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Supporting the IEP Process A Facilitator’s Guide Presentation adapted from: Martin, N. (2010). Supporting the IEP process: A facilitator’s guide. Baltimore,

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Presentation on theme: "Supporting the IEP Process A Facilitator’s Guide Presentation adapted from: Martin, N. (2010). Supporting the IEP process: A facilitator’s guide. Baltimore,"— Presentation transcript:

1 Supporting the IEP Process A Facilitator’s Guide Presentation adapted from: Martin, N. (2010). Supporting the IEP process: A facilitator’s guide. Baltimore, MD: Brookes.

2 Facilitate – to make easier Picture a meeting… that went south What happened? What was the source of the problem? What might have helped? Positive attitudes and mutual understanding Preconferencing Meeting structure Communication Intervention points

3 Facilitator Styles Evaluative An outside expert who brings knowledge and skills Facilitative A supporter of the process who guides Transformative One who reflects to the group what the members are saying or doing

4 What helps achieve consensus? Remembering the common purpose Giving everyone a voice Communicating openly yet with respect Assuming good reason and intention Exploring underlying interests Valuing the team and its members Trusting the process

5 Philosophies of Helping Styles EvaluativeFacilitativeTransformative Goal: Settlement Directive Leads Forecasts Instructs Provides options Powerful, is an authority Goal: Productive dialogue Supportive Guide Probe/query with purpose Purposes – “what if” Help generate options Part of the team for the day Goal: Recognition and empowerment Reflective Follows Asks without direction Does not propose Does not generate options Powerless

6 IEP Facilitators should Be as transformative as possible Only be facilitative when the team cannot do it on its own Avoid evaluative as it can fan the fires of adversity and even when it ends in settlement it can too easily leave unresolved issues

7 Facilitator Roles Help all parties feel welcome Help with ground rules and agendas Set a good example Safeguard a collaborative process Promote positive communication Help explore interests Help ensure all are “on same page” Clarify areas of agreement Address unproductive communication styles Help bring meaningful closure

8 Sample Ground Rules Remember the purpose to serve the child Make good use of time Stay on task and avoid sidetracking Be courteous and respectful Turn off electronic devices Remain together until breaks Speak up if someone has an “owie”

9 Some Don’ts for Facilitators Do not ignore issues, problems, or owies Do not intervene too soon without giving reasonable time for team to suggest reviewing ground rules Do not become directive Do not ignore agenda Do not ignore time projections Do not ignore group agreements

10 Planning & Guiding the Meeting Before the meeting Contact the chairperson Contact the parent Arriving at the meeting Setting the stage Handling objections Managing the meeting Working with advocates and attorneys

11 Intervention Strategies Transformative Repeat for recognition Reframe for recognition Reflect for recognition Empower Facilitative Pause for reflection Ask about ground rules Hold a focus Probe for underlying interests Acknowledge Affirm Refocus When in doubt, check it out Ask for help Apologize Make a deal

12 Indicators of Impasse The same issues are repeated without progress Team members are locked into opposing positions Comments are made Threats are made Members have nothing further to say One or more members of the meeting have decided to end without reaching consensus

13 Dealing with Impasse Reflect and acknowledge Ask for help, invite suggestions as to the source of the impasse Retrace the day’s progress, review agreements, identify what remains undecided Play with the time shape of a proposal Build in guarantees and contingencies Probe for benefits of reaching agreement today Propose another meeting Narrow the issues by summarizing agreements Invite agreements about disagreements

14 Establishing IEP Facilitation: The Facilitator Who will facilitate? What training and experience? How much content knowledge? Which philosophy/style? Availability? Cost? Logistics?

15 Establishing IEP Facilitation: The District Who will coordinate? How will FIEP be evaluated? What FIEP information tracked? Who will inform IEP team members? Availability? Cost? Logistics?

16 Summary Facilitation is one of the many facets of a comprehensive conflict prevention and resolution program Provide preventative staff development on collaboration and conflict resolution Ensure principals, assistant principals, and general classroom teachers become involved as well – not just special education staff

17 For Technical Assistance and Training Contact Special Education Solutions Region 4 Education Service Center 7145 West Tidwell Houston, TX Linda De Zell Hall, PhD Jerry Klekotta


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