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Welcome to Partners Resource Network PACT Project 

Partners Resource Network (PRN) is a non-profit agency that operates the statewide network of federally funded Parent Training and Information Centers (PTI's). The PACT Project  is one of the four federally funded Parent Training and Information Centers (PTI) operated by PRN. We serve Texas parents of children and youth with disabilities ages 0-26 living in Education Service Center (ESC) Regions 7810, and 11.
We can help you understand your child’s disability, understand your rights and responsibilities under IDEA, obtain and evaluate resources and services for your child, and fully participate as a team member with professionals in planning services for your child.

PACT Project  Regional Coordinators (RC) offer the following assistance: 

-  Individual assistance over the phone and in-person
-  Workshops and webinars on a variety of special education topics
-  Access to resources such as printed publications and online courses
Contact us at 469.712.8409 or 1.855.974.1368 and we will put you in touch with the PACT Regional Coordinator (RC) helping parents and families in your area.

  We use Facebook daily to share information, inspiration and upcoming events. 

All of our services are provided at no cost to parents of infants,
toddlers, children and youth with all types of disabilities.


PACT Project Webinars & IEP Clinics 

Grab your calendar and make plans to attend one or more events below. You won't want to miss the opportunity to hear from our engaging and knowledgeable Regional Coordinators. Click on the date to be redirected to additional information and the opportunity to register.

Webinars for Youth

Self Advocacy & Education
Monday, August 9th | 12:00 pm
Monday, August 9th | 6:30 pm
Presented by Christy Balraj
Region 11

Webinars for Adults

Contents of the IEP
Wednesday, August 11th | 11:30 am
Wednesday, August 11th| 6:00 pm
Presented by Jim Wright
Region 10

Overview of Procedural Safeguards
Thursday, August 12th | 11:30 am
Presented by Pamela Householder
Region 11

Evaluating Children for the Presence of a Disability

Monday, August 16th | 11:00 am
Presented by Pamela Householder 
Monday, August 16th | 12:00 pm
Monday, August 16th | 6:30 pm
Presented by Christy Balraj
Region 11

Communication Skills

Wednesday, August 18th| 11:30 am
Wednesday, August 18th| 6:00 pm
Presented by Jim Wright
Region 10

Section 504

Monday, August 23rd | 12:00 pm
Monday, August 23rd | 6:30 pm
Presented by Christy Balraj
Region 11

Assistive Technology in the IEP 

Wednesday, August 25th | 11:30 am
Wednesday, August 25th | 6:00 pm
Presented by Jim Wright
Region 10
An IEP Clinic provides parents the opportunity to schedule a time to speak with a Regional Coordinator to talk about student and parental rights, IEP or Section 504 paperwork, goals, accommodations, etc. 

Please contact your RC directly to schedule an appointment. 

Region 7
Dee Lower: 903-541-1134 

Region 8

Patricia Reedy: 903-747-0010

Region 10

Jim Wright: 489-388-8662

Region 11 South

Christy Balraj 817-757-3572

Region 11 North

Pamela Householder  469-781-6813



Partners Resource Network’s Leadership Vision:
…to expand opportunities and enhance the quality of life for children and young adults with disabilities and their families, based on parents helping parents.

With our Parent Leadership Program you will:
  • Learn valuable tools to help your own child(ren) and to a become a difference in other parents’ lives as a volunteer, at your comfort level.
  • Receive training and support for a better understanding of the ARD Process and IDEA.
  • Learn about communication styles and reading body language.
  • Understand key differences between assertiveness and aggressiveness.
  • Get insight in how others may perceive your words and/or actions.
  • Learn strategies to help you collaborate as a vital member of the ARD Committee and help other parents realize the same.
  • Gain the confidence to not only help you navigate the special education process, but to help other parents do so as well.
The Individuals with Disabilities Education Act (IDEA) gives a parent the right to equal participation in the development of their child’s Individual Education Plan. These rights are often referred to as Procedural Safeguards.

You can read about your procedural safeguards in English or Español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child’s parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we’ve listed below will help you learn more about IEPs—what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

We, at PRN, are here to provide the resources that you and your child need to navigate the IEP process.  Click HERE for more information on the following topics: 
The Short-and-Sweet IEP Overview
Developing Your Child's IEP
Contents of the IEP 
The IEP Team
When the IEP Team Meeting
Addressing Bullying through IEP
Accessible Materials


The excitement of a job offer!

"You're off to great places.  Today is your day!
Your Mountain is waiting, so get on your way!"
~ Dr. Seuss

This month children will be returning to the classrooms after a year and a half of online learning, masks, social distancing and social anxieties for both parents and students.  Below is a short list of resources that might help you get prepare for returning to learning. 

