FIEP: A THREE YEAR FIEP: A THREE YEAR INDIANA INITIATIVEINDIANA INITIATIVE

CLAIRE THORSENCLAIRE THORSENINDIANA DEPARTMENT FOR EXCEPTIONAL INDIANA DEPARTMENT FOR EXCEPTIONAL

LEARNERSLEARNERSIN*SOURCEIN*SOURCE

BLUMBERG CENTER, INDIANA STATE BLUMBERG CENTER, INDIANA STATE UNIVERSITYUNIVERSITY

IN THE BEGINNINGIN THE BEGINNING

HOW TO IMPROVE STUDENT HOW TO IMPROVE STUDENT OUTCOMES?OUTCOMES?

HOW TO IMPROVE STUDENT IEPS?HOW TO IMPROVE STUDENT IEPS? HOW TO IMPROVE PARENT SCHOOL HOW TO IMPROVE PARENT SCHOOL

COLLABORATION?COLLABORATION? HOW TO SUPPORT SCHOOL HOW TO SUPPORT SCHOOL

IMPROVEMENT AND CULTURAL IMPROVEMENT AND CULTURAL CHANGE?CHANGE?

WHAT’S NEEDED FOR WHAT’S NEEDED FOR IMPROVED STUDENT IMPROVED STUDENT

ACHIEVEMENTACHIEVEMENT IEPS ADDRESSING STRENGTHS AND IEPS ADDRESSING STRENGTHS AND

CHALLENGESCHALLENGES IEPS THAT ARE MEASUREABLEIEPS THAT ARE MEASUREABLE IEPS THAT ARE CAREFULLY MONITORIEPS THAT ARE CAREFULLY MONITOR IEPS BASED ON DATA IS ANALYZEDIEPS BASED ON DATA IS ANALYZED IEPS BASED ON INPUT FROM ALL IEPS BASED ON INPUT FROM ALL

PARTICIPANTSPARTICIPANTS

WHAT NEEDS TO BE ADDED TO WHAT NEEDS TO BE ADDED TO IEP MEETINGS TO IMPROVE IEP MEETINGS TO IMPROVE

OUTCOMESOUTCOMES

A STUDENT FOCUSA STUDENT FOCUS A PROCESSA PROCESS ACTIVE PARTICIPATION BY ALL ACTIVE PARTICIPATION BY ALL

MEMBERSMEMBERS CLEAR UNDERSTANDING OF CLEAR UNDERSTANDING OF

MATERIAL PRESENTED AND MATERIAL PRESENTED AND DISCUSSEDDISCUSSED

PARTICIPANTS WHO VALUE PARTICIPANTS WHO VALUE COLLABORATIONCOLLABORATION

A ROADMAP FOR THE MEETING A ROADMAP FOR THE MEETING PARTICIPANTS LISTENING TO PARTICIPANTS LISTENING TO

UNDERSTANDUNDERSTAND COMMUNICATION GUIDELINESCOMMUNICATION GUIDELINES CLEAR UNDERSTANDING OF GOALS CLEAR UNDERSTANDING OF GOALS

FOR THE MEETINGFOR THE MEETING SOMEONE TO KEEP THE MEETING ON SOMEONE TO KEEP THE MEETING ON

TRACKTRACK

REINVENT THE WHEEL OR USE REINVENT THE WHEEL OR USE THE WHEELTHE WHEEL

USE A FACILITATION METHOD TO USE A FACILITATION METHOD TO SUPPORT THE IEP PROCESSSUPPORT THE IEP PROCESS

USE MULTIPLE METHODS TO USE MULTIPLE METHODS TO SUPPORT THE IEP PROCESSSUPPORT THE IEP PROCESS

LOCATE AND UTILIZE A PRODUCT LOCATE AND UTILIZE A PRODUCT ALREADY DEVELOPEDALREADY DEVELOPED

SEARCH PROCESSSEARCH PROCESS

REVIEW KNOWN FACILITATION REVIEW KNOWN FACILITATION METHODS: PROS AND CONSMETHODS: PROS AND CONS

SELECTION OF METHOD OF “BEST SELECTION OF METHOD OF “BEST FITFIT””

