Competent Learner Model Erin Jerardi BCIU #22 Induction Project.
The IEP Process September 5, 2012 Regina Rausch, MA Ed. BCIU.
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Transcript of The IEP Process September 5, 2012 Regina Rausch, MA Ed. BCIU.
The IEP ProcessSeptember 5, 2012
Regina Rausch, MA Ed.BCIU
AgendaIntroductions
Review ER/RR/IEP Processes and Timeline
Break
Discuss Effective IEP Meetings
2
3
1. Evaluation
60 Days
3. IEPDevelopment30 Days
4. IEP Implementation 10 days
5. Progress Monitoring
6. Annual IEP Review 2. Determination
of Eligibility
7. Reevalution
Every 3 yrs/
ID every 2 yrs
Timeline for Special Education (and other resources)
http://ieps.wikispaces.com/home
MODULE 1:ER/RR
Purposes of Purposes of Initial EvaluationInitial Evaluation
To see if the child is a “child with a disability,” as defined by IDEA
To gather information that will help determine child’s educational needs
To guide decision making about appropriate educational program for the child
Requesting an Requesting an Initial EvaluationInitial Evaluation
A parent or a public agency can ask for an initial evaluation of a child.
Public agency must obtain parent consent before conducting initial evaluation of the child.
BeforeBefore Any Initial Any Initial EvaluationEvaluation
Public agency must:
Provide parent with prior written notice
Provide parent with procedural safeguards notice
Obtain parent’sinformed written consent
Parent consent for initial evaluation must not be construed as consent for initial provision of special education and related services.
Consent is for initial evaluation, nothing more.
Key Points about Initial EvaluationKey Points about Initial Evaluation
Must be conducted within 60 calendar days of parental consent for evaluation (or within State-established timeline)
Must be full and individual
Key Points about Initial EvaluationKey Points about Initial Evaluation
Must use a variety of assessment tools and strategies
Must gather relevant information about the child
Functional Developmental Academic
Including what the parents provide
Review of Existing Evaluation DataReview of Existing Evaluation Data
As part of an initial evaluation (if appropriate) IEP team and other qualified professionals, as appropriate, must review existing evaluation data on the child, including:
Information and evaluations provided by parents
Current assessments (classroom-based, local, or State)
Classroom-based observations Observations by teachers and
related services providers
Review of Existing Evaluation DataReview of Existing Evaluation Data
On the basis of that review and input from the parents:
This group identifies what additional data (if any) are needed to determine:
If child is a “child with a disability” Child’s educational needs Child’s present levels of academic
achievement and related developmental needs Whether child needs special education and
related servicesAnd…
Review of Existing Evaluation DataReview of Existing Evaluation Data
Whether any additions or modifications to the special education and related services are needed to enable child…
To meet annual goals in the IEP
To participate in general education curriculum (as appropriate)
Group may conduct its review without a meeting.
Review of Existing Evaluation DataReview of Existing Evaluation Data
Is there enough data to provide the info needed?
No. Yes.
Public agency must administer assessments and other measures to produce the data needed.
Public agency must notify parents:
of that determination and the reason for it
that parents have the right to request an assessment of child
Determining the ChildDetermining the Child’’s Eligibilitys Eligibility
A group of qualified professionals and the parent determines whether the child is a “child with a disability.”
Factors involved in making this determination:
How IDEA defines “child with a disability” IDEA’s special rule for eligibility
determination A variety of information sources
Determining the ChildDetermining the Child’’s Eligibilitys Eligibility
IDEA’s Special Rule
Lack of appropriate instruction in reading… Lack of appropriate instruction in math, or Limited English proficiency; and
If the child does not otherwise meet theeligibility criteria at §300.8(a).
A child must not be determined to be a “child with a disability” if the determinant factor for deciding so is…
Determining the ChildDetermining the Child’’s Eligibilitys Eligibility
Aptitude tests Achievement tests Parent input Teacher
recommendations
Public agency must draw upon information from a variety of sources, including:
Information about child’s: Physical condition Social or cultural
background Adaptive behavior
Public agency must ensure that information obtained from all these sources is documented and carefully considered.
Determining the ChildDetermining the Child’’s Eligibilitys Eligibility
IDEA contains “Additional Procedures for Identifying Children with Specific Learning Disabilities.
(1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having…
…and who, by reason thereof, needs special education and related services.
autism deaf-blindnessdeafnessemotional disturbance hearing impairmentIntellectual disabilitymultiple disabilitiesorthopedic impairment other health impairment specific learning disability speech or language impairmenttraumatic brain injury orvisual impairment (including blindness)
So—is the child a “child with a disability” under IDEA?
Public agency provides parent with…
a copy of evaluation
report documentation of
eligibility determination
…at no cost to the parent.
