Facilitative Advocacy A Collaborative Approach to Supporting Families Myriam Alizo, SPAN Diana Cruz, CADRE Kerry V. Smith, Pennsylvania ODR

Agenda Welcome and Introductions Impact of Strident Advocacy What is Facilitative Advocacy Potential Barriers Needed Supports Q&A

All advocacy is, at its core, an exercise in empathy. - Samantha Power Discuss all the positive advocate experiences and ensure audience understands that the majority of advocates are collaborative, valuable, and helpful to both families and educators.

Consent Decree, IDEA & Today The Origins and Intent of Parent Advocacy Kerry

Impact of a Strident Approach – On Systems Overall System (Macro) Financial implications Public relations/stakeholder involvement Relationships with LEAs Local System (Micro) Educator turn-over Compliance focus Fear/mistrust Kerry and Diana

Impact of a Strident Approach – On Families Parents and caregivers Diminish participation Foster dependency Strain relationships Students Reduce self-determination Impact outcomes Creates instability Myriam and Diana

Flipping the Switch Divisive Breaks down communication Position-based Strident Facilitative Divisive Breaks down communication Position-based Limits participation Outcome-centered Collaborative Facilitates communication Interest-based Encourages participation Student-centered

Facilitative Advocacy is… a principled approach to advocacy that utilizes collaborative problem- solving skills and relationship-strengthening strategies to resolve disagreements about special education to improve educational outcomes for students with disabilities.

Guiding Principles Dignity: All people have inherent dignity and value as human beings and deserve respect and civility at all times. Assume best intentions Recognize the right of parents/guardians to make informed decisions about their child Student-centric: A child with a disability is at the heart of every special education dispute. Ensure that interactions and communication with parents and educators are focused on the present needs of the student Commit to improving educational opportunities and outcomes Redirect the team’s focus to the student when the conversation has strayed

Guiding Principles (cont.) Empowerment: Parents of students with disabilities need encouragement, knowledge, and support while finding their voice. Educate parents about the special education process and their rights Prepare parents to participate effectively in IEP meetings by helping parents clarify, prioritize, and articulate their concerns, needs, and vision for their child Model collaborative problem-solving skills Integrity: Honesty and trustworthiness are demonstrated by clear motives aligned to student needs.  Commit to serve the best interest of the student Adhere to honest business practices Divulge conflicts of interest Maintain confidentiality Following through with commitments

Guiding Principles (cont.) Relationship Building: Family-educator relationships are strengthened through effective communication and collaboration. Model effective and respectful communication skills Encourage honest and open communication between parents and educators Refrain from conduct that will harm the relationship Collaboration: Collaborative problem-solving skills and strategies are necessary to resolve disagreement and disputes. Anticipate topics that may cause conflict or disagreement Ask questions to identify the interest underneath a position or demand Use an interest-based approach to problem-solving Help parents to identify and evaluate potential solutions  

Guiding Principles (cont.) Community Partnering: Families benefit from being connected with local agencies, resources, and other parents in order to build a support system. Act as a liaison to build family network Maintain collaborative relationships across agencies

How Can We Promote This Approach? What might families need? What might systems need? What might advocates need?

Potential Barriers

Resources Visit the CADRE website at: www.cadreworks.org Subscribe to the CADRE Caucus Newsletter Order CADRE publications Review the “For Families” page Search the Main Library At SPAN we have the Family/Education Collaboration in the Special Education Process training http://www.spanadvocacy.org/content/familyeducator-collaboration-iep-process-collection-tools-activities-and-resources Also here http://www.spanadvocacy.org/content/family-educator-collaboration-resources Developing and running parent groups http://www.spanadvocacy.org/content/starting-and-running-parent-group-resources#overlay-context=content/statewide-technical-assistance-and-resources-team-start CPIR webinar on “Using data for collaboration and advocacy” (note that the URL might change with the launch of the new website this week) http://www.parentcenterhub.org/repository/webinar15-data/

Resources (Cont.) Visit the SPAN website at www.spanadvocacy.org Family/Educator Collaboration in the IEP Process: A Collection of Tools, Activities, and Resources Developing and running parent groups Visit the Center for Parent Information and Resources website at www.parentcenterhub.org CPIR webinar on “Using data for collaboration and advocacy” At SPAN we have the Family/Education Collaboration in the Special Education Process training http://www.spanadvocacy.org/content/familyeducator-collaboration-iep-process-collection-tools-activities-and-resources Also here http://www.spanadvocacy.org/content/family-educator-collaboration-resources Developing and running parent groups http://www.spanadvocacy.org/content/starting-and-running-parent-group-resources#overlay-context=content/statewide-technical-assistance-and-resources-team-start CPIR webinar on “Using data for collaboration and advocacy” (note that the URL might change with the launch of the new website this week) http://www.parentcenterhub.org/repository/webinar15-data/

Questions Contact: Myriam Alizo: malizo@spannj.org Diana Cruz: dcruz@directionservice.org Kerry V. Smith: ksmith@odr-pa.org