National Center on Educational Outcomes • National Center on Secondary Education and Transition North Central Regional Resource Center • Partnership for Accessible Reading Assessment Research Institute on Progress Monitoring • Research and Training Center on Community Living The Institute on Community Integration Minnesota University Center for Excellence in Developmental Disabilities • Annual Report 2004/05 20th Anniversary Year: 1985-2005
Transcript
National Center on Educational Outcomes • National Center on Secondary Education and Transition
North Central Regional Resource Center • Partnership for Accessible Reading Assessment
Research Institute on Progress Monitoring • Research and Training Center on Community Living
The Institute on Community IntegrationMinnesota University Center for Excellence in Developmental Disabilities • Annual Report 2004/05
20th Anniversary Year: 1985-2005
The Institute
Overview
Mission
To improve the quality and community orientation of professional services and socialsupports available to individuals with disabilities and their families.
Approach
The Institute’s work is based on the premise that it has greater impact by enhancingthe capacity of existing agencies rather than by providing direct services itself. To thisend it collaborates with service providers, policymakers, educators, researchers,families, advocacy organizations, and individuals with disabilities throughout theworld.
Activities
The Institute carries out three core activities – interdisciplinary training, service andconsultation, and research and dissemination – across four program areas: EarlyChildhood Services, School-Age Services, Transition Services, and Adult Services/Community Living.
Affiliations
The Institute is a federally designated University Center for Excellence in Developmen-tal Disabilities (UCEDD). With core funding from the Administration on Developmen-tal Disabilities, U.S. Department of Health and Human Services, the Institute is part ofa national network of over 60 similar programs in major universities and teachinghospitals across the country. Housed in the College of Education and Human Develop-ment, University of Minnesota, Minneapolis, the Institute and its six allied centers arealso affiliated with other numerous larger systems of federally-supported programs,including Rehabilitation Research and Training Centers, Leadership Education inNeurodevelopmental and Related Disabilities (LEND) programs, Mental RetardationResearch Centers, and other funded efforts in major universities across the UnitedStates. The Institute carries out its work in close collaboration with the MinnesotaGovernor’s Council on Developmental Disabilities and the Minnesota Disability LawCenter as all three organizations address critical state issues and barriers that limit theindependence, productivity, self-determination, and community integration of personswith developmental disabilities.
Cover Photo: Harry Ward, and Beatrice Cooper, a direct support professional whoworks with him, were two of the individuals featured in the video, CareersChosen Wisely, produced by the Institute’s Research and Training Center onCommunity Living in collaboration with Special People In Northeast, Inc. (SPIN), aservice provider agency in Philadelphia, Pennsylvania. Photo by Jerry Smith.
From the Director2004/05 Highlights
The Institute was established 20 years ago with
fewer than 20 staff and students. Today, it is home
to more than 90 projects staffed by over 140
affiliated faculty, academic staff, support
personnel, and research assistants addressing
disability-related issues across the lifespan.
The Institute takes an interdisciplinary approach
to its work, counting among its affiliated faculty
and staff individuals from more than a dozen
departments and programs at the University of
Minnesota.
The Institute conducts collaborative projects with
over 300 partners including community
organizations; K-12 schools; early childhood
programs; universities and colleges; service
providers; government agencies; professional
associations; and advocacy, parent, and self-
advocacy groups.
Dissemination of information across the country
and abroad is a priority of the Institute. It has
distributed nearly 1.8 million of its publications
since it began, and its Web pages were accessed
over 5.3 million times in this year alone.
Currently, the Institute annually secures over
The Year at a Glance
David R. Johnson, Ph.D., Director
Twenty years ago, a group of individuals came together to build on a set of values,principles, and ideas focused on a fundamental belief that together we can make adifference in the lives of individuals with disabilities and their families. Theypartnered with others at the University and in the community to put that belief intoaction, and established the Minnesota University Affiliated Program on Developmen-tal Disabilities, now called the Institute on Community Integration. Those partners,which today number over 300, have included over 25 University departments andprograms, our two sister organizations – the Minnesota Governor’s Council onDevelopmental Disabilities and Minnesota Disability Law Center – as well ashundreds of state and federal agencies, local school districts, community serviceproviders, advocacy organizations, self-advocates, and family members. The outcomeof that joint effort is that this year we mark the 20th anniversary of the Institute onCommunity Integration, and continue to have the privilege of being part of the vast,ongoing movement in this country to bring about the full participation of individualswith disabilities in the lives of their communities and our nation.
There have been many challenges in carrying out the work of the Institute, butthose of us who have been part of it over the years also share fond memories – frompulling all-nighters writing grants to support the work and celebrating when propos-als were funded, to sharing in the professional accomplishments and achievements ofcolleagues, to marking births and graduations and retirements, to receiving phonecalls or letters from individuals with disabilities and their families telling us of thepositive difference we’ve made in their lives.
I think the best way of gauging what we’re about, what we have achieved, anddeveloping a better understanding of the work that still needs to be done is indeed bytalking to and learning about the life situations of people with disabilities themselvesand their families. The lives of many of the individuals we’ve met would in alllikelihood have been much different – much more restricted – only a few years ago.Increasingly, individuals with disabilities are achieving higher levels of independenceand inclusion within communities, schools, workplaces, recreational programs, socialorganizations, and other aspects of community life. While we all know and recognizethat much remains to be done, progress is being made, and the Institute has beenfortunate to participate in that progress. Change is clearly possible if we worktogether.
$15 million in external and University funding.
2
Strategies and Projects
Through workshops and conference presentations,
the Institute provided more than 1,100 clock hours
of continuing education in 16 topical areas to over
9,700 people.
Through the Certificate in Disability Policy and
Services, and through Research Assistantships at
the Institute, 108 University of Minnesota students
received extended preservice training and practical
experiences. Fifty-nine masters and doctoral
students from the disciplines of educational
psychology, educational policy and administration,
communication disorders, and other fields received
tuition support from the Institute for their graduate
studies.
Forty-four pediatric and dental residents
participated in the Developmental Disabilities
Rotation for Pediatricians in the University of
Minnesota's Medical School. The Institute, in
collaboration with KDWB/Variety Family Center (in
the University's Division of General Pediatrics and
Adolescent Health), coordinated the monthly
orientation and weekly didactic sessions.
Forty-nine students were enrolled in the Certificate
in Disability Policy and Services, jointly delivered
through the Institute and the Department of
Educational Policy and Administration at the
University. The certificate offers University students
and community professionals the opportunity to
gain a broad understanding of the disability ser-
vices system from an interdisciplinary perspective,
and study contemporary theories and practices in
serving people with disabilities in the community.
The College of Direct Support (CDS), a Web-based,
nationwide training program for direct support
professionals, had 24,940 registered learners as of
June 30, 2005, an increase from 7,910 the previous
year. The CDS was developed by the Institute's
Research and Training Center on Community Living
in partnership with MC Strategies, Inc. and the
Sertoma Center's My Life Foundation.
The Institute offers interdisciplinary preservice and continuing education training toprofessionals, paraprofessionals, and students seeking to better serve persons withdisabilities. In addition, it offers continuing education workshops specifically forpersons with disabilities and their families. Six broad strategies are used to provideinterdisciplinary training: the Certificate in Disability Policy and Services, jointlyoffered through the University’s Department of Educational Policy and Administra-tion; specialized preservice training sequences and cooperative curriculum compo-nents in various departments; a volunteer service program for college students;Institute conferences and workshops; collaborative curriculum development anddelivery, both classroom and online, with other schools and community organiza-tions; and presentations at state, national, and international conferences. AmongInstitute training projects in 2004/05 were the following:
• College of Direct Support: National Online Training Program for DirectSupport Professionals, developing and implementing a computer-assisted,competency-based, interactive, multimedia training curriculum for direct supportprofessionals in community settings. A collaborative effort of the Institute’sResearch and Training Center on Community Living; WebInservice, a division ofMC Strategies, Inc.; and the Sertoma Center’s My Life Foundation.