Upon completion of the administration of assessments and other evaluation measures
ReevaluationsReevaluations
Must occur at least once every 3 years— Unless parent and public agency agree a reevaluation is unnecessary
May occur not more than once a year— Unless parent and public agency agree otherwise
What reevaluation shares with initial evaluation:
Its purposes Prior written notice Procedural safeguards
notice* Review of existing
evaluation data Parent consent
Gathering additional data, if needed
Parent involvement in evaluation group
Parent involvement in eligibility determination
Factors involved in determining eligibility
Reporting to parents
*Upon parent request for an evaluation
Other Evaluation Provisions
Evaluation is required before determining a child is no longer a “child with a disability” except—
… when the child’s eligibility under Part B ends because:
the child graduates from secondary school with a regular diploma; or
the child exceeds age eligibility for FAPE under State law.
Other Evaluation Provisions
When child’s eligibility under Part B ends—
…Public agency must provide child with—
Summary of child’s academic achievement and functional performance, including…
Recommendations on how to assist child in meeting his or her postsecondary goals
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1. Evaluation
60 Days
3. IEPDevelopment30 Days
4. IEP Implementation 10 days
5. Progress Monitoring
6. Annual IEP Review 2. Determination
of Eligibility
7. Reevalution
Every 3 yrs/
ID every 2 yrs
MODULE 2:IEP Development
To Provide Educational Benefit
2929
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT
AND FUNCTIONAL PERFORMANCE
30
Writing Present Levels of Performance
It cannot be overstated that the overall quality of an IEP restsfirmly on the foundation of the Present Levels of Performance.
31
The IEP as an individualized long-term lesson plan
Present Levels of Academic Achievement and Functional Performance
Annual goals
Plan and deliver instruction
Measure progress (on-going assessment)
32
Key Questions for Present Levels of Academic Achievement and
Functional Performance Strengths, Affinities?
Needs? Learning styles?
Preferences, Interests?
Parent/Student concerns?
Special Considerations?
Progress in the past year?
Student Performance compared to standards?
Response to Intervention?
What has worked? What hasn’t?
Transition – Post high school plans? (age 14 and up)
33
Present Levels of Academic Achievement and Functional
Performance
• Annual goals are developed to address the individual student’s needs from the Present Levels of Academic Achievement and Functional Performance.
• There must be a direct relationship between the annual goals and the present levels of academic achievement and functional performance.
• Annual goals are statements, which emanate from the present levels of achievement and functional performance.
34
Present Levels of Academic Achievement and Functional
PerformancePresent Levels of Performance must specifically describe and reflect the students’ learning, social and developmental characteristics as identified by the IEP Team.
It is also important to document student strengths and interests in the present levels of performance.
• Strengths can be leveraged to enhance the learning experience.
• Students’ preferences can guide teaching strategies; e.g.Large group vs. small group, learning style, etc.
• Parental and student input must be reflected in order to give a more complete description of the student.
35
Present Levels of Academic Achievement and Functional
PerformanceDetails, details …
When documenting present levels of academic achievement and functional performance, a detailed description of the student’s learning, social and developmental characteristics is required in order to ensure that the annual goals, in turn, will truly address student needs:
e.g. Carla is reading far below grade level. (No detail)
e.g. Carla demonstrates an inability to consistently remember symbol to sound relationships. This prevents her from being able to successfully sound out words. (Details!)
37
Detailed descriptions of students include information relating to progress made since the previous IEP was written, as well as their performance compared to standards.
The IEP must document student growth from one year to the next.
Formal assessments, class tests, as well as teacher and provider observations give information on how the student is performing in comparison to the standards.
Again, details are important:
Suzanne has made progress since last year. (No detail)
Since last year, Suzanne has increased her decoding skills. Currently, she is able to decode multi-syllable words containing closed and open syllables. (Detail!)
Present Levels of Academic Achievement and Functional
Performance
38
Present Levels of Academic Achievement and Functional
PerformanceIndividual students may have unique traits that affect their learning process
Detailed documentation of these traits will give teachers better insight into the student’s individual social–emotional performance.
Details, details, details….
Maria is disruptive. (No detail)
When Maria is confronted by challenging assignments she often reacts by talking loudly, leaving her desk and refusing to complete the assignment. (Detail!)
39
Educational Benefit:Present Levels of Performance
Results of evaluations, as expressed in an IEP, must be interpreted and described in language that is understandable by teachers and parents. Do NOT use clinical language on the IEP.
• Describe the tasks performed• Describe the level of performance obtained• Describe any relevant specific behaviors observed
during testing• Project a description of how weaknesses may affect
classroom performance; e.g. Student’s weakness in auditory processing interferes with her ability to take useful notes. This projection makes it much easier to select pivotal skills goals!