INTERACTION METHODINTERACTION METHOD

STRENGTH OF THE STRENGTH OF THE INTERACTION METHODINTERACTION METHOD

THE MODELTHE MODELCOLLABORATIVE COLLABORATIVE ATTITUDEATTITUDE

INSERT THE MODELINSERT THE MODEL SHAREDSHARED RESPONSIBILITYRESPONSIBILITY

STRATEGICSTRATEGIC FACILITATIVEFACILITATIVETHINKINGTHINKING BEHAVIORS BEHAVIORS

MODEL AS MOTTO FOR MODEL AS MOTTO FOR SPECIAL EDUCATIONSPECIAL EDUCATION

– A A CHILD CENTEREDCHILD CENTERED PROGRAM DEVELOPED PROGRAM DEVELOPED THROUGH THE THROUGH THE COLLABORATIVE COLLABORATIVE PARTNERSHIPPARTNERSHIP OF THE CASE CONFERENCE OF THE CASE CONFERENCE COMMITY, WHO COMMITY, WHO SHARE THE SHARE THE RESPONSIBILTYRESPONSIBILTY FOR CAREFULLY FOR CAREFULLY ANALYZINGANALYZING ALL AVAILABLE ALL AVAILABLE DATADATA AND AND UTILIZING FACILITATIVE TOOLS AND UTILIZING FACILITATIVE TOOLS AND TECHNIQUESTECHNIQUES TO REACH TO REACH CONCENSUSCONCENSUS ON ON AN AN APPROPRIATE IEPAPPROPRIATE IEP FOR A STUDENT FOR A STUDENT

PILOTTING FIEPPILOTTING FIEP

FIEP= FIEP= ESSENTIAL FACILITATION ESSENTIAL FACILITATION FOR INDIVIDUALIZED EDUCATION FOR INDIVIDUALIZED EDUCATION PROGRAMSPROGRAMS

A MARRIAGE OF THE ESSENTIAL A MARRIAGE OF THE ESSENTIAL FACILITATION PROCESS FACILITATION PROCESS (INTERACTION METHOD) AND (INTERACTION METHOD) AND RULES AND REGULATIONS FOR A RULES AND REGULATIONS FOR A LEGALLY CONSTITUTED IEP LEGALLY CONSTITUTED IEP MEETINGMEETING

TRAINING FOR 26TRAINING FOR 26– 13 PARENTS AND PARENT 13 PARENTS AND PARENT

ADVOCATESADVOCATES– 13 SCHOOL PERSONNEL: 13 SCHOOL PERSONNEL:

DIRECTORS, PRINCIPALS, DIRECTORS, PRINCIPALS, TEACHERS, COORDINATORSTEACHERS, COORDINATORS, , RELATED SERVICE STAFFRELATED SERVICE STAFF

RESULTS OF PILOTSRESULTS OF PILOTS

HIGH LEVELS OF THE FOLLOWING:HIGH LEVELS OF THE FOLLOWING:

-- -- DISTRUSTDISTRUST

-- BLAME-- BLAME

-- ANGER-- ANGER

-- EMOTIONALITY-- EMOTIONALITY

-- -- VERBAL AGRESSIONVERBAL AGRESSION

-- DEFENSIVENESS-- DEFENSIVENESS

IMPACT ON CONDUCTING FIEP IMPACT ON CONDUCTING FIEP TRAININGSTRAININGS

RE-THINK THE FOLLOWING:RE-THINK THE FOLLOWING:

----PURPOSE AND OUTCOMES OF PURPOSE AND OUTCOMES OF FIEP TRAINING PROGRAMFIEP TRAINING PROGRAM

--PARENT PARTICIPATION--PARENT PARTICIPATION

-- -- SCHOOL/AGENCY SCHOOL/AGENCY PARTICIPATIONPARTICIPATION

--ESTABLISHING AN ADVISORY --ESTABLISHING AN ADVISORY GROUPGROUP

----NEED FOR A PROJECT NEED FOR A PROJECT COORDINATORCOORDINATOR

----NEED TO INVOLVE OTHER NEED TO INVOLVE OTHER AGENCIES TO HELP IDENTIFY AGENCIES TO HELP IDENTIFY TRAINEESTRAINEES

PROPOSALSPROPOSALS HIRE A STATEWIDE COORDINATORHIRE A STATEWIDE COORDINATOR

ESTABLISH AN INTEGRATED ADVISORY ESTABLISH AN INTEGRATED ADVISORY COUNCILCOUNCIL

DESIGN A YEAR LONG PILOT DESIGN A YEAR LONG PILOT PROGRAMPROGRAM

Define pilot project and long term Define pilot project and long term projectproject

