Welcome… We’re glad you’re here!

Welcome… We’re glad you’re here!

Backdrop for this meeting: What is our relationship with stakeholders?
Stakeholder Management Stakeholder Engagement The IDEA Partnership is an investment in the power of engagement! IDEA 2016

IDEA Partnership@NASDSE 2016
In the Beginning ... Landmark amendments - IDEA ’97 Placement Neutral Funding Access to the General Curriculum Participation in Large Scale Assessments We had gaps in knowledge and skill...but most of all we had gaps in the relationships to define and address the shared implementation of IDEA Intervention: Create a Partnership that would build the relationships by bringing national organizations into shared work on IDEA ‘97. Surface issues Provide accurate information Create action initiatives IDEA 2016

Consider ... As we enter into ESSA, we face some of the same discussions: What new partnerships will we need? What new leadership skills will we need? Who are the stakeholders? What is the role of stakeholder engagement? Do the lessons of the IDEA Partnership have implications for OSEP, OSEP investments, SEA/LAs and professional and family organizations? IDEA 2016

Grounding Assumptions
Print One of the key strategies promoted by the IDEA Partnership is surfacing grounding assumptions as a first step. Lets see how what we think and feel about our Grounding Assumptions. Is there agreement in concept? Do we see use in practice? Where is the breakdown? Do leaders falter? Do stakeholders falter? Our work is focused on helping leaders and stakehodlers to recognize that they need each other. IDEA 2016

IDEA Partnership: Chronology and Learning
IDEA Partnerships: Four Linked Partnerships working with groups by role: Policymakers Administrators Service providers Families and Advocates Build affiliation, find shared agendas, provide information and training, add value. The Unified Partnership Do work together, bridge differences, respect perspectives, customize content, overcome barriers, show the value of organizations in practice change. The Partnership Way Commit to shared work, promote adaptive leadership, pioneer ‘convening,’ develop a blueprint for engagement (Leading by Convening/ LbC), create convening tools, apply convening strategies to issues. Forward A Legacy of Engagement Translate the value of engagement to RDA / SSIP and ESSA, convey the value of organizations in creating engagement. Print IDEA 2016

Participatory Framework for Advancing Research and Policy to Practice
The Knowledge Factor Research and policy information is communicated to practitioners and intended beneficiaries Connect to federal and state agencies Connect to federally supported TA Assess stakeholder information needs Coalesce stakeholders around common issues The Reflection Factor The Relationship Factor Stakeholders communicate what has been learned and what should be done to close the research/policy-to-practice gap Create forums for practice informed dialogue and learning Craft new approaches based on the learnings Increase the capacity to advance effective practice by building a collaborative culture across TA, states and stakeholders Integrate Research Key stakeholder groups leverage new opportunities to build understanding Engage national organizations Connect to state affiliates Develop tools to translate information to target audiences Utilize high value communication vehicles and venues Articulate the perspectives of these audiences Implement Policy Advance Practice The Learning and Doing Factor Decision-makers, practitioners and intended beneficiaries build a shared agenda Create dialogue across groups around issues Create dialogue across levels of scale around issues Build Communities of Practice around issues Measure progress on a variety of indicators

Why a ‘Participatory Framework’?
Grounded in the belief that the knowledge, skills and dispositions to create and sustain change are distributed across groups, roles, settings and levels of the system. Seeks to learn what works through engagement. Seeks to learn why certain interactions build deeper understanding and value to the individual and the organization. Seeks to learn how deeper understanding can influence behavior change. IDEA 2016