40
Present Levels of Academic Achievement
Provide a summary of baseline academic achievement data/assessment data indicating what the student is currently able to do and a description of how the disability effects student’s progress in the general education curriculum
* include at least 3 of the 4 types of assessment
(Summative, Formative, Diagnostic, Benchmark)
Present Levels of Academic Achievement
Instructional Level and Grade Level
It is critical that assessment, present levels, goals and progress monitoring include both the instructional and grade levels
Instructional level alone does not meet the criteria of the general education curriculum
Grade level alone does not meet the criteria of an IEP based on identified skill deficits
Present Levels of Academic Achievement
Instructional Level and Grade Level
The two levels together allow the student to make progress in the general education curriculum, while also addressing skill deficits
It is necessary to use grade level, particularly for outcome, large scale measures in order to determine if what is in the IEP is working
The information then translates into content for goals and specially designed instruction in order for the student to work toward mastery in the general education curriculum
43
44
Present Levels of Academic Achievement and Functional Performance
Example 1: (Gary is an eighth grader.)
On the calculation subtest, Gary demonstrated mastery of addition and subtraction of four digit numbers, with regrouping. He has mastered the 2, 3, 5 and 10 multiplication tables for single digits. He struggles with long division, which affects his ability to solve algebraic equations. Test results show that Gary has trouble with sequential memory. This affects his ability to easily recall basic math facts, and slows down his completion of assignments.
45
Present Levels of Academic Achievement and Functional
Performance
Example 2:
On the reading comprehension subtest, on which he was required to provide correct answers to questions related to a passage read silently, Gary demonstrated the ability to comprehend reading material on the fifth grade level. His weakness in organizing information appears to affect comprehension. His teacher reports that Gary struggles to understand content area reading assignments, and he takes a long time to complete tests.
46
Present Levels of Academic Achievement and Functional
Performance
Example 3:
Gary’s frustration with his difficulties in reading comprehension interferes with his ability to stay engaged during silent reading assignments in the classroom, and when his peers are responding to teacher questions related to reading material. He often attempts to distract his peers by making jokes, tries to initiate conversation, and looks for reasons to leave his desk. His behaviors escalate when rebuffed by his peers.
47
Present Levels of Academic Achievement and Functional
Performance
It is important to include information about which teaching and learning strategies have been successful with Gary and which ones have not.
Example 5:
Teachers report that Gary does not respond well to independent class activities. He does not like to work alone. He operates best during small group activities in which he has opportunities to share information with and learn from his peers.
48
Educational Benefit:Matching Present Levels
Academic Achievement and Functional Performance to
Annual Goals
All areas of student needs on the Present Levels of Academic Achievement and Functional Performance, MUST be addressed on Annual Goals or within the Specially Designed Instruction.
4949
S.M.A.R.T. Goals
Writing Meaningful IEP Annual Goals
We can’t measure what we cannot sense (see, hear, smell, feel, taste).
Out with the old!Annual goal: (Student) will display improved social
skills.What does that look like?
What is it you want to see?Annual goals must be observable as well as
measurable.
Identify a behavior.Describe a concrete behavior or skill set that the
student will exhibit.
51
Annual GoalsAnnual Goals need to be SMART!
S – SpecificM – MeasurableA – AchievableR – RelevantT – Time related
52
Annual Goals: SMART!
Specific:
Describe what the student will do one year from now that s/he cannot do today.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions, as measured by five consecutive weekly comprehension tests with 90% accuracy.
53
Annual Goals:SMART!
Measurable:
Describe the criteria to be used to measure successful achievement of the goal.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
54
Annual Goals:SMART!
Achievable:
Looking at the student’s present levels of performance, project a goal that is attainable by the student in one year.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
55
Annual GoalsSMART!
Relevant:
The goal must be related to class activities and improve classroom performance.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
56
Annual Goals:SMART!
Time Related:
Describe how long the goal will take to achieve, and, when possible, embed the schedule for assessment.
Example:
In one year, using a sequential reading comprehension improvement program, and given a three-paragraph passage written on a sixth grade level, Gary will answer comprehension questions as measured by five consecutive weekly comprehension tests with 90% accuracy.
57
Annual Goal: Example S – Specific, M – Measurable, A – Achievable, R –
Relevant, T – Time Related
Annual Goal:
In one year, given strategies such as VAKT (visual/auditory/kinesthetic/tactile) association, Paul will fluently decode syllable types: closed, open, vowel-consonant-e, r-controlled, consonant-le and vowel teams*, in controlled text with 90% accuracy as measured in five consecutive trials over a two-week period, as measured by (Whom?).
