1. No category

Raising Special Kids
Families Helping Families
What’s the Best School
for My Child?
Connecting
Spring 2015
Staff Spotlight
Kelly Randall - Family Support Specialist
K
elly Randall was surprised when her son Nathan’s first
grade teacher suggested he might be experiencing seizures. Kelly was still learning about autism, and she had
assumed the times Nathan wouldn’t respond to her were
due to his autism.
Nathan’s epilepsy diagnosis began
a new and stressful
phase of her family’s
journey. “Some of
the medications Nathan was prescribed
really changed his
normally sweet personality. I remember calling the doctor with my concerns and hearing him say ‘Well, that’s all
I’ve got.’ I was stunned. I felt utterly alone. That’s when I
reached out to other organizations like the Epilepsy Foundation and Raising Special Kids.”
Kelly recently joined the Raising Special Kids staff and
assists families in finding resources, mentoring, and support to help them navigate through their challenges. She
commented, “I just don’t want anyone to feel as alone as
I did. I really found my calling in helping families whose
journey includes learning about epilepsy and trying to find
appropriate interventions.”
CONTENTS
CONTENIDO
What’s the Best School?. . . 1 ¿Cuál es la Mejor Escuela?. 5
Opportunities for Parents
and Young Adults. . . . . . . . 4 Talleres. . . . . . . . . . . . . . . . . 7
Creating Community
Connections . . . . . . . . . . . 4
Parent Leaders . . . . . . . . . . 9
Workshops & Training. . . . 5
This publication is partially supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under
the Family to Family Health Information Centers, CFDA No. 93.504. The information,
content, and conclusions should not be construed as the official position or policy of,
nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.
raisingspecialkids.org
Connecting is published by
Raising Special Kids
5025 E. Washington St., #204
Phoenix, AZ 85034
602-242-4366 • 800-237-3007
Fax: 602-242-4306
www.raisingspecialkids.org
[email protected]
Flagstaff Office
928-444-8834
Sierra Vista Office
520-441-3411
Tucson Office
520-441-4007
Yuma Office
928-444-8803
STAFF
Joyce Millard Hoie
Executive Director
Anna Burgmann, Gloria Demara,
Kathy Freeman, Vickie French,
Kathy Gray-Mangerson,
Rachel Hanzuk, Denise Hauer,
Marie Hoie, Wendi Howe, Angelica Lara,
Maureen Mills, Janna Murrell, Kim Obert,
Gabriela Parra, Dolores Rios Herrera, Kelly
Randall, Vicky Rozich, Nannette Salasek,
Paulina Serna, Peggy Storrs,
Nilda Townsend,
Christopher Tiffany, Alice Villarreal,
Leslie Williams, Neil Wintle
BOARD OF DIRECTORS
Paula Banahan, President
Karin Smith, Vice President
Tom Batson, Treasurer
Blanca Esparza Pap, Secretary
Barbara Brent
Leslie Cohen
Tonya Gray
Karen Hinds
Mike Horne
Regan Iker-Lopez
Jennifer Kupiszewski
Jacob Robertson
Gabriela Sanchez-Orozco
Dr. Wade Shrader
Parent to Parent support is the heart of
Raising Special Kids. Information about local
services, educational programs, advocacy,
or special health care needs is available
in English, Spanish and other languages.
Services are provided at no charge to families
in Arizona. Raising Special Kids is a 501(c)(3)
non-profit organization.
What’s the Best School for My Child?
Six Traits of Highly Performing Schools in Arizona
P
arents often ask about finding the best school for their
child, and the question is not
easily answered. What is considered appropriate by one parent
may be entirely different for another. Whatever criteria parents
consider in seeking the ‘best’
school, they often need useful information to evaluate how well a
school can support the academic achievement of students with
disabilities.
