Transcript FIEP: A THREE YEAR INDIANA INITIATIVE

FIEP: A THREE YEAR
INDIANA INITIATIVE
CLAIRE THORSEN
INDIANA DEPARTMENT FOR EXCEPTIONAL
LEARNERS
IN*SOURCE
BLUMBERG CENTER, INDIANA STATE
UNIVERSITY
IN THE BEGINNING
 HOW
TO IMPROVE STUDENT
OUTCOMES?
 HOW TO IMPROVE STUDENT IEPS?
 HOW TO IMPROVE PARENT SCHOOL
COLLABORATION?
 HOW TO SUPPORT SCHOOL
IMPROVEMENT AND CULTURAL
CHANGE?
 IEPS
WHAT’S NEEDED FOR
IMPROVED STUDENT
ACHIEVEMENT
ADDRESSING STRENGTHS AND
CHALLENGES
 IEPS THAT ARE MEASUREABLE
 IEPS THAT ARE CAREFULLY MONITOR
 IEPS BASED ON DATA IS ANALYZED
 IEPS BASED ON INPUT FROM ALL
PARTICIPANTS
IEP MEETINGS TO IMPROVE
OUTCOMES
A
STUDENT FOCUS
 A PROCESS
 ACTIVE PARTICIPATION BY ALL
MEMBERS
 CLEAR UNDERSTANDING OF
MATERIAL PRESENTED AND
DISCUSSED
 PARTICIPANTS WHO VALUE
COLLABORATION
A ROADMAP FOR THE MEETING
 PARTICIPANTS LISTENING TO
UNDERSTAND
 COMMUNICATION GUIDELINES
 CLEAR UNDERSTANDING OF GOALS
FOR THE MEETING
 SOMEONE TO KEEP THE MEETING
ON TRACK

REINVENT THE WHEEL OR USE
THE WHEEL
 USE
A FACILITATION METHOD TO
SUPPORT THE IEP PROCESS
 USE MULTIPLE METHODS TO
SUPPORT THE IEP PROCESS
 LOCATE AND UTILIZE A PRODUCT
ALREADY DEVELOPED
SEARCH PROCESS
 REVIEW
KNOWN FACILITATION
METHODS: PROS AND CONS
 SELECTION
FIT”
OF METHOD OF “BEST
 INTERACTION
METHOD
STRENGTH OF THE
INTERACTION METHOD
 THE
MODEL
COLLABORATIVE
ATTITUDE
INSERT THE MODEL
RESPONSIBILITY
STRATEGIC
THINKING
SHARED
FACILITATIVE
BEHAVIORS
MODEL AS MOTTO FOR SPECIAL
EDUCATION
– A CHILD CENTERED PROGRAM
DEVELOPED THROUGH THE
COLLABORATIVE PARTNERSHIP OF THE
CASE CONFERENCE COMMITY, WHO
SHARE THE RESPONSIBILTY FOR
CAREFULLY ANALYZING ALL AVAILABLE
DATA AND UTILIZING FACILITATIVE
TOOLS AND TECHNIQUES TO REACH
CONCENSUS ON AN APPROPRIATE IEP
FOR A STUDENT
PILOTTING FIEP
 FIEP=
ESSENTIAL FACILITATION
FOR INDIVIDUALIZED
EDUCATION PROGRAMS
 A MARRIAGE OF THE ESSENTIAL
FACILITATION PROCESS
(INTERACTION METHOD) AND
RULES AND REGULATIONS FOR A
LEGALLY CONSTITUTED IEP
MEETING
 TRAINING
FOR 26
–13 PARENTS AND PARENT
ADVOCATES
–13 SCHOOL PERSONNEL:
DIRECTORS, PRINCIPALS,
TEACHERS, COORDINATORS,
RELATED SERVICE STAFF
RESULTS OF PILOTS

HIGH LEVELS OF THE FOLLOWING:
-- DISTRUST
-- BLAME
-- ANGER
-- EMOTIONALITY
-- VERBAL AGRESSION
-- DEFENSIVENESS
IMPACT ON CONDUCTING FIEP
TRAININGS
 RE-THINK
THE FOLLOWING:
--PURPOSE AND OUTCOMES OF
FIEP TRAINING PROGRAM
--PARENT PARTICIPATION
-- SCHOOL/AGENCY
PARTICIPATION
--ESTABLISHING AN ADVISORY
GROUP
--NEED FOR A PROJECT
COORDINATOR
--NEED TO INVOLVE OTHER
AGENCIES TO HELP IDENTIFY
TRAINEES
PROPOSALS
 HIRE
A STATEWIDE COORDINATOR
 ESTABLISH
AN INTEGRATED
ADVISORY COUNCIL
 DESIGN
A YEAR LONG PILOT
PROGRAM
 Define
project
 Define
pilot project and long term
roles of schools and agencies
in the project
 MEET
FORMALLY WITH THE
DIRECTOR OF EXCEPTIONAL
