The IEP Process September 5, 2012 Regina Rausch, MA Ed. BCIU

The IEP ProcessSeptember 5, 2012

Regina Rausch, MA Ed.BCIU

AgendaIntroductions

Review ER/RR/IEP Processes and Timeline

Break

Discuss Effective IEP Meetings

2

3

1. Evaluation

60 Days

3. IEPDevelopment30 Days

4. IEP Implementation 10 days

5. Progress Monitoring

6. Annual IEP Review 2. Determination

of Eligibility

7. Reevalution

Every 3 yrs/

ID every 2 yrs

Timeline for Special Education (and other resources)

http://ieps.wikispaces.com/home

http://ieps.wikispaces.com/home

MODULE 1:ER/RR

Purposes of Purposes of Initial EvaluationInitial Evaluation

To see if the child is a “child with a disability,” as defined by IDEA

To gather information that will help determine child’s educational needs

To guide decision making about appropriate educational program for the child

Requesting an Requesting an Initial EvaluationInitial Evaluation

A parent or a public agency can ask for an initial evaluation of a child.

Public agency must obtain parent consent before conducting initial evaluation of the child.

BeforeBefore Any Initial Any Initial EvaluationEvaluation

Public agency must:

Provide parent with prior written notice

Provide parent with procedural safeguards notice

Obtain parent’sinformed written consent

Parent consent for initial evaluation must not be construed as consent for initial provision of special education and related services.

Consent is for initial evaluation, nothing more.

Key Points about Initial EvaluationKey Points about Initial Evaluation

Must be conducted within 60 calendar days of parental consent for evaluation (or within State-established timeline)

Must be full and individual

Key Points about Initial EvaluationKey Points about Initial Evaluation

Must use a variety of assessment tools and strategies

Must gather relevant information about the child

Functional Developmental Academic

Including what the parents provide

Review of Existing Evaluation DataReview of Existing Evaluation Data

As part of an initial evaluation (if appropriate) IEP team and other qualified professionals, as appropriate, must review existing evaluation data on the child, including:

Information and evaluations provided by parents

Current assessments (classroom-based, local, or State)

Classroom-based observations Observations by teachers and

related services providers


On the basis of that review and input from the parents:

This group identifies what additional data (if any) are needed to determine:

If child is a “child with a disability” Child’s educational needs Child’s present levels of academic

achievement and related developmental needs Whether child needs special education and

related servicesAnd…


Whether any additions or modifications to the special education and related services are needed to enable child…

To meet annual goals in the IEP

To participate in general education curriculum (as appropriate)

Group may conduct its review without a meeting.


Is there enough data to provide the info needed?

No. Yes.

Public agency must administer assessments and other measures to produce the data needed.

Public agency must notify parents:

of that determination and the reason for it

that parents have the right to request an assessment of child

Determining the ChildDetermining the Child’’s Eligibilitys Eligibility

A group of qualified professionals and the parent determines whether the child is a “child with a disability.”

Factors involved in making this determination:

How IDEA defines “child with a disability” IDEA’s special rule for eligibility

determination A variety of information sources


IDEA’s Special Rule

Lack of appropriate instruction in reading… Lack of appropriate instruction in math, or Limited English proficiency; and

If the child does not otherwise meet theeligibility criteria at §300.8(a).

A child must not be determined to be a “child with a disability” if the determinant factor for deciding so is…


Aptitude tests Achievement tests Parent input Teacher

recommendations

Public agency must draw upon information from a variety of sources, including:

Information about child’s: Physical condition Social or cultural

background Adaptive behavior

Public agency must ensure that information obtained from all these sources is documented and carefully considered.


IDEA contains “Additional Procedures for Identifying Children with Specific Learning Disabilities.

(1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having…

…and who, by reason thereof, needs special education and related services.

autism deaf-blindnessdeafnessemotional disturbance hearing impairmentIntellectual disabilitymultiple disabilitiesorthopedic impairment other health impairment specific learning disability speech or language impairmenttraumatic brain injury orvisual impairment (including blindness)

So—is the child a “child with a disability” under IDEA?

Public agency provides parent with…

a copy of evaluation

report documentation of

eligibility determination

…at no cost to the parent.

