Effective IEP Meetings

1. Effective IEP Meetings Division of Special Education Approved By Donnalyn Jaque-Anton, Associate Superintendent February 2005

2. Can You Hear Me? If you don�t hear the narration, please stop the presentation and adjust your computer settings to increase the volume. If you are viewing this presentation on the website and don�t hear the narration, please stop the presentation and adjust your computer settings to increase the volume. To advance the presentation from slide to slide, wait for the end of the narration and manually advance the computer to the next slide by pressing the �forward arrow� on your keyboard or clicking the �mouse�. It is helpful to download all of the attachments listed on the screen because they are referred to throughout the presentation. They can be downloaded from the special education web site address: http://sped.lausd.net. If you are viewing this presentation on the website and don�t hear the narration, please stop the presentation and adjust your computer settings to increase the volume. To advance the presentation from slide to slide, wait for the end of the narration and manually advance the computer to the next slide by pressing the �forward arrow� on your keyboard or clicking the �mouse�. It is helpful to download all of the attachments listed on the screen because they are referred to throughout the presentation. They can be downloaded from the special education web site address: http://sped.lausd.net.

3. Who Should View This Training? School Site Administrators Administrator Designees Staff Participating on IEP Teams, Including Related Services Personnel Central Office Special Education Support Unit Personnel Division of Special Education Personnel This training was developed for school site and central office staff members who may participate on or interact with IEP teams. This training was developed for school site and central office staff members who may participate on or interact with IEP teams.

4. The Training Focus is Strategies for Effective IEP Meetings (Maintaining a Focus on the Child) The focus of this training is not on completing the IEP Document. The focus is on strategies and procedures that will result in effective IEP meetings. The focus of this training is not on completing the IEP Document. The focus is on strategies and procedures that will result in effective IEP meetings.

5. PL94-142 / IDEA and LAUSD Policy IEP Meetings Held at Least Annually Required Team Members Parent(s) of the Student General Ed Teacher Special Ed Teacher Administrator or Administrator Designee Assessor(s) Student, as appropriate The 1975 special education legislation, Public Law 94-142, requires that IEP meetings are held at least annually and include the parent or guardian of the student; general education teacher of the student; special education teacher of the student; the administrator or the administrator�s designee; and, as appropriate, assessors and the student. This legislation required educators serving students with disabilities to shift from their customary practice of working independently to what might be termed a team approach regarding conducting the IEP meeting. Today, participating on a team regarding the provision of special education services would seem to be commonplace for personnel in special education but it was and remains a very revolutionary concept. Now let�s take a look at a definition of a team. The 1975 special education legislation, Public Law 94-142, requires that IEP meetings are held at least annually and include the parent or guardian of the student; general education teacher of the student; special education teacher of the student; the administrator or the administrator�s designee; and, as appropriate, assessors and the student. This legislation required educators serving students with disabilities to shift from their customary practice of working independently to what might be termed a team approach regarding conducting the IEP meeting. Today, participating on a team regarding the provision of special education services would seem to be commonplace for personnel in special education but it was and remains a very revolutionary concept. Now let�s take a look at a definition of a team.

6. A Team is� a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable A Team is � a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable�. Keeping this definition in mind, what constitutes an effective team? A Team is � a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable�. Keeping this definition in mind, what constitutes an effective team?

7. Characteristics of Effective IEP Teams The chart on the screen represents a summary of what experts, in the area of teams and team building, agree on as characteristics of effective teams. The first characteristic is Purpose. The essence of a team is common commitment. Without it, groups perform as individuals. With it, they become a team. Team commitment requires a purpose in which all team members can believe. The next characteristic is Composition. Teams develop direction, momentum and commitment by working in clearly understood roles and mutually working towards creating the purpose. The third characteristic addresses the need for effective teams to focus on honest and open Interaction. Teams must translate common purpose into specific performance goals which structure meetings and their contents. The specificity of performance objectives, the comfort in group roles and collaborative actions facilitate clear communication and constructive conflict within a group. The fourth characteristic deals with the fact that in order to maintain structure and focus, an effective leader or chair ensures that all team members fulfill their role, stay focused and on topic.The chart on the screen represents a summary of what experts, in the area of teams and team building, agree on as characteristics of effective teams. The first characteristic is Purpose. The essence of a team is common commitment. Without it, groups perform as individuals. With it, they become a team. Team commitment requires a purpose in which all team members can believe. The next characteristic is Composition. Teams develop direction, momentum and commitment by working in clearly understood roles and mutually working towards creating the purpose. The third characteristic addresses the need for effective teams to focus on honest and open Interaction. Teams must translate common purpose into specific performance goals which structure meetings and their contents. The specificity of performance objectives, the comfort in group roles and collaborative actions facilitate clear communication and constructive conflict within a group. The fourth characteristic deals with the fact that in order to maintain structure and focus, an effective leader or chair ensures that all team members fulfill their role, stay focused and on topic.