A Chronology of the IDEA Partnership The IDEA Partnership has evolved over 16 years. Each iteration was built on the lessons learned by working together. This chronology aims to document key activities that have shaped our learning and our growth. Icons and Artifacts mark important milestones that, over time, led us to a shared focus on stakeholder engagement. During the final meeting of the IDEA Partnership, participants will continue to add to this visual, providing their own perspective on the defining events on the way to Partnership! THE IDEA PARTNERSHIPS ( ) Four Linked Partnerships: Building Affiliations and Working across Groups on IDEA '97 THE UNIFIED PARTNERSHIP ( ) Common Interests and Shared Work THE PARTNERSHIP WAY ( ) A Shared Commitment to Authentic Engagement ENGAGEMENT AS LEGACY (2016 Forward) Working toward Lasting Impact PCC: Partnership Coordinating Council FAPE: A Partnership of Family and Advocacy Organizations The Participatory Framework: Operationalizing Lessons from Partnership l Leading by Convening (LbC) NASDSE: Leading by Convening Video NCSI: Stakeholder Engagement ... the Partnership Way The NCSI has adopted Leading by Convening as its approach to stakeholder engagement in support of RDA and the SSIP. The Social Learning Platform – Developed by the IDEA Partners and the National Communities of Practice is moving to the new IDEAs that Work site supported by OSEP. Bridging Tools Bridging Tools are designed to meet people where they are and help them to lead in place. One Pagers FAPE Partnership did some of the first work on expressing complex issues simply. Grounding Assumptions Collections: ASD Transition SISP (Specialized Instructional Support Personnel) RTI CCR Standards Common Core Creating Agreement CCC/P-16 ...more NITT: Project AWARE with SAMSHA Improve behavioral health awareness among school-age youth and their communities through Leading by Convening strategies. ILIAD: A Partnership of Administrator Groups Create Learning Modules for Leading by Convening The National Center for Systemic Improvement (NCSI) Communication and Collaboration team is working on developing Modules of the LbC content. Organizational Lead on Documents Iliad and ASPIIRE created some of the first documents informed by stakeholder expertise. The Organizational CADREs Iliad and ASPIIRE created some of the first cadres of local leaders to inform national work. 4th Annual CASE Hybrid Dedicated to Using Leading by Convening for SSIP and SiMR. ASPIIRE: A Partnership of Service Provider Organizations National Coordinating Committee on School Health and Safety Uses LbC Framework to structure networking interest groups across federal agencies and 80 organizations. Stakeholder Developed Rubrics on Stakeholder Engagement in SSIP Dialogue Guides PowerPoint with Presenter Guides Enables everyone to share accurate information simply. Learning Port Learning Port met the need for Districts seeking reliable, professional development using funding provided by ARRA. Sustain the Communities of Practice (CoP) - Transition - ASD - School Behavioral Health New CoP: - Family-School Collaboration CoP led by national family organizations to bridge family initiatives. - Brain Injury in Youth created by the National Collaborative for Children with Brain Injury (SEAs, state lead agencies on brain injury, researchers, organizations and federal partners). Summits The IDEA Partnerships held two of the first large meetings of stakeholders who shared the implementation of IDEA. In the Pipeline With NASSP. Communities of Practice: Working Across Boundaries First National Cross-Partner Summit: 2001 Second National Cross-Partner Summit: 2003 NASP Public Policy Institutes NASP Leaders from around the country focus on adaptive leadership through Leading by Convening and Communities of Practice. PMP: The PolicyMaker Partnership National Association of State Mental Health Program Directors Shared Agenda: Education, Mental Health and Families. Launched the Behavioral Health Community of Practice (CoP). National Conference of State Legislatures CADRE of twenty-five House and Senate Education Chairs. Topics: Special Education Funding Formulas, Behavioral Health, RTI. NAESP NAESP pioneers Communities of Practice on RTI/MTSS, with the School Administrators of Montana, an umbrella organizations. organization of many National Fiesta Educativa's Dialogue Guides on English Language Learners Developed to connect families, practitioners and university researchers. The School Superintendents Association Coordinated services: Nonacademic supports for academic gain. Supported the development of the Behavioral Health CoP. Interconnected System Framework Developed with PBIS Center, Chapter 8 focuses on the stakeholder perspective and cross-agency collaboration. Council of Chief State School Officers Special Education in the High Poverty Schools Network. IDEA Funds in School wide Programs launched the IDEA Title I Collaboration Community. 18 States with CCSSO/NASDSE and NASTID. Title l/IDEA Collaboration Community and RTI SUMMIT 18 States with CCSSO, NASDSE, NASTID and Inspector General’s Office of Cooperative Audit Resolution. The work merged into the RTI Center. CCSSO and the IDEA Partnership organized the first RTI Summit. Youth Engagement Youth led transition webinars, meetings, presentations and tools. Interagency Transition CoP 12 States, 12 National Organizations, 5 TA Centers. ASD CoP 16 States, 5 National Organizations, 3 TA Centers. National Governors Association Center for Best Practices Students with disabilities in Standards-Based Education Systems; Students with disabilities in Statewide Assessments. GA C.A.F.E. Parents mentors use Dialogue Guide to improve outcomes for students with disabilities. American Association of Colleges for Teacher Education AACTE Board Committee: Sharing perspectives on policy drivers with State Directors: Typology of Special Education Program Design. School Behavioral Health CoP 17 States, 21 National Organizations, 8 TA Centers. Combined Federal Programs Meeting Association for Supervision and Curriculum Development Access to the general curriculum, Universal Design for Learning (UDL). CoP in INTASC with CCSSO Building connections across higher education, State agencies, and practitioners on HQT. Stakeholder organizations participated actively in INTASC meetings for the first time. The First Version of Sharedwork: Website Launch States/Organizations/TA Centers create a collaborative online space. 100 Black Men of America, INC. Wimberley Initiative: Developing relationships between high poverty schools and local chapter of the 100. Military Child Education Coalition Led the Military Families Practice Group (School Behavioral Health CoP) and led work on SWD under the State Compacts (MIC3). National Center for Systemic Improvement NCSI Staff co-lead activities at the 2015 Partnership Meeting. New Eyes With CCSSO and INTASC on Teacher Prep. Education Commission of the States Added Special Education as a key term for review and publication in all State legislative initiatives. IDEA 2016 New Eyes With CCSSO and INTASC on Teacher Prep.