Define roles of schools and agencies Define roles of schools and agencies in the projectin the project

MEET FORMALLY WITH THE MEET FORMALLY WITH THE DIRECTOR OF EXCEPTIONAL DIRECTOR OF EXCEPTIONAL LEARNERS FOR THE STATE OF LEARNERS FOR THE STATE OF INIDIANAINIDIANA

INITIATIVE PROPOSALINITIATIVE PROPOSAL

PURPOSEPURPOSE: TO PROVIDE APPROPRIATE : TO PROVIDE APPROPRIATE PROGRAMS FOR CHILDREN WITH PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS DEVELOPED BY SPECIAL NEEDS DEVELOPED BY COLLABORATIVE TEAMS, GUIDED BY COLLABORATIVE TEAMS, GUIDED BY THE FACILITATION PROCESS …THE FACILITATION PROCESS …

METHODMETHOD: OFFER FIEP TRAININGS TO : OFFER FIEP TRAININGS TO PARENTS/PARENT ADVOCATES AND PARENTS/PARENT ADVOCATES AND SCHOOL PERSONNELSCHOOL PERSONNEL

PAY TRAINING FEES,LODGING,PER PAY TRAINING FEES,LODGING,PER DIEM FOR UP TO FIVE PARENTS PER DIEM FOR UP TO FIVE PARENTS PER TRAININGTRAINING

HOLD STATEWIDE TRAININGS IN HOLD STATEWIDE TRAININGS IN INDIANAPOLISINDIANAPOLIS

SUPPORT DISTRICTS/ROUND TABLES SUPPORT DISTRICTS/ROUND TABLES WHO WANT TO OFFER ON SITE WHO WANT TO OFFER ON SITE TRAININGS KEEPING TRAINING COST TRAININGS KEEPING TRAINING COST AT CONSTANT LEVEL FOR ALL AT CONSTANT LEVEL FOR ALL GROUPS (AS PRICES INCREASED SO GROUPS (AS PRICES INCREASED SO WOULD SUPPORTWOULD SUPPORT

Offer state-wide trainings four times Offer state-wide trainings four times per year to educate potential per year to educate potential participantsparticipants

NEGOTIATE A BULK PRICE FOR 25 OR NEGOTIATE A BULK PRICE FOR 25 OR MORE TRAININGSMORE TRAININGS

HIRE A COORDINATOR TO BECOME HIRE A COORDINATOR TO BECOME TRAINED AS A TRAINER FOR INDIANA TRAINED AS A TRAINER FOR INDIANA AS WELL AS OTHER STATES TO AS WELL AS OTHER STATES TO OVERSEE, MARKET, SET-UP AND OVERSEE, MARKET, SET-UP AND CONTRACT FOR TRAININGSCONTRACT FOR TRAININGS

COORDINATOR WOULD SERVE AS COORDINATOR WOULD SERVE AS A STATEWIDE NEUTRAL A STATEWIDE NEUTRAL FACILITATOR AS ASSIGNED BY THE FACILITATOR AS ASSIGNED BY THE DEL DIRECTOR OR REQUESTED BY DEL DIRECTOR OR REQUESTED BY DISTRICTSDISTRICTSESTABLISH A WORKING ESTABLISH A WORKING ADVISORY COUNCIL TO PROVIDE ADVISORY COUNCIL TO PROVIDE DIRECTION AND DEFINITION TO DIRECTION AND DEFINITION TO PROJECTPROJECT

ADVISORY COUNCIL TO INCLUDE THE ADVISORY COUNCIL TO INCLUDE THE FOLLOWING REPRENTATIVES: FOLLOWING REPRENTATIVES: SPECIAL ED DIRECTORS, IDOE, SPECIAL ED DIRECTORS, IDOE, INSOURCE, ALTERNATE DISPUTE INSOURCE, ALTERNATE DISPUTE RESOLUTION, PRACTICING RESOLUTION, PRACTICING FACILITATORS, UNIVERSITY FACULTY. FACILITATORS, UNIVERSITY FACULTY.