The Arizona Department of
Education examined three years
of statewide testing data to find
the schools where students with
disabilities improved academically year after year. Through onsite visits with districts and charter schools, data collection and
evaluation methods were used to
examine what schools were doing to consistently improve outcomes for students. The goal was
to identify key strategies to share
with other schools and parents
to improve outcomes for more
students. It turns out that every
high-performing school had six
traits in common.
1. High Expectations
Too often, students’ educational opportunities are
limited by low expectations.
When there are strong connections between general
education and special education teachers, and a student-first mentality, schools
develop high expectations
for all students.
2. Highly Effective
Teaching Strategies
Instruction was intentional
and purposeful, with lesson
plans and activities written
in advance and based on
data that could continually
advance students to mastery
students the opportunity to
master essential skills and
knowledge before they move
on to the next level.
5. Students with
Disabilities Receive
Core Instruction in
the General Education
Classroom
“...time spent in a genThe largest, longitudinal
eral education classstudy of education outcomes
room was positively
of 11,000 students with discorrelated with higher
abilities, the National Lonscores on standardized
gitudinal Transition Study,
tests..., fewer absences
showed that more time
from school, and fewer
spent in a general education
referrals for disruptive
classroom was positivebehavior.”
of concepts and skills taught.
Students were not just “receiving” an education; they
were actively pursuing and
participating in it.
3. Data Driven DecisionMaking
As Arne Duncan, U.S. Secretary of Education, explains,
“It [data] tells us where we
are, where we need to go,
and who is most at risk…
[Teachers] want to know exactly what they need to do to
teach and how to teach it.”
4. Students Are Provided
with Reteach and
Enrichment Activities
Based on achievement,
teachers assign students to
either reteach or enrichment
sessions. The goal is to give
ly correlated with higher
scores on standardized tests
of reading and math, fewer
absences from school, and
fewer referrals for disruptive behavior. These results
were independent of students‘ disability, severity
of disability, gender, or socio-economic status.
6. Effective Leadership
The schools’ leaders (superintendents, principals,
special education directors,
and lead teachers) set expectations for implementing effective strategies. Most
principals were visiting
classrooms regularly and
participating in the meetings for all students, including those with disabilities.
Many leaders set the standard for inclusion with the
continued on page 2
raisingspecialkids.org
1
message, “these are all our
students.”
To find the ‘best’ school
where your child continually
achieves academic success, ask
the principal or administration
of the school about how they
can demonstrate effectiveness
on these six traits. While many
variables influence a child’s success in any given environment,
you can begin with your own
data-driven decision making
for selecting the ‘best’ school to
meet your high expectations.
Angela Denning, Deputy Associate Superintendent, Arizona
Department of Education, is the
state’s director of Exceptional
Student Services. She described
recent trends in measuring success for students with disabilities as shifting from compliance
(getting evaluations completed
within 60 days) to results (competitive employment and/or
continuing education after high
school).
Ms. Denning stated, “The results-driven accountability initiative provides an opportunity
to increase support for improving student outcomes. We’ll be
able to use information from
this study to help strengthen the
efforts of schools to implement
these six effective practices.”
