FIEP: A THREE YEAR INDIANA INITIATIVE CLAIRE THORSEN INDIANA DEPARTMENT FOR EXCEPTIONAL LEARNERS...
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Transcript of FIEP: A THREE YEAR INDIANA INITIATIVE CLAIRE THORSEN INDIANA DEPARTMENT FOR EXCEPTIONAL LEARNERS...
FIEP: A THREE YEAR FIEP: A THREE YEAR INDIANA INITIATIVEINDIANA INITIATIVE
CLAIRE THORSENCLAIRE THORSENINDIANA DEPARTMENT FOR EXCEPTIONAL INDIANA DEPARTMENT FOR EXCEPTIONAL
LEARNERSLEARNERSIN*SOURCEIN*SOURCE
BLUMBERG CENTER, INDIANA STATE BLUMBERG CENTER, INDIANA STATE UNIVERSITYUNIVERSITY
IN THE BEGINNINGIN THE BEGINNING
HOW TO IMPROVE STUDENT HOW TO IMPROVE STUDENT OUTCOMES?OUTCOMES?
HOW TO IMPROVE STUDENT IEPS?HOW TO IMPROVE STUDENT IEPS? HOW TO IMPROVE PARENT SCHOOL HOW TO IMPROVE PARENT SCHOOL
COLLABORATION?COLLABORATION? HOW TO SUPPORT SCHOOL HOW TO SUPPORT SCHOOL
IMPROVEMENT AND CULTURAL IMPROVEMENT AND CULTURAL CHANGE?CHANGE?
WHAT’S NEEDED FOR WHAT’S NEEDED FOR IMPROVED STUDENT IMPROVED STUDENT
ACHIEVEMENTACHIEVEMENT IEPS ADDRESSING STRENGTHS AND IEPS ADDRESSING STRENGTHS AND
CHALLENGESCHALLENGES IEPS THAT ARE MEASUREABLEIEPS THAT ARE MEASUREABLE IEPS THAT ARE CAREFULLY MONITORIEPS THAT ARE CAREFULLY MONITOR IEPS BASED ON DATA IS ANALYZEDIEPS BASED ON DATA IS ANALYZED IEPS BASED ON INPUT FROM ALL IEPS BASED ON INPUT FROM ALL
PARTICIPANTSPARTICIPANTS
WHAT NEEDS TO BE ADDED TO WHAT NEEDS TO BE ADDED TO IEP MEETINGS TO IMPROVE IEP MEETINGS TO IMPROVE
OUTCOMESOUTCOMES
A STUDENT FOCUSA STUDENT FOCUS A PROCESSA PROCESS ACTIVE PARTICIPATION BY ALL ACTIVE PARTICIPATION BY ALL
MEMBERSMEMBERS CLEAR UNDERSTANDING OF CLEAR UNDERSTANDING OF
MATERIAL PRESENTED AND MATERIAL PRESENTED AND DISCUSSEDDISCUSSED
PARTICIPANTS WHO VALUE PARTICIPANTS WHO VALUE COLLABORATIONCOLLABORATION
A ROADMAP FOR THE MEETING A ROADMAP FOR THE MEETING PARTICIPANTS LISTENING TO PARTICIPANTS LISTENING TO
UNDERSTANDUNDERSTAND COMMUNICATION GUIDELINESCOMMUNICATION GUIDELINES CLEAR UNDERSTANDING OF GOALS CLEAR UNDERSTANDING OF GOALS
FOR THE MEETINGFOR THE MEETING SOMEONE TO KEEP THE MEETING ON SOMEONE TO KEEP THE MEETING ON
TRACKTRACK
REINVENT THE WHEEL OR USE REINVENT THE WHEEL OR USE THE WHEELTHE WHEEL
USE A FACILITATION METHOD TO USE A FACILITATION METHOD TO SUPPORT THE IEP PROCESSSUPPORT THE IEP PROCESS
USE MULTIPLE METHODS TO USE MULTIPLE METHODS TO SUPPORT THE IEP PROCESSSUPPORT THE IEP PROCESS
LOCATE AND UTILIZE A PRODUCT LOCATE AND UTILIZE A PRODUCT ALREADY DEVELOPEDALREADY DEVELOPED
SEARCH PROCESSSEARCH PROCESS
REVIEW KNOWN FACILITATION REVIEW KNOWN FACILITATION METHODS: PROS AND CONSMETHODS: PROS AND CONS
SELECTION OF METHOD OF “BEST SELECTION OF METHOD OF “BEST FITFIT””