Set up seven pilot sites throughout Set up seven pilot sites throughout the statethe state::

1 metropolitan site1 metropolitan site 1 rural site1 rural site 1 northern site1 northern site 1 central site1 central site 1 southern site1 southern site 1 midsize city site1 midsize city site 1 high conflict site1 high conflict site

Purpose of the ProjectPurpose of the Project

Support schools and families working Support schools and families working together to successfully educate together to successfully educate studentsstudents

Support change in school’s cultureSupport change in school’s culture Increase understanding and Increase understanding and

collaborationcollaboration Reduce conflict and due processReduce conflict and due process

GoalsGoals

Provide specialized training to Provide specialized training to parents, schools staff and other parents, schools staff and other interested partiesinterested parties

Research the outcomes of the Research the outcomes of the training through pre- and post-training through pre- and post-surveyssurveys

Monitor the number and location of Monitor the number and location of due process hearings through state due process hearings through state documentation and law firmsdocumentation and law firms

Monitor the number of pre-due Monitor the number of pre-due process meetings that actually go to process meetings that actually go to trial when facilitation is usedtrial when facilitation is used

Provide coaching and support to new Provide coaching and support to new trainees upon requesttrainees upon request

Based on results of outcomes, Based on results of outcomes, determine the effectiveness of the determine the effectiveness of the FIEP process in IndianaFIEP process in Indiana

Make the trainings affordableMake the trainings affordable

MarketingMarketing

Develop a marketing strategies Develop a marketing strategies – Individual contactsIndividual contacts– RoundtablesRoundtables– ICASEICASE– BrochuresBrochures– E-mail to superintends, directors of E-mail to superintends, directors of

special education, department special education, department chairs, principals, family agencieschairs, principals, family agencies

Submit ApplicationSubmit Application

Proposals submitted to the Proposals submitted to the Department of EducationDepartment of Education

Information meeting with Information meeting with Department staffDepartment staff

Approval and grant awardApproval and grant award

ImplementationImplementation

October 2002October 2002

Marketing: Personal contacts and Marketing: Personal contacts and presentations to districts and presentations to districts and roundtablesroundtables

Sessions at ICASESessions at ICASE Distribution of materialsDistribution of materials

TrainingsTrainings

Ten during year oneTen during year one– 4 state-wide4 state-wide– 6 district or round table6 district or round table– Coordinator plus and additional 4GL Coordinator plus and additional 4GL

trainertrainer– Administrators, school staff, Administrators, school staff,

parents, State Level administratorsparents, State Level administrators

9 during year two9 during year two 6 DURING YEAR TWO6 DURING YEAR TWO

Over 500 trainedOver 500 trained– 50 parents and advocates50 parents and advocates

A View of TrainingA View of Training

IMPORTANT ASPECTS OF THE IMPORTANT ASPECTS OF THE TRAININGTRAINING

CRITICAL COMPONENTS OF CRITICAL COMPONENTS OF FACILITATION TRAININGFACILITATION TRAINING

TRAINEES PERSPECTIVES:TRAINEES PERSPECTIVES:– OBSERVING SKILLED FACILITATORSOBSERVING SKILLED FACILITATORS– THE INTERACTION MODELTHE INTERACTION MODEL– BUIDLING AGENDAS, OUTCOMES BUIDLING AGENDAS, OUTCOMES

AND GROUND RULESAND GROUND RULES– PRE-PLANNING: INTERVIEWING PRE-PLANNING: INTERVIEWING

PARENTS AND SCHOOL PARENTS AND SCHOOL ADMINISTRATORSADMINISTRATORS

– SHARING ROLES AND SHARING ROLES AND RESPONSIBILITIES IN A MEETINGRESPONSIBILITIES IN A MEETING

– DIFFERENCE BETWEEN A MEETING DIFFERENCE BETWEEN A MEETING CHAIR FACILITATOR AND A CHAIR FACILITATOR AND A NEUTRAL FACILITATORNEUTRAL FACILITATOR

