Effective IEP Team Meetings Prepared and Presented by: Michelle Hamm Diane Davis Melissa McFatter Teresa Smith Rhonda Wiggins January 2014 Michelle

Purposes of the IEP COMMUNICATION vehicle between parents and school personnel. Equal participants in deciding: Student’s needs Services to be provided Anticipated outcome An opportunity for resolving differences and coming to MUTUAL AGREEMENT. Written COMMITMENT OF RESOURCES necessary to provide special education and related services. Michelle

Purposes of the IEP cont., MANAGEMENT TOOL to ensure that agreed upon services are implemented. MONITORING instrument to determining whether agreed upon special needs are being met as evidenced by student’s progress toward goals. EVALUATION DEVICE to determining whether the student’s special needs are being met as evidenced by student progress toward goals. Michelle

Collaborative Planning Development Implementation Michelle Collaborative Planning

What is a Team? A team is a group of people with many personalities, many skills, and many personal objectives. Teams come together as a diverse group of individuals with one purpose – to reach a collective goal. Michelle

Coming together is a beginning. Keeping together is progress Coming together is a beginning Keeping together is progress Working together is success! - Henry Ford Michelle

(B) Individualized education program team (a) General. The LEA must ensure that the IEP Team for each child with a disability includes- - The parent(s) of the child; Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment); Not less than one special education teacher, or where appropriate, not less than one special education provider of the child; A representative of the local education agency who – Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; Is knowledgeable about general curriculum; and Is knowledgeable about the availability of resources of the public agency; Diane

(7) Whenever appropriate, the child with a disability. (5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section; (6) At the discretion of the parent(s) or the LEA, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and (7) Whenever appropriate, the child with a disability. Verbatim Text of IDEIA ’04 NC 1503-4.2 Diane

Team Members Areas of Expertise PARENT: Expert on the Child’s background, strengths and needs GENERAL EDUCATOR: Expert on the Standard Course of Study SPECIAL EDUCATOR: Expert on disability area and specialized instruction LEA REPRESENTATIVE: Expert on local district resources EVALUATION TEAM MEMBER: Expert on assessment interpretation STUDENT: Expert on preferences, interests, and quality of experiences and services received OTHER INDIVIDUAL(S): Expert(s) regarding the student and/or as related to area(s) of expertise Diane

Helping to Prepare Students to Participate in their IEPs: Begin instruction as early as possible. Be prepared to support students with sensitive issues. Ensure that students understand what their disability means. Make sure you feel comfortable with the process. Schedule time for students to develop skills related to IEP participation on a regular basis. Teach IEP participation skills as a semester course. Use motivational techniques to interest students. Communicate with families. Teresa

Encouraging Student Participation Talking to the student rather than about the student. Maintaining frequent eye contact with the student. Using questions, probing reminders, and clarifying statements to encourage student input. Allowing the student sufficient response time to answer questions and provide information. Refraining from the use of professional jargon. Looking to the student for confirmation when giving information to the team about him or her. Teresa

Methods to Involve Students with Severe Disabilities in the Transition Planning Process Involve several people that know the student really well, in addition to the parent and the teacher in the transition planning process. Do an environmental assessment of the student in several environments. Stay focused on increased independence. Remember quality of life issues, not just for students but for families, too. Ensure that all technology needs are met. Since students with severe/profound disabilities may not be able to effectively self-advocate, their primary caregivers must be trained to assume the role of an advocate. Teresa

Family’s Role in Teaming Families are the most important members of the team. Families should be given opportunities to express their perspectives, priorities, and goals first. Meeting language should be friendly. Families should be empowered. Family strengths should be emphasized. Family culture should be the basis of all decisions and recommendations. Professionals need to treat families as equal partners. Rhonda

What do Parents Want from Professionals? Respect and dignity Information and choices Practical skills Support and services Rhonda

Benefits of Teaming Collaboration Communication Commitment Efficient use of Resources Efficient use of Strengths Diane

Keys to Collaboration Recognize honorable intentions Listen Establish positive communication Keep home/school consequences separate Plan meetings at times convenient to parent Model appropriate behaviors Offer parent education classes Aspire to cultural competence Be honest Convey Always Diane

10 Characteristics of Effective Teams Open and honest information flows freely. Every member actively participates. Relationships are trusting, respectful, collaborative, and supportive. Goals are understood and accepted by all. The atmosphere is open, non-threatening, and noncompetitive. Decisions are made by consensus. Creativity provides options and is solution oriented. The power base is shared by all. Conflict is regarded as natural and centers on issues, not people. Motivation is provided by a commitment to the team goals, a sense of belonging to the team, and the realization that there is more chance for goal achievement through the team. Diane

Potential Barriers to Working Together Professional attitudes about parents Communication differences Cultural beliefs Parents “not qualified” Unequal balance of power Stigma and isolation Past frustrations Missy

CONFLICT At least two parties are involved. Opposing needs, values, intents, or roles are perceived. Behavior designed to defeat, reduce, or suppress in order to win. Attempt to gain a forward position or power. Missy

Effects of Conflict Positive Effects Produces the need to search for new approaches Repressed problems surface and are dealt with Forces clarification of points of view Often produces better ideas A sign of the need to grow Missy

Can produce feelings of defeat Negative Effects Can produce feelings of defeat May distance individuals from each other May create distrust, anxiety, and suspicion May cause some good people to leave May put focus on narrow issues May cause resistance Missy

Dealing with Conflict in a Team Points to Remember All team members have views that are reasonable and legitimate. All team members should be listened to. Other team members may be just as uncomfortable about conflict as you are. Others are usually willing to accept solutions to conflicts. It is safer and wiser to keep to the issues in a conflict situation and avoid personal arguments. Instead of dwelling on the past (what caused the conflict, etc.) look to the future alternatives as a more constructive place from which to build. Missy

Strategies for Difficult Situations Anger Listen actively Take notes Ask for clarification Ask for suggestions/solutions Excessive Demands Be sensitive to demands already on the family Be flexible in scheduling meetings Gather information about other service sources that may be of assistance to the family Rhonda

Strategies for Difficult Situations Lack of Active Parent Involvement Keep the door to involvement open Continue communication attempts Send information about student successes, school events, etc. Ask for suggestions of ways to share and receive information other than through meetings Rhonda

Environment for Effective Meetings Privacy – Limit distractions during the meeting Adequate Meeting Space Size – not too big but not too crowded Ventilation Lighting Temperature Equipment and Supplies Chalkboard or flip chart available Pens Note paper Copies of forms needed Copies of information to be shared Cindy

Effective Meetings Content Eliciting critical information Staying on topic Summarizing discussion Summarizing decisions Member Interactions Ensure participation of all Model supportive behavior Model cooperative behavior Facilitate conflict resolution Facilitate Feedback Cindy

Effective Meetings Structure Clearly state purpose and agenda Start on time Use problem solving strategies Clarify roles, responsibilities, and ground rules Cindy

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