Collaboration Works, Inc.

IEP Facilitation: IEP Facilitation: Preventing and Effectively Preventing and Effectively

Engaging Conflict in MeetingsEngaging Conflict in MeetingsOctober 5, 2007

Karen HannanCollaboration Works, Inc.

Learn:• Pre-meeting/conflict

prevention strategies• Common points of

disagreement and conflict escalators

• Specific strategies for addressing issues and behaviors that occur in IEP meetings.

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What are my beliefs about an excellent IEP meeting?• Write your thoughts individually• Share in table groups • Identify the most significant elements/themes of

your conversation Large group debrief

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Meeting purpose Communication Meeting participants/roles Agenda planning Logistics

Share information

Discuss issues

Problem-solve

Understand issues so people can modify behavior

Maintain relationships

Make decisions Identify causes of

problems Conflict resolution Develop solutions

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Plan evaluations Share evaluation results – so team understands

strengths and needs Development of initial IEP, including placement

determination Annual review of IEP & revision, as needed Plan for transition after high school Three-year reevaluation planning Special review of individual education program

(requested by any team member)

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If not addressed in the IEP:• Discussion about teaching methodology• Discussion of lesson plans• Coordination of services being provided

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Agenda planning Notice (with ending time) Determine if there are concerns

• Problem-solve prior to meeting if possible

• Identify need for information, people• Accessibility needs

Roles – reminders, supports Drafts of written information Additional written instructions as

neededCollaboration Works, Inc.©

Expertise – who can help with what? Assign support roles for meetings Assist parent with taking an active role

• Observations from home – behavior, concerns expressed by student, successful reinforcers

• Raise questions, concerns, options

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Meeting purpose Topic purposes, sequence Consider what can be done prior to meeting Identify processes for agenda topics Estimate time needs

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Collaboration Works, Inc.©

Opening• Meeting purpose, introductions (including roles),

agenda review/revision & time frames, working agreements

Present Levels (academic achievement and functional performance)• Classroom observations, test results, parent concerns• How the disability affects child’s involvement/progress

in gen ed Goals and Objectives

• Clearly linked to present levels information, quality Accommodations/modifications Service Levels

• Ability to explain rationale for times frames Placement Decisions

Where in meetings do you see most conflict occurring?

What seems to be at the root of this? Strategies used by participants

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Collaboration Works, Inc.©

What I Expect GAP

Interpretation/Thinking

Feelings

Conflict Reactions/Behaviors

What Happens

We feel better OR We feel no better Others feel okay OR

Others don’t feel okay Situation changes OR Situation doesn’t change

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Defending Educating Avoiding Attacking Controlling

Suspending Asking for information Exploring causes Validating Reflecting

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Latin Root: “sentir,” meaning to think, hold an opinion • To hold an opinion with another, to be in

agreement Interests-based

• Objectives behind what people say they want Hidden agendas Examples

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Curiosity/exploration• How do you think that idea might address this?• Please help me understand what’s behind your

question• You must have good reasons for that idea – can you

tell us some of them?• What benefits might we expect if we tried your

idea?• What wouldn’t work with the current proposal?• If we tried that solution, what do you think might

happen next?

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Having a say in decisions Feeling

respected/welcomed Being a valued member of

the team Ensuring the well-being of a

child Nurturing team

relationships Developing an effective IEP Avoiding a shared risk

Developing an ineffective or inappropriate IEP

Time considerations Creating an unpleasant

atmosphere/having conflict Being judged, criticized,

embarrassed Not finishing the task Complaint/due process

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Shared need is to tell others something effectively

How to encourage certain kinds of responses and restrict others?

Must think in terms of how to present information so others can hear it

Facilitator’s role is to maximize these opportunities

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Intentions vs. impacts – “Oops” phrases• “I know how you feel”• “The fact is…”• “I don’t understand how you can feel that way”• “I think you’re just not listening to anything we

try to say” How might these be rephrased?

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I have a sense this is important to you, could you say some more about that?

How would you have preferred that I handle it?

I’d like to be helpful; what would be most useful to you right now?

I’m not sure what to do or say here, but I want you to know that I care, and I’m committed to making this work.

I’m wondering if I’ve said something that upset you.

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Show understanding of other’s position - paraphrase

Provide a rationale for “no” Offer an alternative – point

out in what way it might relate to the other’s interests

Invite a new response

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Don’t react (go to the balcony)• Avoid defending/educating/fixing/telling• Pause• Rewind the tape• Take time to reflect• Name the game

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Change the Game• Ask for advice• Reinterpret attacks• Use inclusive language (“we” vs. “you”, “I”)• Build on their ideas• Ask for more information

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What about …? What if…? What do I do when…?

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Use preventative strategies – plan ahead! Think in terms of interests Avoid premature judgment & closure – work

on your own attitudes and triggers Use effective conversational and conflict

resolution techniques

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Consider current IEP meetings• What works, what needs improvement?

Ask: What strategies might help us?• Planning• Protocols• Training

Make a plan -- I will do X by date

Collaboration Works, Inc.©

Collaboration Works, Inc.©