• College of Frontline Supervision and Management, developing and implement-ing a research-based online training curriculum for supervisors of direct supportprofessionals, enhancing their skills in recruiting, training, and retaining directsupport personnel.
• Developmental Disabilities Rotation for Pediatricians, coordinating severalcomponents of the developmental disabilities rotation required of all pediatricresidents in the University’s Medical School, acquainting them with the design andimplementation of community services for persons with disabilities.
• Minnesota Paraprofessional Training Project, developing training and resourcematerials – including the online Para eLink competency-based curriculum – toimprove preparation of and service by paraprofessionals working with studentswith disabilities.
• Collaborating to Accommodate Students in Standards-Based Reform,creating and delivering a staff development training program that brings specialeducation and general education professionals together to create a collaborativeschool culture that offers increased access for students with disabilities and otherat-risk groups.
• National Collaborative on Workforce and Disability for Youth, supportingstate and local workforce development systems to better serve youth withdisabilities. It provides training and technical assistance, and conducts research,that support state and local policies to promote full access to high quality servicesfor youth with disabilities. It also, through its activities, strengthens the servicesprovided by organizations responsible for delivery of workforce developmentservices and improves the awareness, knowledge, and skills of individuals respon-sible for providing direct services to youth. The Institute’s National Center onSecondary Education and Transition is a partner in the Collaborative, which ishoused at the Institute for Educational Leadership, Washington, D.C.
Interdisciplinary Training
2004/05 Training Highlights
3
Interdisciplinary Training
Participants in Extended Preservice Training(Certificate Program Enrollees and Research Assistants by Major)
Major ParticipantsEducational Psychology (Special Education, 48
School Psychology, Counseling Psychology)
Nursing 19Educational Policy and Administration 7Communication Disorders 4
Education 2Work, Community, and Family Education 2Exercise Physiology 1
Social Work 1Second Language and Cultural Education 1Public Affairs 1
English 1Music 1Design 1
Other (non-degree students, undecided, unknown) 19
␣ TOTAL 108
More than 1,500 Minnesota special and general
educators were provided training through the
Collaborating to Accommodate Students in
Standards-Based Reform project, focusing on the
use of collaborative, instructional strategies to
help students with disabilities meet standards-
based requirements. This project, which is now
simply referred to as Applied Collaboration, was
developed with the Minnesota Department of
Education serving as subcontractor to establish an
ongoing program of staff development for
Minnesota’s special and general education
teachers serving students with disabilities.
The National Center on Secondary Education and
Transition conducted five capacity-building
institutes that drew over 500 policymakers,
researchers, educators, individuals with
disabilities, and families, and provided informa-
tion designed to improve participant ability to
increase positive outcomes for secondary youth
with disabilities.
Institute staff made numerous presentations to
conferences and groups across the country and
abroad, including the following:
• National Reinventing Quality Conference
• National Down Syndrome Congress
• Minnesota Indian Education Conference
• National Special Education Forum on Dropoutfor Students with Disabilities
• Midwest Symposium for Leadership in BehaviorDisorders Think Tank
• Nursing Home Relocation and Housing PublicForum
• 2004 National Accountability Conference onSpecial Education and Early Intervention
• Minnesota Association of Alternative ProgramsConference
• 2005 Pacific Rim Research Conference
• Professional Developmental DisabilitiesAdministrators Annual National Conference
• American Society of Interior Designers AnnualConference
• National Conference on Race and Ethnicity inAmerican Higher Education
Quality assurance 4 60Quality of life 10 77Residential services/community living 1 30
Transition 1 22Transportation 2 70Workforce development 552 1944
TOTAL 1,126 9,740
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Strategies and Projects
Service and Consultation
The Institute carries out a broad range of service and consultation activities thatenhance the capacity of existing agencies to serve persons with developmentaldisabilities. The primary strategies used in service and consultation are experimentalprograms that demonstrate and test model practices; extensive local, state, andnational technical assistance; and ongoing cooperative service programs with local,state, and federal agencies. The Institute’s 2004/05 service and consultation effortsincluded:
• CMS Direct Support Worker Technical Assistance Project, delivering technicalassistance to the 10 grantees who received direct support workforce systems changegrants from the Centers for Medicare and Medicaid Services (CMS). A collaborativeeffort of the Institute’s Research and Training Center on Community Living and theLewin Group.
• Outreach to Empower: An Evidence-Based Approach to Promote the Suc-cessful Transition of American Indian Youth to Adult Life, increasing schoolengagement, retention, motivation, social development, academic achievement, andfuture goal orientation of American Indian students with disabilities and those atrisk. A collaborative effort with the National Youth Leadership Council and fourMinnesota American Indian education programs: Carlton Public Schools IndianEducation Program, Minneapolis Public Schools Indian Education Program, OsseoArea Schools Indian Education Program, and Eci’ Nompa Woonspe’ Charter School.
• Mainstream Housing Vouchers, evaluating a project of Hennepin County, ArcMinnesota, and the Minneapolis Public Housing Authority to increase the use ofspecial Section 8 housing vouchers by people with disabilities.
• Iowa Alternate Assessment Project, providing technical assistance to the IowaDepartment of Education on alternate assessment data collection and scoringprocesses, including monitoring of four scoring centers, analysis of scoring data,and a final report in collaboration with the statewide Area Education Agenciestraining network and assessment/scoring consultants from the University ofKentucky.
• Pathways to Possibilities: Supporting the Transition of American IndianHigh School Youth, developing and implementing a model to support the highschool retention, graduation, and transition to postsecondary education of Ameri-can Indian high school youth in the St. Paul metropolitan area and on or near theFond du Lac Reservation in northern Minnesota.
• QualityMall.Org: Web Site on Person-Centered Services for Persons withDevelopmental Disabilities, gathering and disseminating information onexemplary programs, products, supports, and ideas in person-centered services forpersons with developmental disabilities. A collaborative project of the Institute’sResearch and Training Center on Community Living, the National Association ofState Directors of Developmental Disabilities Services, and Human ServicesResearch Institute.
• Illinois Direct Support Professional Workforce Initiative, evaluating turnoverof direct support professionals in Illinois, and teaching organizations and individu-als how to address workforce challenges including recruitment, retention, andtraining of staff.
Institute personnel provided over 7,000 hours of
service and consultation to over 16,400 individuals
representing community organizations, govern-
ment agencies, educational institutions, profes-
sional services, and families.
The Yes I Can Social Inclusion Curriculum developed
at the Institute was implemented in an additional 9
schools during this year, raising the total to 124
middle and high schools in 16 states. Project staff
provided technical assistance to educators initia-
ting the program in their local districts, assisting
them to insure successful implementation.
Forty American Indian high school students from six
sites participated in a summer leadership, service
learning, and transition training camp sponsored
by the Pathways to Possibilities and Outreach to
Empower technical assistance projects. The camp's
overall focus was to support the secondary
retention, graduation, and postsecondary
attendance of American Indian students through
deliberate and culturally-sensitive transition
activities. Participants at this year's camp
subsequently implemented service learning
projects in their communities that were initiated at
camp; projects included activities related to hunger
Quality of life 1 20Recreation 2 1Transition 2976 4885
Workforce development/direct support professionals 416 1469
TOTAL 7,015 16,453
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Strategies and Projects
Research
The Institute generates a wide array of research findings to improve policies andservices related to individuals with disabilities and their families. Research activitiesare conducted in collaboration with major teaching and research centers across thecountry and at the University of Minnesota, as well as community service providers.Among Institute research projects in 2004/05 were the following:
• Disability and Diversity Project, developing and implementing strategies thatimprove access to, retention in, and completion of postsecondary education byculturally and linguistically diverse high school students with disabilities. Acollaborative project of the Institute, the Center on Disability Studies at theUniversity of Hawai‘i, and San Diego State University.