IEP Binder – Free Special Education Planner Inserts
Sharing IEP Information with School Staff
11 Back to School Tips for Parents with Special Needs
My Texas Public School – Students with Special Needs
ADHD Minds are trapped in the now (Time Management Truths)


"Nothing is Impossible. 
The word itself says
~ Audrey Hepburn


10 Tips for Mealtime

One of the best predictors of how well a child will eat is how calm or anxious they are leading up to  the mealtime. Try these tips to help make mealtime calm and positive for the whole family!
  1. De-stress the Plate: Offer a white or solid color plate with 2-3 small portions of food. Less food on a child’s plate allows them to feel successful at eating their portion and even the opportunity to ask for more.
  2. Ditch the Barstools: Barstools offer very little postural stability and no foot support, which can make eating tiresome. Try sitting at the table, in a high chair, or booster and using Amazon boxes as a footrest. When our whole body is stable, our mouths can better focus on the task of eating.
  3. Make Food Prep Fun: Stirring, measuring, and online grocery shopping are all COVID approved ways of  involving children in food preparation. Preparing food fosters children’s interest, curiosity, and sense of ownership as a positive foundation for mealtime.
  4. Offer Opportunities for Control: If mealtime has become a battle for control and autonomy, consider these positive alternatives for your child: deciding how a food is cut or sliced, choosing plates, condiments, or their seat at the table, and the activity after the meal.
  5. Give Praise not Pressure: Phrases like “You can do it; I know you like this; you ate this yesterday” can come across as pressure and discourage the reluctant eater. Keep praises light-hearted and specific to what your child did well “I am proud of you for sitting in a different chair today, thank you for helping me stir, you described the food we’re having so well.”
  6. Problem Solve Together: We solve small problems with our food all the time without thinking about it: we add more salt, let it cool off, or cut it into smaller bites. Teach children how to do the same with ideas on fixing the food problem together “It’s too big? Let’s make it smaller. It feels wet? Let’s pat it dry with the napkin. It’s just too much today? I would love to give you a hug.”
  7. Minimize Meat: Meat requires a lot of muscular strength and coordination to chew. The way children express that it’s too hard for them is oftentimes through refusal. Try dicing grilled chicken, steak, lunch meat, etc. into the size of a black bean or your pinky nail and showing them how you chew it on your strong back teeth.
  8.  Positive Food Talk: Once a child says they don’t like something that is usually it. End of
    discussion. Stay away from words “like” and “don’t like” and instead say “you’re still learning
    about….broccoli.” Talk about what foods look or taste like in a neutral way “Is it sweet or
    salty? What color is it? How could you describe its shape? Do you think it would be good with
  9. Give a 5-minute Warning: Everyone appreciates a heads-up on what happens next. Set
    your timer or give your child the task of telling Siri or Alexa to set a 5-minute timer. Enjoy
    listening to that last song, put condiments out on the table, and wash hands.
  10. Know When to Ask for Help: Food preferences and some degree of pickiness are normal
    for everyone. But when a child’s choices at mealtime create a negative experience for the
    whole family, compromise nutrition, seems difficult due to motor or medical issues, or are
    consistently stressful, know that there is an experienced team of feeding therapists in your area who can help.

For more information about feeding therapy or to schedule an evaluation please visit the website
here or call 817.479.7019.
Positive - a stimulus (thing) is added to the environment
Reinforcement - a consequence that immediately follows a behavior and increases the future frequency of that behavior
Example - Billy put his dirty dish in the sink after dinner. Mom gave Billy a high five. For the remainder of the week Billy put his dirty dish in the sink after dinner.
Positive reinforcement is a principle that is used daily in the world of Applied Behavior Analysis (ABA) and working with people with disabilities. It is the quickest way to adjust someone’s behavior and most beneficial. It is something parents can easily use at home in their day-to-day interactions with their children! It’s similar to “caught being good” where we want to catch our kids doing those positive/good behaviors and make sure that we praise them and reinforce their actions. This makes them more likely to engage in these behaviors in the future.

An essential part of ensuring equal opportunity is protecting all students in their access to education free from discrimination. This includes the right of all students in the United States to attend America’s public elementary and secondary schools, regardless of their immigration or citizenship status.
Take a few minutes to review important reminders about the rights of immigrant and limited English Proficient students and their families to an education!  

New OCR/OSERS Resource on Long COVID

The Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) have issued a new resource: Long COVID under Section 504 and the IDEA: A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families

To date, many students have contracted COVID-19 and are still experiencing its effects, in the form of what has come to be called “long COVID.” The resource from OCR and OSERS builds on guidance issued by the Departments of Justice and Health and Human Services concerning long COVID as a disability and clarifies that, for young children and students, long COVID can be a disability that gives rise to Individuals with Disabilities Education Act (IDEA) eligibility and may also be a disability under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. The resource reminds all members of the education community that existing procedures and protections under IDEA, Section 504, and the ADA apply to students of all ages whose long COVID is a disability.

Copyright © |August 2021| PRN PACT Project, All rights reserved.

Our mailing address is:
1331 Airport Freeway, Ste 303
Euless, TX 76040

The contents of this publication were developed under a grant from the US Department of Education, #H328M200043. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
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