Annual Goal: Example
To address one possible deficit in reading
comprehension
Sarah has difficulty picking out the main idea from reading passages. She is unable to isolate supporting details to help her understand the text, and she is unable to correctly answer reading comprehension questions.
59
Annual Goal:
In one year, given strategies such as: outlines to help focus on important information, reading guided questions before reading the text, summarizing and paraphrasing during reading, previewing vocabulary and important concepts, prioritizing specific information, Sarah will correctly answer nine out of ten* comprehension questions on reading passages as measured by (Whom?) on five consecutive weekly assessments.
Organization
Daquon lacks ability to organize academic materials for classes and homework. He appears unable to keep track of due dates, class and homework assignments, tests and projects. He loses papers easily and arrives in class and at home without the materials and directions necessary to complete assignments.
61
Annual Goal:
In one year, given explicit sequential instruction in organizational strategies such as using an assignment pad, calendar, checklist system and color-coded folders, Daquon will independently keep track of and complete weekly assignments as measured by (Whom?) over five consecutive weeks with 100% accuracy.
WritingTo address one possible deficit in written
expressive language
Indira has difficulty writing complete sentences, using proper grammar and punctuation. She appears unable to organize ideas to produce expository writing that effectively communicates ideas. She has difficulty with consistently using transition words such as because, although, but, so and therefore to expand sentences to express her ideas.
64
Annual Goal-Example S – Specific, M – Measurable, A – Achievable, R –
Relevant, T – Time Related
Annual Goal:
In one year, given explicit sequential instruction in expanding sentences to include transition words such as because, although, but, so and therefore, Indira will write complex sentences using sentence starters on nine of ten examples as measured by (Whom)? in five assessments over a two -week period.
Behavior: Coping SkillsYasmin has difficulty negotiating situations in
which she is in conflict with her peers. Her inability to establish appropriate boundaries, and to respect the boundaries of others causes her to get into frequent verbal disputes with peers. She uses offensive and threatening language during her disputes.
Behavior : Coping skills
S – Specific, M – Measurable, A – Achievable, R – Relevant, T – Time Related
Goal Within one year, given explicit instruction in conflict resolution strategies and the opportunity to role-play in counseling sessions, Yasmin will state verbally to a peer when she feels that she has been disrespected or her personal space has been invaded, using appropriate, inoffensive words, in 4 out of 5 situations as assessed both in class and in unstructured settings by any of her teachers and/or guidance counselor over two consecutive weeks through direct observations.
Measurable Annual Goals at a Glance
Condition Name Clearly Defined Behavior
Performance Criteria
Describe the situation in which the student will perform the behavior.Materials, settings, accommodations?
Given visual cues…
During lectures in math…
Given active response checks…
Describe behavior in measurable, observable terms.Use action verbs.What will s/he actually DO?
Locate
Name
Point
Separate
Rank
Choose
The level the student must demonstrate for mastery:How well?
% of the time
#times/# times
With the # or % accuracy
“X” or better on a rubric or checklist.
Number of times needed to demonstrate mastery:How consistently?
How consistently will the student need to perform the skill(s) before considered “mastered?”
Evaluation Schedule:
How often?
How often will the student be assessed?
What will be the method of evaluation?
Use
the
Stud
ent’s
Nam
e
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Program Modifications and Specially Designed Instruction
Well developed specially designed instruction focuses directly on reading, writing and math.
Specially designed instruction is delivered across subjects and across teachers throughout the day.
A student does not only receive it when he or she is with the special education teacher.
72
May involve any aspect of the student’s instruction, including materials, techniques, assessments, and activities
May proceed to modifications of content, but only after modifying the instruction
Must consider the regular education curriculum first, then modifications to the regular education curriculum, and only then can SDI involve a special course
The “What” of SDI
73
Anywhere inside or outside the school, as stipulated in the IEP.
Implemented in any classroom.
Implemented by all teachers, although a special education teacher directs it.
If the instruction described is what the student needs to meet the goal, write it in SDI -- this will ensure that it is implemented across all school environments.
Where is SDIImplemented?
74
Examples SDI: Instruction Use of word processor for written assignments and notes.
Use of graphic organizers with writing to organize thoughts and clarify ideas.
Use of study guides one week prior to tests from chapter text and classroom notes for the purpose of review and reinforcement.
Student will underline the answer found in the paragraph instead of writing out the answer to the question.
Teacher assistance with written assignment directions on a daily basis.
Read notes to students and provide a copy of notes after student attempts partial outline of his / her own notes.
Students will outline each chapter in sections including main topics, supporting details, and vocabulary with teacher reading/checking for inclusion of important facts.
Use of study guides to complete specific objectives in each chapter.
75
Examples SDI: Assessment Use scribe to complete narrative essay questions on content tests in
science and social studies.
