of IEP Facilitation Nuts and bolts of IEP

of IEP Facilitation

Nuts and bolts of IEP facilitation Request for facilitation Developing the Agenda Scheduling the meeting Before the meeting The Meeting Lead and discuss Closing the meeting

Request for IEP Facilitation Calls come from parents, districts, and Admin.

Request for facilitation From the district? Parent request? Need parent and district contact information ◦ Try to get it all for both the district and parent ◦ Name, home number, work number, cell number, and email What do they know ◦ Does the parent and the rest of team know it will be facilitated? ◦ Does the parent and district know what facilitation means? ◦ Does the parent and district staff know you will be calling them?

DEVELOPING THE AGENDA THE PHONE CALLS!

Developing the agenda What type of meeting is this? ◦ Annual, Triennial, Review, etc. ◦ Impacts the agenda to a certain extent. Use a generic facilitation agenda as a starting point

THE PHONE CALLS! Explain your role in the meeting and why you are calling. Ask them for their agenda items ◦ What are the areas they really want to discuss? ◦ Concerns about? Be prepared to listen to concerns, grievances, examples of communication problems etc. from both parent and distrcit

THE PHONE CALLS! Facilitator’s job to narrow down the concerns or desired outcomes Some will explicitly state what they want the outcome to be ◦ Change in placement – “get this kid out of my class” ◦ Change in services – “more speech” Facilitate - listening and responding ◦ “Sounds like you have concerns about … socialization with peers”

THE PHONE CALLS Insert all agenda items in the appropriate places in the IEP Include a designation as to whose agenda item it is ◦ Speech concerns (Parent) ◦ Interaction with age appropriate peers (District)

SCHEDULING THE MEETING

Scheduling the meeting Case manager’s responsibility (district) ◦ Based on my conversations, you may give input, e. g. , “you may want to block out 2 hours” ◦ Impacts your schedule ◦ Block out time for emails/calls before final date ◦ Hold tentative dates on your calendar until your receive the final FINAL date

IEP Meeting Notice Need to receive one Facilitator needs to be listed as participant Allows you to confirm who is attending and how many copies you may need Confirms location, purpose, date, time, etc.

BEFORE THE MEETING Your GO bag Logistics A week, a day before and the day of.

Finalize the agenda Finalize agenda and send out ◦ As a draft with a specific timeline for further input ◦ Or as a final agenda Let both parents and districts know there will be an opportunity at the beginning of the meeting to update agenda with input from all team members if needed.

Your “GO” bag – Laminated generic Chart Markers (Black, agenda Laminated generic ground rules Post it notes Chart paper Pencil/pens Blue Painter’s Tape Blue & Green) Dry Erase/White Board Markers Push Pins Magnets with Clips Large Binder Clips Paper Clips

Your “GO” bag Developed agenda Directions to the site Ground rules Make sure you have enough for everyone.

Logistics Confirm (review meeting notice) Type of meeting ◦ Annual, Triennial, Review, etc. Location of meeting ◦ Make sure you have directions and know how long it takes to get there ◦ Actual room being held Parent has confirmed attendance

Logistics What is the room set up? What will you need if it is not already in the room? ◦ Easel for chart paper, etc. How early is the room available for you to set up? ◦ You should have at least 15 minutes before the IEP starts for set up

Day of the meeting Arrive at least 15 minutes before start time to set up Enough chairs/space for all attendees Set up large agenda, ground rules, parking lot Establish a place (white board, chart paper) to record ◦ meeting time frame, ◦ parking lot items and ◦ team agreements

Day of the meeting Pass out individual agenda and ground rules Lay out post its and pens for everyone to use Make sure that you have access to a clock to end and begin on time and to monitor any breaks, caucuses. Greet everyone as they arrive if you can

Prior to Starting – Case manager and timekeeper know their roles Recorded meetings– do not allow recorders to be turned on until meeting is about to start ◦ Remind at the beginning and as breaks occur that recorders will need to be turned off during breaks/caucuses.

Breaks / Caucuses Explain you may call a break, Team may schedule a pre-determined break time Any team member/s may request a break to caucus.

THE MEETING Don’t forget to… Facilitator leads, team discusses

Starting the meeting Follow the agenda Introduce yourself first – have your spiel ready! Explain ◦ parking lot ◦ purpose for post its and pens ◦ review agenda ◦ ground rules

Meeting Time Frame – Get agreement on ending time If someone has to leave before agreed upon ending time, make sure that the team can agree that it will continue the meeting or if the meeting needs to end. ◦ Remind note taker that this should be in the meeting notes.

Remember your purpose Remain Neutral Monitor your tone of voice, facial expressions, reactions Model good listening skills

Facilitator leads, team discusses Direct team to agenda item Team discusses Check for need for any further discussion/questions Ask for agreement

You faciliate, team discusses If no agreement, ask team to further discuss area of non-agreement and come up with a solution – helping team look for areas of agreement and what area/s are causing the concern. Check for agreement again Make sure Parent/District outcomes are addressed as they come up in the agenda Move to next agenda items

Closing the IEP Review agreements Review areas that the team was unable to get agreement on Make sure note taker has documented all agreements and areas that need further discussion If certain actions/assessments/ etc. need to take place make sure that everyone knows what their responsibilities are and what procedures and/or timelines are in effect.

Closing the IEP If team made it through agenda… Explain that district is obligated to make an offer of FAPE IEP may or may not be signed Inform parent that they can choose to sign in agreement just for the agenda items that the parent/team have agreed upon. If a follow up meeting is needed – try to get team members to schedule or propose dates.

Group Discussion What has happened in an IEP you have attended that has stopped the process? What did the team do? What could the team have done better?

Lets talk about strategies to address a team member/s: Breaking from the agenda “Birdwalking” Breaking ground rules Speaking with a “tone”

Lets talk about strategies to address a team member(s) Personal attacks Emotional outbursts (crying, yelling, abusive language) Irrelevant Not topic areas taking a breath/pause so you can redirect

IEP Facilitation Scenarios We have learned about it, now lets do it! Kyles IEP ◦ 6 IEP participants and 1 facilitator Rhondas IEP ◦ 6 IEP participants (including 1 advocate) 1 facilitator