Using Facilitative Strategies to Navigate Challenging IEPs Tamara Clay Director El Dorado County SELPAs Kevin Schaefer Director, Program Support Kevin

Warm up Activity Turn to the person next to you. Decide who will be speaker A and who will be speaker B. Speaker A: Talk about the worst IEP meeting you’ve ever attended. What aspects of the meeting do you believe contributed to its dysfunction? In groups, brainstorm a list of characteristics of good meetings. Write your ideas on Poster Paper. Ask groups to share out. Kevin Speaker B: Talk about the most successful IEP team meeting you’ve attended. What were the components that you believe contributed to this meeting’s success?

Characteristics of Good Meetings Reflect Start and end on time People know each other People feel safe and respected All participants contribute Everyone actively listens The meeting has a clear purpose The team makes good use of its time The seating is comfortable People do not have hidden agendas Participants share the time Roles are clear People are prepared The group works towards agreed upon goals The room temperature is comfortable Snacks or drinks are available A sense of team spirit is present People are focused and fully present kevin A Guide to Collaboration for IEP Teams, Nicholas R.M. Martin

Session Outcomes When to Facilitate an IEP Meeting Role of the Meeting Facilitator Technical Components of a Facilitated IEP Meeting kevin

When to Facilitate an IEP Meeting Tami

Alternative Dispute Resolution (ADR) Tami al·ter·na·tive dis·pute res·o·lu·tion Noun North American noun: alternative dispute resolution; noun: ADR the use of methods such as mediation and arbitration to resolve a dispute instead of litigation. The National Center on Dispute Resolution in Special Education (CADRE) has developed a continuum of dispute resolution processes and practices. This continuum begins with prevention strategies such as parent engagement and moves to more focused interventions such as IEP facilitation. Finally, at the end of the continuum we have practices including due progress or other forms of litigation.

When to Facilitate an IEP Meeting Share The relationship between the parent(s) and the local education agency is strained Lack of a perceived “level playing field” When the IEP team has not been able to reach consensus Other ideas… Tami Benefits of a facilitated IEP. Lack of a perceived level playing field. There are significant differences among participants in terms of perceived status, authority or expertise. Where these differences exist, participants may come to meeting concerned about whether their ideas will be heard or taken seriously.

When to Facilitate an IEP Meeting High Content High Emotion Low Content Low Emotion Facilitated IEP appropriate Facilitated IEP a Consideration Facilitated IEP a Consideration Tami With Low content low emotion there is no need for a facilitated IEP. As content increases the need for a facilitated IEP may arise. A lot of parties involved, lots of services, complex needs of the student, lots of information to manage are examples of high content. As content or emotion increases –facilitated IEP may be appropriate

Benefits of Facilitating an IEP Meeting Builds and improves relationships Models effective communication and listening Clarifies points of agreement and disagreement Provides opportunities for conflict resolution Encourages new options to address unresolved problems Is typically less stressful than formal proceedings Supports follow through and follow-up Is the IEP meeting Tamara A facilitated IEP meeting: • may build and improve relationships among the IEP team members and between parents and schools. • models effective communication and listening. • clarifies points of agreement and disagreement. • provides opportunities for team members to resolve conflicts if they arise. • encourages parents and professionals to identify new options to address unresolved problems. • is typically less stressful than formal proceedings. • supports follow through and follow-up. Roles and responsibilities can be discussed and planned. • is the IEP meeting and does not require a separate IEP meeting to formalize agreements that are reached.

Role of the Meeting Facilitator kevin

Facilitate - Definition fəˈsiləˌtāt/ verb verb: facilitate; 3rd person present: facilitates; past tense: facilitated; past participle: facilitated; gerund or present participle: facilitating Kevin To make (an action or process) easy or easier.

Role of the Meeting Facilitator Reflect Ensure a welcoming and positive environment (host) Establish/enforce process Keep the team focused Commit to neutrality Be an example Encourage collaboration and participation Promote positive communication Explore interests Clarify concerns Clarify agreements Address unproductive communication Bring meaningful closure Kevin From Supporting the IEP Process A Facilitator’s Guide: Helping all parties feel welcome Helping with ground rules and agenda Setting a good example Safeguarding a collaborative process Promoting positive communication Helping explore interests Helping ensure that all are “on the same page” Clarifying areas of agreement Addressing unproductive communication styles Helping to bring meaningful closure

Role of the Meeting Facilitator “Put your energies into guiding rather than ruling. The more unobtrusive you lead, the more people will grow and learn to use their powers wisely. Make your aim as a leader to be unnoticed and eventually unneeded!” - Quoted in My Tao by R.W. Russell Kevin

Cultivating Collaboration: Don’t Be So Defensive Kevin Click pic to access video Jim Tamm | TEDxSantaCruz

Technical Components of the Facilitated IEP Meeting Tami

Components of a Facilitated IEP Preparation Agenda Room Environment Ground Rules Visual Aids Tami

An ounce of prevention is worth a pound of cure. Preparation An ounce of prevention is worth a pound of cure. Tami What are the things you do in advance of IEP meetings to ensure that the meetings goes smoothly.

Preparation - Timing Preparation Agenda Environment Ground Rules Visual Aids Preparation - Timing Make sure all attendees understand the meeting start/end time and can attend the entire meeting. If a member cannot attend the entire meeting ensure that parents give permission. Make sure the meeting notice was sent to all attendees specifying the correct date, time, location, and participants. Ensure you have the room for the amount of time needed. Send reminders Tami Timing is critical, and is the downfall of many facilitated IEPs that otherwise might have been successful. Meetings that are rushed are less meaningful for parents and other participants.