– PREVENTIONS AND INTERVENTIONSPREVENTIONS AND INTERVENTIONS– COACHED ROLE PLAYINGCOACHED ROLE PLAYING– USE OF A SCRIBE IN A DIFFICULT USE OF A SCRIBE IN A DIFFICULT

MEETINGMEETING

– THE VALUE OF ACTIVE LISTENINGTHE VALUE OF ACTIVE LISTENING– THE NEED FOR UNDERSTANDINGTHE NEED FOR UNDERSTANDING– GETTING SMALL AGREEMENTS GETTING SMALL AGREEMENTS

EVERY STEP OF THE MEETINGEVERY STEP OF THE MEETING– WATCH MAKING ASSUMPTIONSWATCH MAKING ASSUMPTIONS– WHOLE GROUP PARTICIPATION IS WHOLE GROUP PARTICIPATION IS

ESSENTIAL TO GOOD AGREEMENTSESSENTIAL TO GOOD AGREEMENTS

USING TECHNIQUES SUCH AS USING TECHNIQUES SUCH AS ACCEPT AND LEGITIMIZE CAN ACCEPT AND LEGITIMIZE CAN DEFUSE CONFLICTDEFUSE CONFLICT

DETERMINING ISSUES, INTEREST, DETERMINING ISSUES, INTEREST, AND POSITIONS CAN HELP RESOLVE AND POSITIONS CAN HELP RESOLVE CONFLICTCONFLICT

FROM A STATE-WIDE NEUTRAL FROM A STATE-WIDE NEUTRAL FACILITATORS STAND POINTFACILITATORS STAND POINT– UNDERSTANDING THE UNDERSTANDING THE

RELATIONSHIP BETWEEN THE RELATIONSHIP BETWEEN THE LADDER OF INFERENCE AND LADDER OF INFERENCE AND YOURSELF AS A NEUTRAL YOURSELF AS A NEUTRAL FACILITATORFACILITATOR

– CONTRACTING YOUR POWER FROM CONTRACTING YOUR POWER FROM THE GROUPTHE GROUP

ACTIVE LISTENING AND TRUE ACTIVE LISTENING AND TRUE UNDERSTANDING OF POINTS OF UNDERSTANDING OF POINTS OF VIEW ARE CRITICAL TO MAINTAINING VIEW ARE CRITICAL TO MAINTAINING NEUTRALITYNEUTRALITY

ACCEPT AND LEGITIMIZE MUST BE A ACCEPT AND LEGITIMIZE MUST BE A NATURAL PROCESS FOR NATURAL PROCESS FOR FACILITATORSFACILITATORS

– WHERE CONFLICT EXISTS IT IS WHERE CONFLICT EXISTS IT IS CRUCIAL TO IDENTIFY THE CRUCIAL TO IDENTIFY THE CONCERNS CONCERNS AT THE BEGINNING OF AT THE BEGINNING OF THE MEETING AND IDENTIFY ON THE THE MEETING AND IDENTIFY ON THE AGENDA WHERE THEY WILL BE AGENDA WHERE THEY WILL BE ADDRESSEDADDRESSED

CLEARLY MARK AGREEMENTSCLEARLY MARK AGREEMENTS

----USE A SCRIBEUSE A SCRIBE

– PROVIDE THE SCRIBE ACCURATE PROVIDE THE SCRIBE ACCURATE INFORMATION AND CHECK THE INFORMATION AND CHECK THE NOTESNOTES

– VALUE THE CONCEPTS OF THE VALUE THE CONCEPTS OF THE INTERACTION METHOD:INTERACTION METHOD:SHARED RESPONSIBILITY, SHARED RESPONSIBILITY,

COLLABORATIVE ATTITUDE, STRATEGIC COLLABORATIVE ATTITUDE, STRATEGIC THINKING, FACILITATIVE BEHAVIORSTHINKING, FACILITATIVE BEHAVIORS