Lessons Learned IDEA 2016

If we promote a common definition of engagement, we will see higher quality engagement. Key Points: We all use the term ‘engagement’. We use the same word to convey different depths of engagement. We are giving ‘mixed messages’ about the meaning of engagement. We can define the various depths of engagement. Learned through: Creating stakeholder developed Rubrics. SEA /LA use of rubrics as a ‘practice profile’ for the SSIP. SEA request for ‘clickable rubrics’ that offer coaching on LbC tools to use and provide stakeholder developed ‘tips’. Working with other TA centers on engagement as it is represented in documents and tools. IDEA 2016

If we promote adaptive leadership approaches, we will see more two–way learning between the SEA/LA and its stakeholders. Key Points: SEAs must ‘retool’ to support local change. This requires a different set of skills that were needed before. Technical approaches (EBP training, manuals, protocols) are important. Adaptive approaches (customization, dialogue, agreement, personal practice change) are also important. Fidelity matters ... but so does context! There is a need for more ‘two-way learning’. Learned through: Building state based CoPs around persistent challenges. Stakeholder reports about engagement in the SSIP. SEA/LA descriptions of engagement strategies in the SSIP. IDEA 2016

If we work across the boundaries of agency, role and discipline, we will find an entry point for shared work. Key Points: Before we can align, we must learn to communicate. We have different perspectives based on our experiences, our roles and our training traditions. We often do not even recognize a common issue in the vocabulary of another. We must acknowledge these differences and bring people together around common goals. When we focus on goals, different perspectives can be an asset. In complex systems, everybody is a learner! Learned through: Developing the concept paper for Mental Health, Schools and Families Working Together – Toward a Shared Agenda Convening Interagency CoPs on Transition and Mental Health. Convening across IDEA and Title I. Co-creating the Stakeholder chapter in the Interconnected System Framework. Supporting Project AWARE Grants in states. IDEA 2016