INTERACTION METHODINTERACTION METHOD
STRENGTH OF THE STRENGTH OF THE INTERACTION METHODINTERACTION METHOD
THE MODELTHE MODELCOLLABORATIVE COLLABORATIVE ATTITUDEATTITUDE
INSERT THE MODELINSERT THE MODEL SHAREDSHARED RESPONSIBILITYRESPONSIBILITY
STRATEGICSTRATEGIC FACILITATIVEFACILITATIVETHINKINGTHINKING BEHAVIORS BEHAVIORS
MODEL AS MOTTO FOR MODEL AS MOTTO FOR SPECIAL EDUCATIONSPECIAL EDUCATION
– A A CHILD CENTEREDCHILD CENTERED PROGRAM DEVELOPED PROGRAM DEVELOPED THROUGH THE THROUGH THE COLLABORATIVE COLLABORATIVE PARTNERSHIPPARTNERSHIP OF THE CASE CONFERENCE OF THE CASE CONFERENCE COMMITY, WHO COMMITY, WHO SHARE THE SHARE THE RESPONSIBILTYRESPONSIBILTY FOR CAREFULLY FOR CAREFULLY ANALYZINGANALYZING ALL AVAILABLE ALL AVAILABLE DATADATA AND AND UTILIZING FACILITATIVE TOOLS AND UTILIZING FACILITATIVE TOOLS AND TECHNIQUESTECHNIQUES TO REACH TO REACH CONCENSUSCONCENSUS ON ON AN AN APPROPRIATE IEPAPPROPRIATE IEP FOR A STUDENT FOR A STUDENT
PILOTTING FIEPPILOTTING FIEP
FIEP= FIEP= ESSENTIAL FACILITATION ESSENTIAL FACILITATION FOR INDIVIDUALIZED EDUCATION FOR INDIVIDUALIZED EDUCATION PROGRAMSPROGRAMS
A MARRIAGE OF THE ESSENTIAL A MARRIAGE OF THE ESSENTIAL FACILITATION PROCESS FACILITATION PROCESS (INTERACTION METHOD) AND (INTERACTION METHOD) AND RULES AND REGULATIONS FOR A RULES AND REGULATIONS FOR A LEGALLY CONSTITUTED IEP LEGALLY CONSTITUTED IEP MEETINGMEETING
TRAINING FOR 26TRAINING FOR 26– 13 PARENTS AND PARENT 13 PARENTS AND PARENT
ADVOCATESADVOCATES– 13 SCHOOL PERSONNEL: 13 SCHOOL PERSONNEL:
DIRECTORS, PRINCIPALS, DIRECTORS, PRINCIPALS, TEACHERS, COORDINATORSTEACHERS, COORDINATORS, , RELATED SERVICE STAFFRELATED SERVICE STAFF
RESULTS OF PILOTSRESULTS OF PILOTS
HIGH LEVELS OF THE FOLLOWING:HIGH LEVELS OF THE FOLLOWING:
-- -- DISTRUSTDISTRUST
-- BLAME-- BLAME
-- ANGER-- ANGER
-- EMOTIONALITY-- EMOTIONALITY
-- -- VERBAL AGRESSIONVERBAL AGRESSION
-- DEFENSIVENESS-- DEFENSIVENESS
IMPACT ON CONDUCTING FIEP IMPACT ON CONDUCTING FIEP TRAININGSTRAININGS
RE-THINK THE FOLLOWING:RE-THINK THE FOLLOWING:
----PURPOSE AND OUTCOMES OF PURPOSE AND OUTCOMES OF FIEP TRAINING PROGRAMFIEP TRAINING PROGRAM
--PARENT PARTICIPATION--PARENT PARTICIPATION
-- -- SCHOOL/AGENCY SCHOOL/AGENCY PARTICIPATIONPARTICIPATION
--ESTABLISHING AN ADVISORY --ESTABLISHING AN ADVISORY GROUPGROUP
----NEED FOR A PROJECT NEED FOR A PROJECT COORDINATORCOORDINATOR
----NEED TO INVOLVE OTHER NEED TO INVOLVE OTHER AGENCIES TO HELP IDENTIFY AGENCIES TO HELP IDENTIFY TRAINEESTRAINEES
PROPOSALSPROPOSALS HIRE A STATEWIDE COORDINATORHIRE A STATEWIDE COORDINATOR
ESTABLISH AN INTEGRATED ADVISORY ESTABLISH AN INTEGRATED ADVISORY COUNCILCOUNCIL
DESIGN A YEAR LONG PILOT DESIGN A YEAR LONG PILOT PROGRAMPROGRAM