In addition to these six traits,
there is another characteristic
almost every good school exhibited: parental involvement. Parental involvement that makes
the most impact on student
achievement is not volunteer
work at school, but the time
spent supporting a child’s academic and educational goals
2
MORE ABOUT THE SIX TRAITS OF
HIGHLY EFFECTIVE SCHOOLS
1. High Expectations
Raising Student Achievement for Students with Disabilities: Characteristics of Successful Districts
http://www.azed.gov/special-education/files/2015/01/characteristics-of-successful-districts.pdf
Higher Expectations to Better Outcomes for Children with
Disabilities
http://www.ed.gov/blog/2014/06/higher-expectations-to-better-outcomes-for-children-with-disabilities/
2. Highly Effective Teaching Strategies
Highly Effective Teaching – HET
https://resources4teachers.wordpress.com/het-susan-kovalik/
3. Data Driven Decision Making
Using Data to Influence Classroom Decisions
http://www2.ed.gov/teachers/nclbguide/datadriven.pdf
The Context of Data-Driven Decision Making
http://www.sagepub.com/upm-data/48142_chap1.pdf
4. Reteach and Enrichment Activities
5 Strategies to Ensure Student Learning
http://www.edutopia.org/stw-differentiated-instruction-budget-assessment-how-to
5. Inclusion of Students with Disabilities in the
General Education Classroom
Rationale for and Research on Inclusive Education
http://on.nyc.gov/1yPSTz1
School Inclusion Resources from CIPR
http://www.parentcenterhub.org/repository/inclusion/
6. Effective Leadership
Raising Student Achievement for Students with Disabilities: Characteristics of Successful Districts
http://www.azed.gov/special-education/files/2015/01/characteristics-of-successful-districts.pdf
through reading at home, and ment to high expectations and
developing critical thinking student achievement through
skills. During your school-search parental involvement.
conversations, you’ll have an opportunity to show your commit-
raisingspecialkids.org
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day kids
Special
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re n w i t h dhad
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March 21, 2015
Photos by Jeff Lang - All in the Family Photography
raisingspecialkids.org
3
Opportunities for Parents and Young Adults
Share your perspective
W
ould you like to share your
perspective on raising a
child with a disability? Your wisdom and experience could help
other families receive the care
they need, and assist state programs in designing and developing appropriate services.
• Ready to share your experience to help other families
in your community
disability, asthma, diabetes, autism, behavioral health, sensory
disability, life-threatening aller• Complete an application gies, anxiety disorder, cancer,
and a series of required physical disability, seizure disorleadership
development der, or almost any other chronic
condition.
trainings
Parents and youth who com- Questions?
plete the training series receive
Call Raising Special Kids at
• A resident of Arizona
compensation, and also receive 602.242.4366 or e-mail info@
• Parent or guardian of a compensation for participation raisingspecialkids.org for an application
child with special health in project activities.
care needs between the What are special health Leadership opportunities and
ages of birth to 21
compensation are provided
care needs?
through a contract with the
• Young adult between the
Any condition that requires Arizona Department of Health
ages of 18-26 with special more doctor visits or health care
health care needs and not services than most children or Services, Office of Children with
Special Health Care Needs.
under guardianship
youth. Examples are: learning
Here is what is required:
Creating Community Connections
H
eysi Notario was really excited to participate in last
fall’s Virginia G. Piper Sports
and Fitness Center (SpoFit)
IronKids event sponsored by
United Healthcare. He found
out about the event from Raising Special Kids Family Support
Specialist, Dolores Rios Herrera
who reached out to his family
with a personal invitation. Heysi
showed up to the event fully-prepared to have fun and to do his
best.
chair was and asked him if that er have met him. Thank you for
was the chair he used all the making the connection to Heysi
time and he said, ‘yes’.” As her and his family.”
conversation with Heysi continued, Judie found out that he is
very interested in many types pf
physical activities and a spark of
an idea took hold with her.
Judie reached out to some of
her connections and within a
short time, was able to arrange
to have a lighter chair donated to
Heysi. Now, it’s much easier for
him to participate in the activiAlso attending the event was ties he enjoys and he’s even beJudie Walker, Ombudsman/ gun volunteering at the SpoFit.