If we engage professional and family organizations, we will build broader awareness and greater understanding. Key Points: There are deep and durable networks in place. People ‘hear’ messages differently from groups with which they voluntary affiliate. Organizations have a national infrastructure to promote messages and influence the leaders we need to reach. Organizations have a state infrastructure to influence and involve the leaders, practitioners and families we need to reach. Learned through: Tools development Tools use State Based Initiatives in: RTI /MTSS Transition ASD School-based Mental Health IDEA 2016

If we ‘convene’ individuals and groups around issues, we will build relationships through shared work. Key Points: A ‘convening’ is not a meeting. Shared work begins at a ‘convening’. People leave a ‘convening‘ knowing what is next ... and having a role! A ‘convening’ invites all the perspectives from the start. A ‘convening’ provides different ways for people to stay involved. There are specific skills involved in convening that are teachable and learnable. Learned through: Co-convening 17 states, 21 national organizations and 8 TA centers around behavioral health for 12 years. Transforming attendance and participation in the National Conference on School Behavioral Health through the CoP. IDEA Partners lead national practice groups in the CoP and develop the conference strands. Co-convening 12 states, 12 organizations and 5 TA centers around transition for 14 years. Transitioning both CoPs to other conveners at the end of the Partnership. IDEA 2016

If we fail to explore engagement as a ‘science’, we risk losing the attention we need to bring to its importance. Key Points: We talk about a ‘science’ as a disciplined approach. We have collected the research and the theory on engagement. We have 16 years of experiential learning and practitioner/family wisdom. We believe that without clear expectations for behavior change, we will continue to see mostly shallow engagement. We are inviting our colleagues to help define ‘engagement science’. We are encouraging our colleagues to think with us about capturing engagement, a factor in outcomes and sustainability. Learned through: Lack of sustained focus on engagement. Most people describe themselves as a ‘good collaborator’ ... but most stakeholders tell a different story! IDEA 2016

How do the Lessons Learned relate to RDA/SSIP and ESSA?
RDA expresses stakeholder engagement as a key principle. Defining engagement brings clarity to SEA/LAs, stakeholders and TA Centers. Engagement is strategy, a ‘driver’ of the other strategies expressed in the SSIP. Organizations are infrastructure... just a different kind of infrastructure than state supported TA investments. SSIP - PHASE lll demands engagement! ESSA Just as with IDEA 97...ESSA will need engagement to define and close the gaps. ESSA places more emphasis on states and local districts. SEAs/LAs need to build a culture of engagement to influence local change. Local districts need to build a culture of engagement to learn from and with practitioners and families. IDEA 2016

Notes to Myself: Lessons Learned
Session 1: 9:00 – 10:30 Notes to Myself: Lessons Learned Points I want to remember: Points I want to make: Questions I want to ask: Connections I want to express: IDEA 2016

Lessons Learned: A Communication Approach
This session is designed to invite others to help us translate the lessons learned. What do people need to know and do? How will we say it simply? Work with your small group to: Define messages. Express them in simple graphics. IDEA 2016

Five key messages (values too).
IDEA 2016

Five dangers you'll avoid.
IDEA 2016

Five key steps to success.
IDEA 2016

Lunch Table Talk At your table choose a facilitator/note taker.
Identify the level of scale at which people are working: _____ National ____ State ____ Local ____ Family Use the rubric at your table to discuss the definitions of each level of engagement. Are there any concerns with the description? Would other groups (states, organizations, TA Centers) want to use them? Is it reasonable to suggest a larger conversation around a shared definition of engagement grounded in these rubrics? Given your experience, at what level is most engagement occurring? Print + rubrics IDEA 2016

The Way of “Partnerships” Leading by Convening
IDEA 2016

Engagement Science … explores and explains, through a conceptual and operational framework, the role of dynamic relationships and stakeholder engagement within the process of systemic change. It examines stakeholder levels of participation - documenting the process and outcomes of this involvement - and extending our understandings of how meaningful engagement, across organizations, contributes to successful and sustainable systemic change. IDEA 2016