Define pilot project and long term Define pilot project and long term projectproject
Define roles of schools and agencies Define roles of schools and agencies in the projectin the project
MEET FORMALLY WITH THE MEET FORMALLY WITH THE DIRECTOR OF EXCEPTIONAL DIRECTOR OF EXCEPTIONAL LEARNERS FOR THE STATE OF LEARNERS FOR THE STATE OF INIDIANAINIDIANA
INITIATIVE PROPOSALINITIATIVE PROPOSAL
PURPOSEPURPOSE: TO PROVIDE APPROPRIATE : TO PROVIDE APPROPRIATE PROGRAMS FOR CHILDREN WITH PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS DEVELOPED BY SPECIAL NEEDS DEVELOPED BY COLLABORATIVE TEAMS, GUIDED BY COLLABORATIVE TEAMS, GUIDED BY THE FACILITATION PROCESS …THE FACILITATION PROCESS …
METHODMETHOD: OFFER FIEP TRAININGS TO : OFFER FIEP TRAININGS TO PARENTS/PARENT ADVOCATES AND PARENTS/PARENT ADVOCATES AND SCHOOL PERSONNELSCHOOL PERSONNEL
PAY TRAINING FEES,LODGING,PER PAY TRAINING FEES,LODGING,PER DIEM FOR UP TO FIVE PARENTS PER DIEM FOR UP TO FIVE PARENTS PER TRAININGTRAINING
HOLD STATEWIDE TRAININGS IN HOLD STATEWIDE TRAININGS IN INDIANAPOLISINDIANAPOLIS
SUPPORT DISTRICTS/ROUND TABLES SUPPORT DISTRICTS/ROUND TABLES WHO WANT TO OFFER ON SITE WHO WANT TO OFFER ON SITE TRAININGS KEEPING TRAINING COST TRAININGS KEEPING TRAINING COST AT CONSTANT LEVEL FOR ALL AT CONSTANT LEVEL FOR ALL GROUPS (AS PRICES INCREASED SO GROUPS (AS PRICES INCREASED SO WOULD SUPPORTWOULD SUPPORT
Offer state-wide trainings four times Offer state-wide trainings four times per year to educate potential per year to educate potential participantsparticipants
NEGOTIATE A BULK PRICE FOR 25 OR NEGOTIATE A BULK PRICE FOR 25 OR MORE TRAININGSMORE TRAININGS
HIRE A COORDINATOR TO BECOME HIRE A COORDINATOR TO BECOME TRAINED AS A TRAINER FOR INDIANA TRAINED AS A TRAINER FOR INDIANA AS WELL AS OTHER STATES TO AS WELL AS OTHER STATES TO OVERSEE, MARKET, SET-UP AND OVERSEE, MARKET, SET-UP AND CONTRACT FOR TRAININGSCONTRACT FOR TRAININGS
COORDINATOR WOULD SERVE AS COORDINATOR WOULD SERVE AS A STATEWIDE NEUTRAL A STATEWIDE NEUTRAL FACILITATOR AS ASSIGNED BY THE FACILITATOR AS ASSIGNED BY THE DEL DIRECTOR OR REQUESTED BY DEL DIRECTOR OR REQUESTED BY DISTRICTSDISTRICTSESTABLISH A WORKING ESTABLISH A WORKING ADVISORY COUNCIL TO PROVIDE ADVISORY COUNCIL TO PROVIDE DIRECTION AND DEFINITION TO DIRECTION AND DEFINITION TO PROJECTPROJECT
ADVISORY COUNCIL TO INCLUDE THE ADVISORY COUNCIL TO INCLUDE THE FOLLOWING REPRENTATIVES: FOLLOWING REPRENTATIVES: SPECIAL ED DIRECTORS, IDOE, SPECIAL ED DIRECTORS, IDOE, INSOURCE, ALTERNATE DISPUTE INSOURCE, ALTERNATE DISPUTE RESOLUTION, PRACTICING RESOLUTION, PRACTICING FACILITATORS, UNIVERSITY FACULTY. FACILITATORS, UNIVERSITY FACULTY.