• IEP/LEP Large Scale Assessment Project, conducting a comprehensive review ofall 50 states’ large-scale assessment policies for limited English proficient (LEP)students with disabilities. The project is aimed at understanding and analyzing thelarge-scale assessment data states collected and reported for these students,especially in relation to student performance and participation.
• National Residential Information Systems Project and Policy Studies,continuing a 22-year series of national data collection and policy studies onresidential services, long-term care, and related services for persons with develop-mental disabilities.
• Alternative Schools: Policy, Practice, and Implications for Students withDisabilities, gathering, synthesizing, and reporting information about the policiesand practices of alternative schools across the nation, especially in relation tostudents with disabilities.
• Self-Advocacy Online: Research and Development to Bridge the DigitalDivide, developing a Web site specifically for use by and accessible to persons withmild intellectual and related cognitive disabilities interested in self-advocacy.
• Person-Centered Approach to Health Care for Adults with Physical Disabili-ties, evaluating the impact on consumers of participation in the AXIS Healthcareprogram (a health care coordination organization for persons with physicaldisabilities), and working with collaborators to infuse person-centered health careplanning into health care and rehabilitation service delivery. A collaborative projectwith AXIS, the Minnesota Department of Human Services, the National Rehabilita-tion Hospital, Courage Inc., and the Metropolitan Center for Independent Living.
• Development Techniques for Universally Designed Assessments, applyingelements of universal design to achievement tests and evaluating the effects forstudents with disabilities.
• Use of Web-based Technology to Increase Recreation, Leisure, and LifeOpportunities for Persons with Intellectual and Developmental Disabilities(LifePages.org), developing and maintaining an interactive Web site designed toenhance the quality and quantity of recreation and leisure opportunities available toMinnesotans with developmental disabilities and to provide users with opportuni-ties to connect with others with similar interests. A collaborative project of theResearch and Training Center on Community Living and Partners in CommunitySupports (Minneapolis).
2004/05 Research Highlights
The National Center on Secondary Education and
Transition and National Center on Educational
Outcomes conducted a nationwide survey of state
graduation requirements and diploma options for
youth with disabilities. The survey report was
disseminated nationally, 15 national presentations
(invited or keynote) were requested in relation to it,
and its authors delivered technical assistance and
consultation to state education agencies on policies
concerning high-stakes testing and student
graduation requirements.
The project, Person-Centered Approach to Health
Care for Adults with Physical Disabilities, com-
pleted its final year of data collection on the
impact of care coordination on the physical health,
emotional well-being, and quality of life of adults
with physical disabilities. Approximately 300
individuals with disabilities were interviewed, and
comparisons were made between those receiving
care coordination services through AXIS Healthcare
and those not receiving such services. The results
will be disseminated to health care policymakers at
state and federal levels.
Through the Literacy as a Path to Employment
project, 31 clients referred from vocational
rehabilitation services received 100 hours of
literacy training with the goal of enhancing their
employment outcomes. The project, a collabora-
tion with the Minnesota Department of Employ-
ment and Economic Development, will follow their
progress as it examines the relationship between
literacy and improved employment outcomes for
individuals with disabilities.
The Alternative Schools Research Project, and a
new collaborative effort (Special Education in
Alternative Learning Settings) between the
Institute and West Central Education District in
Sauk Centre, Minnesota, began development of a
research-based manual for educators and
administrators in Minnesota's alternative schools
to assist in the delivery of quality services for
students with disabilities who are enrolled in these
settings.
7
Research
• Agency Factors and Structures thatIncrease Successful Outcomes inCommunity Participation and Socially-Valued Roles
• Alternative Schools: Policy, Practice andImplications for Students with Disabilities
• Comparative Analysis of Traditionally andUniversally Designed Assessments
• Connecting English Language Profi-ciency, Statewide Assessment andClassroom Performance
• Consumer-Controlled Housing: Outcomesof a Comprehensive Education andCounseling Program
• Consumer-Directed CommunitySupports: Trends and WorkforceOutcomes
• Costs and Benefits of Family Care andFamily Support
• Creating a Progress Measurement Systemfor Secondary Students
• Demonstrating Success: Students withDisabilities in Secondary Education
• Descriptive Study of Services to LimitedEnglish Proficient Students
• Development Techniques for UniversallyDesigned Assessments
• Disability and Diversity Project
• Education Policy Reform ResearchInstitute
• Effective Interventions to Improve DSPRecruitment, Retention and TrainingOutcomes
• Effectiveness of Social IntegrationApproaches with Community/CivicOrganizations and Faith-Based Initiatives
2004/05 Institute Research Projects (listed alphabetically)
• Evaluating the Impact of EnvironmentalInterventions on the Self-Determinationof Adults with Intellectual and Develop-mental Disabilities
• Formative and Summative Evaluation ofthe College of Direct Support
• IEP/LEP Large Scale Assessment Project
• Impact of Environment on the Self-Determination of Adults with ID/DD
• Intended and Unintended Consequencesof the No Child Left Behind Act on System,Education, and Students with Disabilities
• LEP/IEP Parents Project
• Literacy as a Path to Employment: AModel Demonstration Project to Improvethe Literacy and Employment Outcomesof American Indians with Disabilities
• National Residential Information SystemsProject and Policy Studies
• National Resource Center on CommunityIntegration
• National Study of State VocationalRehabilitation Agencies and TransitionAge Youth
• National Study on the Impact of SSIRedetermination of 18-Year-Old Youthwith Disabilities on Employment,Independent Living, and CommunityParticipation Outcomes
• Person-Centered Approach to Health Carefor Adults with Physical Disabilities
• Policy, Environmental, and IndividualFactors Associated with Full Participationand Integration in a Large Multi-StateSample
• Qualitative Case Study of Best Practices inDirect Support Staff Workforce Develop-ment
• Quantitative and Qualitative Evaluation ofa Model Community Quality AssuranceSystem Designed, Managed, and Staffedby Community Members
• Refining and Establishing Benchmarks forWorkforce Instruments
• Report to Congress on the Supply ofDirect Support Professionals ServingIndividuals with Intellectual and OtherDevelopmental Disabilities
• RRTC on Postsecondary EducationSupports
• Self-Advocacy Online: Research andDevelopment to Bridge the Digital Divide
• Special Education in Alternative Learning
• Status, Trends, and Innovations inMedicaid Support for Community Services
• Student Success = School Success
• Studies of Persons with DevelopmentalDisabilities in the NHIS Supplement onDisability
• Use of Web-Based Technology to IncreaseRecreation, Leisure and Life Opportunitiesfor Persons with ID/DD
8
Strategies and Projects
Dissemination
The Institute generates and disseminates a wide array of information to improvepolicies and services related to individuals with disabilities and their families. Dissemi-nation efforts include publication in scholarly journals and books; Institute publica-tion of newsletters, curricula, resource guides, reports, and brochures in print and onthe Web; maintenance of multiple Web sites; and production of videotapes and CD-ROMs. Among the many major Institute publications in 2004/05 were the following:
• Impact, a quarterly newsletter of articles on strategies, research, trends, and successstories. This year’s topics were Political Activism and Voter Participation by Personswith Intellectual and/or Developmental Disabilities, Enhancing Quality and Coordina-tion of Health Care for Persons with Chronic Illness and/or Disabilities, and FosteringSuccess in School and Beyond for Students with Emotional/Behavioral Disorders.
• DD Data Brief, a series summarizing analyses by the Institute’s Research andTraining Center on Community Living of the data from the 1994/1995 NationalHealth Interview Survey Disability Supplement. This year’s topics were ResponsePatterns Among Adult Respondents with Mental Retardation in the National HealthInterview Survey 1997-2002, and Problems in Defining Mental Retardation andDevelopmental Disability: Using the National Health Interview Survey.