Grounding Assumptions of Engagement Science
Systems are made up of people who form relationships and these relationships are central to the change process. The deeper the feelings of trust and respect across these relationships the more willing people are to create a shared vision. The stronger the sense of shared vision the more robust the ownership for the outcomes of change. IDEA 2016

Grounding Assumptions of Engagement Science
The more robust the ownership, the more solid the commitment to take risks, break-down barriers, and share resources in order to accomplish these changes. The more solid the commitment to the changes, the more sustainable the changes. Even with deep trust, shared vision, robust ownership, and solid commitment, sustainable systemic change is hard work. IDEA 2016

While systemic change is not “person” dependent it is “people dependent”! IDEA 2016

Establishing an Evidence Base
Research/ Theory Community Values Practitioner Wisdom IDEA 2016

16 Years of Practitioner/Family Wisdom
Exploring Natural Affinities. Establishing Respectful Working Relationships. Creating New Affiliations. Building Networks. Identifying Shared Goals/Vision. Engaging in Systemic Change! IDEA 2016

Shared Values All stakeholders matter. Participatory planning brings multiple benefits. If you are willing to give-up a little you often gain a lot. Everyone is a leader and a learner. Meet people where they are. Help them to lead in place. Promote shared vison, outcomes and credit. IDEA 2016

Research and Theory: Engagement Science
Classic Theories Personal Engagement Theory (Kahn) Social Learning Theory (Bandura) Ecological System Theory (Brofenbrenner) Social Development Theory (Vygotski) Group Dynamics (Lewin) Related Concepts Social Learning Improvement Science Communities of Practice Adaptive Leadership Community Engagement Collective Impact Implementation Science Stakeholder Engagement Organizational Learning Education/Special Education ESSA IDEA RDA Site-Based Management Families as Partners IDEA 2016

Three Foundational Theories
Social Learning Theory (Bandura): The study of learning through observing others Ecological Systems Theory (Bronfenbrenner): One’s environment influences one’s development Personal Engagement Theory (Kahn): In one’s work, one decides to commit to a role, an identity and a relationship that offers fulfillment Kahn: individuals can make real choices about how much of their real, personal selves they would reveal and express in their work. IDEA 2016

Social Learning Theory (Bandura, 1977)
Bandura says… People learn from one another through observation, imitation and modeling Mental states are important to learning Intrinsic reinforcement influences learning and behavior (internal reward, such as pride, satisfaction, and a sense of accomplishment) Learning does not necessarily lead to a change in behavior How does Bandura’s theory support Engagement Science? Convening around issues Engaging people to influence learning Modeling engagement Learning through interactions Co-creating shared content Motivating people to change their behavior/practice Creating opportunities for people to contribute Creating opportunities for people to be both a leader and a learner Should we add the concept of self-efficacy: "the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations." IDEA 2016

Ecological Systems Theory (Bronfenbrenner, 1979)
Bronfenbrenner says… Individuals contribute to the construction of their own environment Individuals influence and are influenced by others Individuals operate in different system environments (from micro to macro) All issues are seen through the lens of relationships, contexts, structures and systems How does Bronfenbrenner’s theory support Engagement Science? Learning through interactions Creating opportunities for people to contribute Learning is two-way Valuing multiple perspectives Learning across systems and roles Exploring the landscape of an issue Understanding that issues look different across different levels of scale (national, state, local, individual) IDEA 2016

Personal Engagement Theory (Kahn, 1990)
Kahn says… When individuals are engaged they bring all aspects of themselves, cognitive, emotional, and physical, to the performance of their work role. Kahn identified three degrees of engagement: psychological meaningfulness (return on investment), psychological safety (expressing the true self), and psychological availability (belief that one has resources). In one’s work, one decides to commit to a role, an identity and a relationship that offers fulfillment How does Kahn’s theory support Engagement Science? Creating opportunities for people to contribute Identifying what motivates people to change their behavior/practice Creating opportunities for people to be both a leader and a learner Engagement begins with individual choice and is characterized by learning and involvement Engagement cannot be directed or commanded, but it can be nurtured Engagement is an intense connection between the self and the work role where people fully express themselves physically, cognitively and emotionally at work When people think about their job roles as meaningful – they are respectful and supportive for their organizations IDEA 2016

