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

2. 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?

3. 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

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

5. When to Facilitate an IEP Meeting
Tami

6. 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.

7. 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.

8. 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

9. 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.

10. Role of the Meeting Facilitator
kevin

11. 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.

12. 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

13. 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

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

15. Technical Components of the Facilitated IEP Meeting
Tami

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

17. 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.

18. 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.

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

20. 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

21. 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

22. 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

23. 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

24. 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.

25. 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

26. 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?

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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.

33. …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.

34. Thank you!
Tami