LEARNERS FOR THE STATE OF
INIDIANA
INITIATIVE PROPOSAL
 PURPOSE:
TO PROVIDE
APPROPRIATE PROGRAMS FOR
CHILDREN WITH SPECIAL NEEDS
DEVELOPED BY COLLABORATIVE
TEAMS, GUIDED BY THE
FACILITATION PROCESS …
 METHOD:
OFFER FIEP TRAININGS
TO PARENTS/PARENT ADVOCATES
AND SCHOOL PERSONNEL
 PAY
TRAINING FEES,LODGING,PER
DIEM FOR UP TO FIVE PARENTS PER
TRAINING
 HOLD
STATEWIDE TRAININGS IN
INDIANAPOLIS
 SUPPORT DISTRICTS/ROUND
TABLES WHO WANT TO OFFER ON
SITE TRAININGS KEEPING TRAINING
COST AT CONSTANT LEVEL FOR ALL
GROUPS (AS PRICES INCREASED SO
WOULD SUPPORT
 Offer
state-wide trainings four times
per year to educate potential
participants
NEGOTIATE A BULK PRICE FOR 25 OR
MORE TRAININGS
 HIRE A COORDINATOR TO BECOME
TRAINED AS A TRAINER FOR
INDIANA AS WELL AS OTHER STATES
TO OVERSEE, MARKET, SET-UP AND
CONTRACT FOR TRAININGS


COORDINATOR
WOULD SERVE
AS A STATEWIDE NEUTRAL
FACILITATOR AS ASSIGNED BY
THE DEL DIRECTOR OR
REQUESTED BY DISTRICTS
ESTABLISH A WORKING
ADVISORY COUNCIL TO PROVIDE
DIRECTION AND DEFINITION TO
PROJECT
 ADVISORY
COUNCIL TO INCLUDE
THE FOLLOWING REPRENTATIVES:
SPECIAL ED DIRECTORS, IDOE,
INSOURCE, ALTERNATE DISPUTE
RESOLUTION, PRACTICING
FACILITATORS, UNIVERSITY
FACULTY.
 Set up seven pilot sites throughout
the state:
1
1
1
1
1
1
1
metropolitan site
rural site
northern site
central site
southern site
midsize city site
high conflict site
Purpose of the Project
 Support
schools and families working
together to successfully educate
students
 Support change in school’s culture
 Increase understanding and
collaboration
 Reduce conflict and due process
Goals
 Provide
specialized training to
parents, schools staff and other
interested parties
 Research
the outcomes of the
training through pre- and postsurveys
 Monitor
the number and location of
due process hearings through state
documentation and law firms
 Monitor
the number of pre-due
process meetings that actually go to
trial when facilitation is used
 Provide
coaching and support to new
trainees upon request
 Based
on results of outcomes,
determine the effectiveness of the
FIEP process in Indiana
 Make
the trainings affordable
Marketing
 Develop
a marketing strategies
– Individual contacts
– Roundtables
– ICASE
– Brochures
– E-mail to superintends, directors of
special education, department
chairs, principals, family agencies
Submit Application
 Proposals
submitted to the
Department of Education
 Information
meeting with
Department staff
 Approval
and grant award
Implementation
 October
2002
 Marketing:
Personal contacts and
presentations to districts and
roundtables
 Sessions at ICASE
 Distribution of materials
Trainings
 Ten
during year one
– 4 state-wide
– 6 district or round table
– Coordinator plus and additional 4GL
trainer
– Administrators, school staff,