Clarify or explain test questions defining vocabulary before taking the test.
Student repeats test item directions before doing the test items.
Oral responses from student to teacher only after student indicates that he has attempted the test item in writing.
Provide an example of how to mark the answer sheet when giving a student a separate answer for a test.
Do not use separate answer sheets for tests. Student to answer items right with the item, before going on to the next item.
Use graphic organizers provided by teacher for essay tests.
Student will underline the answer found in the paragraph instead of writing the answer to a question.
76
SDI: Non-examples
“Small group instruction” listed without any clarifiers.
“One-on-one instruction” listed without any clarifiers.
“Materials as Appropriate” needs clarification.
“Student responsible” is not acceptable because specially designed instruction is the responsibility of regular and special education teachers to implement.
“Teacher assistant will assist with computer program” is too general; just what will the assistant do?
“Preferential seating” is too general; just what does it do and why is it necessary?
“Score no less than____”; specially designed instruction should state no levels of an expected grade.
IDEA on IEPsThe IEP for each child with a disability includes “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child to …attain annual goals, be involved in and make progress in the general education curriculum…. To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section; [§300.320(4)].
77
SaS
IEP Development Checklist
Let’s look at and use the annotated IEP checklist!
www.ieps.wikispaces.com
Supplementary Aids and Services (SaS)
IDEA Defines SaS:
The term ‘supplementary aids and services' means aids, services, and other supports that are provided in regular education classes and other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate” [§300.42]
79
Defining and Using Supplementary Aids and Services
Consider Your StudentThink of a student you work with who has an
IEP
Write down some of the supports this student receives
82
Supplementary Aids and Services
Collaborative Adults working together to support students.
Instructional Development and delivery of instruction that addresses diverse learning needs.
Physical Adaptations and modifications to the physical environment.
Social-Behavioral
Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior
Source: Etscheidt & Bartlett, 1999
83
SaS: Collaborative Examples
•Communication among adults•Professional development related to collaboration•Scheduled time for co-planning and team meetings•Co-teaching; classroom consultation •Scheduled opportunities for parental collaboration
•Assistance/support teams
•Individual student support teams
•Home-school communication
•Study buddies (teacher assigned pairs of students)
•Mentor teachers (coaching/guided support)
Collaborative Ideas
SaS: Instructional Examples
Using a keyboard/portable device
Instruction in keyboarding skills
Providing guided notes
Using scaffolding to plan for written work
Providing visual cues
Modifying curricular goals
85
Instructional IdeasUsing special paper or writing tools
Color-coding mathematical symbols
Highlighting reading materials/directions
Providing graphic organizers/note-taking tools
Students can respond in different modes
Providing instruction on and utilizing guided notes
Arrange furniture differently or provide specialized furniture
Adjust sensory characteristics of environment (e.g., temperature, sound)
Provide access to specific areas of classroom or other settings outside of classroom
Allow for water bottle or sensory object during instruction
87
SaS: Physical Examples
Structural examples (e.g., seating aids, bumpy mat,
Lighting (non-glare, additional light source)
Preferential seating
Visual timers
Physical Ideas
SaS: Social-Behavioral Examples
Modify rules or expectations
Peer supports (e.g., facilitating friendships)
Individualized behavioral support plan
Social skills training
Counseling supports
89
Social-Behavioral IdeasCooperative learning strategies
Instruction in communication skills
Home-school communication
Consistent system of rewards
Preparation for transitions
Private prompt for redirection
Self-regulation strategies instruction
SaS: Role of the IEP Team
The IEP team determines supplementary aids and services necessary for each child to receive specially designed instruction in the least restrictive environment.
Placement determination must be the final component of the IEP development process.
The IEP team decides the educational placement for an individual student.
Basic Education Circulars (PA Code)
91
94
1. Evaluation
60 Days
3. IEPDevelopment30 Days
4. IEP Implementation 10 days
5. Progress Monitoring
6. Annual IEP Review 2. Determination
of Eligibility
7. Reevalution
Every 3 yrs/
ID every 2 yrs
5. Progress Monitoring
Data is gathered to:
See if students are on the right track toward meeting their goals
Adjust instruction if students are not on track
Change goals (as a last resort)
Make decisions at the yearly IEP meeting and at reevaluation time (every 2 or 3 years)
Report to parents.
95
Progress Monitoring Toolswww.ieps.wikispaces.com
97
1. Evaluation
60 Days
3. IEPDevelopment30 Days
4. IEP Implementation 10 days
5. Progress Monitoring
6. Annual IEP Review 2. Determination
of Eligibility
7. Reevalution
Every 3 yrs/
ID every 2 yrs
7. Reevaluation
Use data collected during progress monitoring.
IEP team decides if additional information needs to be gathered.