Set up seven pilot sites throughout Set up seven pilot sites throughout the statethe state::
1 metropolitan site1 metropolitan site 1 rural site1 rural site 1 northern site1 northern site 1 central site1 central site 1 southern site1 southern site 1 midsize city site1 midsize city site 1 high conflict site1 high conflict site
Purpose of the ProjectPurpose of the Project
Support schools and families working Support schools and families working together to successfully educate together to successfully educate studentsstudents
Support change in school’s cultureSupport change in school’s culture Increase understanding and Increase understanding and
collaborationcollaboration Reduce conflict and due processReduce conflict and due process
GoalsGoals
Provide specialized training to Provide specialized training to parents, schools staff and other parents, schools staff and other interested partiesinterested parties
Research the outcomes of the Research the outcomes of the training through pre- and post-training through pre- and post-surveyssurveys
Monitor the number and location of Monitor the number and location of due process hearings through state due process hearings through state documentation and law firmsdocumentation and law firms
Monitor the number of pre-due Monitor the number of pre-due process meetings that actually go to process meetings that actually go to trial when facilitation is usedtrial when facilitation is used
Provide coaching and support to new Provide coaching and support to new trainees upon requesttrainees upon request
Based on results of outcomes, Based on results of outcomes, determine the effectiveness of the determine the effectiveness of the FIEP process in IndianaFIEP process in Indiana
Make the trainings affordableMake the trainings affordable
MarketingMarketing
Develop a marketing strategies Develop a marketing strategies – Individual contactsIndividual contacts– RoundtablesRoundtables– ICASEICASE– BrochuresBrochures– E-mail to superintends, directors of E-mail to superintends, directors of
special education, department special education, department chairs, principals, family agencieschairs, principals, family agencies
Submit ApplicationSubmit Application
Proposals submitted to the Proposals submitted to the Department of EducationDepartment of Education
Information meeting with Information meeting with Department staffDepartment staff
Approval and grant awardApproval and grant award
ImplementationImplementation
October 2002October 2002
Marketing: Personal contacts and Marketing: Personal contacts and presentations to districts and presentations to districts and roundtablesroundtables
Sessions at ICASESessions at ICASE Distribution of materialsDistribution of materials
TrainingsTrainings
