the�nearly�one�hundredparticipants--out�and�about�in�thecommunity,�squarely�in�the�publiceye�and�rubbing�shoulders�alongside�everyone�else.�
The��community�has�taken�notice.Surveys�and�media�attention�of�the
two�projects�have�shown�greatapproval�from�the�audiences.���
And�the�participants�have�feltempowered.�The�performers�andpanel�members�feel�proud,recognized�and�included�because�oftheir�participation.��The�Born�ThisWay�groups�are�thrilled�to�have�theopportunity�to�go�to�schools�andpresent�to�the�public.
NEXT STEPSPlans�are�underway�for�two�playperformances�and�five�panelpresentations�in�2016.�We�will�alsohave�a�booth�at�Mankato’s�PrideFest�in�September.
The�model�of�a�large,�participatoryplay�or�panel�would�be�easy�toreplicate�in�other�regions,�and�wewould�be�glad�to�share�our�processwith�other�communities.
"I love going around the community doing presentations and getting toknow people. I want to keep doing this."
Panel member who participated in the Born this Way events
WHAT HAPPENED, CONT.
SOUTHEAST TEAMFrom Person-Centered-Plan to Person Centered Action:One-on-one peer mentoring to help people get theirplans actually implemented
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Olmstead Academy Pilot Year, 2015
WHERE WE LIVE:Rochester,�Minnesota
WHO WE ARE:Charlie�Applequist,�Olmstead�teamleader. �Mellissa�Evans,�ally�Cheryl�Gardner-Gionzoli,�ally
WHAT WE DIDWe�provided�assistance�to�sevenpeople�who�had�previously�drawnup�a�Person�Centered�Plan,�helpingthem�get�action�on�their�statedaction�items.
WHAT HAPPENEDOur�team’s�peer-mentor�met�withseven�individuals�who�had�aperson-centered-plan�on�file.�Foreach�participant,�their�plan�wasreviewed�with�peer�mentor�CharlieApplequist.�Charlie�helped�peoplelook�at�their�goals,�think�through�onhow�to�move�them�forward,�andtake�concrete�steps�to�get�thingsrolling.
SOUTHEAST TEAM
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Olmstead Academy Pilot Year, 2015
WHAT WE LEARNEDPeer�support�takes�a�lot�of�one-on-one�time�to�work�properly.Peers�can�help�people�findresources�and�give�support�so�theplans�become�real.��
Because�a�peer�has�also�faced�thechallenges�of�a�disability,�they�arewell-regarded�by�the�person�seekingassistance.
NEXT STEPSIntegration�in�the�community�is�amajor�goal�of�person-centeredplanning,�and�also�of�the�OlmsteadPlan.�The�success�of�personcentered�planning�can�be�magnifiedby�peer-to-peer�support.�
Finding�supportive,�dedicated�peermentors�will�be�a�challenge�until�thisrole�becomes�a�steady,�full-time,paid�job.�We’d�like�to�work�with�thestate�to�pursue�this�end.
“Being a peer-mentor is important to me. I want to do goodand make a difference.”
peer mentor Charlie Applequist
Olmstead Academy Pilot Year, 2015
CENTRAL TEAMAgents of Inclusion: peers lead workshop to help self-advocates have a stronger say in their person-centered-plan
WHERE WE LIVE:East-central,�Minnesota
WHO WE ARE:Nathan�Miller�and�Steve�Peck�asOlmstead�Academy�team�leaders,along�with�ally�Maggie�Treichel
WHAT WE DIDOur�Central�Olmstead�team�knowsthat�people�need�information�andsupport�as�they�develop�a�PersonCentered�Plan�and�then�as�they�tryto�bring�the�plan�into�reality.
So�we�hosted�a�two-day�seminar�totell�people�about�their�rights�and�toencourage�and�support�their�ideasfor�how�they�could�have�a�moreintegrated�community�life.�
WHAT HAPPENEDWe�hosted�a�two-day�seminar�to�tellpeople�about�their�rights�and�toencourage�and�support�their�ideasfor�how�they�could�have�a�moreintegrated�community�life.�We�hadsessions�on�rights�and�on�realizingyour�goals�and�dreams.