Report is written and used to write a new IEP
98
MODULE 3:Building
Relationships One Meeting at a Time
Leading Collaborative Family-School Meetings
Where I am welcomed, I will go.
Where I am respected, I will flourish.
Where I am shunned and ridiculed, I will flee.
Where I am uncomfortable, I will avoid.
Where I am understood, I will grow and shine.
- Betty Williams during an interfaith celebration for Martin Luther King day (1995): quoted from “Stop blaming parents- and make them partners.” Michael Gamel-McCormick, Wilmington News Journal.
Overview of SessionIntroduction to CORE Model of Collaboration
Pre-meeting preparations
In-meeting communication and decision-making skills
Post-meeting follow up
Why Focus on Meetings?Mandated interactions
Opportunities for highlighting shared goal of child success
Why Focus on Relationships?
Acknowledged or not, a relationship ALWAYS exists between parents and practitioners
Good relationships serve as a strong foundation for promoting child success and for problem-solving, should difficulties arise
What Do Collaborative (Trusting) Relationships Look
Like?
Respectfulness Listening and clear communication Considering views of all when planning
Competence Doing what you say you will and doing it well
Personal regard Helping each other feel more comfortable
Integrity and commitment Doing what it takes Acting in the best interest of others
Collaboration:a COOPERATIVE relationship…
In which individuals share both the power and the responsibility needed to support child success
It is an approach that includes each family in the education of their children in ways congruent with the family’s values, goals, and culture.
…and a BALANCED relationship!
Parents- assume responsibilities within their roles as parents (not professional educators)
Educators-- assume responsibilities within their roles as instructors (not parent
substitutes).
Students- assume their responsibilities as learners
Why Are Collaborative Relationships Hard to
Develop?
These relationships are risky!
Cultural and language differences
Limits on time and training
The assets of parents cannot be perceived and realized by educators unless the relationship between the two parties bears the stamp of respect and trust. And when those features are absent, you have the situation where people talk, if they talk at all, past and not with each other.
Sarason, 2005
These are not new problems…
“The fact of the matter is, parents and teacher just haven’t known how to get along together…”
How Can Meetings Become Relationship-building
Opportunities?Practicing the CORE Beliefs
Careful preparation
Effective communication
Effective facilitation and decision-making
Follow-up on all agreements
Patterns of InteractionsWhere does everyone sit?
Who speaks first?
Whose contributions carry the most weight?
The CORE Model of Collaboration
Connected
Optimistic
Respected
Empowered
CORE: Elements & Beliefs
Connect =
Developing Trusting Relationships
CORE: Elements & Beliefs
Optimism =Embracing the possibility of
change and assuming that each person has the ability to learn and to change.
No one person is to blame
Avoiding blame makes it easier to take a more optimistic view of parents,
practitioners,
and children. x
Why do we blame? Blame is a conditioned response
Blame is pre-emptive
Blaming is easier than problem-solving
It is natural to attribute problems to factors outside our control
What to do if I catch myself blaming?
assume that people’s behavior makes sense from their frame of reference (they ARE doing the best they can!)
try to understand others’ views; ask lots of questions!
look forward to solutions; rather than backward for causes.
CORE: Elements & Beliefs
Respect =Acknowledging that each
person is trustworthy, concerned & caring with the right to differing values.
Individuals have a right to different perspectives…
.Respect requires:Recognizing multiple,
complementary areas of expertise
Willingness to listen and learn
Ability to speak calmly and clearly
Children are active participants
Why?Because they are central to the decisions being
made
Child’s opportunities to: witness adults working together on their behalf hear adults’ expectations. share their expectations of the adults. be active contributors to any plans for change
that are made. avoid misunderstandings & misperceptions.
CORE: Elements & Beliefs
Empowerment =Emphasizing strengths and skills
De-emphasizing deficits
Focusing on what needs to happen to move toward goals
Avoiding advice-giving
I have found the best way to
give advice to your children is to find out what they want and advise them
to do it.
Harry S. Truman
Traditional Meetings
The professionals come to talk (often just with each other!)