Ten during year oneTen during year one– 4 state-wide4 state-wide– 6 district or round table6 district or round table– Coordinator plus and additional 4GL Coordinator plus and additional 4GL
trainertrainer– Administrators, school staff, Administrators, school staff,
parents, State Level administratorsparents, State Level administrators
9 during year two9 during year two 6 DURING YEAR TWO6 DURING YEAR TWO
Over 500 trainedOver 500 trained– 50 parents and advocates50 parents and advocates
A View of TrainingA View of Training
IMPORTANT ASPECTS OF THE IMPORTANT ASPECTS OF THE TRAININGTRAINING
CRITICAL COMPONENTS OF CRITICAL COMPONENTS OF FACILITATION TRAININGFACILITATION TRAINING
TRAINEES PERSPECTIVES:TRAINEES PERSPECTIVES:– OBSERVING SKILLED FACILITATORSOBSERVING SKILLED FACILITATORS– THE INTERACTION MODELTHE INTERACTION MODEL– BUIDLING AGENDAS, OUTCOMES BUIDLING AGENDAS, OUTCOMES
AND GROUND RULESAND GROUND RULES– PRE-PLANNING: INTERVIEWING PRE-PLANNING: INTERVIEWING
PARENTS AND SCHOOL PARENTS AND SCHOOL ADMINISTRATORSADMINISTRATORS
– SHARING ROLES AND SHARING ROLES AND RESPONSIBILITIES IN A MEETINGRESPONSIBILITIES IN A MEETING
– DIFFERENCE BETWEEN A MEETING DIFFERENCE BETWEEN A MEETING CHAIR FACILITATOR AND A CHAIR FACILITATOR AND A NEUTRAL FACILITATORNEUTRAL FACILITATOR
– PREVENTIONS AND INTERVENTIONSPREVENTIONS AND INTERVENTIONS– COACHED ROLE PLAYINGCOACHED ROLE PLAYING– USE OF A SCRIBE IN A DIFFICULT USE OF A SCRIBE IN A DIFFICULT
MEETINGMEETING
– THE VALUE OF ACTIVE LISTENINGTHE VALUE OF ACTIVE LISTENING– THE NEED FOR UNDERSTANDINGTHE NEED FOR UNDERSTANDING– GETTING SMALL AGREEMENTS GETTING SMALL AGREEMENTS
EVERY STEP OF THE MEETINGEVERY STEP OF THE MEETING– WATCH MAKING ASSUMPTIONSWATCH MAKING ASSUMPTIONS– WHOLE GROUP PARTICIPATION IS WHOLE GROUP PARTICIPATION IS
ESSENTIAL TO GOOD AGREEMENTSESSENTIAL TO GOOD AGREEMENTS
USING TECHNIQUES SUCH AS USING TECHNIQUES SUCH AS ACCEPT AND LEGITIMIZE CAN ACCEPT AND LEGITIMIZE CAN DEFUSE CONFLICTDEFUSE CONFLICT
DETERMINING ISSUES, INTEREST, DETERMINING ISSUES, INTEREST, AND POSITIONS CAN HELP RESOLVE AND POSITIONS CAN HELP RESOLVE CONFLICTCONFLICT
FROM A STATE-WIDE NEUTRAL FROM A STATE-WIDE NEUTRAL FACILITATORS STAND POINTFACILITATORS STAND POINT– UNDERSTANDING THE UNDERSTANDING THE
RELATIONSHIP BETWEEN THE RELATIONSHIP BETWEEN THE LADDER OF INFERENCE AND LADDER OF INFERENCE AND YOURSELF AS A NEUTRAL YOURSELF AS A NEUTRAL FACILITATORFACILITATOR
– CONTRACTING YOUR POWER FROM CONTRACTING YOUR POWER FROM THE GROUPTHE GROUP
ACTIVE LISTENING AND TRUE ACTIVE LISTENING AND TRUE UNDERSTANDING OF POINTS OF UNDERSTANDING OF POINTS OF VIEW ARE CRITICAL TO MAINTAINING VIEW ARE CRITICAL TO MAINTAINING NEUTRALITYNEUTRALITY
ACCEPT AND LEGITIMIZE MUST BE A ACCEPT AND LEGITIMIZE MUST BE A NATURAL PROCESS FOR NATURAL PROCESS FOR FACILITATORSFACILITATORS