Member Advocate for United
Judie and Heysi continue to
Healthcare Community Plan. keep in contact and Judie exJudie recalls seeing Heysi arrive, pressed her thanks, “Without
“I noticed how bulky his wheel- Dolores’s efforts, we would nev4
raisingspecialkids.org
No Cost Workshops & Training
Register online at raisingspecialkids.org or call 800-237-3007
PHOENIX
YUMA
Disability Empowerment Center
5025 E Washington St, Ste 204
Phoenix, AZ 85034
This building is fragrance-free
CW McGraw Elementary School ​2345 Arizona Ave
Yuma, AZ 85364
IEP Training
Thu, Apr 23, 6-8pm
IEP Training
Wed, Apr 22, 5-7pm
Legal Options, Turning 18
Thu, Apr 23, 6-8pm
For our most up-to-date training
schedule, check http://www.
raisingspecialkids.org/eventstraining/
Partnering with Your Child’s Provider
Family Voices - National Center for Family/Professional Partnerships
A
s your child’s most consistent caregiver, you know your child/youth with special health care needs
in ways that no one else does. The following tips will help you prepare for an office visit, talk with
your child’s provider, and learn more after the visit.
Trust your instincts
Seek all the information that you can
Search for providers that meet your needs
Ask for special consideration if needed
Look for ways that other family members can participate
Communicate openly with your child’s providers
Help your child build a relationship with his/her providers
Ask every question that is on your mind
Don’t be intimidated
Ask for additional reading material
Ask to tape a conversation
A diagnosis may take time
Ask for a written care plan
Ask for help in financing your child’s care
Learn from other parents
Maintain a file of important information
Seek second opinions if needed
Change providers if needed
Don’t give up
Taken from Partnering with Your Child’s Provider, Family Voices 1-16-2015 http://www.fv-ncfpp.org/
files/4414/2149/5755/ParentsPartnering_01-16-2015r.pdf
raisingspecialkids.org
5
¿Cuál es la Mejor Escuela para su Hijo?
Seis características de escuelas altamente destacadas en Arizona
A
menudo los padres preguntan acerca de las mejores
escuelas para sus hijos, y la
pregunta no es tan fácil de responder. Lo que es considerado
apropiado por un padre podría
ser completamente diferente
para otro. Sea cual fuere el criterio que los padres consideren
para localizar la "mejor" escuela,
frecuentemente necesitan información para determinar qué tan
bien puede una escuela apoyar
los logros académicos de estudiantes con discapacidades.
El departamento de educación de Arizona examinó los
resultados de datos de pruebas
de tres años a través del estado,
para localizar las escuelas en las
que los estudiantes con discapacidades mejoraron académicamente año tras año. Por medio de visitas a los distritos y a
las escuelas charter o escuelas
públicas experimentales, se recopilaron datos y métodos de
evaluación utilizados para examinar qué estaban haciendo consistentemente las escuelas para
mejorar los resultados obtenidos
de los estudiantes. La meta era
identificar las estrategias claves
para compartirlas con otras escuelas y con otros padres para
mejorar los resultados obtenidos
por más estudiantes. Una vez
completado el análisis, resultó
que cada una de las escuelas altamente destacadas tenía seis
características en común.
1. Altas expectativas
Habían fuertes sistemas de
apoyo entre los maestros
de educación general y de
educación especial, y una
6
mentalidad de "primero el
estudiante", era evidente en
las escuelas con altas expectativas para sus estudiantes.
2. Estrategias de
enseñanza altamente
efectivas
Con enseñanza intencional y
con propósito, con lecciones
planificadas y actividades
escritas por adelantado,
basado en datos que podría
continuamente hacer que
los estudiantes avanzaran
en su manejo de conceptos
y destrezas enseñadas. Los
estudiantes no estaban solo
"siendo educados ", estaban
activamente
adquiriendo
y participando en su
educación.
3. Toma de decisiones
basado en datos
Como lo explicó Arne Duncan, la secretaria de educación de los Estados Unidos
(US Secretary of Education),
“los datos nos indican dónde
está ubicado el estudiante,
hacia dónde debemos dirigirnos, y quién tiene más
riesgo… [Los maestros] quieren saber exactamente lo
que necesitan hacer para enseñar y cómo enseñar.”
4. A los estudiantes
se les proveen
actividades de reenseñanza y de
enriquecimiento.