parents, State Level administrators
9
during year two
 6 DURING YEAR TWO
 Over
500 trained
– 50 parents and advocates
A View of Training
 IMPORTANT
TRAINING
ASPECTS OF THE
CRITICAL COMPONENTS OF
FACILITATION TRAINING
 TRAINEES
PERSPECTIVES:
–OBSERVING SKILLED
FACILITATORS
–THE INTERACTION MODEL
–BUIDLING AGENDAS, OUTCOMES
AND GROUND RULES
–PRE-PLANNING: INTERVIEWING
PARENTS AND SCHOOL
ADMINISTRATORS
– SHARING ROLES AND
RESPONSIBILITIES IN A MEETING
– DIFFERENCE BETWEEN A MEETING
CHAIR FACILITATOR AND A
NEUTRAL FACILITATOR
– PREVENTIONS AND
INTERVENTIONS
– COACHED ROLE PLAYING
– USE OF A SCRIBE IN A DIFFICULT
MEETING
– THE VALUE OF ACTIVE LISTENING
– THE NEED FOR UNDERSTANDING
– GETTING SMALL AGREEMENTS
EVERY STEP OF THE MEETING
– WATCH MAKING ASSUMPTIONS
– WHOLE GROUP PARTICIPATION IS
ESSENTIAL TO GOOD AGREEMENTS
 USING
TECHNIQUES SUCH AS
ACCEPT AND LEGITIMIZE CAN
DEFUSE CONFLICT
 DETERMINING ISSUES, INTEREST,
AND POSITIONS CAN HELP RESOLVE
CONFLICT
 FROM
A STATE-WIDE NEUTRAL
FACILITATORS STAND POINT
– UNDERSTANDING THE
RELATIONSHIP BETWEEN THE
LADDER OF INFERENCE AND
YOURSELF AS A NEUTRAL
FACILITATOR
– CONTRACTING YOUR POWER FROM
THE GROUP
ACTIVE LISTENING AND TRUE
UNDERSTANDING OF POINTS OF
VIEW ARE CRITICAL TO
MAINTAINING NEUTRALITY
ACCEPT AND LEGITIMIZE MUST BE A
NATURAL PROCESS FOR
FACILITATORS
– WHERE CONFLICT EXISTS IT IS
CRUCIAL TO IDENTIFY THE
CONCERNS AT THE BEGINNING OF
THE MEETING AND IDENTIFY ON
THE AGENDA WHERE THEY WILL BE
ADDRESSED
CLEARLY MARK AGREEMENTS
--USE A SCRIBE
– PROVIDE THE SCRIBE ACCURATE
INFORMATION AND CHECK THE
NOTES
– VALUE THE CONCEPTS OF THE
INTERACTION METHOD:
 SHARED
RESPONSIBILITY,
COLLABORATIVE ATTITUDE, STRATEGIC
THINKING, FACILITATIVE BEHAVIORS
CONCEPT OF NEUTRAL
FACILITATOR
 INSERT
INDIANA MODEL
TRAINING NETWORK
 BLUMBERG
MAINTAINS A DATA BASE
OF ALL PEOPLE FIEP TRAINED
 EACH CADRE GROUP RECEIVES AN
ACCESS LIST OF THE PARTICIPANTS
 TRAINEES ARE CONTACTED TO
OFFER ADDITIONAL ONSITE
TRAINING AND COACHING
CREDITS
 CONTINUING
EDUCATION UNITS
ARE OFFERED TO PARTICIPANTS
AND PAID FOR THROUGH THE
GRANT
 OBTAINING COLLEGE CREDITS IS IN
PROCESS
DATA FROM THE TRAININGS
 INSERT
DATA FROM SURVEY
 FROM DOE: DUE PROCESS,
MEDICATION, COMPLAINTS (SANDY
SCUDDER
 TITLE AND USE AS MANY SLIDES AS
NEEDED
CO-FACILITATION
 PARENT
SCHOOL COLLABORATION
 IN*SOURCE (INDIANA RESOURCE
CENTER FOR FAMILIES WITH
SPECIAL NEEDS
 SEVEN DIRECTORS OF SPECIAL
EDUCATION
 DOUG LITTLE
 BLUMBERG CENTER
PROPOSAL TO DOE
 GOAL:
“LEVEL THE PLAYING FIELD”
 WHO: PARENT AND SCHOOL STAFF
FACILITATING MEETINGS
TOGETHER
 WHY: BUILDING TRUST, CULTURAL
CHANGE, IMPROVE
OUTCOMES FOR STUDENTS
 HOW: DEMONSTRATE
COLLABORATION
DEVELOPING CO-FACILITATION
TRAINING
 MUST
HAVE DEMONSTRATED
FACILITATION SKILLS DURING FIEP
TRAINING
 BE RECOMMENDED BY IN*SOURCE