• NCEO English Language Learners with Disabilities Reports, a series of reportssummarizing research on issues related to English language learners with disabili-ties. Produced by the National Center on Educational Outcomes. This year’s topicswere Beyond Subgroup Reporting – English Language Learners with Disabilities in 2002-2003 Online State Assessment Reports, A Review of 50 States’ Online Large-ScaleAssessment Policies – Are English Language Learners with Disabilities Considered?,Educator Perceptions of Instructional Strategies for Standards-Based Education of EnglishLanguage Learners with Disabilities, 2000-2001 Participation and Performance ofEnglish Language Learners with Disabilities on Minnesota Standards-Based Assessments,and 1999-2000 Participation and Performance of English Language Learners withDisabilities on Minnesota Standards-Based Assessments.
• Direct Support Professional Recruitment Toolkit, a multimedia resource to helphuman service employers recruit and retain quality direct support professionalsthrough use of customized, effective recruitment strategies.
• Residential Services for Persons with Developmental Disabilities: Status andTrends Through 2004, an annually-published report providing statistics on personswith developmental disabilities in state, non-state, and Medicaid-funded residentialprograms in the U.S. for the fiscal year ending June 30, 2004. The current year’sreport is the latest in a series that’s been ongoing for 23 years. Published by theInstitute’s Research and Training Center on Community Living.
• Essential Tools Series, a series including resource guides, practice guides, policyguides, and other guides to increase the capacity of organizations involved insecondary education and transition for youth with disabilities. Titles added this yearwere Community Resource Mapping, Handbook for Implementing a ComprehensiveWork-Based Learning Program According to the Fair Labor Standards Act (3rd ed.),Interagency Transition Team Development and Facilitation, and In Their Own Words –Employer Perspectives on Youth with Disabilities in the Workplace. Published by theInstitute’s National Center on Secondary Education and Transition.
2004/05 Dissemination Highlights
The Institute disseminated over 99,000 Institute
newsletters, resource guides, curricula, research
reports, brochures, and catalogs worldwide. In
addition, the Institute’s National Center on
Educational Outcomes, which carries out its
primary dissemination via the Web, made avail-
able over 200 NCEO reports and briefs on its Web
site; the Web site's pages were accessed over
770,600 times during the year.
Readers of Institute publications maintained an
extensive secondary dissemination network,
reprinting Institute materials in their newsletters,
and distributing Institute publications through
their training workshops and academic classes.
Among them were the San Francisco State
University Special Education Department, the Arc
of Massachusetts, Hawai'i Department of
Education, American Bar Association Commission
on Domestic Violence, University of Illinois Special
Education Department, Australian Mentor Center,
the Arc of Mississippi, Washington Coalition of
Sexual Assault Programs, International Reading
Association, and the Challenged Family Resource
Center (Merced, California).
The National Center on Secondary Education and
Transition launched Youthhood.org, a Web site
that young adults with and without disabilities,
their teachers, parents, and mentors can use to
plan for life after high school. Its components
include futures-planning tools as well as curricula
for each life area such as education, work, and
independence.
LifePages.org, a Web site for Minnesotans with
disabilities that offers information about
recreation and leisure activities, services, advo-
cacy, and other Minnesota resources, was visited
over 348,000 times during the year. The Web site,
designed to offer information for individuals who
want to enrich their leisure lifestyle as well as their
connections to the greater community, is a
collaborative project of Partners in Community
Supports (PICS), a non-profit coalition of six
Minnesota agencies that provide services to people
with disabilities, and the Institute's Research and
Training Center on Community Living.
Dissemination
2004/05 Institute Staff PublicationsThe pages of the Institute’s Web site (http://
ici.umn.edu) were accessed over 5.3 million times
by visitors worldwide. Among projects and centers
with Web pages specific to their work were:
• Alternative Schools Research Project. Informa-
tion for educators, researchers, and policy-
makers about research on, and policies and
practices of, alternative schools nationwide.
• Direct Support Professionals Projects. Resources
and a chatroom for direct support personnel.
• Minnesota Paraprofessional Consortium.
Resources and a chatroom for paraprofes-
sionals in education.
• Minnesota Service Inclusion Project. Tools for
schools and community organizations to use in
supporting the inclusion of individuals with
disabilities in service opportunities.
• National Center on Educational Outcomes. Pub-
lications and other resources for education pro-
fessionals and policymakers in areas including
assessment, standards, and accommodations.
• National Center on Secondary Education and
Transition. Publications, national resources,
and a listserv for secondary educators, families,
students with disabilities, and service providers.
• North Central Regional Resource Center.
Information on technical assistance and other
resources for the region's education agencies as
they seek to sustain systems-change efforts
benefiting infants, toddlers, children, and
youth with disabilities, and their families.
• Partnership for Accessible Reading Assessment.
Resources for educators and policymakers on
accessible reading assessments for students
with disabilities that affect reading.
• QualityMall.org. Resources and information
from organizations nationwide for use by
individuals with disabilities, their families,
advocates, and service providers in promoting
delivery of person-centered supports.
• Research and Training Center on Community
Living. Publications, data, and forums for ser-
vice providers, policymakers, and researchers.
• Research Institute on Progress Monitoring.
Research, products, a literature database, and
other resources on development of a seamless
and flexible system of student progress
monitoring for all students in K-12 schools.9
The following is a partial list of books, book chapters, and journal articles authored by Institutestaff, listed by title and publisher:
Journal Articles
• What we know and need to know about the consequences of high stakes testing forstudents with disabilities. Exceptional Children
• An analysis of instruction accommodations and assistive technologies used bypostsecondary graduates with disabilities. Journal of Vocational Rehabilitation
• Placement of children and youth in state institutions: 40 years after the high point it is justtime to stop. Mental Retardation
• The roles and essential competencies of frontline supervisors of direct support profession-als in community services. Mental Retardation
• Addressing student engagement and truancy prevention during elementary years. A repli-cation study of the Check & Connect model. Journal of Education for Students Placed At Risk
• What do we know about teacher leadership? Findings from two decades of scholarship.Review of Educational Research
• Reading test performance of English-language learners using an English dictionary.Journal of Educational Research
• A multi-perspective analysis of workforce challenges and their effect on consumer andfamily quality of life. American Journal on Mental Retardation
• FY 2004 state institution populations: Movement and expenditures by state with nationalcomparisons to earlier years. Mental Retardation
Books and Book Chapters
• Staff recruitment, retention and training strategies for community human services organiza-tions. Paul H. Brookes Publishing
• Biting the bullet: Including special-needs students in accountability systems. TeachersCollege Press
• Research-based and emerging practices in developmental disabilities: Transition practices forpersons with developmental disabilities. PRO-ED
• Fostering commitment and skill through mentoring programs. Paul H. Brookes Publishing
• Home and community-based services: Costs, utilization and outcomes. Paul H. BrookesPublishing
• What is this job all about? Using realistic job previews in the hiring process. Paul H. BrookesPublishing
• Promoting student engagement to enhance school completion: Information and strategiesfor parents. The National Association of School Psychologists
• Graduation for all: A practical guide to decreasing school dropout. Corwin Press
• Costs and outcomes of community services for people with intellectual disabilities. Paul H.Brookes Publishing
Emphases and Activities
In addition to the activities carried out by the Institute as a UCEDD, its six affiliatedcenters (listed below) engage in areas of specialized activity. And through collaborationwith the University’s Center for Early Education and Development (CEED) the Instituteaddresses early childhood issues and needs.
• National Center on Educational Outcomes. The Center provides national leader-ship in the participation of students with disabilities in national, state, and districtassessments; standards-setting efforts; and graduation requirements. It addressesrelated topics such as accommodations, alternate assessments, reporting and account-ability, research, technical assistance provision, networking of funded assessmentresearch projects, and information dissemination.
• National Center on Secondary Education and Transition. The Center focuses onimproved access and success for students with disabilities in secondary and post-secondary education, as well as in employment, independent living, and communityparticipation. Activities include application and dissemination of research conductedelsewhere, and technical assistance to organizations and agencies. It is a joint effort ofthe Center on Disability Studies, University of Hawai‘i, Manoa; TransCen, Inc.; theInstitute for Educational Leadership, Center for Workforce Development; PACERCenter, Inc.; and the National Association of State Directors of Special Education.