Basado en el análisis de
datos, los maestros asignan estudiantes a sesiones
de re-enseñanza o de enriquecimiento. La meta es
raisingspecialkids.org
de darles a los estudiantes
la oportunidad de manejar
destrezas y conocimientos
esenciales antes de pasar al
próximo nivel.
5. Los estudiantes
con discapacidades
reciben instrucción
básica en el salón de
clases de educación
general.
6. Liderazgo efectivo
Los líderes de las escuelas
(superintendentes,
directores, directores de educación especial y maestros
líderes) gradúan el tono y
las expectativas para la implementación de estrategias efectivas. Muchos de
los directores visitaban los
salones de clases frecuentemente y participaban en las
juntas de datos de todos los
estudiantes, incluyendo los
estudiantes con discapacidades. Muchos de los líderes
han estado en el distrito o
en la escuela por años y, de
acuerdo con el informe del
departamento de educación
de Arizona (ADE) han fijado
el estándar de inclusión con
el mensaje "estos son todos
nuestros estudiantes."
Para encontrar la mejor escuela donde su hijo pueda continuamente adquirir éxito académico,
pregunte al director o a la administración de la escuela acerca
de cómo pueden demostrar su
efectividad en estas seis características. Aunque muchas variables pueden influir el éxito del
niño en un ambiente determina-
do, usted podría comenzar con
su toma de decisión basado en
datos para seleccionar la 'mejor'
escuela que llene sus altas expectativas.
Angela Denning, es la superintendente asociada oficial del
departamento de educación de
Arizona (Deputy Associate Superintendent, Arizona Department of Education), directora
estatal de servicios para estudiantes excepcionales. Ella describió los cambios sobre las recientes tendencias de medida del
éxito de los estudiantes con discapacidades, del cumplimiento
(tener las evaluaciones completadas en un periodo de 60 días)
a resultados (empleo competitivo y/o continuación educativa
después de la escuela secundaria).
La Sra. Denning dijo que "la
iniciativa de responsabilidad de
resultados provee una oportunidad para aumentar el apoyo para
mejorar los resultados obtenidos de los estudiantes. Vamos a
poder utilizar la información de
este estudio para fortalecer los
esfuerzos de las escuelas a im-
plementar estas seis prácticas
efectivas."
Además de estas seis características, hay otra característica que casi todas las buenas escuelas tienen: la participación de
los padres. La participación de
los padres que produce más impacto en los logros de los estudiantes no es el trabajo de voluntario en la escuela, sino más bien
el tiempo dedicado en apoyar
las metas académicas y educacionales por medio de la lectura
en el hogar, y del desarrollo de
destrezas de razonamiento crítico. Durante sus conversaciones
de búsqueda de escuela, tendrá
la oportunidad de demostrar su
compromiso con las altas expectativas y logros del estudiante
por medio de su participación
como padre.
http://www.azed.gov/special-education/files/2015/01/characteris tics-of-successful-districts.pdf
Estrategias de enseñanza altamente efectivas
https://resources4teachers.wordpress.
com/het-susan-kovalik/
Toma de decisiones basado en
datos
http://www2.ed.gov/teachers/nclbguide/datadriven.pdf
http://www.sagepub.com/upm-data/48142_chap1.pdf
Actividades de re-enseñanza y
de enriquecimiento
http://www.edutopia.org/stw-differentiated-instruction-budget-assessment-how-to
Inclusión de estudiantes con
discapacidades en el salón de
clases de educación general
Justificación de e Investigación
sobre Educación Inclusiva
http://on.nyc.gov/1yPSTz1
RECURSOS
Altas expectativas
Aumento de logros estudiantiles para estudiantes con discapacidades (Raising Student
Achievement for Students with
Disabilities): Characteristics of
Successful Districts
Inclusión Escolar
h t t p : / / w w w. p a r e n t c e n t e r h u b . o r g /
repository/inclusion/
Encuesta sobre la participación
de los padres
http://www.azed.gov/special-education/files/2014/05/indicator-8-parent-involvement-ffy-2012ly.pdf
Talleres y Entrenamiento
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HOY!