Upon completion of the administration of assessments and other evaluation measures

ReevaluationsReevaluations

Must occur at least once every 3 years— Unless parent and public agency agree a reevaluation is unnecessary

May occur not more than once a year— Unless parent and public agency agree otherwise

What reevaluation shares with initial evaluation:

Its purposes Prior written notice Procedural safeguards

notice* Review of existing

evaluation data Parent consent

Gathering additional data, if needed

Parent involvement in evaluation group

Parent involvement in eligibility determination

Factors involved in determining eligibility

Reporting to parents

*Upon parent request for an evaluation

Other Evaluation Provisions

Evaluation is required before determining a child is no longer a “child with a disability” except—

… when the child’s eligibility under Part B ends because:

the child graduates from secondary school with a regular diploma; or

the child exceeds age eligibility for FAPE under State law.

Other Evaluation Provisions

When child’s eligibility under Part B ends—

…Public agency must provide child with—

Summary of child’s academic achievement and functional performance, including…

Recommendations on how to assist child in meeting his or her postsecondary goals

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1. Evaluation

60 Days





of Eligibility

7. Reevalution

Every 3 yrs/

ID every 2 yrs

MODULE 2:IEP Development

To Provide Educational Benefit

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT

AND FUNCTIONAL PERFORMANCE

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Writing Present Levels of Performance

It cannot be overstated that the overall quality of an IEP restsfirmly on the foundation of the Present Levels of Performance.

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The IEP as an individualized long-term lesson plan

Present Levels of Academic Achievement and Functional Performance

Annual goals

Plan and deliver instruction

Measure progress (on-going assessment)

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Key Questions for Present Levels of Academic Achievement and

Functional Performance Strengths, Affinities?

Needs? Learning styles?

Preferences, Interests?

Parent/Student concerns?

Special Considerations?

Progress in the past year?

Student Performance compared to standards?

Response to Intervention?

What has worked? What hasn’t?

Transition – Post high school plans? (age 14 and up)

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Present Levels of Academic Achievement and Functional

Performance

• Annual goals are developed to address the individual student’s needs from the Present Levels of Academic Achievement and Functional Performance.

• There must be a direct relationship between the annual goals and the present levels of academic achievement and functional performance.

• Annual goals are statements, which emanate from the present levels of achievement and functional performance.

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PerformancePresent Levels of Performance must specifically describe and reflect the students’ learning, social and developmental characteristics as identified by the IEP Team.

It is also important to document student strengths and interests in the present levels of performance.

• Strengths can be leveraged to enhance the learning experience.

• Students’ preferences can guide teaching strategies; e.g.Large group vs. small group, learning style, etc.

• Parental and student input must be reflected in order to give a more complete description of the student.

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PerformanceDetails, details …

When documenting present levels of academic achievement and functional performance, a detailed description of the student’s learning, social and developmental characteristics is required in order to ensure that the annual goals, in turn, will truly address student needs:

e.g. Carla is reading far below grade level. (No detail)

e.g. Carla demonstrates an inability to consistently remember symbol to sound relationships. This prevents her from being able to successfully sound out words. (Details!)

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Detailed descriptions of students include information relating to progress made since the previous IEP was written, as well as their performance compared to standards.

The IEP must document student growth from one year to the next.

Formal assessments, class tests, as well as teacher and provider observations give information on how the student is performing in comparison to the standards.

Again, details are important:

Suzanne has made progress since last year. (No detail)

Since last year, Suzanne has increased her decoding skills. Currently, she is able to decode multi-syllable words containing closed and open syllables. (Detail!)


Performance

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PerformanceIndividual students may have unique traits that affect their learning process

Detailed documentation of these traits will give teachers better insight into the student’s individual social–emotional performance.

Details, details, details….

Maria is disruptive. (No detail)

When Maria is confronted by challenging assignments she often reacts by talking loudly, leaving her desk and refusing to complete the assignment. (Detail!)

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Educational Benefit:Present Levels of Performance

Results of evaluations, as expressed in an IEP, must be interpreted and described in language that is understandable by teachers and parents. Do NOT use clinical language on the IEP.

• Describe the tasks performed• Describe the level of performance obtained• Describe any relevant specific behaviors observed

during testing• Project a description of how weaknesses may affect

classroom performance; e.g. Student’s weakness in auditory processing interferes with her ability to take useful notes. This projection makes it much easier to select pivotal skills goals!