• North Central Regional Resource Center. The Center seeks to improve educationresults for children and youth with disabilities through state-level systems change. Itprovides technical assistance and dissemination support to state and local educationagencies in Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylva-nia, and Wisconsin as they seek to sustain systems change efforts that improve edu-cational results and accountability for young people with disabilities and their families.
• Partnership for Accessible Reading Assessment. The Partnership engages inresearch on and development of accessible reading assessments that provide a validdemonstration of reading proficiency for increasingly diverse populations of studentsin our public schools, and particularly for those students who have disabilities thataffect reading. It is operated by a consortium consisting of the National Center onEducational Outcomes; the National Center for Research on Evaluation, Standards,and Student Testing (CRESST); and Westat.
• Research Institute on Progress Monitoring. The Institute is researching anddeveloping a seamless and flexible system of student progress monitoring to be used inK-12 schools across ages, abilities, and curricula. It is a collaborative effort with theUniversity of Minnesota’s Department of Educational Psychology.
• Research and Training Center on Community Living. The Center conductsresearch related to successful community living for persons with mental retardationand related conditions. Training activities include graduate training, national workingconferences, and state/multi-state training efforts. The Center is one of nearly 40Rehabilitation Research and Training Centers (RRTCs) nationwide funded by theNational Institute on Disability and Rehabilitation Research, U.S. Department ofEducation. The University coordinates its center in collaboration with the Center onHuman Policy at Syracuse University, and the Coleman Institute on CognitiveDisabilities at the University of Colorado.
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Affiliated Centers
2004/05 Center Highlights
The Research and Training Center on Community
Living was commissioned by the Office of the
Assistant Secretary for Planning Evaluation, U.S.
Department of Health and Human Services, to draft
a Congressionally-mandated “Report to Congress
on the Supply of Direct Support Professionals
Serving Individuals with Intellectual and Other
Developmental Disabilities.”
The Research Institute on Progress Monitoring
(RIPM) completed its first year of research, which
took place in 4 states and 30 school districts. The
research generated 13 technical reports in math,
reading, writing, deaf and hard of hearing, and
early literacy. Research team members developed
two white papers addressing the use of curriculum-
based measurement (CBM) with specific student
populations. In addition, the team was invited to
present at the Council on Exceptional Children
annual conference, and created a video titled "The
History of CBM: An Interview with Dr. Stanley Deno,"
which is downloadable from the RIPM Web site.
During this first year of operation, the North Central
Regional Resource Center (NCRRC) engaged in a
range of activities to support Region 4 states in their
efforts to improve agency accountability as well as
results for students with disabilities in relation to
the Individuals with Disabilities Education Act of
2004. Among the activities was the NCRRC partner-
ship with staff of the Office of Special Education
Programs (OSEP), U.S. Department of Education, in
the development of sampling strategies for State
Performance Plans (SPPs). The SPP is a federally-
required plan that states must use to demonstrate
IDEA 2004 accountability. These sampling strate-
gies were presented to over 400 state agency
representatives at the OSEP Summer Institute in
August 2005.
The Research Institute on Progress Monitoring
(RIPM) created a searchable, online literature
database related to use of curriculum-based
measurement. In addition to nearly 600 articles and
dissertations, it offers immediate access to 54
previously unavailable research reports published
by the Institute on Research on Learning Disabilities
at the University of Minnesota (1979-83).
Affiliated Centers
The National Center on Educational Outcomes
continued providing on-demand technical
assistance for states on inclusive assessment and
accountability practices through its Web site, which
was accessed over 770,600 times this year. In user
surveys the Web site was consistently evaluated by
researchers, practitioners, and policymakers as the
best source of information available on inclusive
assessment and accountability systems.
The Partnership for Accessible Reading Assessment,
established this year, collected input from more
than 100 researchers and teachers on approaches
to making reading assessments more accessible for
students with a variety of disabilities. The input will
contribute to the Partnership's development of
principles and guidelines for accessible reading
assessments, and ultimately the creation of more
accessible large-scale reading assessments.
The National Center on Secondary Education and
Transition (NCSET), in collaboration with planners
from 21 national organizations and government
agencies, sponsored its second National Leadership
Summit on Improving Results for Youth. The event,
with over 500 participants attending as inter-
agency teams from 46 states, the Pacific Rim, Virgin
Islands, District of Columbia, and Bureau of Indian
Affairs, focused on policy and practice implications
for secondary and postsecondary education and
employment of youth with disabilities.
The Research and Training Center on Community
Living continued to maintain its extensive national
and state-by-state database on residential services
and Medicaid finance services for persons with
developmental disabilities. This information, which
has been collected by the center for 23 years, is
annually reported to Congress, various federal and
state agencies, and other interested parties, and is
widely quoted in the media, in government reports,
and in professional publications.
The National Center on Educational Outcomes
continued to work with six states on including stu-
dents with limited English proficiency in assessment
and accountability systems, and alternate testing
and out-of-level testing for children and youth with
disabilities. Training was provided for state and
local special education programs, Title I, and
English language learner personnel.
Affiliated Centers: Primary Areas of Activity and Focus
* Center for Early Education and Development, a collaborating center with the Institute
Partnersh
ip fo
r Acc
essib
le
Reading Ass
essm
ent
Research
Training
Service andconsultation
Dissemination
Early childhoodservices
School-age services
Transitionservices
Adult servicesand communityliving
Center f
or Early
Educatio
n and
Developm
ent*
National C
enter o
n
Educatio
nal Outco
mes
X X X
X X
X X
X X X
Type ofActivity
Lifespan Areaof Focus
X
X X
X
Localcommunities
Statewide
Regionwide
Nationwide
International
X
X X
X
X X
X X
X
X X
11
GeographicFocus ofActivities
X
X
North Centra
l Regio
nal
Resource
Center
X
X
X
X
X
X
X
National C
enter o
n Secondary
Educatio
n and Transit
ion
X
X
X
X
X
X
X
X
X
X
Research
Insti
tute
on
Progre
ss M
onitorin
g
X
X
X
X
Research
and Train
ing Cente
r
on Comm
unity Livin
g
X
X
X
X
X
X
X
X
X
• Fond du Lac Tribal and CommunityCollege (Cloquet, MN)
• National Association of StateDirectors of DevelopmentalDisabilities Services
• Association of University Centerson Disabilities (AUCD)
• Arc of the United States
• Lewin Group (Falls Church, VA)
• Arc Minnesota
• RISE, Inc. (Spring Lake Park, MN)
• Saginaw Valley RehabilitationCenter (SVRC Industries) (Lansing,MI)
• MC Strategies, Inc. (Knoxville, TN)
• Sertoma Center, Inc. (Knoxville,TN)
• The Resource Exchange (ColoradoSprings, CO)
• Institute for EducationalLeadership (Washington, DC)
• Service Source, Inc., NorthernVirginia Workforce InvestmentBoard
• The Study Group, Inc. (NorthCarolina)
• American Institute of Research(Washington, DC)
• Human Resources ResearchOrganization (Alexandria, VA)
• WestEd (San Francisco, CA)
External and University Sources
The Institute’s activities are funded largely through external grants, contracts, andcooperative agreements from federal, state, and local government agencies, as well asfrom a variety of private sources. When the Institute began in 1985, the total amountof annual external funding was approximately $400,000; today it’s over $13 million.Matching support is provided primarily by the University of Minnesota and its Collegeof Education and Human Development. In 2004/05, the Institute generated approxi-mately $14 in external funding for every dollar of University support. Funding forInstitute operations, projects, and activities came from the following:
• U.S. Department of Health andHuman Services: Administration onDevelopmental Disabilities, andCenters for Medicare and MedicaidServices
• U.S. Department of Education:Office of Special Education Programs,Office of Special Education andRehabilitative Services, NationalInstitute on Disability and Rehabilita-tion Research, and Office of Vocationaland Adult Education
• U.S. Department of Labor
• Minnesota Department ofEducation
• Minnesota Department of HumanServices
• Minnesota Department of Employ-ment and Economic Development
• Illinois Council on DevelopmentalDisabilities
• New Hampshire Department ofEducation
• Hennepin County (Minnesota)
• University of Minnesota: College ofEducation and Human Development,Department of Educational Psychol-ogy, Central Administration, School ofNursing, and Graduate School
• University of Hawai‘i (Honolulu)
• University of Maryland(College Park)
• Colorado State University(Fort Collins)
• University of Kentucky – Lexington
Funding
2004/05 Funding Highlights
In this year, the Institute had an operating budget
of $15,092,509. Of this total, $13,280,026 was
obtained through external grants and contracts,
and $944,802 from the University’s College of
Education and Human Development, Graduate
School, Central Administration, Department of
Educational Psychology, and School of Nursing. In
addition, the Institute leveraged $575,245 of
in-kind project support, and generated $292,436
in external and internal sales revenue.