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1075 N 6th Ave
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vie, 8 mayo, 5-7pm
YUMA
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​2345 Arizona Ave
Yuma, AZ 85364
Entrenamiento del IEP
jue, 23 abr, 5-7pm
SABADO
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-5:30 PM
Conferencia en Español
Todas las presentaciones y materiales
serán exclusivamente en Español
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cupo limitado  almuerzo incluido  no habrá cuidado de niños
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7
Thank You for Referring Families
July - December 2014
To refer a family to Raising Special Kids, please visit our website and download a referral form.
ABIL
Penny Fore
Patty Hackmann
ACTS
Lorena Lopez
Airman Readiness Group
Marjorie Thompson
Alhambra School District
Christina Carolan, SLP
Arizona Autism United
Paulina Tiffany
Ehren Werntz
Arizona Cooperative Therapies
Rachel Gibbons
Daniela Rodriguez
Arizona Department of
Education
Joan Curtis
Angela Denning
Amy Dill
Maria Durazo
Becky Raabe
Barbara Sandy
Travis Sherbourne
Oran TKatchov
Candice Trainor
Arizona Relationship Institute
Vallerie Alston
Lisa Gold
Arizona’s Children Association
Tara Korkosz Beltran
Yajahira Boroquez
Bonnie Bowers
Isabel Garcia
Christina Heinzel
Taiesha Iles
Amy Jordan
Anna Longoria, MSW
Jane Lord
Nicole Martin
Kendra Pulley
Brianna Rabago
Angela Radford
Jeff Garcia Rasch
Joshua Simpson
Beth Sopjes
Meagan Vasey
Alejandra Verdin
Lindsay Rayball Villa
Andrea Wittekind
Amanda Wolfe
Avondale Family Health Center
Kathy Moasser
AZ Commission for the Deaf and
Hard of Hearing
Jennifer Hensley
Banner Cardon Children’s
Medical Center
Ashley Gershanor
Lucille McElrath
Shayla Paap, MSW
MaryAnn Sawyer, RN
Jessica Wells, MSW
Patty Zowada, LMSW
Banner Good Samaritan Medical
Center
Dr. Sarah Coles
Cynthia Nakamura
8
Danielle Page, LMSW
Dr. Christopher Peterson
Annamarie Ricci, LCSW
Banner Thunderbird Medical Center
Anne Bordal
Diana Nabozny, MOTRL
Mary Wagner
Bayless Health Care
Pamela Greenberg
Stephanie Johnson
Harmony Swisher
Care 1st Avondale Resource Center
Jennifer Griffin
Chandler Unified School District
Carrie Day
Alison Hermsen
Chicanos Por La Causa
Kim Pearson
Teresa Arrizon
Bethany Draime
Emily Jimenez
Silvia Zavala
Child and Family Support Services
Jennifer Wild
Children’s Rehabilitative
Services
Sarah Anderson, PhD
Tava Arnold
Anselma Berumen
Nicole Frazier-Zaruba, DNP
Jennifer Gray, PhD
Bonnie Hartley
Sara Navarro
Samantha Nordvold
Jessica Schild, LCSW
Linda Thunn
Judi Tyler
Donna Wallace
City of Phoenix Early Headstart
Sophia Garcia
City of Phoenix Head Start
Ingrid Hogan
Mayra Morales
Deborah Alvy
Angelica Sillas
Community Intervention
Associates
Sky Heffran
Community Provider of
Enrichment Services
Carolina Prieto
Desert Shores Pediatrics
Margaret Duran
Desert Valley Pediatrics
Kristal Fabian
Developmental Disabilities
Advisory Council
Nicolina Chavez
Developmental Discovery Center
Drake D Duane
Division of Developmental
Disabilities
Sylvia Acosta
Brittany Adkins
Julie Amodeo
Mary Anderson
Tiffany Arenas
Jodi Barnes
Lisette Barragan
Lida Basir
Thelma Begay
Kimberly Bell
Cyndy Bensma
Karissa Brnak
Lois Brooks
Sandi Brown
Theresa Buntz
Kathleen Caeder
Kathleen Calder
Ashley Cannella
Coreen Collins