CONCEPT OF NEUTRAL CONCEPT OF NEUTRAL FACILITATORFACILITATOR

INSERT INDIANA MODELINSERT INDIANA MODEL

TRAINING NETWORKTRAINING NETWORK

BLUMBERG MAINTAINS A DATA BASE BLUMBERG MAINTAINS A DATA BASE OF ALL PEOPLE FIEP TRAINEDOF ALL PEOPLE FIEP TRAINED

EACH CADRE GROUP RECEIVES AN EACH CADRE GROUP RECEIVES AN ACCESS LIST OF THE PARTICIPANTSACCESS LIST OF THE PARTICIPANTS

TRAINEES ARE CONTACTED TO TRAINEES ARE CONTACTED TO OFFER ADDITIONAL ONSITE OFFER ADDITIONAL ONSITE TRAINING AND COACHINGTRAINING AND COACHING

CREDITSCREDITS

CONTINUING EDUCATION UNITS ARE CONTINUING EDUCATION UNITS ARE OFFERED TO PARTICIPANTS AND OFFERED TO PARTICIPANTS AND PAID FOR THROUGH THE GRANTPAID FOR THROUGH THE GRANT

OBTAINING COLLEGE CREDITS IS IN OBTAINING COLLEGE CREDITS IS IN PROCESSPROCESS

DATA FROM THE TRAININGSDATA FROM THE TRAININGS

INSERT DATA FROM SURVEYINSERT DATA FROM SURVEY FROM DOE: DUE PROCESS, FROM DOE: DUE PROCESS,

MEDICATION, COMPLAINTS (SANDY MEDICATION, COMPLAINTS (SANDY SCUDDERSCUDDER

TITLE AND USE AS MANY SLIDES AS TITLE AND USE AS MANY SLIDES AS NEEDEDNEEDED

CO-FACILITATIONCO-FACILITATION

PARENT SCHOOL COLLABORATION PARENT SCHOOL COLLABORATION IN*SOURCE (INDIANA RESOURCE IN*SOURCE (INDIANA RESOURCE

CENTER FOR FAMILIES WITH SPECIAL CENTER FOR FAMILIES WITH SPECIAL NEEDSNEEDS

SEVEN DIRECTORS OF SPECIAL SEVEN DIRECTORS OF SPECIAL EDUCATIONEDUCATION

DOUG LITTLEDOUG LITTLE BLUMBERG CENTERBLUMBERG CENTER

PROPOSAL TO DOEPROPOSAL TO DOE

GOAL: “LEVEL THE PLAYING FIELD”GOAL: “LEVEL THE PLAYING FIELD” WHO: PARENT AND SCHOOL STAFF WHO: PARENT AND SCHOOL STAFF

FACILITATING MEETINGS FACILITATING MEETINGS TOGETHERTOGETHER

WHY: BUILDING TRUST, CULTURAL WHY: BUILDING TRUST, CULTURAL CHANGE, IMPROVE CHANGE, IMPROVE OUTCOMES FOR STUDENTSOUTCOMES FOR STUDENTS

HOW: DEMONSTRATE HOW: DEMONSTRATE COLLABORATIONCOLLABORATION

DEVELOPING CO-FACILITATION DEVELOPING CO-FACILITATION TRAININGTRAINING

MUST HAVE DEMONSTRATED MUST HAVE DEMONSTRATED FACILITATION SKILLS DURING FIEP FACILITATION SKILLS DURING FIEP TRAININGTRAINING

BE RECOMMENDED BY IN*SOURCE BE RECOMMENDED BY IN*SOURCE OR SPECIAL EDUCATION DIRECTOROR SPECIAL EDUCATION DIRECTOR

PARENT/ADVOCATE COMPLETED PARENT/ADVOCATE COMPLETED ADVOCACY TRAINING PROGRAM AND ADVOCACY TRAINING PROGRAM AND HAVE SERVED AS AN ADVOCATEHAVE SERVED AS AN ADVOCATE