– WHERE CONFLICT EXISTS IT IS WHERE CONFLICT EXISTS IT IS CRUCIAL TO IDENTIFY THE CRUCIAL TO IDENTIFY THE CONCERNS CONCERNS AT THE BEGINNING OF AT THE BEGINNING OF THE MEETING AND IDENTIFY ON THE THE MEETING AND IDENTIFY ON THE AGENDA WHERE THEY WILL BE AGENDA WHERE THEY WILL BE ADDRESSEDADDRESSED
CLEARLY MARK AGREEMENTSCLEARLY MARK AGREEMENTS
----USE A SCRIBEUSE A SCRIBE
– PROVIDE THE SCRIBE ACCURATE PROVIDE THE SCRIBE ACCURATE INFORMATION AND CHECK THE INFORMATION AND CHECK THE NOTESNOTES
– VALUE THE CONCEPTS OF THE VALUE THE CONCEPTS OF THE INTERACTION METHOD:INTERACTION METHOD:SHARED RESPONSIBILITY, SHARED RESPONSIBILITY,
COLLABORATIVE ATTITUDE, STRATEGIC COLLABORATIVE ATTITUDE, STRATEGIC THINKING, FACILITATIVE BEHAVIORSTHINKING, FACILITATIVE BEHAVIORS
CONCEPT OF NEUTRAL CONCEPT OF NEUTRAL FACILITATORFACILITATOR
INSERT INDIANA MODELINSERT INDIANA MODEL
TRAINING NETWORKTRAINING NETWORK
BLUMBERG MAINTAINS A DATA BASE BLUMBERG MAINTAINS A DATA BASE OF ALL PEOPLE FIEP TRAINEDOF ALL PEOPLE FIEP TRAINED
EACH CADRE GROUP RECEIVES AN EACH CADRE GROUP RECEIVES AN ACCESS LIST OF THE PARTICIPANTSACCESS LIST OF THE PARTICIPANTS
TRAINEES ARE CONTACTED TO TRAINEES ARE CONTACTED TO OFFER ADDITIONAL ONSITE OFFER ADDITIONAL ONSITE TRAINING AND COACHINGTRAINING AND COACHING
CREDITSCREDITS
CONTINUING EDUCATION UNITS ARE CONTINUING EDUCATION UNITS ARE OFFERED TO PARTICIPANTS AND OFFERED TO PARTICIPANTS AND PAID FOR THROUGH THE GRANTPAID FOR THROUGH THE GRANT
OBTAINING COLLEGE CREDITS IS IN OBTAINING COLLEGE CREDITS IS IN PROCESSPROCESS
DATA FROM THE TRAININGSDATA FROM THE TRAININGS
INSERT DATA FROM SURVEYINSERT DATA FROM SURVEY FROM DOE: DUE PROCESS, FROM DOE: DUE PROCESS,
MEDICATION, COMPLAINTS (SANDY MEDICATION, COMPLAINTS (SANDY SCUDDERSCUDDER
TITLE AND USE AS MANY SLIDES AS TITLE AND USE AS MANY SLIDES AS NEEDEDNEEDED
CO-FACILITATIONCO-FACILITATION
PARENT SCHOOL COLLABORATION PARENT SCHOOL COLLABORATION IN*SOURCE (INDIANA RESOURCE IN*SOURCE (INDIANA RESOURCE
CENTER FOR FAMILIES WITH SPECIAL CENTER FOR FAMILIES WITH SPECIAL NEEDSNEEDS
SEVEN DIRECTORS OF SPECIAL SEVEN DIRECTORS OF SPECIAL EDUCATIONEDUCATION
DOUG LITTLEDOUG LITTLE BLUMBERG CENTERBLUMBERG CENTER
PROPOSAL TO DOEPROPOSAL TO DOE
GOAL: “LEVEL THE PLAYING FIELD”GOAL: “LEVEL THE PLAYING FIELD” WHO: PARENT AND SCHOOL STAFF WHO: PARENT AND SCHOOL STAFF
FACILITATING MEETINGS FACILITATING MEETINGS TOGETHERTOGETHER
WHY: BUILDING TRUST, CULTURAL WHY: BUILDING TRUST, CULTURAL CHANGE, IMPROVE CHANGE, IMPROVE OUTCOMES FOR STUDENTSOUTCOMES FOR STUDENTS
HOW: DEMONSTRATE HOW: DEMONSTRATE COLLABORATIONCOLLABORATION
DEVELOPING CO-FACILITATION DEVELOPING CO-FACILITATION TRAININGTRAINING
MUST HAVE DEMONSTRATED MUST HAVE DEMONSTRATED FACILITATION SKILLS DURING FIEP FACILITATION SKILLS DURING FIEP TRAININGTRAINING
BE RECOMMENDED BY IN*SOURCE BE RECOMMENDED BY IN*SOURCE OR SPECIAL EDUCATION DIRECTOROR SPECIAL EDUCATION DIRECTOR