Susan Courinos
Amanda Daines
Adrienne Dickson
Ashley Dzurnak
Osnelly Franklin
Joelle Gillett
Theresa Gillmore
Jeannie Groom
Kathi Guildig
John Hall
Tammy Hamann
Amber Hampson
Melinda Harrington
Julia Harris-Pachter
Susan Hartz
Rachel Hayes
Peggy Hedrogo
Priscilla Hernandez-Bailey
Debbie Hooper
Jacelyn Horner
Lauren Iwen
DeVell Jackson
Jill Keyes-McClements
James Kimball
Michael Knudson
Richard Koutz
Cheryl Lubahn
Celeste Lugo
Cindy Machinski
Candy Mancuso
Ellyn Manzon
Victoria Markowicz
Lucia Marquez
Melissa Mason
Ellyn Mazo
Diana Mendoza
Katie Minturn
Melissa Morado
Alexis Mulvaney
Kristina Murphy
Sherry Nakkas
Mi Nguyen
Colleen O’Sullivan
John Paez
Georgia Pascua
Flora Perez
Laura Perez
Kathi Petz-Guildig
Treasure Phillips
Catherine Puerta
Julie Quesada-Conner
Maria Ramero
Cecilia Reyes
Marit Runyon
Virginia Sandoval
raisingspecialkids.org
Scott Shackelford
Cristy Spear
Susan Stewart
Jennifer Stoeber
Keri Tallis
Lucrezia Thornton
Alma Torres
Jake Van
Christine Weesner
Francisco Wences
Michel Wiley
Simon Woo
Easter Seals Blake Foundation
Teri Koenig
Empowerment Research, LLC
Dr. Sue Wolf
EPICS
Teri Abraham
Ronalda Warito-Tome
Family Involvement Center
Valerie Marino
Family Learning Center
Marista Beltran
Family Resource Center
Heather Rennells Alfrey,
LMSW
Family Service Agency
LaShon Tasher
Fiesta Pediatric Therapy
Jena Aebi
Karol Aguirre
Emily Bryant
Adam Butler, MS OTRL
Bethany De Jarnatt
Amy Erfurth Motril
Vanessa Gaiser
Michele Roberts, PT
Sarah Savage
Beth Williams
First Things First
Rudy Ortiz
Flagstaff Medical Center
Ashleigh Watkins
Flagstaff Unified School District
Russ Randall
Lang Suby
Foundation for Blind Children
Mary Wilson
Gentry Pediatric Behavioral Services
Dr. Joe Gentry
Gila River Indian Community
Christopher A Smith
Gilbert Unified District
Becky Rowland
Glendale Family Health Centeer/
MIHS
Fran Pearson
Great Destination Pediatrics
Dr. Karen Prentice
Harvest Preparatory
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Isaac Elementary District
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Ibhar Enriquez
Jenny’s Speech & Learning Clinic
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KidzSPOT Pediatric Therapy
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La Frontera EMPACT
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Lady Bug Speech Therapy
Monica Gallegos
Maricopa Integrated Health System
Ana Herrera
Vimbai Madzura
Kathy Moesser, LMSW
Nancy Sanabria
Maricopa Medical Center
Christine Fruchey, LCSW
Corina Garcia
Dr. Rachel Lusk
Kevin Luu
Sara Paxton
Deborah Rumans
Shendell Sainos
Mesa Unified School District
Jan Umhay
Native Health
Perci La-Nae
Bridgett Terrazas
North Country Healthcare
Lizette Melis
Northern Arizona Academy
Cindy Johnson
Northwest Clinic for Children
Dr. Kristen Kaus
Pa’angni Hopi Guidance Center
Tanya Monroe
Paradise Valley Unified District
Travis Harris
Parent Aid
Merry Placer
Parent Partners Plus
Emily Singleton
Pediatras Arizona
Dr. Juan Lusco
Grisel Suttle
Pediatrix
Dr. Elaine Ellis
People of Color Network
Elias Burboa
Janeth Bustamante
Janett Zazueta
Phoenix Baptist Hospital
Adriano Goffi
Nicole Pitre
Phoenix Children’s Hospital
Dr. Haley Baines
Dr. Robin Blitz
Miranda Chergosky
Dusty Covelli
Candice Danford
Dr. Debra Flynn
Anica Herrera
Megan Hunter
Dr. William Korwyn
Joy Macleod, RN