BE WILLING TO WORK WITH BE WILLING TO WORK WITH ANOTHER FACILITATORANOTHER FACILITATOR

BE WILLING TO COMPLETE A THREE BE WILLING TO COMPLETE A THREE DAY TRAINING COURSEDAY TRAINING COURSE

BE WILLING TO TRAVEL BE WILLING TO TRAVEL BE WILLING TO HAVE PARENT AS BE WILLING TO HAVE PARENT AS

ONE OF TWO FACILITATORSONE OF TWO FACILITATORS

CO-FACILITATION TRAINING CO-FACILITATION TRAINING OUTLINEOUTLINE

START-UP : A HISTORY OF HOW WE START-UP : A HISTORY OF HOW WE STARTEDSTARTED

SPECIAL EDUCATION RULES AND SPECIAL EDUCATION RULES AND REGULATIONS: AN OVERVIEWREGULATIONS: AN OVERVIEW

WORKING WITH ANOTHER WORKING WITH ANOTHER FACILITATOR:FACILITATOR:– CO-FACILITATIONCO-FACILITATION– WHOLE CO-FACILITATION WHOLE CO-FACILITATION

RELATIONSHIPRELATIONSHIP

– HEALTHY WORKING RELATIONSHIPSHEALTHY WORKING RELATIONSHIPS– CONTRACT BETWEEN FACILITATORSCONTRACT BETWEEN FACILITATORS– CO-FACILITATOR GROUND RULESCO-FACILITATOR GROUND RULES– PRACTICAL ELEMENTS OF CO-PRACTICAL ELEMENTS OF CO-

FACILITATIONFACILITATION– ONE-UP, ONE-DOWNONE-UP, ONE-DOWN– WHAT DOES IT TAKE TO WORK WITH WHAT DOES IT TAKE TO WORK WITH

SOMEONE ELSESOMEONE ELSE

– DEVELOPING THE RELATIONSHIPDEVELOPING THE RELATIONSHIP– DIMENSIONS OF CO-FACILITATIONDIMENSIONS OF CO-FACILITATION

SIMILARITIES AND SIMILARITIES AND DIFFERENCESDIFFERENCES

----WHAT DOES IT TAKEWHAT DOES IT TAKE

----ADVANTAGES/DISADVANTAGESADVANTAGES/DISADVANTAGES

--Co-FACILITATION WAIVER--Co-FACILITATION WAIVER

KIRTON ADAPTION-INNOVATION KIRTON ADAPTION-INNOVATION INVENTORYINVENTORY

APPLICATION: SETTING UP A CO-APPLICATION: SETTING UP A CO-FACILITATED MEETINGFACILITATED MEETING

EVALUATION AND FEEDBACKEVALUATION AND FEEDBACK ETHICSETHICS REVIEW OF STATE DOCUMENTS FOR REVIEW OF STATE DOCUMENTS FOR

SPECIAL EDUCATIONSPECIAL EDUCATION

WHY NOT USE THE FIEP WHY NOT USE THE FIEP PROCESS?PROCESS?

IT’S TOO LONGIT’S TOO LONG I CAN’T BE RUDEI CAN’T BE RUDE I CAN’T BE NEUTRALI CAN’T BE NEUTRAL I’M TOO USE TO BEING IN CONTENTI’M TOO USE TO BEING IN CONTENT I’M AFRAID TO TRY SOMETHING NEW I’M AFRAID TO TRY SOMETHING NEW

IN MY BUILDINGIN MY BUILDING IT’S MORE WORK FOR MEIT’S MORE WORK FOR ME

I REALLY DON’T WANT TO CALL A I REALLY DON’T WANT TO CALL A PARENT PRIOR TO THE MEETINGPARENT PRIOR TO THE MEETING

IT’S NOT TO THE SCHOOLS IT’S NOT TO THE SCHOOLS ADVANTAGE TO HAVE AN INFORMED ADVANTAGE TO HAVE AN INFORMED PARENTPARENT

I DON’T WANT TO ADD TO SOMEONE I DON’T WANT TO ADD TO SOMEONE ELSES DUTIESELSES DUTIES

NO WANT IS MAKING FIEP A PRIORITYNO WANT IS MAKING FIEP A PRIORITY

IT DOESN’T FIT INTO THE HIGH IT DOESN’T FIT INTO THE HIGH SCHOOL SCHEDULESCHOOL SCHEDULE

MY COLLEAGUES NEED ME ON THEIR MY COLLEAGUES NEED ME ON THEIR SIDESIDE

WHY USE THE FIEP PROCESS?WHY USE THE FIEP PROCESS?