New Lessons in Old Ideas
At your table: Choose a note-taker. Review the slide describing the work of the theorist assigned to your table. As a group, answer these questions: What key points in the theory relate to a situation that you recognize? What strategies in ‘Engagement Science’ might address this issue? IDEA 2016

Systems are made up of people who form relationships and these relationships are central to the change process. Bandura People learn from one another through observation, imitation and modeling Learning does not necessarily lead to a change in behavior Bronfenbrenner Individuals influence and are influenced by others Individuals operate in different system environments (from micro to macro) All issues are seen through the lens of relationships, contexts, structures and systems Kahn Personal investment Meaningfulness and personal value Belief in personal capacity Safety in self-expression Personal decision to reveal self and express self in one’s work Mary Ruth IDEA 2016

Systems are made up of people who form relationships and these relationships are central to the change process. Every Student Succeeds Act (ESSA) We’re In This Together: ESSA opens the door for more engagement with all sorts of “stakeholders” at the state and local level. Engaging families is an ESSA goal and replaces the family involvement as a way to describe deeper levels of connection. Non-academic indicator in the accountability systems opens the door for a dialogue about the multiple factors that influence student learning (e.g., student engagement, educator engagement, or school climate and safety). IDEA 2016

Systems are made up of people who form relationships and these relationships are central to the change process. Individuals with Disability Education Act (IDEA) IEP Team membership for decision making Dispute resolution process to achieve agreement Free Appropriate Public Education (FAPE) defined by a representative group Results-Driven Accountability (RDA): Office of Special Education Programs (OSEP) Stakeholder engagement Broad stakeholder representation Adaptive leadership for sustainability IDEA 2016

How can the principles of Engagement Science help us address the challenges of systemic change? Three Dialogues IDEA 2016

Dialogue 1: What actions, beliefs, or skills embody positive engagement? Check all the suggested actions, beliefs, and skills that you feel are valid Brainstorm any additional actions, beliefs, or skills Circle the three that you feel are most central to positive engagement IDEA 2016

Dialogue 2: What are the challenges we face when we work for systems change? Check all the suggested challenges that you feel are valid Brainstorm any additional challenges Circle the three that you feel are greatest barriers to successful systemic change IDEA 2016

Dialogue 3: How can the components of engagement (Dialogue 1) help us overcome or address the challenges of systems change (Dialogue 2)? Match the components of engagement with the challenges of systemic change that they help to address Craft a summary statement that shares your view on how the components of positive engagement help to address the challenges of systemic change IDEA 2016

Bridging Tools: Theory in Action
Many people want to engage others but do not know how. They have not seen engagement modeled for them They do not have the time to create activities They do not know what to ask people to do They worry that something might go wrong More.... Bridging Tools are the ‘scaffold’ to help people develop better engagement strategies and more confidence in sharing the work with others. IDEA 2016

Key LbC Principles Find ways to translate complex work into simple ways that many people can participate. Use Bridging Tools to develop the background knowledge that people need to take larger roles. Try it ... you’ll like it! IDEA 2016

About Bridging Tools... This session is designed to translate the value of bridging tools. Why would we want to use a particular bridging tool? What might hold us back? Work with your small group to: Explore a Bridging Tool (20 minute ... tops!) Define messages (20 minutes) Express them in simple graphics (20 minutes) Determine who will express your work to the group and decide what your group wants to convey (15 minutes) IDEA 2016

Bridging Tools: Why? ... and Why Not!
I’m not sure I want to use__________. I want to use _____! IDEA 2016

Name of Bridging Tool: A ‘How To’
Advice Key Step IDEA 2016

Name of Bridging Tool: A ‘How To’
IDEA 2016

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