8. IEP Team Taboos Blaming individuals Making excuses for shortcomings or problems Lack of participation Arguing Defensiveness Offensiveness Self Advocacy When focusing on effective team characteristics, actions that are problematic to team effectiveness cannot be ignored. There are probably an infinite number of actions that are negative and to be avoided. However, there are particular actions that are so destructive to IEP teams that they must be eliminated. These actions, listed on the screen, negatively affect the collaborative process of the team and increase the adversarial climate that will ultimately result in a climate of mistrust and suspicion. When focusing on effective team characteristics, actions that are problematic to team effectiveness cannot be ignored. There are probably an infinite number of actions that are negative and to be avoided. However, there are particular actions that are so destructive to IEP teams that they must be eliminated. These actions, listed on the screen, negatively affect the collaborative process of the team and increase the adversarial climate that will ultimately result in a climate of mistrust and suspicion.

9. Before, During and After the IEP Meeting�Are all Your Ducks in a Row? The remainder of this training will focus on what teams need to do before, during and after the IEP meeting in order to develop an effective, implementable IEP. The remainder of this training will focus on what teams need to do before, during and after the IEP meeting in order to develop an effective, implementable IEP.

10. Before the IEP Meeting Implement a Uniform System School-wide Process Master Calendar IEP Meeting Scheduling Administrator Designees Conducting effective IEP meetings begins with the school developing and implementing a uniform system for advance preparation of IEP meetings. A school-wide process encourages collaboration and communication, which results in better prepared IEP team participants. Beginning with the first week of the school year, your school�s service providers should meet and develop a tentative master calendar of all pending IEPs. While developing a master calendar, consideration must be made for days Related Service providers and Psychologists are assigned to your school. Always schedule IEP Meetings on or before the due date, never after. Each school site administrator should designate certificated personnel who may act in the absence of the administrator at IEP Meetings. It is suggested that at least two appropriate certificated staff members be identified. Conducting effective IEP meetings begins with the school developing and implementing a uniform system for advance preparation of IEP meetings. A school-wide process encourages collaboration and communication, which results in better prepared IEP team participants. Beginning with the first week of the school year, your school�s service providers should meet and develop a tentative master calendar of all pending IEPs. While developing a master calendar, consideration must be made for days Related Service providers and Psychologists are assigned to your school. Always schedule IEP Meetings on or before the due date, never after. Each school site administrator should designate certificated personnel who may act in the absence of the administrator at IEP Meetings. It is suggested that at least two appropriate certificated staff members be identified.

11. Before the IEP Meeting Ensure Assessor Preparation Welligent Entry of Assessor Reports Contact Parent Provide Report Explain results The Administrator is responsible for ensuring that all assessors complete and enter assessment reports in the Welligent IEP system, and communicate with parents prior to the IEP meeting regarding assessment results. Remember, it is District policy that assessment reports are to be available upon written request at least 4 days prior to the IEP Meeting. Therefore, as best practices all assessment reports should be completed and entered into Welligent at least 4 days prior to the IEP meeting. The Administrator is responsible for ensuring that all assessors complete and enter assessment reports in the Welligent IEP system, and communicate with parents prior to the IEP meeting regarding assessment results. Remember, it is District policy that assessment reports are to be available upon written request at least 4 days prior to the IEP Meeting. Therefore, as best practices all assessment reports should be completed and entered into Welligent at least 4 days prior to the IEP meeting.