Ten�(10)�self-advocates�attendedthe�seminar.�They�received�peer-to-peer�support�both�during�seminarsessions�and�also�in�followupsupport.��Of�the�ten�participants�whowere�involved�in�this�project,�eight(8)�made�changes�in�their�personallife��that�resulted�in�greater�inclusionin�their�community�--�and�muchmore�satisfaction�with�their�lives.
Two-day,�peer-ledskills�seminar�at�ARCRetreat�Center,Grandy,�MN
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CENTRAL TEAM
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Olmstead Academy Pilot Year, 2015
WHAT WE LEARNEDKnowing�your�rights�before�doingyour�person-centered-plan�makesa�big�difference�in�the�outcome.Participants�learn�their�rights�andoptions�especially�well�when�it’scoming�from�someone�whosepersonal�experience�is�like�theirown,�the�recipients�can�easily�seethat�they�have�choice�and�decision-making�power�in�their�lives.
Peer-to-peer�support�is�also�anempowering�experience�for�thegiver,�the�peer�giving�the�mentoring.It�is�important�for�each�of�us�to�seeourselves�as�having�something�togive,�to�help�others.�
NEXT STEPSCommunity�integration�depends�onperson-centered�planning�and�peer-to-peer�support;�these�are�key�values�ofthe�state’s�Olmstead�Plan.�There�hasbeen�a�statewide�focus�on�person-centered�training�for�staff�andprofessionals. It�looks�to�us�like�anequal�focus�is�needed�on�training�forthe�people�with�disabilitiesthemselves. Doing�a�“my�rights”�trainingin�advance�of�a�planning�meeting�canmake�an�impact�on�how�someone’sperson-centered�plans�get�written�andimplemented.
“First they said NO. Then when I talked about my rights they found moneyfor me to have supported employment."
seminar participant Savanah Knutson
Olmstead Academy Pilot Year, 2015
Program DesignMary�Kay�Kennedy�Bret�Hesla
Program FacilitationMary�Kay�Kennedy�Bret�Hesla
Session LeadersMary�Kay�Kennedy,�Advocating�Change�TogetherBret�Hesla,�Advocating�Change�TogetherMary�Fenske,�Self-Advocates�MinnesotaGalen�Smith,�Service�Employees�International�UnionLinda�Breitag,�Professional�musicianCarolyn�Levy,�Hamline�UniversitySelima�Seale,�Hamline�UniversityPatrick�Mitchell,�Advocating�Change�Together
Team Project Mentors Mary�Fenske,�Self�Advocates�MinnesotaCorbett�Laubignat,�Independent�consultantPat�Pendleton:�Retired�high�school�teacherKristi�Rudelius-Palmer,�University�of�Minnesota�Human�RightsCenterGalen�Smith,�Service�Employees�International�Union
Dinner HostsJoan�Willshire,�Executive�Director,�MN�State�Council�onDisabilityDeb�Holtz,�Minnesota�State�OmbudsmanSean�Burke,�Attorney,�MN�Disability�Law�CenterRebecca�Covington,�Executive�Director,�Minnesota�Consortiumfor�Citizens�with�DisabilitiesAlex�Bartolic,�Commissioner,�MN�Dept.�of�Human�ServicesDarlene�Zangara,�Director,�Olmstead�Implementation�Office,��Roberta�Opheim,�Minnesota�State�OmbudsmanColleen�Wieck,�Executive�Director,�Minnesota�Governor’sCouncil�on�Developmental�Disabilities
Program ConsultantsSpecial�thanks�to�the�program�design�consultants,�includingColleen�Wieck,�Chris�Bell,�Deb�Holtz,�Galen�Smth�and�MaryFenske.
LEADERSHIP
19
Olmstead Academy Pilot Year, 2015
NOTES
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Olmstead Academy Pilot Year, 2015
©2015 Advocating Change Together
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