1. A Focus on Team Meetings
IDEA 2004 emphasizes a collaborative approach to IEP process and development. The IEP requirements under IDEA emphasize the importance of working cooperatively as a team. The law expects school districts to bring together parents, students, general educators and special educators to make important educational decisions for students with disabilities.
The goal of this unit is to present an overview of the underpinnings of effective IEP Team facilitation, understanding that the membership of an IEP Team has varied levels of experience and knowledge of Special Education. Each member of the Team brings to the table his/her views of the student and his/her emotional overlays. It is important for every Team member to feel equal, and to understand his/her role in the process.
REMINDER -
TEAM MEMBERS:
The law expects school districts to bring together parents, students, general educators, special educators, other professionals, as needed.
Each Team meeting must also have someone who -
is qualified to provide or supervise the provision of specially designed instruction
is knowledgeable about the general curriculum
has the authority to commit school district resources can interpret instructional implications of evaluation results
has knowledge or special expertise regarding the student (at the discretion of parent or district)

2. Effective Team Practices
Think about the individual.
Remember that each student has individual needs, based upon the impact of his/her disability. Consequently, each IEP should reflect the individual nature of the student.
Think education.
An IEP should discuss how an individual student’s disability(ies) impact education and concentrate on offsetting or reducing the resulting problems that interfere with the student’s learning and educational performance.
Think results.
Think Access to the General Curriculum.
As we begin, we need to make sure that all of the members of the Team are on the same page.
Effective Team practices include the 5 THINKS!
THINK:
INDIVIDUALITY OF THE STUDENT
STUDENT’S EDUCATION AND THE IMPACT OF HIS/HER DISABILITY
OUTCOME-ORIENTED RESULTS
ACCESS AS WELL AS PARTICIPATION AND PROGRESS IN THE GENERAL CURRICULUM
ROLES AND ROLE CLARITY (Next slide) - What is my role at the meeting, and what do I need to bring with me to be prepared?

3. Think Roles and Role Clarity
Effective Team Practices
Think Roles and Role Clarity
Parent/Family Participation
Student Participation
General Education Teachers’ Participation
Special Education Teachers’ Participation
Related Service Providers’ Participation
Our premise is that the clearer Team members are about their roles and the more prepared Team members are, the better they will be able to support the development of the IEP, and the higher the likelihood that a better program will be developed - a program that will
(a) link to the general curriculum;
(b) focus on results; and
(c ) address the unique needs of the student.
Review handouts with a focus on role clarity and quality participation through preparation.
Parent Letter
Student Participation Form
Tools for General Educators, Special Educators & Related Service Providers

4. Give workshop participant the opportunity to add to this list..
Remember: Parents are equal partners in the Team process.
They have a right to be involved in meetings that discuss the identification, evaluation, IEP development, and educational placement of their children.
Parents have a unique and critically important perspective on their child’s learning style, strengths and needs.
Every effort should be made to build trust, respect and understanding in an effort to meet the unique needs of the student.
Suggested Practices:
Send evaluation material home in advance asking parent to develop a list of questions and/or concerns.
Contact parents in advance of the meeting to discuss their concerns. For instance, call them a day or two before the meeting to talk through their concerns or ask them to come in fifteen minutes before the start of the meeting. Let them know that you would be happy to relate their concerns if they would prefer.
Provide parents a seating plan for the meeting or use name signs or nametags.
Introduce and refer to all Team members in the same manner and by name not role. For instance, if you refer to the child’s science teacher as Mr. Smith, then the parent should be addressed as Mr. Jones not as Dad or John.
Establish methods for communication of general education and special education information with parents (e.g. newsletters, parent forums, training activities)
Recruit parents who have children eligible for special education services to serve on school-wide parent groups.
Give workshop participant the opportunity to add to this list..

5. Give workshop participant the opportunity to add to this list..
Remember: Student participation is important and, at times, required in the Team Process.
Students are important members of the Team. As students get older, they should become more and more active within the Team meetings, their strengths, needs, interests, and preferences determining the direction for the identified goals in the IEP.
Students are invited to attend Team meetings beginning at the age of 14, or younger if appropriate. If the student does not attend the meeting, his/her preferences and interests must still be considered.
Student participation is important and, at times, required.
Students should also be considered important members of Team meetings. As students get older, they should become more and more active within Team meetings with their interests and preferences determining the direction for the identified goals and services in the IEP.
Supporting active student participation in the Team process assists students in developing self-determination skills. Such skills are necessary in adult life. School districts must explain to students their rights, including their right to attend Team meetings and the importance of the corresponding responsibilities. Students are invited to attend beginning at age 14 or younger if the purpose of the meeting is to discuss transitional services. If the student does not attend the meeting, the district must take other steps to ensure that the student’s preferences and interests are considered.
Suggested Practices:
Teach students their civil rights.
Develop students’ self-advocacy skills.
Have students lead their own Team meetings.
Invite adult human service agency representatives to speak to student groups about provided services and eligibility requirements.
Give workshop participant the opportunity to add to this list..

6. Four Underlying Processes Leading to Effective IEP Team Meetings
1. Collaboration
2. Communication
3. Meeting Facilitation
4. Personnel Development
The Team Facilitator is responsible for overseeing the four underlying processes that lead to effective IEP Team meetings.
The following slides define each process, and help to outline the role of the facilitator.

7. 1. Collaboration
Working cooperatively together toward a common goal, including both “results” and relationships, requires mutual respect, a goal of mutual benefit, and trustworthiness.

8. 2. Communication
Listening carefully for the purpose of understanding both the content and the emotion.

9. 3. Meeting Facilitation
Structuring the process so that goals of the meeting are met in a realistic timeframe.
Think time and flexible options.

10. 4. Personnel Development
Ensuring that all participants have the understanding and skills to allow the process to work.
Handouts
Parent Survey
Evaluation Tool
Review handouts

11. Role of the Facilitator
Keep the group on task
Ensure that all IEP Team members participate
Keep track of the time and agenda
Suggest alternate methods and process when the Team bogs down
Protect people and their ideas from attack
Remain neutral during conflicts
Manage the behaviors of people
-- Charge and Kehoe
The IEP Team facilitator must promote collaboration, ensure communication, manage meeting facilitation, and support professional development.
ACTIVITY I
This is a short list of important considerations. In a large group discussion, have participants discuss these, and identify and explain additional important considerations.
If there is a ‘draft IEP’, ensure that all know it is a DRAFT.
Consider techniques that make all members of the Team feel included (name tags, seating chart, materials for everyone)
Be aware of families for whom English is a second language
Speak and write in clear and understandable, reader friendly, language
ACTIVITY II:
In small groups, have the workshop participants discuss the following questions and then bring the discussion and suggestions to the large group. Look for trends.
What other responsibilities might be added to the list?
Are there institution practices that interfere with promoting collaboration, ensuring communication, managing meeting facilitation, and/or supporting professional development? (Barriers)
What procedures/practices need to be in place to promote collaboration, ensure communication, manage meeting facilitation, and support professional development?

12. IDEA 2004
Remember the emphasis of IDEA 2004 is on a collaborative approach to the IEP process and development.
The IEP requirements under IDEA emphasize the importance of working cooperatively as a team.