12. Before the IEP Meeting Facilitate Collaboration & Communication Team Building Service Providers General Ed Teacher Special Ed Teacher Related Services Personnel Psychologist* (*as applicable) Parents Identify Concerns Anticipate problems Attempt to address Develop potential options Before every IEP Meeting, the administrator/designee must encourage communication and facilitate collaboration and Team building among service providers. In order for an IEP Meeting to be effective, service providers should have ongoing collaboration throughout the year, with each other as well as parents, regarding progress and/or concerns. This best practice keeps the lines of communication open throughout the year, and will minimize the possibility of contention between the parents and school as well as the likelihood of surprises during the IEP meeting. Identifying concerns among service providers prior to the IEP meeting allows the team to anticipate problems and attempt to address them by generating potential options. This presents the service providers with the option of obtaining additional information, brain storming possible solutions and being better prepared for the IEP meeting. Proactive communication and collaboration can be done face to face or over the phone. Often times, the Special Education Support Unit can serve as a good catalyst for proactive problem solving and team building. Before every IEP Meeting, the administrator/designee must encourage communication and facilitate collaboration and Team building among service providers. In order for an IEP Meeting to be effective, service providers should have ongoing collaboration throughout the year, with each other as well as parents, regarding progress and/or concerns. This best practice keeps the lines of communication open throughout the year, and will minimize the possibility of contention between the parents and school as well as the likelihood of surprises during the IEP meeting. Identifying concerns among service providers prior to the IEP meeting allows the team to anticipate problems and attempt to address them by generating potential options. This presents the service providers with the option of obtaining additional information, brain storming possible solutions and being better prepared for the IEP meeting. Proactive communication and collaboration can be done face to face or over the phone. Often times, the Special Education Support Unit can serve as a good catalyst for proactive problem solving and team building.

13. Before the IEP Meeting Address Logistic Elements Date/Time Location of Meeting Participants Seating Roles of Participants Welligent Back-up Plan Schools should identify a consistent, accessible location for conducting IEP meetings throughout the year. School personnel should be assigned to perform specific roles such as scheduling and managing IEP paperwork. Most schools have dedicated clerical staff to perform these special education related tasks. Refer to reference guide REF-1495.0 �Dedicated Clerical Support for Special Education & 504 Responsibilities�. Prior to the IEP meeting, there are some basic items that need to be clarified by the Administrator chairing the meeting. The meeting date, time, and location should be confirmed in addition to the participants who should attend. The location chosen should be able to house all participants comfortably. All schools are required to develop IEPs using the Welligent system as of July 1st, 2004. Refer to BUL-971 �Modified Consent Decree Requirement in SIS and Welligent IEP Systems�, May 3, 2004. Each school should have a coordinated system in place for ensuring that all service providers have inputted data into Welligent prior to the IEP Meeting. Due to the possibility of web access being unavailable, schools should have a back-up plan in place so that unnecessary time is not wasted. Refer to the Welligent site for instructions regarding procedures in the event of system failure. Schools should identify a consistent, accessible location for conducting IEP meetings throughout the year. School personnel should be assigned to perform specific roles such as scheduling and managing IEP paperwork. Most schools have dedicated clerical staff to perform these special education related tasks. Refer to reference guide REF-1495.0 �Dedicated Clerical Support for Special Education & 504 Responsibilities�. Prior to the IEP meeting, there are some basic items that need to be clarified by the Administrator chairing the meeting. The meeting date, time, and location should be confirmed in addition to the participants who should attend. The location chosen should be able to house all participants comfortably. All schools are required to develop IEPs using the Welligent system as of July 1st, 2004. Refer to BUL-971 �Modified Consent Decree Requirement in SIS and Welligent IEP Systems�, May 3, 2004. Each school should have a coordinated system in place for ensuring that all service providers have inputted data into Welligent prior to the IEP Meeting. Due to the possibility of web access being unavailable, schools should have a back-up plan in place so that unnecessary time is not wasted. Refer to the Welligent site for instructions regarding procedures in the event of system failure.