OR SPECIAL EDUCATION DIRECTOR
 PARENT/ADVOCATE COMPLETED
ADVOCACY TRAINING PROGRAM
AND HAVE SERVED AS AN
ADVOCATE
 BE
WILLING TO WORK WITH
ANOTHER FACILITATOR
 BE WILLING TO COMPLETE A THREE
DAY TRAINING COURSE
 BE WILLING TO TRAVEL
 BE WILLING TO HAVE PARENT AS
ONE OF TWO FACILITATORS
CO-FACILITATION TRAINING
OUTLINE
 START-UP
: A HISTORY OF HOW WE
STARTED
 SPECIAL EDUCATION RULES AND
REGULATIONS: AN OVERVIEW
 WORKING WITH ANOTHER
FACILITATOR:
– CO-FACILITATION
– WHOLE CO-FACILITATION
RELATIONSHIP
– HEALTHY WORKING
RELATIONSHIPS
– CONTRACT BETWEEN
FACILITATORS
– CO-FACILITATOR GROUND RULES
– PRACTICAL ELEMENTS OF COFACILITATION
– ONE-UP, ONE-DOWN
– WHAT DOES IT TAKE TO WORK
WITH SOMEONE ELSE
– DEVELOPING THE RELATIONSHIP
– DIMENSIONS OF CO-FACILITATION
SIMILARITIES AND DIFFERENCES
--WHAT DOES IT TAKE
--ADVANTAGES/DISADVANTAGES
--Co-FACILITATION WAIVER
 KIRTON
ADAPTION-INNOVATION
INVENTORY
 APPLICATION: SETTING UP A COFACILITATED MEETING
 EVALUATION AND FEEDBACK
 ETHICS
 REVIEW OF STATE DOCUMENTS FOR
SPECIAL EDUCATION
WHY NOT USE THE FIEP
PROCESS?
 IT’S
TOO LONG
 I CAN’T BE RUDE
 I CAN’T BE NEUTRAL
 I’M TOO USE TO BEING IN CONTENT
 I’M AFRAID TO TRY SOMETHING
NEW IN MY BUILDING
 IT’S MORE WORK FOR ME
I
REALLY DON’T WANT TO CALL A
PARENT PRIOR TO THE MEETING
 IT’S NOT TO THE SCHOOLS
ADVANTAGE TO HAVE AN INFORMED
PARENT
 I DON’T WANT TO ADD TO SOMEONE
ELSES DUTIES
 NO WANT IS MAKING FIEP A
PRIORITY
 IT
DOESN’T FIT INTO THE HIGH
SCHOOL SCHEDULE
 MY COLLEAGUES NEED ME ON THEIR
SIDE
WHY USE THE FIEP PROCESS?
 THE
MEETING IS CHILD FOCUSSED
 EVERYONE PARTICIPATES
 PEOPLE UNDERSTAND WHAT THEY
ARE AGREEING TO
 MUTUAL RESPECT IS ENCOURAGED
 ACTIVE LISTENING IS ENCOURAGED
 THE GROUP IS RESPONSIBLE FOR
THE DECISIONS
 PROBLEMS
CAN BE PREVENTED
 IF PROBLEMS EXIST, TRUST CAN BE
REBUILT
 THE MEETING HAS CLEAR
DIRECTION
 PEOPLE STAY FOCUSSED
 THE COMMITTEE WORKS TO SOLVE
ITS OWN PROBLEMS
 IF
DUE PROCESS IS A FACT, ISSUES
OF DISAGREEMENT CAN BE
IDENTIFIED
 AFTER THE INITIAL MEETING,
MEETING TIME MAY BE REDUCED
 GOOD WAY TO INTRODUCE EARLY
CHILDHOOD TRANSITIONING
FAMILIES TO THE PUBLIC SCHOOL
ADDITIONAL ISSUES FOR THE
INITIATIVE
 UPDATING
TRAININGS
 QUALITY ASSURANCE
 FACILITATORS AND DUE PROCESS
HEARINGS
 CUSTOMIZATION OF TRAININGS
 DEVELOPING A REFERRAL PROCESS
TO BE USED BY MEDIATORS AND
HEARING OFFICERS
 FIEP
FOR HEADSTART
 MORE DETAILED RESEARCH ABOUT
THE IMPACT OF THE FIEP PROCESS
ON MEETING PARTICIPANTS
 TRAINING MORE STATE-WIDE
NEUTRAL FACILITATORS
 USING THE FIEP PROCESS FOR ALL
TRANSITION MEETINGS
 PLACING
NEUTRAL FACILITATORS
WITH IN THE DEPARTMENT OF DUE
PROCESS AND COMPLAINT
INVESTIGATION
 TRAIN MEDIATORS AND HEARING
OFFICERS IN THE PROCESS TO
PROVIDE BETTER OPTIONS FOR
REFERRAL
CONCLUSION
 SUMMARY
 QUESTIONS
AND ANSWERS
INDIANA MODEL
 INSERT
MODEL