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Present Levels of Academic Achievement

Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum

* include at least 3 of the 4 types of assessment

(Summative, Formative, Diagnostic, Benchmark)


Instructional Level and Grade Level

It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels

Instructional level alone does not meet the criteria of the general education curriculum

Grade level alone does not meet the criteria of an IEP based on identified skill deficits


Instructional Level and Grade Level

The two levels together allow the student to make progress in the general education curriculum, while also addressing skill deficits

It is necessary to use grade level, particularly for outcome, large scale measures in order to determine if what is in the IEP is working

The information then translates into content for goals and specially designed instruction in order for the student to work toward mastery in the general education curriculum

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Present Levels of Academic Achievement and Functional Performance

Example 1: (Gary is an eighth grader.)

On the calculation subtest, Gary demonstrated mastery of addition and subtraction of four digit numbers, with regrouping. He has mastered the 2, 3, 5 and 10 multiplication tables for single digits. He struggles with long division, which affects his ability to solve algebraic equations. Test results show that Gary has trouble with sequential memory. This affects his ability to easily recall basic math facts, and slows down his completion of assignments.

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Performance

Example 2:

On the reading comprehension subtest, on which he was required to provide correct answers to questions related to a passage read silently, Gary demonstrated the ability to comprehend reading material on the fifth grade level. His weakness in organizing information appears to affect comprehension. His teacher reports that Gary struggles to understand content area reading assignments, and he takes a long time to complete tests.

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Performance

Example 3:

Gary’s frustration with his difficulties in reading comprehension interferes with his ability to stay engaged during silent reading assignments in the classroom, and when his peers are responding to teacher questions related to reading material. He often attempts to distract his peers by making jokes, tries to initiate conversation, and looks for reasons to leave his desk. His behaviors escalate when rebuffed by his peers.

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Performance

It is important to include information about which teaching and learning strategies have been successful with Gary and which ones have not.

Example 5:

Teachers report that Gary does not respond well to independent class activities. He does not like to work alone. He operates best during small group activities in which he has opportunities to share information with and learn from his peers.

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Educational Benefit:Matching Present Levels

Academic Achievement and Functional Performance to

Annual Goals

All areas of student needs on the Present Levels of Academic Achievement and Functional Performance, MUST be addressed on Annual Goals or within the Specially Designed Instruction.

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S.M.A.R.T. Goals

Writing Meaningful IEP Annual Goals

We can’t measure what we cannot sense (see, hear, smell, feel, taste).

Out with the old!Annual goal: (Student) will display improved social

skills.What does that look like?

What is it you want to see?Annual goals must be observable as well as

measurable.

Identify a behavior.Describe a concrete behavior or skill set that the

student will exhibit.

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Annual GoalsAnnual Goals need to be SMART!

S – SpecificM – MeasurableA – AchievableR – RelevantT – Time related

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Annual Goals: SMART!

Specific:

Describe what the student will do one year from now that s/he cannot do today.

Example:

In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions, as measured by five consecutive weekly comprehension tests with 90% accuracy.

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Annual Goals:SMART!

Measurable:

Describe the criteria to be used to measure successful achievement of the goal.

Example:

In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.

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Annual Goals:SMART!

Achievable:

Looking at the student’s present levels of performance, project a goal that is attainable by the student in one year.

Example:


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Annual GoalsSMART!

Relevant:

The goal must be related to class activities and improve classroom performance.

Example:


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Annual Goals:SMART!

Time Related:

Describe how long the goal will take to achieve, and, when possible, embed the schedule for assessment.

Example:


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Annual Goal: Example S – Specific, M – Measurable, A – Achievable, R –

Relevant, T – Time Related

Annual Goal:

In one year, given strategies such as VAKT (visual/auditory/kinesthetic/tactile) association, Paul will fluently decode syllable types: closed, open, vowel-consonant-e, r-controlled, consonant-le and vowel teams*, in controlled text with 90% accuracy as measured in five consecutive trials over a two-week period, as measured by (Whom?).

Annual Goal: Example

To address one possible deficit in reading

comprehension

Sarah has difficulty picking out the main idea from reading passages. She is unable to isolate supporting details to help her understand the text, and she is unable to correctly answer reading comprehension questions.

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Annual Goal:

In one year, given strategies such as: outlines to help focus on important information, reading guided questions before reading the text, summarizing and paraphrasing during reading, previewing vocabulary and important concepts, prioritizing specific information, Sarah will correctly answer nine out of ten* comprehension questions on reading passages as measured by (Whom?) on five consecutive weekly assessments.

Organization

Daquon lacks ability to organize academic materials for classes and homework. He appears unable to keep track of due dates, class and homework assignments, tests and projects. He loses papers easily and arrives in class and at home without the materials and directions necessary to complete assignments.