14. Benefits of Team BuildingBefore the IEP Meeting Productivity Increased commitment to common goals Better decision-making Concrete action plans Improved communication Role clarity Improved meetings Negotiated leadership �Clearing the air� There are numerous benefits to facilitating Team Building prior to the IEP Meeting. Team building should occur throughout the year leading up to the IEP meeting. If it hasn�t, efforts to encourage and increase collaboration among service providers and IEP Team members must be made. This is done by opening the dialogue between everyone responsible for implementing the IEP for that student. As the dialogue regarding implementation increases, the commitment to common goals also increases, which leads to better decision-making resulting in concrete action plans related to the revision of the Individualized Educational Program. With the increase in communication and preparation for the review and development of the upcoming IEP, roles are clarified, opportunities to �clear the air� regarding concerns and possible programs are provided, and collaborative IEP planning occurs. Now we will focus on what to do �during the meeting�.There are numerous benefits to facilitating Team Building prior to the IEP Meeting. Team building should occur throughout the year leading up to the IEP meeting. If it hasn�t, efforts to encourage and increase collaboration among service providers and IEP Team members must be made. This is done by opening the dialogue between everyone responsible for implementing the IEP for that student. As the dialogue regarding implementation increases, the commitment to common goals also increases, which leads to better decision-making resulting in concrete action plans related to the revision of the Individualized Educational Program. With the increase in communication and preparation for the review and development of the upcoming IEP, roles are clarified, opportunities to �clear the air� regarding concerns and possible programs are provided, and collaborative IEP planning occurs. Now we will focus on what to do �during the meeting�.

15. Visual Aides for IEP Meetings To conduct an effective IEP meeting, specific visual aides should be used to assist in providing direction and focus for the meeting. The three charts on the screen were developed for this purpose. The charts� topics are IEP Ground Rules, Meeting Agenda, and Present Levels of Performance. To accommodate schools in conducting effective IEP meetings, these three charts have been reproduced in poster size and laminated so that they can be written on, using DRY ERASE MARKERS, and reused later. Schools will receive the charts by August 2005.To conduct an effective IEP meeting, specific visual aides should be used to assist in providing direction and focus for the meeting. The three charts on the screen were developed for this purpose. The charts� topics are IEP Ground Rules, Meeting Agenda, and Present Levels of Performance. To accommodate schools in conducting effective IEP meetings, these three charts have been reproduced in poster size and laminated so that they can be written on, using DRY ERASE MARKERS, and reused later. Schools will receive the charts by August 2005.

16. During the IEP Meeting Active & Meaningful Participation Among Team Members Roles Environment Agenda Ground Rules Outcomes Present Levels of Performance For an IEP meeting to be effective, active participation among team members must be encouraged. To achieve this, the meeting should be held in a welcoming and comfortable environment. For example, the meeting location should be easily accessible and spacious enough for each team member to sit comfortably and focus on the meeting. Also, each team member needs to understand their role as an IEP Team participant. Participants should try to be aware of what�s being communicated in body language and facial expressions, as well as check for understanding throughout the meeting and avoid using professional jargon, such as acronyms and terminology that only the speaker understands. All of the three charts, referred to in the previous slide, should be posted where they can be easily seen by all team members. When posting the IEP Meeting Agenda, it should be positioned in a space that serves as the focal point for the meeting. Before proceeding with the meeting, the Ground Rules should be emphasized and agreed upon. For an IEP meeting to be effective, active participation among team members must be encouraged. To achieve this, the meeting should be held in a welcoming and comfortable environment. For example, the meeting location should be easily accessible and spacious enough for each team member to sit comfortably and focus on the meeting. Also, each team member needs to understand their role as an IEP Team participant. Participants should try to be aware of what�s being communicated in body language and facial expressions, as well as check for understanding throughout the meeting and avoid using professional jargon, such as acronyms and terminology that only the speaker understands. All of the three charts, referred to in the previous slide, should be posted where they can be easily seen by all team members. When posting the IEP Meeting Agenda, it should be positioned in a space that serves as the focal point for the meeting. Before proceeding with the meeting, the Ground Rules should be emphasized and agreed upon.