Preparation - Materials Agenda Environment Ground Rules Visual Aids Preparation - Materials Name tags Food/water Agenda Posters/visuals and pens Kleenex Documents Tami

Preparation - Responsibilities Agenda Environment Ground Rules Visual Aids Preparation - Responsibilities Assign preparation responsibilities. Who will: Draft meeting agenda Provide documents prior to meeting for review Draft proposed academic and behavioral goals Request student work samples for each goal Take notes Write the IEP Tami Assign preparation responsibilities Who will…. Draft Meeting Agenda Provide assessment reports prior to meeting for review Draft proposed academic and behavioral goals Request student work samples for each goal Take Notes Write the IEP

Preparation - Documents Agenda Environment Ground Rules Visual Aids Preparation - Documents Old IEP Draft IEP Evaluation reports Work samples Attendance records Report cards/progress reports Behavior data Tami

Preparation - Contacts Agenda Environment Ground Rules Visual Aids Preparation - Contacts Make contact with IEP team members Explain your role as the facilitator Consult with all team members on potential or known issues Identify individual goals for the meeting Ensure that all participants understand their role in the meeting. Tami Make contact with IEP team members Consult with other team members on challenges and successes Identify individual goals for the meeting Opportunity to learn a great deal of information. If necessary, review the students file

Preparation – Information Gathering Agenda Environment Ground Rules Visual Aids Preparation – Information Gathering Student Ability Current Grades Missing Assignments/ Tests Academic Assessments Attendance Behavior Level of Independence Accommodations/ Modifications Learning Strengths/ Weaknesses Collaboration with General and Special Education Teachers Data Driven! Tami Prepare teachers to provide input

Preparation – Explore Expectations Agenda Environment Ground Rules Visual Aids Preparation – Explore Expectations Whenever possible, take the time prior to the meeting to explore the expectations of team members. Avoid making assumptions For example, ask the following: What are your desired outcomes for this meeting? What are you hoping will be accomplished at this meeting? Awareness of expectations allow the facilitator to: Prepare to highlight areas of agreement Prepare for potential areas of conflict Brainstorm opportunities for resolution or compromise Tami Possible activity before next slide – have groups brainstorm reasons why having an agenda is important and share out. Then do next slide.

Agenda Preparation Agenda Environment Ground Rules Visual Aids Having an agenda: Encourages pre-planning Demonstrates intentionality in planning the meeting Provides a roadmap for the meeting Let’s participants know what’s coming next Assists in keeping the team focused and on-track Allows the early opportunity for the facilitator to build agreement Provides a third point Kevin

Sample Agenda Preparation Agenda Environment Ground Rules Visual Aids Welcome/start-up Introductions Purpose/expected outcomes Time parameters Agenda overview Ground rules Child/parent rights Present levels of performance New goals/objectives based on current needs Supports, services, accommodations, state testing Placement and consideration of LRE Consent Kevin Can anyone think of anything else you might include in an IEP agenda? Make sure EVERYONE at the meeting can see the agenda and agrees to the agenda. Use a poster or have copies available for all participants. Introductions: Remember to use proper names Explain roles including who will be taking notes and who will be running the meeting (if someone other than the facilitator) Introduce yourself and explain the role of the facilitator. Address neutrality! If the meeting will probably be more than 90 minutes, schedule a 5-10 minute break. Or, if the group decides it would prefer, agree that breaks will be taken only when a team member requests one. This is a great opportunity to get the group to accept responsibility for decision-making and take ownership. Ask: It looks like today’s meeting is going to be a long one. Would you like to schedule a break, or would you prefer that a members asks the team to take a break when one is needed? How shall we handle this?

Room Environment Preparation Agenda Environment Ground Rules Visual Aids Room Environment Inclusive room arrangement Provide name tags and adult-sized chairs Keep the room temperature comfortable Make sure food, water, Kleenex, notepads, and pens are available Ensure that visuals/posters are easily viewed from all seats in the room and good quality poster pens are available Provide documents to all participants Kevin

Establish Ground Rules Preparation Agenda Environment Ground Rules Visual Aids Establish Ground Rules Ground rules protect groups from unproductive behavior. In order for ground rules to be effective, the group needs to agree upon: Each ground rule. Who will enforce the ground rules. The consequences for failing to follow a ground rule. Whether the facilitator is empowered to enforce the ground rules. The facilitator may also decide to empower the group to state when they believe the ground rules are not being followed. Very skilled facilitators may decide not to use ground rules. Kevin

Establish Ground Rules Preparation Agenda Environment Ground Rules Visual Aids Establish Ground Rules Sample Ground Rules: One person may talk at a time Be courteous and respectful Silence cell phones Commit full attention to the process Follow the agenda Remain child-focused Be an active listener and participant Work together to reach consensus Kevin

Visual Aids Preparation Agenda Environment Ground Rules Post visual aids so they can clearly be seen by all team members. Confirm that individual members’ agreements, concerns, and comments are documented accurately. Use visual aids as a third point to shifting the cognitive and emotional energy from team members to the data.    Rely upon visual aids for group memory. Tami

Visual Aids Preparation Agenda Environment Ground Rules Parking Lot: For issues that arise that require follow up For issues that are not IEP related To acknowledge issues that are keeping a team member from moving forward Tami

Visual Aids Preparation Agenda Environment Ground Rules Agenda Work samples Ground rules The projected IEP Competing pathways charts Student strengths/needs Placement options (+ and -) Tami Think back to the examples your heard of the worst IEP at the beginning of the training. Which of these visual aids might have helped the meeting go more smoothly.

…but you can change what you do. Reflect You can’t change how other people act in a conflict, and often you can’t change your situation… Tami …but you can change what you do.

Thank you! Tami