THE MEETING IS CHILD FOCUSSEDTHE MEETING IS CHILD FOCUSSED EVERYONE PARTICIPATESEVERYONE PARTICIPATES PEOPLE UNDERSTAND WHAT THEY PEOPLE UNDERSTAND WHAT THEY

ARE AGREEING TOARE AGREEING TO MUTUAL RESPECT IS ENCOURAGEDMUTUAL RESPECT IS ENCOURAGED ACTIVE LISTENING IS ENCOURAGEDACTIVE LISTENING IS ENCOURAGED THE GROUP IS RESPONSIBLE FOR THE GROUP IS RESPONSIBLE FOR

THE DECISIONSTHE DECISIONS

PROBLEMS CAN BE PREVENTEDPROBLEMS CAN BE PREVENTED IF PROBLEMS EXIST, TRUST CAN BE IF PROBLEMS EXIST, TRUST CAN BE

REBUILTREBUILT THE MEETING HAS CLEAR DIRECTIONTHE MEETING HAS CLEAR DIRECTION PEOPLE STAY FOCUSSED PEOPLE STAY FOCUSSED THE COMMITTEE WORKS TO SOLVE THE COMMITTEE WORKS TO SOLVE

ITS OWN PROBLEMSITS OWN PROBLEMS

IF DUE PROCESS IS A FACT, ISSUES IF DUE PROCESS IS A FACT, ISSUES OF DISAGREEMENT CAN BE OF DISAGREEMENT CAN BE IDENTIFIEDIDENTIFIED

AFTER THE INITIAL MEETING, AFTER THE INITIAL MEETING, MEETING TIME MAY BE REDUCEDMEETING TIME MAY BE REDUCED

GOOD WAY TO INTRODUCE EARLY GOOD WAY TO INTRODUCE EARLY CHILDHOOD TRANSITIONING CHILDHOOD TRANSITIONING FAMILIES TO THE PUBLIC SCHOOLFAMILIES TO THE PUBLIC SCHOOL

ADDITIONAL ISSUES FOR THE ADDITIONAL ISSUES FOR THE INITIATIVEINITIATIVE

UPDATING TRAININGSUPDATING TRAININGS QUALITY ASSURANCEQUALITY ASSURANCE FACILITATORS AND DUE PROCESS FACILITATORS AND DUE PROCESS

HEARINGSHEARINGS CUSTOMIZATION OF TRAININGSCUSTOMIZATION OF TRAININGS DEVELOPING A REFERRAL PROCESS DEVELOPING A REFERRAL PROCESS

TO BE USED BY MEDIATORS AND TO BE USED BY MEDIATORS AND HEARING OFFICERSHEARING OFFICERS

FIEP FOR HEADSTARTFIEP FOR HEADSTART MORE DETAILED RESEARCH ABOUT MORE DETAILED RESEARCH ABOUT

THE IMPACT OF THE FIEP PROCESS THE IMPACT OF THE FIEP PROCESS ON MEETING PARTICIPANTSON MEETING PARTICIPANTS

TRAINING MORE STATE-WIDE TRAINING MORE STATE-WIDE NEUTRAL FACILITATORSNEUTRAL FACILITATORS

USING THE FIEP PROCESS FOR ALL USING THE FIEP PROCESS FOR ALL TRANSITION MEETINGSTRANSITION MEETINGS

PLACING NEUTRAL FACILITATORS PLACING NEUTRAL FACILITATORS WITH IN THE DEPARTMENT OF DUE WITH IN THE DEPARTMENT OF DUE PROCESS AND COMPLAINT PROCESS AND COMPLAINT INVESTIGATIONINVESTIGATION

TRAIN MEDIATORS AND HEARING TRAIN MEDIATORS AND HEARING OFFICERS IN THE PROCESS TO OFFICERS IN THE PROCESS TO PROVIDE BETTER OPTIONS FOR PROVIDE BETTER OPTIONS FOR REFERRAL REFERRAL

CONCLUSIONCONCLUSION

SUMMARYSUMMARY QUESTIONS AND ANSWERSQUESTIONS AND ANSWERS

INDIANA MODELINDIANA MODEL

INSERT MODELINSERT MODEL