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Annual Goal:

In one year, given explicit sequential instruction in organizational strategies such as using an assignment pad, calendar, checklist system and color-coded folders, Daquon will independently keep track of and complete weekly assignments as measured by (Whom?) over five consecutive weeks with 100% accuracy.

WritingTo address one possible deficit in written

expressive language

Indira has difficulty writing complete sentences, using proper grammar and punctuation. She appears unable to organize ideas to produce expository writing that effectively communicates ideas. She has difficulty with consistently using transition words such as because, although, but, so and therefore to expand sentences to express her ideas.

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Annual Goal-Example S – Specific, M – Measurable, A – Achievable, R –

Relevant, T – Time Related

Annual Goal:

In one year, given explicit sequential instruction in expanding sentences to include transition words such as because, although, but, so and therefore, Indira will write complex sentences using sentence starters on nine of ten examples as measured by (Whom)? in five assessments over a two -week period.

Behavior: Coping SkillsYasmin has difficulty negotiating situations in

which she is in conflict with her peers. Her inability to establish appropriate boundaries, and to respect the boundaries of others causes her to get into frequent verbal disputes with peers. She uses offensive and threatening language during her disputes.

Behavior : Coping skills

S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related

Goal Within one year, given explicit instruction in conflict resolution strategies and the opportunity to role-play in counseling sessions, Yasmin will state verbally to a peer when she feels that she has been disrespected or her personal space has been invaded, using appropriate, inoffensive words, in 4 out of 5 situations as assessed both in class and in unstructured settings by any of her teachers and/or guidance counselor over two consecutive weeks through direct observations.

Measurable Annual Goals at a Glance

Condition Name Clearly Defined Behavior

Performance Criteria

Describe the situation in which the student will perform the behavior.Materials, settings, accommodations?

Given visual cues…

During lectures in math…

Given active response checks…

Describe behavior in measurable, observable terms.Use action verbs.What will s/he actually DO?

Locate

Name

Point

Separate

Rank

Choose

The level the student must demonstrate for mastery:How well?

% of the time

#times/# times

With the # or % accuracy

“X” or better on a rubric or checklist.

Number of times needed to demonstrate mastery:How consistently?

How consistently will the student need to perform the skill(s) before considered “mastered?”

Evaluation Schedule:

How often?

How often will the student be assessed?

What will be the method of evaluation?

Use

the

Stud

ent’s

Nam

e

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Program Modifications and Specially Designed Instruction

Well developed specially designed instruction focuses directly on reading, writing and math.

Specially designed instruction is delivered across subjects and across teachers throughout the day.

A student does not only receive it when he or she is with the special education teacher.

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May involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities

May proceed to modifications of content, but only after modifying the instruction

Must consider the regular education curriculum first, then modifications to the regular education curriculum, and only then can SDI involve a special course

The “What” of SDI

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Anywhere inside or outside the school, as stipulated in the IEP.

Implemented in any classroom.

Implemented by all teachers, although a special education teacher directs it.

If the instruction described is what the student needs to meet the goal, write it in SDI -- this will ensure that it is implemented across all school environments.

Where is SDIImplemented?

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Examples SDI: Instruction Use of word processor for written assignments and notes.

Use of graphic organizers with writing to organize thoughts and clarify ideas.

Use of study guides one week prior to tests from chapter text and classroom notes for the purpose of review and reinforcement.

Student will underline the answer found in the paragraph instead of writing out the answer to the question.

Teacher assistance with written assignment directions on a daily basis.

Read notes to students and provide a copy of notes after student attempts partial outline of his / her own notes.

Students will outline each chapter in sections including main topics, supporting details, and vocabulary with teacher reading/checking for inclusion of important facts.

Use of study guides to complete specific objectives in each chapter.

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Examples SDI: Assessment Use scribe to complete narrative essay questions on content tests in

science and social studies.

Clarify or explain test questions defining vocabulary before taking the test.

Student repeats test item directions before doing the test items.

Oral responses from student to teacher only after student indicates that he has attempted the test item in writing.

Provide an example of how to mark the answer sheet when giving a student a separate answer for a test.

Do not use separate answer sheets for tests. Student to answer items right with the item, before going on to the next item.

Use graphic organizers provided by teacher for essay tests.

Student will underline the answer found in the paragraph instead of writing the answer to a question.