The external funding of the Institute was provided
by over 30 different sources.
Through its centers, projects, and other activities,
the Institute financially supported the work of
over 140 faculty, academic staff, support
personnel, and research assistants.
Funding Sources: 2004/05
12
Fund
ing
(in m
illio
ns)
FY01 FY02 FY03 FY04 FY05
$10
$15
$5
$0
Federal
State
Local
University
Foundation
In-Kind & Sales
13
Institute Staff and Projects
Personnel
• Administration
• David R. JohnsonDirector
• Beth NelsonAssistant to the Director forAdministration and Human Resources
• Core Activity Coordinators
• Amy HewittPreservice Training and ContinuingEducation
• Brian Abery, Jean E. NessService and Consultation
• Charlie LakinResearch and Dissemination
• Jon GoldmanComputing Services
• Vicki GaylordPublications
• Megan DushinWeb Services
• Program Area Coordinators
• Christopher WatsonEarly Childhood Services
• Brian Abery, Teri WallaceSchool-Age Services
• Jean E. Ness, Michael N. SharpeTransition Services
• Charlie Lakin, Sheryl A. LarsonAdult Services/Community Living
• Center Directors/Coordinators
• National Center on EducationalOutcomes. Martha Thurlow, Director;Sandy Thompson, Research Coordi-nator; Rachel Quenemoen, TechnicalAssistance Coordinator; Ross Moen,Psychometric Division Coordinator;Dorene Scott, Information ServicesCoordinator; Jane Krentz, PolicyAnalysis Coordinator; MichaelMoore, Communications Coordinator
• National Center on Secondary Educationand Transition. David R. Johnson,Director; Donna Johnson, SeniorResearch Fellow; Pam Stenhjem,Associate Director; Mary Mack,Associate Director; Chris Bremer,Research Associate; Ann Mavis,Project Coordinator; Megan Dushin,Web Coordinator; Carrie Sword,Publications Coordinator; ChrisOpsal, Communications Coordinator
• North Central Regional ResourceCenter. Michael N. Sharpe, Director;Maureen Hawes, Center Coordina-tor; Tom Delaney, State TechnicalAssistance Specialist; Ann Bailey,State Technical Assistance Specialist;Tri Tran, Web Coordinator; AmyGrack Nelson, Information ServicesCoordinator
• Partnership for Accessible ReadingAssessment. Martha Thurlow,Director; Deborah Dillion, Director(University of Minnesota Depart-ment of Curriculum and Instruc-tion); Ann Clapper, DevelopmentCoordinator; Sandy Thompson,Research Coordinator; Ross Moen,Assessment Coordinator; KristinKline Liu, Materials Coordinator;Michael Moore, DisseminationCoordinator
• Research and Training Center onCommunity Living. Charlie Lakin,Director; Amy Hewitt, TrainingDirector; Sheryl A. Larson, ResearchDirector
• Research Institute on Progress Monitor-ing. Chris Espin, Director (Universityof Minnesota Department of Educa-tional Psychology); Teri Wallace,Director; Stan Deno (University ofMinnesota Department of EducationalPsychology), Anne Foegen (Iowa StateUniversity), Kristen McMaster(University of Minnesota Departmentof Educational Psychology), Scott
• Projects and Project Staff
• Addressing the Needs of Young Chil-dren Who Engage in ChallengingBehavior (a project of the College’sCenter for Early Education andDevelopment). Joe Reichle,Christopher Watson, Mary Nienow,Shelley Neilsen, Lilly Duran, LeAnneJohnson
• Agency Factors and Structures thatIncrease Successful Outcomes inCommunity Participation and Socially-Valued Roles. Angela Novak Amado
• Alternative Schools: Policy, Practiceand Implications for Students withDisabilities. Cammy Lehr, JimYsseldyke (University of MinnesotaDepartment of EducationalPsychology), Eric Lanners, CherylLange (Lange Consultants), RachelMoreau
• Bloomington Title I Project. TeriWallace, Tom Bartholomay, ZoeCohen, Anne Erickson, Jim Snyder
• Bridges Project. David R. Johnson
• Certificate in Disability Policy andServices. David R. Johnson, MarijoMcBride, Amy Hewitt, AmandaMeixelsperger
• Certificate in Early Childhood andPublic Policy (a project of the College’sCenter for Early Education andDevelopment). Scott McConnell,Karen Cadigan
McConnell (University of MinnesotaDepartment of Educational Psychol-ogy) and Sue Rose (University ofMinnesota Department of Educa-tional Psychology), Researchers;Jeff Long (University of MinnesotaDepartment of Educational Psychol-ogy), Statistical Advisor; TomBartholomay, Research Fellow
Personnel
• Challenging Behavior in RuralEducational Settings (a project of theCollege’s Center for Early Educationand Development). Joe Reichle,LeAnne Johnson, Jennifer McComas,KarenAnderson
• CMS Direct Support Worker TechnicalAssistance. Amy Hewitt, Sheryl A.Larson, Charlie Lakin, Nancy McCulloh
• Collaborating to Accommodate Stu-dents in Standards-Based Reform.Michael N. Sharpe, Maureen Hawes,Tri Tran
• College of Direct Support: NationalOnline Training Program for DirectSupport Professionals. Amy Hewitt,Charlie Lakin, Susan O’Nell, JerrySmith, John Sauer, Nancy McCulloh,Traci Laliberte, Sheryl A. Larson,Michelle Trotter, Holly Peterson,Marijo McBride, Derek Nord,Jennifer Hall-Lande, Emily Riha
• Community Inclusion Programs.Brian Abery
• Comparative Analysis of Traditionallyand Universally Designed Assessments.Martha Thurlow, ChristopherJohnstone, Michael Moore, SandyThompson
• Consumer-Controlled Housing:Outcomes of a ComprehensiveEducation and Counseling Program.Charlie Lakin, Angela Novak Amado
• Consumer-Directed CommunitySupports: Trends and WorkforceOutcomes. Amy Hewitt, Sheryl A.Larson, Bob Prouty, Traci Laliberte
• Costs and Benefits of Family Care andFamily Support. Darrell Lewis(University of Minnesota Depart-ment of Educational Policy andAdministration), David R. Johnson
• Effective Interventions to Improve DirectSupport Professional Recruitment,Retention and Training Outcomes.Sheryl A. Larson, Amy Hewitt, JohnSauer, Robert Doljanac, MichelleTrotter, Nancy McCulloh
• Effectiveness of Social IntegrationApproaches with Community/CivicOrganizations and Faith-Based Initia-tives. Angela Novak Amado
• Evaluating the Impact of EnvironmentalInterventions on the Self-Determinationof Adults with Intellectual and Develop-mental Disabilities. Brian Abery, JohnSmith, Roger Stancliffe, Matt Ziegler
• Evaluation of Project Exceptional (aproject of the College’s Center forEarly Education and Development).Christopher Watson
• Evaluation of Project FIT, and Gatewayto Adventure/Wilderness Inquiry. JohnSmith, Charlie Lakin
• Evaluation of the Hennepin CountyReadmobile (a project of the College’sCenter for Early Education and Develop-ment). Scott McConnell, MauraTanabe
• Formative and Summative Evaluation ofthe College of Direct Support. CharlieLakin, Amy Hewitt, Sheryl A. Larson,Robert Doljanac, Susan O’Nell
• Get It, Got It, Go! (a project of theCollege’s Center for Early Education andDevelopment). Scott McConnell,Karen Cadigan
• Hennepin County Case ManagementEvaluation. Angela Novak Amado,Charlie Lakin, Sheryl A. Larson,Robert Doljanac
