1. The 7 Habits of Highly Effective Parent Partners
Tracy Gershwin Mueller, PhD., BCBA-D
University of Northern Colorado

2. 1. Present 7 effective parent partnership strategies
GOALS
1. Present 7 effective parent partnership strategies
Emphasis on Facilitated IEP Process
2. Present IEP Do’s and Dont’s
3. Discuss and provide supportive tools for parents and professionals

3. What is the Difference Between Collaboration & Conflict?
Mutual goals; parity; shared responsibility for key decisions; shared accountability for outcomes; shared resources; and the development of trust, respect, and a sense of community. (Cook & Friend, 2010)
The interaction of interdependent people who perceive incompatible goals and interference from each other in achieving these goals (Folger, Poole, & Stutman, 2000).
Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1-8.

4. 7 Habits of Highly Effective Parent Partners
Become a chocolate chip cookie
Get to know your students’ families
Take the time to meet with families
Use facilitated IEP strategies
Partner parents with other parents
Be a resource
Understand perspectives

5. Habit # 1: Become a Chocolate Chip Cookie

6. Habit #2: Get to Know Your Students’ Families

7. Habit #3: Take the Time to Meet with Families

8. Habit # 4: Use Facilitated IEP Strategies

9. REALITY CHECK

10. The IEP Process: What’s Involved in Developing A Child’s Individualized Education Program (IEP)?
The IEP Meeting The IEP Document

11. Why Apples and Oranges? Content v.s Process
90% of IEP conflict issues are process related NOT content problems
Content (WHAT)
Process (HOW)

13. What Does This Mean? 5 Elements of a Successful IEP Meeting
Shared Responsibility
Collaborative Attitude
Strategic Planning
Facilitative Behaviors
5. Having the right people in the room

14. The IEP Team Student IEP Team Special Education Teacher or Provider
(As Appropriate)
A person who can interpret Evaluation results
Regular Education Teacher
Student
IEP
Team
Others with knowledge or special expertise about the child
School System Representative
Transition Services Agency
Parents

15. FACILITATION CONTINUUM

16. 10 Steps to Reach IEP Success: Before, During, & After
Pre-Plan
Set an Agenda
Establish and USE Meeting Norms
Start with Outcomes
Share Strengths/Areas of Need
Create a Supportive Environment
Practice effective communication to empower everyone (gain consensus)
Use a Parking Lot
Action Plan
Allow time for reflection

17. Parents: Before the IEP Meeting
Know your rights as a parent regarding special education.
Obtain a copy of the State and Federal Rules and Regulations on Special Education.
Review your child’s records.
Prepare a written statement of your input for the IEP meeting.
Invite others to attend who will be helpful.

18. Parents: Before the IEP Meeting
Prepare your IEP organizer.
Give the school a copy of:
Individual assessments
Documents such as formal reports and work samples
from others
Names and titles of people attending
Notice of intent to record the IEP if desired

19. Professionals: Before the IEP Meeting
Connect with family before the actual IEP meeting:
Have accurate present levels and baseline information ready to share
Gain input about the child’s academic, behavioral, and social growth
Collaboratively discuss focus for the meeting
Send draft IEP home prior to meeting (if appropriate)

20. Parents & Professionals: Before the IEP Meeting
Confirm the date, time frame and location
Share any information needed for discussion (e.g., draft IEP, assessment results, medication information, upcoming schedule changes, etc.).
Draft the IEP agenda

21. Before the Meeting: Create a Supportive Environment
Arrange tables/chairs so everyone is comfortable
Avoid power physical imbalances
Handle any s/phone calls earlier
Establish time allotted for the meeting
Have water, tissues, pens, and paper available
Be prepared for distractions

22. Before the Meeting: Why Prepare Agendas?
Meeting agendas allow participants to:
Prepare information, materials and thoughts
Consider who needs to attend and what information needs to be gathered
Ensure that concerns are addressed
Know at what point those issues will be addressed
Stay on track

23. During the IEP Meeting: A Model to Remember
NEEDS
GOALS
SERVICES
PLACEMENT

24. During the IEP Meeting Follow the agenda
Use Meeting Norms/Ground Rules (example provided)
Use parking lot for off-topic issues, or concerns that need to be addressed further
Allow time for discussion
Gain Consensus before moving on

25. Why Meeting Norms?

26. During the Meeting: Use Focused Introductions
It is much more than your job title
Non-example: I’m Tracy Mueller, the behavior specialist
Example: I’m Tracy Mueller. My role here is to talk with the team about Sara’s behavioral skills and to help create a supportive plan to address her needs.

27. During the IEP Meeting: Ten Common Assumptions Professionals Make
Mistaking silence for agreement and understanding
Sharing information verbally without visual support
Responding without taking the time to process what was shared
Talking directly to the mother only
Failure to provide opportunities for
parents to share during discussion

28. During the IEP Meeting: Ten Common Assumptions Professionals Make
Turning the IEP meeting into an adult read aloud
Using deficit-based or age norming language
Failure to walk into meeting with the parents
Speaking in acronym
Forgetting about the “I” in Individualized

29. During the Meeting: Start the Meeting With Outcomes
Always begin with the end in mind
Example:
By the end of the meeting we will have:
An understanding of Sarah’s present levels of performance
Agreement on placement and services

30. During the Meeting: Everyone Share Strengths/Needs
Start with each team member discussing student strengths
Move onto discussing needs
The areas of need should be directly aligned with IEP goals by the end of the meeting

31. During the Meeting: Use a Parking Lot
Locate a space for off-topic issues
Validate off-topic issues
Save time to address those issues later

32. During the Meeting: It's all about COMMUNICATION
Allow equal time for everyone
Prior to moving on ask each team member if he or she has anything else to add
Provide each team member with a role
Be aware of others perspectives
Monitor all participation
Eliminate dominating the discussion
Encourage questions

33. During the Meeting: IEP Meeting DO’s

34. DO: Focus on the Child

35. DO: Be Mindful

36. DO: Respect Other Opinions

37. DO: Include all IEP Members

38. DO: Ask Questions in a Fair and Direct Way

39. DO: Organize the Paperwork As Much As Possible

40. DO: Be Optimistic

41. DO: Recognize When it is Time to Break/Stop and Schedule Another Meeting

42. DO: Remain in Control of Your Emotions

43. DO: Explore Ways of Reaching Agreement (when disagreement occurs)

44. During the Meeting: DON’T’S

45. DON’T: Wait for Someone Else to Ask/Answer What You Are Thinking

46. DON’T: Interrupt

47. DON’T: Threaten

48. DON’T: Come Unprepared

49. Other Don’t’s Don’t accuse Don’t make personal attacks
Don’t raise your voice
Don’t question another‘s motives

50. After the Meeting: Plan for the
Identify ongoing communications
Schedule any follow-up meetings (if needed)
Share upcoming expectations
Review Action plan
Plan for the future and work toward student facilitated IEP meetings
Breathe

51. After the Meeting: Recover

52. Habit # 5: Partner Parents with Other Parents

53. Habit #6: Be A Resource Weekly newsletter Share your favorite websites
Provide articles or resources
Hold monthly trainings/meetings

54. 75 % of language is non-verbal

55. Habit #7: Understand Perspectives & Perception

56. How Does Culture Fit Into This?
Value Glasses

57. Let’s Look Deeper Into the Behaviors
What is Beyond the Layers?
Let’s Look Deeper Into the Behaviors

70. Contact Information:
Tracy Mueller

71. Questions?