17. During the IEP Meeting Present Levels of Performance (PLP) Strengths and Needs of the Student Focus of the Meeting Provides foundation for FAPE Chart PLP Present in Bulleted Format Click below to view forms: Present Level of Performance Domains and Service Providers Present Levels of Performance Worksheet The Present Levels of Performance focuses on the strengths and needs of the student, which makes it the unifying focus that drives the IEP meeting. Every decision regarding a free appropriate public education, or FAPE, should be based on the needs identified in the Present Levels of Performance. To keep the present levels of performance portion of the meeting focused and efficient, the Present Levels of Performance chart should be used to record the information presented by service providers. When presenting the present levels of performance, or the PLP, reading the assessment report and present levels is to be avoided. The team members will have the assessment report copies that are distributed at the meeting. Instead, by domain, each service provider will use �bulleted form,� or words and short phrases to provide information relative to the student�s strengths, needs, accommodations & modifications, and status of previous IEP goals. A designated Recorder will write each component of the PLP on the chart one performance area at a time. There are a few strategies to employ before implementing this technique. In the weeks leading up to the IEP meeting, each service provider should be given a copy of the Present Levels of Performance Worksheet and informed that assessment reports and PLPs will not be read during the IEP meeting. Instead, they will be expected to present information in bulleted form that specifically addresses each performance area. For additional information regarding the domains, refer to the Present Level of Performance Domains and Service Providers handout provided in this training. Remember, the Present Levels of Performance Worksheet handout is not to be included as part of the IEP Document. The Present Levels of Performance focuses on the strengths and needs of the student, which makes it the unifying focus that drives the IEP meeting. Every decision regarding a free appropriate public education, or FAPE, should be based on the needs identified in the Present Levels of Performance. To keep the present levels of performance portion of the meeting focused and efficient, the Present Levels of Performance chart should be used to record the information presented by service providers. When presenting the present levels of performance, or the PLP, reading the assessment report and present levels is to be avoided. The team members will have the assessment report copies that are distributed at the meeting. Instead, by domain, each service provider will use �bulleted form,� or words and short phrases to provide information relative to the student�s strengths, needs, accommodations & modifications, and status of previous IEP goals. A designated Recorder will write each component of the PLP on the chart one performance area at a time. There are a few strategies to employ before implementing this technique. In the weeks leading up to the IEP meeting, each service provider should be given a copy of the Present Levels of Performance Worksheet and informed that assessment reports and PLPs will not be read during the IEP meeting. Instead, they will be expected to present information in bulleted form that specifically addresses each performance area. For additional information regarding the domains, refer to the Present Level of Performance Domains and Service Providers handout provided in this training. Remember, the Present Levels of Performance Worksheet handout is not to be included as part of the IEP Document.

18. During the IEP Meeting Example of How the IEP Chair would Address the Present Levels of Performance Whether or Not Met Previous Goals If Not, Reasons Why Strengths ? Additional Team Members ? Service Provider Needs ? Additional Team Members ? Service Provider Current Supports and Accommodations ? Additional Team Members ? Service Provider ? Additional supports that may be implemented Now let�s listen to an example of how the IEP chair would address the present levels of performance. �We are going to address Present Levels of Performance for Reading. First, the responsible service provider will address whether or not Joey has met the previous Reading Goals. Then the rest of the team will have an opportunity to provide additional information before moving on to his challenges and supports. Ms. Teacher, did Joey meet the previous Reading Goal? If not, why didn�t Joey meet the goal? What are Joey�s strengths/abilities in Reading? Is there anything anyone would like to add to this portion? Joey�s Mother and Father, is there anything you�d like to add regarding Joey�s strengths in Reading?� �Now we are going to address Joey�s needs in Reading. Does everyone agree that we are ready to move on? What are Joey�s challenges or weaknesses in Reading? Joey�s Mother and Father, Is there anything you�d like to add specific to Joey�s challenges in Reading? Anyone else?� �Okay. Let�s move on to the current accommodations that are used in order for Joey to access the Reading curriculum. What current supports work for Joey in the area of Reading? Now that we�ve addressed current supports, are there any additional supports that should be tried for reading? Okay. It looks like we are ready to move on to the next academic area. Does everyone agree?� To effectively address present levels of performance, the specific issues listed on the screen must be addressed. The example you�ve just heard provides guidance on how to systematically address each of these required issues as well as keep this portion of the meeting focused and efficient. Now let�s listen to an example of how the IEP chair would address the present levels of performance. �We are going to address Present Levels of Performance for Reading. First, the responsible service provider will address whether or not Joey has met the previous Reading Goals. Then the rest of the team will have an opportunity to provide additional information before moving on to his challenges and supports. Ms. Teacher, did Joey meet the previous Reading Goal? If not, why didn�t Joey meet the goal? What are Joey�s strengths/abilities in Reading? Is there anything anyone would like to add to this portion? Joey�s Mother and Father, is there anything you�d like to add regarding Joey�s strengths in Reading?� �Now we are going to address Joey�s needs in Reading. Does everyone agree that we are ready to move on? What are Joey�s challenges or weaknesses in Reading? Joey�s Mother and Father, Is there anything you�d like to add specific to Joey�s challenges in Reading? Anyone else?� �Okay. Let�s move on to the current accommodations that are used in order for Joey to access the Reading curriculum. What current supports work for Joey in the area of Reading? Now that we�ve addressed current supports, are there any additional supports that should be tried for reading? Okay. It looks like we are ready to move on to the next academic area. Does everyone agree?� To effectively address present levels of performance, the specific issues listed on the screen must be addressed. The example you�ve just heard provides guidance on how to systematically address each of these required issues as well as keep this portion of the meeting focused and efficient.