• IEP/LEP Large Scale AssessmentProject. Mike Anderson, DebraAlbus, Jane Minnema, MichaelMoore, Martha Thurlow, ManuelBarrera
• Creating a Progress MeasurementSystem for Secondary Students. TeriWallace, Chris Espin (University ofMinnesota Department of Educa-tional Psychology), Erica Lembke,Heather Campbell, Renato Tiche
• Demonstrating Success: Students withDisabilities in Secondary Education.Teri Wallace, Tom Bartholomay,Saahoon Hong
• Descriptive Study of Services to LimitedEnglish Proficient Students. KristinKline Liu, Jane Minnema, MarthaThurlow
• Developing Exemplary Practices toSupport Self-Determination. BrianAbery, John Smith, Roger Stancliffe,Matt Ziegler
• Development Techniques for Univer-sally Designed Assessments. SandyThompson, Jane Krentz, MichaelMoore, Ross Moen
• Disability and Diversity Project.Michael N. Sharpe, Maureen Hawes,Amy Grack Nelson
• Early Childhood Educator ProfessionalDevelopment Program (MinnesotaEarly Literacy Training Project) (aproject of the College’s Center for EarlyEducation and Development). ScottMcConnell, Nydia de Alba Johnson,Lucy Arias, Carrie Johnson, JazminCevasco, Taeho Jung, Elaine Lee,Alisa Ramaekers, Vicki Hawley
• Early Learning Opportunities Act (aproject of the College’s Center for EarlyEducation and Development). ScottMcConnell, Jackie Roverud, MauraTanabe
• Education Policy Reform ResearchInstitute. Martha Thurlow, SandyThompson, Dorene Scott, MichaelMoore, Ross Moen, Ann Clapper,Sheryl Lazarus
14
• Illinois Direct Support ProfessionalWorkforce Initiative. Amy Hewitt,Sheryl A. Larson, John Sauer, MarijoMcBride, Nancy McCulloh
• Impact of Environment on the Self-Determination of Adults withIntellectual and DevelopmentalDisabilities. Brian Abery, JohnSmith, Roger Stancliffe, MattZiegler
• Improving the Achievement of EnglishLanguage Learners Through AuthenticProficiency Assessment. SandyThompson, Mike Anderson, KristinKline Liu
• “In Search of...”: Interactive, InternetDatabase on Recreation and LeisureOpportunities. Angela Novak Amado,John Westerman, Charlie Lakin,Partners in Community Supports
• Intended and Unintended Conse-quences of the No Child Left Behind Acton System, Education, and Studentswith Disabilities. Jim Ysseldyke(University of Minnesota Depart-ment of Educational Psychology),David R. Johnson, Michael N.Sharpe
• Iowa Alternate Assessment. MarthaThurlow, Rachel Quenemoen, SandyThompson, Ann Clapper
• Kansans Mobilizing for WorkforceChange. Amy Hewitt, Sheryl A.Larson, John Sauer, Susan O’Nell,Nancy McCulloh, John Westerman,Traci Laliberte
• LEP/IEP Parents Project. JaneMinnema, Michael Moore
• Literacy as a Path to Empowerment: AModel Demonstration Project toImprove the Literacy and EmploymentOutcomes of American Indians withDisabilities. Jean E. Ness, Jane Fields,Jennifer Huisken, Shari Leighton,Mona Doughtery
• Mainstream Housing Vouchers.Angela Novak Amado, CharlieLakin, John Smith
Personnel
• McEvoy Lectures on Early Childhoodand Public Policy (a project of theCollege’s Center for Early Educationand Development). Karen Cadigan,Scott McConnell, Sara Zettervall
• Minnesota Continuous ImprovementFocused Monitoring Process. JaneFields, Katharine Hill, David R.Johnson, Cammy Lehr, MaryMcEathron
• Minnesota Paraprofessional TrainingProject. Teri Wallace, Zoe Cohen,Tom Bartholomay, Derek Meyer,Lori Engstrom, Bill Murray, OjoBabalola, Betsy Heath, Ron Miles
• Minnesota Service Inclusion Project.Julia Socha
• MnSIC Training and Outreach Project.Jane Fields, Patricia Merrill
• Mobilizing for Change: Supporting theFrontline Workforce. Amy Hewitt,Sheryl A. Larson, John Sauer, SusanO’Nell, Nancy McCulloh, TraciLaliberte, Kristin Dean
• National Center on EducationalOutcomes. Martha Thurlow, SandyThompson, Rachel Quenemoen, AnnClapper, Dorene Scott, Jane Krentz,Michael Moore, Jane Minnema,Kristin Kline Liu, Mike Anderson,Debra Albus, Ross Moen, SherylLazarus, Christopher Johnstone
• National Center on SecondaryEducation and Transition. David R.Johnson, Mary Mack, PamStenhjem, Donna Johnson, ChrisBremer, Ann Mavis, Cammy Lehr,Megan Dushin, Carrie Sword, JuliaSocha, Chris Opsal, Alison Bendix,Laurie Grant, Jennifer Smith,Hunter Sargent, Andrew Johnson
• National Collaborative on Workforceand Disability for Youth (subcontractfrom the Institute for EducationalLeadership). Mary Mack, JoeTimmons
• National Evaluation of Medicaid Homeand Community Based Services(subcontract from the Lewin Group).Charlie Lakin, Amy Hewitt, BobDoljanac, Soo-yong Byun
• National Residential InformationSystems Project and Policy Studies.Charlie Lakin, Bob Prouty, SherylA. Larson, Kathryn Coucouvanis,Bob Doljanac, Soo-yong Byun
• National Resource Center on Commu-nity Integration (subcontract fromSyracuse University Center on HumanPolicy). Charlie Lakin, Sheryl A.Larson, Amy Hewitt
• National Study of State VocationalRehabilitation Agencies and TransitionAge Youth. David R. Johnson, JoeTimmons, Chris Bremer
• National Study on the Impact of SSIRedetermination of 18-Year-Old Youthwith Disabilities on Employment,Independent Living, and CommunityParticipation Outcomes. David R.Johnson, Jane Fields, KatharineHill, Mary McEathron
• North Central Regional ResourceCenter. Michael N. Sharpe, MaureenHawes, Tom Delaney, Ann Bailey,Tri Tran, Amy Grack Nelson, JohnHeskett (Consultant), John Bosma(Bosma International), BrianAbery, Christopher Watson, BillMcMillan (Consultant), SueMcColley, Cammy Lehr, Jane Fields,Donna Johnson, Martha Thurlow,Teri Wallace
• Out-of-Level Testing Project. MarthaThurlow, Jane Minnema, JohnBielinski, Michael Moore, RossMoen
15
• Outreach to Empower: An Evidence-Based Approach to Promote theSuccessful Transition of AmericanIndian Youth to Adult Life. Jean E.Ness, Jennifer Huisken, DennisOlson, Megan Treptow
• Participatory Research, Analysis andConsensus-Building of Guidelines forCommunity Quality Assurance andIndividual Protections. Charlie Lakin,Bob Prouty
• Partnership for Accessible ReadingAssessment. Martha Thurlow,Deborah Dillion (University ofMinnesota Department of Curricu-lum and Instruction), Ann Clapper,Sandy Thompson, Ross Moen,Kristin Kline Liu, Michael Moore,Christopher Johnstone, RachelQuenemoen, Sheryl Lazarus,Kristin Eisenbraun, Jennifer Hall-Lande, Danielle Matchett, MariQuenemoen, David O’Brien (Univer-sity of Minnesota Department ofCurriculum and Instruction), LeeGalda (University of MinnesotaDepartment of Curriculum andInstruction), Kathryn Bryn (Univer-sity of Minnesota Department ofCurriculum and Instruction), JamalAbeda (CRESST), Eva Baker(CRESST), Joan Herman (CRESST),Jenny Kao (CRESST), Seth Leon(CRESST), Marsha Brauen(Westat), Linda LeBlanc (Westat)
• Pathways to Possibilities: Supportingthe Transition of American Indian HighSchool Youth. Jean E. Ness, JenniferHuisken, Dennis Olson, SherriTurner
• Person-Centered Approach to HealthCare for Adults with Physical Disabili-ties. Brian Abery, Rhonda Cady,Matt Ziegler, Erin Simunds(Courage, Inc.)