The parent comes to listen and ask questions
The child comes not at all
Traditional Meetings
professionals show they care about child
parents show they care about the child and the situation
BUT there is little exchange of ideas
Preparation for a Relationship-building
Meeting
Putting the Beliefs to WorkGetting ready for a meeting…
The “5 P’s of Preparation”PurposeProductParticipantsProbable issuesProcess
Putting the Beliefs to Work
Some specific considerationsInvitations
Participants Agenda Preparation questions
Environment
Inclusive InvitationThink broadly about who should come to a
particular meeting to accomplish its purpose
Not just the “mandated” participants but others who may have important information to share
Invitation should include a clear agenda
Include purpose and expected outcomes
Amount of time available
What will happen at the meeting
The agenda will be reviewed at the start of the meeting as well
Minke, 2009
Preparing the Environment
Preparing the Environment
How can a welcoming, positive atmosphere be created?Sufficient numbers of adult-sized chairsEnough room to move comfortablyComfortable temperature, lighting and noise levelNeutral locationSimple refreshments
During the MeetingGetting
Started
Getting StartedGreet every person by nameThank them for coming (or
otherwise make friendly contact)Overview the meeting
Agenda (goals and expected outcomes)
Time availableReminders of how the meeting will
be conducted
Keep the Meeting Purpose
in MindRoutine conference
IEP
Problem-solving conference
Manifestation determination
During the Meeting
Communication Strategies
Communicating ClearlyWe have two ears
but only one mouth.
Let this guide the amount
of listening
and talking
that we do…Source Unknown
Communication: Listening Effectively
Adopt the “Ambassador” Perspective maintain an open mind ask questions and listen carefully assume others know more than you expect and respect differences help others pursue their own goals always curious, often confused
Adapted from Murphy and Duncan (1997)
Communication: Listening Effectively
Question Starters from the Ambassador’s Perspective
I’m wondering if…. Could it be…. Is it possible that….Help me understand how….Let me make sure I understand…
Communication: Listening Effectively
Model the use of good attending skills for othersLookLeanEncourage
Communication: Listening Effectively
Use empathic responding to help the other feel understoodRestates the main messageIncludes feelings, when
appropriateBrief Invites the other to keep talking
Communication: Listening Effectively
BE QUIET AND THINK A MOMENT: Seek only to understand; do not offer your opinion
Now is not the time to agree or disagree.
Now is the time to validate the speaker and clarify your interpretation of the message.
Parent:
“That bus driver should be fired! She drives way too fast and this morning she almost ran over my dog. Someone is going to get hurt.”
Educator- Assertive Opinion Response:
“Oh, I’m sure it was just an isolated incident. Mrs. Smith has always been very responsible.”
Kindergarten teacher: “Your daughter is very aggressive on the
playground. She hits, kicks, bites, and pushes. The other children are afraid of her! She must learn some self control.”
Defensive responseDefensive response
Parent:Parent:
““She doesnShe doesn’’t have any t have any problems at home. The other problems at home. The other kids must be picking on her.kids must be picking on her.””
Communication: Speaking Effectively
Conversation Stoppers to avoidlabeling –
• behavioral adjectives (e.g., lazy, mean)• Describe actual behavior
• diagnoses (e.g., ADHD, LD)• Do not make child a diagnosis
jargon- eliminate the “ABCs of Education” “The MDT discussed the IEP and decided that the
LRE would be an SCC for the child who is SED.”laundry lists of problemsLeading (“I think you meant to say…”)
Communication: Speaking Effectively
First commandment of collaboration-
Ask before you answer!!!Solicit the other participants’ ideas before
offering your ideas Do this even when you have valuable
suggestions.
Why? A solution may emerge from the group, optimizing chances for mutual investment in change.
“PRAY” for Collaboration
Pause
Reflect & elicit more information
Ask others’ for:Opinions (have you noticed this
also?)Previously tried solutionsViews on how those ideas workedOther ideas that might be triedETC….
You offer your view and any necessary supporting information
Communication: Speaking Effectively
Emphasize the positive, whenever possible
Focus on what students have learned; not what they have NOT learned
Highlight others contributions to the student’s success & competence.
Communication: Speaking Effectively
A mother describes how hard it is to help with homework (although she does it periodically) because she works nights.
Often we respond with suggestions
Instead, how could you respond in a way that acknowledges her strengths?
Communication: Delivering and Receiving Difficult
Messages
A main source of practitioners’ and parents’ trepidation about meetings is the need to both give and receive information about problems.
Both worry about being blamed for problems.
Natural reaction of defensiveness can shut down communication
Communication: Delivering Difficult Messages
Limit:Choose no more than one or two negative pieces of information
to be delivered. (Think about the most important pieces of information the parent needs from the school.).”
Be calm and “wondering” in your presentation. Wondering, tentativeness, willingness to be wrong,
Be clear and specific. Cite observable behaviors instead of judgments.
“Johnny is unmotivated” vs. “Johnny seems to have a difficulty time getting started on his seat work- especially if it is math”
Communication: Delivering Difficult Messages
Be brief and ask for reaction after a couple of sentences.Do not support your positions with a lot of examples
Convey confidence (optimism) the problem can be solved.Not me vs. you But you and me vs. the problem
An Angry Parent“I need to talk to you about the bad grade you gave
Fred on his science paper. It is ridiculous to expect a 4th grader to complete such a huge assignment in such a short time. One day!