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SDI: Non-examples

“Small group instruction” listed without any clarifiers.

“One-on-one instruction” listed without any clarifiers.

“Materials as Appropriate” needs clarification.

“Student responsible” is not acceptable because specially designed instruction is the responsibility of regular and special education teachers to implement.

“Teacher assistant will assist with computer program” is too general; just what will the assistant do?

“Preferential seating” is too general; just what does it do and why is it necessary?

“Score no less than____”; specially designed instruction should state no levels of an expected grade.

IDEA on IEPsThe IEP for each child with a disability includes “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child to …attain annual goals, be involved in and make progress in the general education curriculum…. To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section; [§300.320(4)].

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SaS

IEP Development Checklist

Let’s look at and use the annotated IEP checklist!

www.ieps.wikispaces.com

http://www.ieps.wikispaces.com/

Supplementary Aids and Services (SaS)

IDEA Defines SaS:

The term ‘supplementary aids and services' means aids, services, and other supports that are provided in regular education classes and other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate” [§300.42]

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Defining and Using Supplementary Aids and Services

Consider Your StudentThink of a student you work with who has an

IEP

Write down some of the supports this student receives

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Supplementary Aids and Services

Collaborative Adults working together to support students.

Instructional Development and delivery of instruction that addresses diverse learning needs.

Physical Adaptations and modifications to the physical environment.

Social-Behavioral

Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior

Source: Etscheidt & Bartlett, 1999

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SaS: Collaborative Examples

•Communication among adults•Professional development related to collaboration•Scheduled time for co-planning and team meetings•Co-teaching; classroom consultation •Scheduled opportunities for parental collaboration

•Assistance/support teams

•Individual student support teams

•Home-school communication

•Study buddies (teacher assigned pairs of students)

•Mentor teachers (coaching/guided support)

Collaborative Ideas

SaS: Instructional Examples

Using a keyboard/portable device

Instruction in keyboarding skills

Providing guided notes

Using scaffolding to plan for written work

Providing visual cues

Modifying curricular goals

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Instructional IdeasUsing special paper or writing tools

Color-coding mathematical symbols

Highlighting reading materials/directions

Providing graphic organizers/note-taking tools

Students can respond in different modes

Providing instruction on and utilizing guided notes

Arrange furniture differently or provide specialized furniture

Adjust sensory characteristics of environment (e.g., temperature, sound)

Provide access to specific areas of classroom or other settings outside of classroom

Allow for water bottle or sensory object during instruction

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SaS: Physical Examples

Structural examples (e.g., seating aids, bumpy mat,

Lighting (non-glare, additional light source)

Preferential seating

Visual timers

Physical Ideas

SaS: Social-Behavioral Examples

Modify rules or expectations

Peer supports (e.g., facilitating friendships)

Individualized behavioral support plan

Social skills training

Counseling supports

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Social-Behavioral IdeasCooperative learning strategies

Instruction in communication skills

Home-school communication

Consistent system of rewards

Preparation for transitions

Private prompt for redirection

Self-regulation strategies instruction

SaS: Role of the IEP Team

The IEP team determines supplementary aids and services necessary for each child to receive specially designed instruction in the least restrictive environment.

Placement determination must be the final component of the IEP development process.

The IEP team decides the educational placement for an individual student.

Basic Education Circulars (PA Code)

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NOREP

Norep Language Examples www.ieps.wikispaces.com


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1. Evaluation

60 Days





of Eligibility

7. Reevalution

Every 3 yrs/

ID every 2 yrs


Data is gathered to:

See if students are on the right track toward meeting their goals

Adjust instruction if students are not on track

Change goals (as a last resort)

Make decisions at the yearly IEP meeting and at reevaluation time (every 2 or 3 years)

Report to parents.

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Progress Monitoring Toolswww.ieps.wikispaces.com


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1. Evaluation

60 Days





of Eligibility

7. Reevalution

Every 3 yrs/

ID every 2 yrs

7. Reevaluation

Use data collected during progress monitoring.

IEP team decides if additional information needs to be gathered.

Report is written and used to write a new IEP

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MODULE 3:Building

Relationships One Meeting at a Time

Leading Collaborative Family-School Meetings

Where I am welcomed, I will go.

Where I am respected, I will flourish.

Where I am shunned and ridiculed, I will flee.

Where I am uncomfortable, I will avoid.

Where I am understood, I will grow and shine.

