Illinois State Board of Education 2008 Special Education Directors Conference Marshall Peter CADRE...
-
Upload
brianna-lowe -
Category
Documents
-
view
215 -
download
1
Transcript of Illinois State Board of Education 2008 Special Education Directors Conference Marshall Peter CADRE...
Illinois State Board of Education2008 Special Education
Directors’ Conference
Marshall PeterCADRE
July 31, 2008Peoria, IL
Early Dispute Resolution:
Session OutlineCADRE OverviewContinuum of Dispute Resolution OptionsOverview of Local Practice OptionsTwo Essential Communication StrategiesAdditional Resources
Illinois System of Dispute Resolution
(Draft)Stage I Stage II Stage III Stage IV Stage V
Stages of conflict
Prevention Disagreement Conflict Procedural Safeguards
Legal Review Levels of Intervention
Pa
rtic
ipa
nt &
Sta
keh
old
er
Tra
inin
g
Sta
keh
old
er
Co
un
cil
Co
llab
ora
tive
Ru
le M
akin
g
Par
en
t-to
-Par
en
t A
ssis
tan
ce
Ca
se M
ana
ge
r
Te
lep
ho
ne
Inte
rmed
iary
Fa
cilit
ati
on
Me
dia
tion
Mo
de
ls
Om
bu
dsp
ers
on
Th
ird-P
art
y O
pin
ion
/Con
sulta
tion
Re
solu
tio
n S
essi
on
Me
dia
tio
n U
nd
er ID
EA
Co
mp
lain
ts
Du
e P
roce
ss H
ear
ing
He
arin
g P
roce
ss (
Tie
r II
)
Lit
igat
ion
Le
gis
lati
on
Assistance/ Intervention Options
IEP Facilitation (Under
Consideration)
Early Complaint Resolution
Parent Mentor Program
Interest-Based Negotiation Training (Idaho)
Idaho Department of Education, school districts state-wide, Idaho Parents Unlimited and Comprehensive Advocacy, Inc. jointly sponsor 40-hour training in interest-based negotiation.
Sharing The Commitment (Exceptional Student Education Department/District School
Board of Collier County, Florida Diagnostic and Learning Resource System, and Family Network on Disabilities)
Collaborative project created to foster effective partnerships between parents, schools, and the community
Advisory Committee meets bi-monthly during school yearProvides guidance, information, training and support to
educators, parents, and agencies on services and programs for students with disabilities
Sponsors workshops for all persons interested in services for students with disabilities
Specially trained parents and teachers called Parent Educator Exceptional Resources (PEERs) available to provide parents of students with disabilities with up-to-date information, resources and support.
IEP Support ParentSonoma County, SELPA, CA
Provided training for IEP Support Parents Role is to accompany families to IEP meetingsNot functioning as an advocate, can help in
understanding what is happening during the meeting and in educating with regard to rights and responsibilities
Family Service CoordinatorLane County, OR
Schools and other community funders support Family Service Coordinators at Direction Service
Family Service Coordinators facilitate family-centered interagency
collaborationsupport families and schools in preventing
and resolving disagreementswork to preserve positive working
relationships between families and schools and to engage nonschool community resources that can contribute to educational programs
First Call ProjectWashington, DC
FIRST CALL Project offers parents an opportunity to voice concerns regarding special education services before they seek outside assistance or file a due process action
Project is managed by an independent lawyer – the Concern Manager
Concern Manager listens to concerns, enhances communication between parents and school staff, guides parents through the evaluation process, and advocates for resources to address student needs
Parent HotlineKansas
School district in Kansas established parent hotline specifically for families of children with special needs
Coordinator of service assists parents and acts as an ombudsperson or liaison between the parent and the school district
Outside Resolution FacilitatorsIowa
Iowa employs a system of Resolution Facilitators at the local level
Facilitators are used outside of the IEP meeting
Facilitators may be either an individual from within the school district who is considered neutral to the conflict or an individual selected from outside the district in which the conflict has occurred
Solution Teams/PanelsSonoma County SELPA, CA/Two Intermediate Units, PA
Co-mediation model composed of a parent of a child with disabilities and an educator or administrator
Strategy builds safe, collaborative working relationships by fostering communication between families and school personnel
Models effective interactions by having a parent and district staff person collaborate to provide facilitation
Independent Child Advocate Program Sonoma County SELPA, CA
Resource available to parents and school districts when disagreements arise regarding the provision of special education services to a child with disabilities
Similar to ombudsperson, Independent Child Advocate does whatever is needed to resolve the dispute early; may include: a review of the student’s file, interviews, observations, meetings
Develop a report of findings and recommendationsAll parties meet and receive report of findings within
weeks of referral
TESTED TIPS FOR IEP MEETINGS:
What IEP Conveners Can Do (Pre-Meeting) Explain crucial nature of parent’s involvement and
what will happen at the meetingInvite parents to bring anyone they wishExplain who will be there from the school and why.