PARENT/ADVOCATE COMPLETED PARENT/ADVOCATE COMPLETED ADVOCACY TRAINING PROGRAM AND ADVOCACY TRAINING PROGRAM AND HAVE SERVED AS AN ADVOCATEHAVE SERVED AS AN ADVOCATE
BE WILLING TO WORK WITH BE WILLING TO WORK WITH ANOTHER FACILITATORANOTHER FACILITATOR
BE WILLING TO COMPLETE A THREE BE WILLING TO COMPLETE A THREE DAY TRAINING COURSEDAY TRAINING COURSE
BE WILLING TO TRAVEL BE WILLING TO TRAVEL BE WILLING TO HAVE PARENT AS BE WILLING TO HAVE PARENT AS
ONE OF TWO FACILITATORSONE OF TWO FACILITATORS
CO-FACILITATION TRAINING CO-FACILITATION TRAINING OUTLINEOUTLINE
START-UP : A HISTORY OF HOW WE START-UP : A HISTORY OF HOW WE STARTEDSTARTED
SPECIAL EDUCATION RULES AND SPECIAL EDUCATION RULES AND REGULATIONS: AN OVERVIEWREGULATIONS: AN OVERVIEW
WORKING WITH ANOTHER WORKING WITH ANOTHER FACILITATOR:FACILITATOR:– CO-FACILITATIONCO-FACILITATION– WHOLE CO-FACILITATION WHOLE CO-FACILITATION
RELATIONSHIPRELATIONSHIP
– HEALTHY WORKING RELATIONSHIPSHEALTHY WORKING RELATIONSHIPS– CONTRACT BETWEEN FACILITATORSCONTRACT BETWEEN FACILITATORS– CO-FACILITATOR GROUND RULESCO-FACILITATOR GROUND RULES– PRACTICAL ELEMENTS OF CO-PRACTICAL ELEMENTS OF CO-
FACILITATIONFACILITATION– ONE-UP, ONE-DOWNONE-UP, ONE-DOWN– WHAT DOES IT TAKE TO WORK WITH WHAT DOES IT TAKE TO WORK WITH
SOMEONE ELSESOMEONE ELSE
– DEVELOPING THE RELATIONSHIPDEVELOPING THE RELATIONSHIP– DIMENSIONS OF CO-FACILITATIONDIMENSIONS OF CO-FACILITATION
SIMILARITIES AND SIMILARITIES AND DIFFERENCESDIFFERENCES
----WHAT DOES IT TAKEWHAT DOES IT TAKE
----ADVANTAGES/DISADVANTAGESADVANTAGES/DISADVANTAGES
--Co-FACILITATION WAIVER--Co-FACILITATION WAIVER
KIRTON ADAPTION-INNOVATION KIRTON ADAPTION-INNOVATION INVENTORYINVENTORY
APPLICATION: SETTING UP A CO-APPLICATION: SETTING UP A CO-FACILITATED MEETINGFACILITATED MEETING
EVALUATION AND FEEDBACKEVALUATION AND FEEDBACK ETHICSETHICS REVIEW OF STATE DOCUMENTS FOR REVIEW OF STATE DOCUMENTS FOR
SPECIAL EDUCATIONSPECIAL EDUCATION
WHY NOT USE THE FIEP WHY NOT USE THE FIEP PROCESS?PROCESS?
IT’S TOO LONGIT’S TOO LONG I CAN’T BE RUDEI CAN’T BE RUDE I CAN’T BE NEUTRALI CAN’T BE NEUTRAL I’M TOO USE TO BEING IN CONTENTI’M TOO USE TO BEING IN CONTENT I’M AFRAID TO TRY SOMETHING NEW I’M AFRAID TO TRY SOMETHING NEW
IN MY BUILDINGIN MY BUILDING IT’S MORE WORK FOR MEIT’S MORE WORK FOR ME
I REALLY DON’T WANT TO CALL A I REALLY DON’T WANT TO CALL A PARENT PRIOR TO THE MEETINGPARENT PRIOR TO THE MEETING
IT’S NOT TO THE SCHOOLS IT’S NOT TO THE SCHOOLS ADVANTAGE TO HAVE AN INFORMED ADVANTAGE TO HAVE AN INFORMED PARENTPARENT
I DON’T WANT TO ADD TO SOMEONE I DON’T WANT TO ADD TO SOMEONE ELSES DUTIESELSES DUTIES
NO WANT IS MAKING FIEP A PRIORITYNO WANT IS MAKING FIEP A PRIORITY
IT DOESN’T FIT INTO THE HIGH IT DOESN’T FIT INTO THE HIGH SCHOOL SCHEDULESCHOOL SCHEDULE
MY COLLEAGUES NEED ME ON THEIR MY COLLEAGUES NEED ME ON THEIR SIDESIDE
WHY USE THE FIEP PROCESS?WHY USE THE FIEP PROCESS?