- Betty Williams during an interfaith celebration for Martin Luther King day (1995): quoted from “Stop blaming parents- and make them partners.” Michael Gamel-McCormick, Wilmington News Journal.

Overview of SessionIntroduction to CORE Model of Collaboration

Pre-meeting preparations

In-meeting communication and decision-making skills

Post-meeting follow up

Why Focus on Meetings?Mandated interactions

Opportunities for highlighting shared goal of child success

Why Focus on Relationships?

Acknowledged or not, a relationship ALWAYS exists between parents and practitioners

Good relationships serve as a strong foundation for promoting child success and for problem-solving, should difficulties arise

What Do Collaborative (Trusting) Relationships Look

Like?

Respectfulness Listening and clear communication Considering views of all when planning

Competence Doing what you say you will and doing it well

Personal regard Helping each other feel more comfortable

Integrity and commitment Doing what it takes Acting in the best interest of others

Collaboration:a COOPERATIVE relationship…

In which individuals share both the power and the responsibility needed to support child success

It is an approach that includes each family in the education of their children in ways congruent with the family’s values, goals, and culture.

…and a BALANCED relationship!

Parents- assume responsibilities within their roles as parents (not professional educators)

Educators-- assume responsibilities within their roles as instructors (not parent

substitutes).

Students- assume their responsibilities as learners

Why Are Collaborative Relationships Hard to

Develop?

These relationships are risky!

Cultural and language differences

Limits on time and training

The assets of parents cannot be perceived and realized by educators unless the relationship between the two parties bears the stamp of respect and trust. And when those features are absent, you have the situation where people talk, if they talk at all, past and not with each other.

Sarason, 2005

These are not new problems…

“The fact of the matter is, parents and teacher just haven’t known how to get along together…”

How Can Meetings Become Relationship-building

Opportunities?Practicing the CORE Beliefs

Careful preparation

Effective communication

Effective facilitation and decision-making

Follow-up on all agreements

Patterns of InteractionsWhere does everyone sit?

Who speaks first?

Whose contributions carry the most weight?

The CORE Model of Collaboration

Connected

Optimistic

Respected

Empowered

CORE: Elements & Beliefs

Connect =

Developing Trusting Relationships


Optimism =Embracing the possibility of

change and assuming that each person has the ability to learn and to change.

No one person is to blame

Avoiding blame makes it easier to take a more optimistic view of parents,

practitioners,

and children. x

Why do we blame? Blame is a conditioned response

Blame is pre-emptive

Blaming is easier than problem-solving

It is natural to attribute problems to factors outside our control

What to do if I catch myself blaming?

assume that people’s behavior makes sense from their frame of reference (they ARE doing the best they can!)

try to understand others’ views; ask lots of questions!

look forward to solutions; rather than backward for causes.


Respect =Acknowledging that each

person is trustworthy, concerned & caring with the right to differing values.

Individuals have a right to different perspectives…

.Respect requires:Recognizing multiple,

complementary areas of expertise

Willingness to listen and learn

Ability to speak calmly and clearly

Children are active participants

Why?Because they are central to the decisions being

made

Child’s opportunities to: witness adults working together on their behalf hear adults’ expectations. share their expectations of the adults. be active contributors to any plans for change

that are made. avoid misunderstandings & misperceptions.


Empowerment =Emphasizing strengths and skills

De-emphasizing deficits

Focusing on what needs to happen to move toward goals

Avoiding advice-giving

I have found the best way to

give advice to your children is to find out what they want and advise them

to do it.

Harry S. Truman

Traditional Meetings

The professionals come to talk (often just with each other!)

The parent comes to listen and ask questions

The child comes not at all

Traditional Meetings

professionals show they care about child

parents show they care about the child and the situation

BUT there is little exchange of ideas

Preparation for a Relationship-building

Meeting

Putting the Beliefs to WorkGetting ready for a meeting…

The “5 P’s of Preparation”PurposeProductParticipantsProbable issuesProcess

Putting the Beliefs to Work

Some specific considerationsInvitations

Participants Agenda Preparation questions

Environment

Inclusive InvitationThink broadly about who should come to a

particular meeting to accomplish its purpose

Not just the “mandated” participants but others who may have important information to share

Invitation should include a clear agenda

Include purpose and expected outcomes

Amount of time available

What will happen at the meeting

The agenda will be reviewed at the start of the meeting as well

Minke, 2009

Preparing the Environment

Preparing the Environment

How can a welcoming, positive atmosphere be created?Sufficient numbers of adult-sized chairsEnough room to move comfortablyComfortable temperature, lighting and noise levelNeutral locationSimple refreshments

During the MeetingGetting

Started

Getting StartedGreet every person by nameThank them for coming (or

otherwise make friendly contact)Overview the meeting

Agenda (goals and expected outcomes)

Time availableReminders of how the meeting will

be conducted

Keep the Meeting Purpose

in MindRoutine conference

IEP

Problem-solving conference

Manifestation determination

During the Meeting

Communication Strategies

Communicating ClearlyWe have two ears

but only one mouth.