Ask the parents if anyone has been left outSchedule convenient time and location, and ample
time for meetingEstablish if parents need help with transportation or
childcareInvite parents to review relevant documents prior to
meeting, encourage classroom visitsKeep parents advised of progress on an ongoing basis
TESTED TIPS FOR IEP MEETINGS: What IEP Conveners Can Do (During Meeting)Make parents feel welcome
Greet at doorCup of coffee or beverage?Same size chairs for everyoneBrief pre-meeting chit-chat and acclimatization
Everyone introduce themselves and explain why they are thereEveryone addressed with the same degree of formality
Speak in clear, plain language – avoid jargon and discipline-specific terminology
Have specific materials available that are referred to
TESTED TIPS FOR IEP MEETINGS: What IEP Conveners Can Do (During Meeting)Focus on the child’s individualized needs – not your
program, classroom, or resource limitationsListen carefullyMaintain confidentiality – don’t discuss other studentsDon’t hurryBe honest and trust that the parent is alsoBe willing to say “I don’t know”Involve student for at least a portion of the meeting if
they can contribute and always if 18 or over
TESTED TIPS FOR IEP MEETINGS: What IEP Conveners Can Do (Post-Meeting)
Review and evaluateWhat workedWhat didn’tIncorporate into future meetingsConsider building meeting tip file for each child –
sources of anger, joy etc.Send home “thank you” noteWrite down specific suggestions about things
parents can do at home to help
Resolution Meeting Process ConsiderationsPreparation
Flexible scheduling, location, seating, refreshments Clarifying participation, purpose, setting a collaborative tone Reviewing student records
Convening Agree on agenda, clarity in purpose, confidentiality, ground rules, breaks Remove distractions, communicate effectively, manage time Fully examine issues, ensuring equity in participation If dynamics are at issue do something different (e.g. change representation,
rethink offer/demand, etc.) Clarify the LEA’s offer to resolve (in writing)
Implementation Clear agreement components (e.g., SMART – specific, measurable, attainable,
realistic, time-accountable; and legally enforceable in court) Legal review, withdrawal of DP complaint, follow-up
Resolution Meeting & Mediation: Components of Durable Agreements Clarify the issues and available options to resolve them Identify what participants will do, not what they won’t do Be specific: names, places, dates, times, amounts, actions Use impartial, non-judgmental language that is future
oriented Avoid reference to past problems or blame Avoid contingencies (e.g., "The school will do xyz if the
parents do abc”). Each discrete activity should stand on its own
Create conditions to monitor implementation of the agreement and modify together if needed
Review for legal enforceability in the state
“Seek first to understand, then to be understood.”
Stephen Covey, “Habit 5” Seven Habits of Highly Effective People
Publications• “Beyond Mediation: Strategies for Appropriate Early
Dispute Resolution in Special Education”• “Keys to Access: Encouraging the Use of Mediation
by Families from Diverse Backgrounds”• “Families and Schools: Resolving Disputes Through
Mediation (Case Studies)”• “Special Education Mediation: A Guide for Parents”• “Considering Mediation for Special Education
Disputes: A School Administrator’s Perspective”• “Educating Our Children Together: A Sourcebook for
Effective Family-School-Community Partnerships (CD)”
• “Resolution Meetings: A Guide for Parents”
• “The Involvement of Students in Their Special Education Mediations”
• “Parents and Educators Working Toward Mutual Solutions” (Video)
• “Facilitated IEP Meetings” An Emerging Practice”• “Considerations for Mediating with People Who Are
Culturally Deaf”• “The Role of Attorneys in Special Education
Mediation”• “Using Participant Feedback to Evaluate and Improve
Quality in Mediation”• “Steps to Success: Communicating with Your Child’s
School”
Publications
Web-Based Resourceswww.directionservice.org/cadre
• Database of Professionals and Trainers/Consultants
• News, Articles & Training Materials• Mediation Under IDEA ‘04• Dispute Resolution Processes and Practices
Continuum • State Mediation Program Information• Español• Video
“Listening is probably the most cost effective element of a
conflict management system.”
Mary Rowe