Eileen Mitchell
Dr. John Muhm
Dr. Kristen Samaddar
Dr. Michele Scott
Angelia Toures-Huffman
Dr. Beth Trevino
Nicole Valdez
Candice Welsh
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Pinal County Juvenile Courts
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Pinal Hispanic Council
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Primavera Online High School
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Refugee Focus
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Roosevelt School District
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Saguaro Foundation
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Scottsdale Healthcare
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Sharing Down Syndrome Arizona
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Gina Johnson
Sonora Sky Pediatrics
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Ruth Withe
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Priscilla Avila
Roxanna Chavez
Dr. Daniel Kessler
Arroyo Lidiana
Sharon Mayher
Southwest Network
Enedina Garcia
Southwest Pediatrics
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St. Joseph’s Hospital
Nicole Curtis
Mary Elmore, LCSW
Statewide Independent Living
Council
Larry Wagner
Stride Psychological Services
Mary Oakley, PSyD, CCASSP
Sunrise Therapies
Rosemarie Strout
Team Health Primary Care
Taylor Winters
Tempe Union High School District
Ron Denne
The Emily Center
Brianna Scott
Touchstone Behavioral Health
Christina Kruggel
Tribal Education
Rebekah Regnell
Tuba City Regional Health Care
Erin Martinez, PT, DPT
Tucson Unified School District
Debbie Iseman
Monica Brinkerhoff
Parent Leaders
Nov 2014 - Jan 2015
Thank you!
Apache Junction
Kandy Luty
Avondale
Teenah Curtin
Bellemont
Erin Polk
Bullhead City
Jessica Krueger
Chandler
Dawn Bailey
Marti Baio
Martha Burrer
Kristina Hunt
Lisa Myers
El Mirage
Natalie Trujillo
Flagstaff
Kelly Reed
Gilbert
Carol Boyd
Todd Gilmore
Holland Hines
Tammy Leeper
Louise Murphy
Aimee Patton
Heather Prouty
Kim Updegraff
Glendale
Cathy Humphrey
Colleen McGregor
Marci Monaghan
Lorie Williams
Goodyear
Anne Dennis
UCP of Central AZ
Ludie Hansen
Dale King, LMSW
Laura Smith
United Healthcare Community Plan
Rita Loustaunau
Marta Urbina
Judie Walker
Jenna Wiersema
United Methodist Outreach Ministries
Karla Cazares
Michelle Mada
United Way
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University of Arizona Health Plan
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Valle de Sol
Norma Carrants
Martha De la Torre
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West Valley Pediatrics
Dr. Alan Hartsook
Williams Unified School District
Justan Rice
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Prescott Valley
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San Tan Valley
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Scottsdale
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Yuma Elementary School District
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PERMIT NO. 2017
We rocked-around-the-clock in our Poodle Skirts & Penny Loafers
This year’s Party With A Purpose may be over, but you can still be a part of some amazing work by supporting
families of children with disabilities. Go to http://www.raisingspecialkids.org/party/ to make a donation today!