Let this guide the amount

of listening

and talking

that we do…Source Unknown

Communication: Listening Effectively

Adopt the “Ambassador” Perspective maintain an open mind ask questions and listen carefully assume others know more than you expect and respect differences help others pursue their own goals always curious, often confused

Adapted from Murphy and Duncan (1997)


Question Starters from the Ambassador’s Perspective

I’m wondering if…. Could it be…. Is it possible that….Help me understand how….Let me make sure I understand…


Model the use of good attending skills for othersLookLeanEncourage


Use empathic responding to help the other feel understoodRestates the main messageIncludes feelings, when

appropriateBrief Invites the other to keep talking


BE QUIET AND THINK A MOMENT: Seek only to understand; do not offer your opinion

Now is not the time to agree or disagree.

Now is the time to validate the speaker and clarify your interpretation of the message.

Parent:

“That bus driver should be fired! She drives way too fast and this morning she almost ran over my dog. Someone is going to get hurt.”

Educator- Assertive Opinion Response:

“Oh, I’m sure it was just an isolated incident. Mrs. Smith has always been very responsible.”

Kindergarten teacher: “Your daughter is very aggressive on the

playground. She hits, kicks, bites, and pushes. The other children are afraid of her! She must learn some self control.”

Defensive responseDefensive response

Parent:Parent:

““She doesnShe doesn’’t have any t have any problems at home. The other problems at home. The other kids must be picking on her.kids must be picking on her.””

Communication: Speaking Effectively

Conversation Stoppers to avoidlabeling –

• behavioral adjectives (e.g., lazy, mean)• Describe actual behavior

• diagnoses (e.g., ADHD, LD)• Do not make child a diagnosis

jargon- eliminate the “ABCs of Education” “The MDT discussed the IEP and decided that the

LRE would be an SCC for the child who is SED.”laundry lists of problemsLeading (“I think you meant to say…”)


First commandment of collaboration-

Ask before you answer!!!Solicit the other participants’ ideas before

offering your ideas Do this even when you have valuable

suggestions.

Why? A solution may emerge from the group, optimizing chances for mutual investment in change.

“PRAY” for Collaboration

Pause

Reflect & elicit more information

Ask others’ for:Opinions (have you noticed this

also?)Previously tried solutionsViews on how those ideas workedOther ideas that might be triedETC….

You offer your view and any necessary supporting information


Emphasize the positive, whenever possible

Focus on what students have learned; not what they have NOT learned

Highlight others contributions to the student’s success & competence.


A mother describes how hard it is to help with homework (although she does it periodically) because she works nights.

Often we respond with suggestions

Instead, how could you respond in a way that acknowledges her strengths?

Communication: Delivering and Receiving Difficult

Messages

A main source of practitioners’ and parents’ trepidation about meetings is the need to both give and receive information about problems.

Both worry about being blamed for problems.

Natural reaction of defensiveness can shut down communication

Communication: Delivering Difficult Messages

Limit:Choose no more than one or two negative pieces of information

to be delivered. (Think about the most important pieces of information the parent needs from the school.).”

Be calm and “wondering” in your presentation. Wondering, tentativeness, willingness to be wrong,

Be clear and specific. Cite observable behaviors instead of judgments.

“Johnny is unmotivated” vs. “Johnny seems to have a difficulty time getting started on his seat work- especially if it is math”

Communication: Delivering Difficult Messages

Be brief and ask for reaction after a couple of sentences.Do not support your positions with a lot of examples

Convey confidence (optimism) the problem can be solved.Not me vs. you But you and me vs. the problem

An Angry Parent“I need to talk to you about the bad grade you gave

Fred on his science paper. It is ridiculous to expect a 4th grader to complete such a huge assignment in such a short time. One day!

And we had to go to the library and search on the internet! We were up until midnight and it still wasn’t finished! But he had to go to bed!”