And we had to go to the library and search on the internet! We were up until midnight and it still wasn’t finished! But he had to go to bed!”
An Angry Parent Continued…
Teacher:
I’m so glad you came in to talk about this.
[Optimism]
You’re angry because the assignment was unfair and Fred did poorly. Is that right?
[Empathic response]
An Angry Parent Continued…
Parent: Yes and I want to know what you are going to do about it.
Teacher: It makes sense that you are angry about an assignment that seemed unfair. [Validation]
There is one thing I’d like to understand. You said Fred told you that I gave the assignment with only one day to finish it? [Non-defensive restatement]
An Angry Parent Continued…
Teacher: I’m not sure what happened, but the students had all of this semester to work on this project. I checked with the students each Monday and Fred said that his project was coming along fine. [Brief, tentative, clear description from your point of view] So, I’m a little confused about what went wrong, but I hope we can work together with Fred to figure out how to move forward. [Optimism that problem can be solved]
An angry practitioner…
I simply can no longer tolerate having Amanda in my class. She’s rude, loud, and keeps everyone else from learning. I keep trying to find a way to connect with her but she pushes me away at every turn. Something has got to change!
During the Meeting
Keeping Things Moving
When you are facilitating…
Be sure every person gets to express views
Interrupt any blaming
Use questions judiciously
Summarize before changing topics
Keeping Things MovingPROBLEM:
The meeting starts without a clear
purpose
ACTION:
Can we stop for a moment? I may have missed it, but I want
to be sure I understand our
purpose for meeting today so I can stay
focused.
Keeping Things MovingPROBLEM:
The discussion is going off in new directions
unrelated to the purpose of the meeting.
ACTION:
This is an excellent discussion, but I know we have to get back to our main purpose. Can we write these things
down so we don’t forget them?
Keeping Things MovingPROBLEM:
One person is dominating the
meeting and won’t be quiet!
ACTION:
I really appreciate hearing Mr. Smith’s ideas on this. Are
others seeing this the same way or differently?
Keeping Things MovingPROBLEM:
Decisions are being made but not documented
ACTION:
It sounds like we just made an important
decision. Can someone repeat it so I can be
sure I understand and we can get the
decision recorded accurately?
Keeping Things MovingPROBLEM:
The meeting is ending but follow up has not
been discussed
ACTION:
This has been a great meeting. I’m so grateful
for everyone’s time. I would hate to leave
without being clear about what we decided and
what will happen next. Can we go over that for a
minute?
During the Meeting
Productive Use
of Conflict
Conflict will be maintained or made worse by…
Orders/commands
Warnings/threats
Moralizing/preaching
Advice giving
Arguing/persuading
Judging/criticizing/blaming
Sarcasm
Why questions
If you are criticized directly…
DO NOT
oRetaliateoDominateoIsolate (run away)
If you are criticized directly…
Instead…o Stay quiet and THINKo If criticism is justified, agreeo If not, ask for specificso Indicate your understanding of their position,
state your position, and problem solve
o Be respectful, listen until you can restate the other’s position accurately (including emotions), state your own positions briefly and calmly
During the Meeting
Decision Making
(consensus building)
Consensus Building
How do decisions get made?
•Administrative fiat•Voting and majority rule•Compromise•Consensus
Consensus Building
Consensus:The solution is viewed as acceptable and workable (at least for a trial period) by ALL participants.
Consensus Building
Make sure everyone has a chance to speak and feels heard
Remind participants of the need for “win-win” solutions
Encourage the expression of different viewpoints
Consensus Building
Avoid conflict avoidance techniques
Negotiate among differing points of view
Get an explicit commitment from all participants for any decision
Consensus Building
Do not forget
who is ultimately
in charge
of decisions!
Ending the Meeting
Ending the MeetingSummarize what has occurred
Clarify decisions made and who is responsible for what actions
Offer thanks to all participants and encouragement for following through on agreements
Determine next steps (e.g., when and how follow up will occur)
Arrange (or ask) for a summary of the meeting to be distributed to all participants.
Examples?Routine family-school conferences
Minke, K.M. & Anderson, K.J. (2003). Restructuring routine parent-teacher conferences: The family-school conference model. Elementary School Journal, 104, 49-69.
Student-oriented IEP meetings Childre, A., & Chambers, C.R. (2005). Family perceptions of
student centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40, 217-233.
Wrap-around meetings Eber, L., Sugai, G., Smith, C.R., & Scott, T.M. (2002).
Wraparound and positive behavioral supports in schools. Journal of Emotional and Behavioral Disorders, 10, 171-180.
Building Relationships Building Relationships One Meeting at a TimeOne Meeting at a Time
Preparation
Communication
Consensus Commitment