• Policy, Environmental, and IndividualFactors Associated with Full Participa-tion and Integration in a Large Multi-State Sample. Roger Stancliffe,Charlie Lakin, Bob Doljanac
• Qualitative Case Study of Best Practicesin Direct Support Staff WorkforceDevelopment. Amy Hewitt, Sheryl A.Larson, John Sauer
• QualityMall.Org Web Site on Person-Centered Services for Persons withDevelopmental Disabilities. AngelaNovak Amado, John Smith, JerrySmith, Charlie Lakin
• Quantitative and Qualitative Evaluationof a Model Community QualityAssurance System Designed, Managedand Staffed by Community Members.John Smith, Charlie Lakin, JerrySmith
• Reinventing Quality: An AnnualConference on Person-CenteredSupports. Angela Novak Amado,Charlie Lakin
• Relationship-Based Interventions (aproject of the College’s Center for EarlyEducation and Development). ScottMcConnell, Christopher Watson,Mary Nienow, Lisa Cariveau
• Removing the Revolving Door:National Supervisor Training Project.Sheryl A. Larson, Amy Hewitt, JohnSauer, Traci Laliberte, NancyMcCulloh
• Report to Congress on the Supply ofDirect Support Professionals ServingIndividuals with Intellectual and OtherDevelopmental Disabilities. CharlieLakin, Sheryl A. Larson, Amy Hewitt
• Review and Synthesis of Research onSelf-Determination. Brian Abery,Roger Stancliffe
Personnel
16
• Research and Training Center onCommunity Living. Charlie Lakin,Sheryl A. Larson, Amy Hewitt, BobProuty, Susan O’Nell, Brian Abery,John Smith, John Sauer, AngelaNovak Amado, Marijo McBride,Nancy McCulloh, Pat Salmi,Kristen Dean, Traci Laliberte,Roger Stancliffe (University ofSydney, Australia), MicheleTrotter, Bob Doljanac, MattZiegler, Jerry Smith, JohnWesterman, Kathryn Coucouvanis,Derek Nord, Soo-yong Byun,Christina Boise, David Hallis,Jennifer Hall-Lande, Kristi Oeding,Cliff Poetz, Emily Riha, AmandaWebster
• Research Institute on ProgressMonitoring. Chris Espin (Universityof Minnesota Department ofEducational Psychology), TeriWallace, Stan Deno (University ofMinnesota Department of Educa-tional Psychology), Anne Foegen(Iowa State University), KristenMcMaster (University of MinnesotaDepartment of EducationalPsychology), Scott McConnell(University of Minnesota Depart-ment of Educational Psychology),Sue Rose (University of MinnesotaDepartment of EducationalPsychology), Jeff Long (Universityof Minnesota Department ofEducational Psychology), TomBartholomay, Anna Kruchowski,Hilda Ives Wiley, HeatherCampbell, Renata Ticha, MiyaMuira, Alisha Wackerle, Sally Du,Cindy Jiban, Shu-Fen Cheng
• RRTC on Postsecondary EducationSupports (subcontract from Universityof Hawai‘i). David R. Johnson,Maureen Hawes, Michael N. Sharpe
• Self-Advocacy Online: Research andDevelopment to Bridge the DigitalDivide. Jerry Smith, John Smith,Angela Amado, Charlie Lakin, JohnWesterman, Cliff Poetz, Pat Salmi
17
• Special Education in AlternativeLearning (subcontract from WestCentral Education District). CammyLehr
• Status, Trends, and Innovations inMedicaid Support for CommunityServices. Charlie Lakin, Bob Prouty,Sheryl A. Larson
• Strengthening the Capacity of Ameri-can Indian Students in FinancialServices Programs at Fond du LacTribal and Community College inRural Minnesota. James M. Brown(University of Minnesota Depart-ment of Work, Community andFamily Education), Jean E. Ness,Dennis Olson, Fond du Lac Tribaland Community College
• Student Success = School Success.Teri Wallace, Tom Bartholomay,Saahoon Hong
• Studies of Persons with DevelopmentalDisabilities in the National HealthInterview Survey Supplement onDisability. Sheryl A. Larson, CharlieLakin, Robert Doljanac, Soo-yongByun
• Systems Approach to ParaprofessionalDevelopment and Support. JenniferYork-Barr, Gail Ghere, JennySommerness
• Transition Customized EmploymentEvaluation. Michael N. Sharpe,Maureen Hawes, Tri Tran
• Use of Web-based Technology toIncrease Recreation, Leisure and LifeOpportunities for Persons withIntellectual and DevelopmentalDisabilities. Angela Novak Amado,John Westerman, Charlie Lakin,Pat Salmi
• Carol LeitschuhSchool of Kinesiology(Motor Development)
• Barbara LeonardMaternal and Child Health
• Darrell LewisEducational Policy and Administration
• Liz LightfootSocial Work
• Ann MastenChild Development
• Joan PattersonMaternal and Child Health Program
• Joe ReichleCommunication Disorders
• Julia RobinsonArchitecture
• Patricia TomlinsonNursing
• Jennifer York-BarrEducational Policy and Administration
• James YsseldykeEducational Psychology
• Community Advisory Council
• Carolyn CherryMinneapolis Public Schools
• Annis Lorenzo ClarkParent, Consultant, Advocate
• Mike CohnConsumer, Promote Awareness
• Diane CrossFraser Community Services
• Pattianne DemarayParent
• Aimee DaltonOpportunity Partners, Inc.
• Carol ElyUnited Cerebral Palsy of Minnesota,Consumer
• Beth FondellArc Hennepin
• Sue ForsythSt. Paul Workforce Center
• Jennifer GeisenMinnesota Disability Law Center
• Marge GoldbergConsultant, Parent
• Ella GrossInstitute for Minority Development
• Norena HaleMinnesota Department of Education
• David HancoxMetropolitan Center for IndependentLiving
• Diane HoveyFamily Institute for Creative Well-Being, Parent
• Roberta JuarezUniversity of Minnesota DisabilityServices, Consumer
• Maggie MarxTransition Plus Services, MinneapolisPublic Schools
• Cliff PoetzConsumer, People First of Minnesota
• Tom SchwartzMinnesota Governor’s Council onDevelopmental Disabilities, Parent
• Ceci ShaplandHealthy & Ready to Work NationalCenter, Parent
• Barb SorumMinnesota Association for Children’sMental Health, Parent
• Jayne SpainMinnesota Department of Education
• John ThompsonEpilepsy Foundation of Minnesota,Consumer
• Jesús VillaseñorPACER Center, Parent
• Katie VillaseñorMinneapolis Public Schools, Parent
• Victoria WeinbergLearning Disabilities Association ofMinnesota
Advisors
Institute on Community IntegrationUniversity of Minnesota
102 Pattee Hall, 150 Pillsbury Dr. SEMinneapolis, MN 55455
(612) 624-6300http://ici.umn.edu
This publication was supported in part by grant #90DD0579 from the Administration on Developmental Disabilities, U.S.Department of Health and Human Services. This publication is available in alternative formats upon request from the
address above. The University of Minnesota is committed to the policy that all persons shall have equal access to itsprograms, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age,
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