An Angry Parent Continued…

Teacher:

I’m so glad you came in to talk about this.

[Optimism]

You’re angry because the assignment was unfair and Fred did poorly. Is that right?

[Empathic response]


Parent: Yes and I want to know what you are going to do about it.

Teacher: It makes sense that you are angry about an assignment that seemed unfair. [Validation]

There is one thing I’d like to understand. You said Fred told you that I gave the assignment with only one day to finish it? [Non-defensive restatement]


Teacher: I’m not sure what happened, but the students had all of this semester to work on this project. I checked with the students each Monday and Fred said that his project was coming along fine. [Brief, tentative, clear description from your point of view] So, I’m a little confused about what went wrong, but I hope we can work together with Fred to figure out how to move forward. [Optimism that problem can be solved]

An angry practitioner…

I simply can no longer tolerate having Amanda in my class. She’s rude, loud, and keeps everyone else from learning. I keep trying to find a way to connect with her but she pushes me away at every turn. Something has got to change!

During the Meeting

Keeping Things Moving

When you are facilitating…

Be sure every person gets to express views

Interrupt any blaming

Use questions judiciously

Summarize before changing topics

Keeping Things MovingPROBLEM:

The meeting starts without a clear

purpose

ACTION:

Can we stop for a moment? I may have missed it, but I want

to be sure I understand our

purpose for meeting today so I can stay

focused.


The discussion is going off in new directions

unrelated to the purpose of the meeting.

ACTION:

This is an excellent discussion, but I know we have to get back to our main purpose. Can we write these things

down so we don’t forget them?


One person is dominating the

meeting and won’t be quiet!

ACTION:

I really appreciate hearing Mr. Smith’s ideas on this. Are

others seeing this the same way or differently?


Decisions are being made but not documented

ACTION:

It sounds like we just made an important

decision. Can someone repeat it so I can be

sure I understand and we can get the

decision recorded accurately?


The meeting is ending but follow up has not

been discussed

ACTION:

This has been a great meeting. I’m so grateful

for everyone’s time. I would hate to leave

without being clear about what we decided and

what will happen next. Can we go over that for a

minute?

During the Meeting

Productive Use

of Conflict

Conflict will be maintained or made worse by…

Orders/commands

Warnings/threats

Moralizing/preaching

Advice giving

Arguing/persuading

Judging/criticizing/blaming

Sarcasm

Why questions

If you are criticized directly…

DO NOT

oRetaliateoDominateoIsolate (run away)

If you are criticized directly…

Instead…o Stay quiet and THINKo If criticism is justified, agreeo If not, ask for specificso Indicate your understanding of their position,

state your position, and problem solve

o Be respectful, listen until you can restate the other’s position accurately (including emotions), state your own positions briefly and calmly

During the Meeting

Decision Making

(consensus building)

Consensus Building

How do decisions get made?

•Administrative fiat•Voting and majority rule•Compromise•Consensus

Consensus Building

Consensus:The solution is viewed as acceptable and workable (at least for a trial period) by ALL participants.

Consensus Building

Make sure everyone has a chance to speak and feels heard

Remind participants of the need for “win-win” solutions

Encourage the expression of different viewpoints

Consensus Building

Avoid conflict avoidance techniques

Negotiate among differing points of view

Get an explicit commitment from all participants for any decision

Consensus Building

Do not forget

who is ultimately

in charge

of decisions!

Ending the Meeting

Ending the MeetingSummarize what has occurred

Clarify decisions made and who is responsible for what actions

Offer thanks to all participants and encouragement for following through on agreements

Determine next steps (e.g., when and how follow up will occur)

Arrange (or ask) for a summary of the meeting to be distributed to all participants.

Examples?Routine family-school conferences

Minke, K.M. & Anderson, K.J. (2003). Restructuring routine parent-teacher conferences: The family-school conference model. Elementary School Journal, 104, 49-69.

Student-oriented IEP meetings Childre, A., & Chambers, C.R. (2005). Family perceptions of

student centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40, 217-233.

Wrap-around meetings Eber, L., Sugai, G., Smith, C.R., & Scott, T.M. (2002).

Wraparound and positive behavioral supports in schools. Journal of Emotional and Behavioral Disorders, 10, 171-180.

Building Relationships Building Relationships One Meeting at a TimeOne Meeting at a Time

Preparation

Communication

Consensus Commitment

Documents

The IEP Process September 5, 2012 Regina Rausch, MA Ed. BCIU