1. Special School District, St. Louis County Presented by Kathy Wian of the University of Delaware’s Conflict Resolution Program

2. Purpose of the Training To review the basic components of an effective IEP meeting. To understand meeting facilitation. To develop new techniques for dealing with difficult dynamics. To give participants an opportunity to apply new knowledge and lessons learned to current IEP meetings. To share experiences with other participants.

3. Expected Outcomes An understanding of the role of the IEP meeting chairperson/facilitator and the components of a well-run meeting. Better understanding of effective communication and problem solving techniques. An understanding of what your (and your district) are currently doing well and where there is room for improvement.

4. IEP Meetings From Hell

5. What is an Effective IEP Meeting? All parties participate in good faith to provide FAPE in the LRE for the student. Everyone is working toward the same goal and in the best interest of the student. Participants feel valued, respected and heard. Agreements are documented and implemented. Participants are proud of themselves, other team members, the meeting process and the decisions reached.

6. What Is a Facilitated Meeting? A facilitated IEP meeting uses a trained person to guide the meeting. This person’s primary responsibility is to the process of the meeting rather than the outcome. “The facilitator encourages full participation, promotes mutual understanding and cultivates shared responsibility.” 1 1 See page 32, Facilitator’s Guide to Participatory Decision-Making by Sam Kaner

7. Purpose of Facilitating IEP Meetings To improve the process of the IEP meeting:  To create and promote a sense of equality among team members in a collaborative working environment.  To design an IEP that meets the needs of the student.

8. Process versus Content Process deals with… Communication Problem solving Participation Agenda items Gaining agreement Relationships Understanding Timing Content deals with… Evaluations Assessments Legal rights / the law Opinions Records Data Ideas Information

9. Playing the One Role Pure Facilitator: This means you are serving the whole group by guiding the process of the meetings: helping with the flow of discussion, working to get a full participation, keep the group moving toward its goal, etc. While you should have general familiarity with the content of the meeting (be “content literate”), you do not have to be a content expert and you will not be contributing to the content of the meeting. Page 15, Great Meetings! How to Facilitate Like a Pro by D. Kelsey and P. Plumb

10. Playing Dual Roles Facilitator/Expert: If you have content expertise, you may be asked to both facilitate a group and offer advice about the content the group is considering… However, in the role of facilitator/expert, you don’t have a state in the outcome of the group’s work. Page 15, Great Meetings! How to Facilitate Like a Pro by D. Kelsey and P. Plumb

11. Playing Dual Roles Facilitator/Leader or Facilitator/Team Member: This dual role implies that you have a state in the product of the group as well as the process of the group – you care about what the group accomplishes as well as how it accomplishes it. As a leader or member you will want to give your opinion during the meeting. As the facilitator you will want to insure that a high quality process is followed. Beware: It is challenging to play the dual role. Page 15, Great Meetings! How to Facilitate Like a Pro by D. Kelsey and P. Plumb

12. Strategies for Improving the Internal Facilitator’s Role Understand yourself – how you feel about the role, your concerns, what you hope to happen. Anticipate and discuss conflicts of interest before they arise. Create opportunities to educate others about the role. Become identified with more than one group in the building. Be prepared to prove yourself.

13. W hy would a room full of educated, caring professionals, who come together to focus on the welfare of a child, need a facilitated meeting?

14. To manage the many nuances of the process – large & small – that contribute to the immediate & future success of the IEP document & the relationship among team members.

15. And, last but not least…. Someone to manage the event.

16. What Do You Gain By Using Facilitation and Effective Meeting Strategies?

17. A fair and consistent process Cooperative participation occurs Communication improves Trust is built Effective IEP created Buy-in achieved Sustained IEP

18. You May Need Assistance Guiding the Process of the Meeting When… There is a history of difficult meetings, bad relationships, or unresolved differences. You know the group will face difficult decisions. One team member is requesting outside assistance. There will be a great amount of new information presented or it is an initial IEP meeting.

19. Pre-Meeting Preparation is about having your ducks in a row

20. The Case Manager… sets the tone by establishing a positive and professional relationship Should find out the following… Best to convene this meeting? AM/PM Length of time allocated/needed for the meeting? Which room will be used? Who will be attending? Who will: facilitate, write the IEP, take minutes, etc.? The purpose of the meeting and the agenda Will technical devises be used? (i.e., tape recorder, laptop) Do we need water, beverages, snacks?

21. The Case Manager… sets the tone by establishing a positive and professional relationship Parent Contact Checklist What to anticipate during the IEP meeting. Do you have issues outside the scope of the IEP form that you would like to include in a meeting agenda? Do you have any information (evaluations, etc.) you would like the other members of the team to review before the meeting? What is your time allotment for the meeting? Explain role of technical devises for the meeting. Is there anyone you would like to bring with you to the meeting? Will the student participate? (as appropriate) Do you need special accommodations?

22. The Case Manager… Teacher Contact Checklist (as needed) What to anticipate during the IEP meeting. What is your time allotment for the meeting? Are there areas you want to emphasize within the IEP? Are there issues that maybe “new information” or “hot topics” to the parent? Do you have any personal concerns regarding the child/parent/meeting?

23. Reality Check!!! GREAT in THEORY…. But, how will it work in my district ?

24. Role Play

25. Sample Agenda Agenda Date: February 14, 2005 Time: 2:00 P.M.-3:00 P.M. Location:School Library (Room 203) Agenda Items:Introductions Recent changes in behavior Homework time Lunch room supervision Review the results of recent evaluations Plan Jimmy’s IEP Determine Jimmy’s educational placement

26. Results of “Good” Preparation Sets a positive and professional tone for the meeting. Everyone has an idea what to expect instead of walking in cold. Clear agenda that notes all issues.

27. Preparation Checklist for IEP Meeting Appropriate school records Paperwork: IEP, blank copies/forms, minutes Someone to greet participants Appropriate team members / legal meeting Flip Chart/Markers/Tape Pitcher of Water/cups Tissues Extra paper/pens Name Cards

28. Failure to provide written prior notice (in a timely fashion) Failure to gather all the right players Failure to obtain/review parent information (i.e. outside evaluations) ahead of time Failure to hold a pre- meeting with staff (when needed) Failure to complete appropriate evaluations Five Most Common Preparation Errors