THE MEETING IS CHILD FOCUSSEDTHE MEETING IS CHILD FOCUSSED EVERYONE PARTICIPATESEVERYONE PARTICIPATES PEOPLE UNDERSTAND WHAT THEY PEOPLE UNDERSTAND WHAT THEY
ARE AGREEING TOARE AGREEING TO MUTUAL RESPECT IS ENCOURAGEDMUTUAL RESPECT IS ENCOURAGED ACTIVE LISTENING IS ENCOURAGEDACTIVE LISTENING IS ENCOURAGED THE GROUP IS RESPONSIBLE FOR THE GROUP IS RESPONSIBLE FOR
THE DECISIONSTHE DECISIONS
PROBLEMS CAN BE PREVENTEDPROBLEMS CAN BE PREVENTED IF PROBLEMS EXIST, TRUST CAN BE IF PROBLEMS EXIST, TRUST CAN BE
REBUILTREBUILT THE MEETING HAS CLEAR DIRECTIONTHE MEETING HAS CLEAR DIRECTION PEOPLE STAY FOCUSSED PEOPLE STAY FOCUSSED THE COMMITTEE WORKS TO SOLVE THE COMMITTEE WORKS TO SOLVE
ITS OWN PROBLEMSITS OWN PROBLEMS
IF DUE PROCESS IS A FACT, ISSUES IF DUE PROCESS IS A FACT, ISSUES OF DISAGREEMENT CAN BE OF DISAGREEMENT CAN BE IDENTIFIEDIDENTIFIED
AFTER THE INITIAL MEETING, AFTER THE INITIAL MEETING, MEETING TIME MAY BE REDUCEDMEETING TIME MAY BE REDUCED
GOOD WAY TO INTRODUCE EARLY GOOD WAY TO INTRODUCE EARLY CHILDHOOD TRANSITIONING CHILDHOOD TRANSITIONING FAMILIES TO THE PUBLIC SCHOOLFAMILIES TO THE PUBLIC SCHOOL
ADDITIONAL ISSUES FOR THE ADDITIONAL ISSUES FOR THE INITIATIVEINITIATIVE
UPDATING TRAININGSUPDATING TRAININGS QUALITY ASSURANCEQUALITY ASSURANCE FACILITATORS AND DUE PROCESS FACILITATORS AND DUE PROCESS
HEARINGSHEARINGS CUSTOMIZATION OF TRAININGSCUSTOMIZATION OF TRAININGS DEVELOPING A REFERRAL PROCESS DEVELOPING A REFERRAL PROCESS
TO BE USED BY MEDIATORS AND TO BE USED BY MEDIATORS AND HEARING OFFICERSHEARING OFFICERS
FIEP FOR HEADSTARTFIEP FOR HEADSTART MORE DETAILED RESEARCH ABOUT MORE DETAILED RESEARCH ABOUT
THE IMPACT OF THE FIEP PROCESS THE IMPACT OF THE FIEP PROCESS ON MEETING PARTICIPANTSON MEETING PARTICIPANTS
TRAINING MORE STATE-WIDE TRAINING MORE STATE-WIDE NEUTRAL FACILITATORSNEUTRAL FACILITATORS
USING THE FIEP PROCESS FOR ALL USING THE FIEP PROCESS FOR ALL TRANSITION MEETINGSTRANSITION MEETINGS
PLACING NEUTRAL FACILITATORS PLACING NEUTRAL FACILITATORS WITH IN THE DEPARTMENT OF DUE WITH IN THE DEPARTMENT OF DUE PROCESS AND COMPLAINT PROCESS AND COMPLAINT INVESTIGATIONINVESTIGATION
TRAIN MEDIATORS AND HEARING TRAIN MEDIATORS AND HEARING OFFICERS IN THE PROCESS TO OFFICERS IN THE PROCESS TO PROVIDE BETTER OPTIONS FOR PROVIDE BETTER OPTIONS FOR REFERRAL REFERRAL