19. During the IEP Meeting Feelings are real and must be accepted, acknowledged and processed in an organized manner� During IEP meetings, team members often speak from a feeling base rather than a data or information base. This may be particularly true for parents, but is also true in the case of teachers and other professionals, especially if there is a disagreement between the parent and the professional. Without guidance, differences based on feelings can be very destructive to the IEP process, and result in negative feelings that linger long past the day of the IEP. It is therefore important to attend to the message on the screen, �Feelings are real and must be accepted, acknowledged and processed in an organized manner�. During IEP meetings, team members often speak from a feeling base rather than a data or information base. This may be particularly true for parents, but is also true in the case of teachers and other professionals, especially if there is a disagreement between the parent and the professional. Without guidance, differences based on feelings can be very destructive to the IEP process, and result in negative feelings that linger long past the day of the IEP. It is therefore important to attend to the message on the screen, �Feelings are real and must be accepted, acknowledged and processed in an organized manner�.

20. During the IEP Meeting Effectively deal with various feelings and difficult personalities Stay neutral Respect feelings Be sensitive Feelings to Facts Combine, condense, define concerns Refocus on student needs Ideally, feelings should first be addressed prior to the IEP meeting. Oftentimes administrators or designees are aware of existing conflicts or the possibility of conflicts occurring during the IEP meeting. Much can be done to neutralize the climate prior to the meeting through communication among all team members. During the IEP meeting, the chair of the meeting might adopt a very even speaking tone, be alert to indicators of feelings, validate feelings, probe unstated feelings, but always draw the meeting back to the needs of the student. Providing an opportunity for voicing feelings in a structured way reduces the emotional climate. Concerns should be defined, but then refer the meeting back to the needs of the student. and how the concerns can be formulated in actions to address the needs of the student. Ideally, feelings should first be addressed prior to the IEP meeting. Oftentimes administrators or designees are aware of existing conflicts or the possibility of conflicts occurring during the IEP meeting. Much can be done to neutralize the climate prior to the meeting through communication among all team members. During the IEP meeting, the chair of the meeting might adopt a very even speaking tone, be alert to indicators of feelings, validate feelings, probe unstated feelings, but always draw the meeting back to the needs of the student. Providing an opportunity for voicing feelings in a structured way reduces the emotional climate. Concerns should be defined, but then refer the meeting back to the needs of the student. and how the concerns can be formulated in actions to address the needs of the student.

21. During the IEP Meeting Common Problems Excessive Talking Non Participation Side Bars Individual Dissent There are common problems that may be encountered during IEP meetings. Excessive talking is the most time consuming and results in an excessive waste of time and resources. This can be avoided by making sure that all participants come prepared, stick to agenda, and refrain from reading reports and present levels of performance to the team. Lack of participation is usually the result of a lack of understanding, trust or sometimes boredom. Side bars, or holding a separate conversations with someone sitting next to or near you, have the potential to slow down the pace of the meeting, increase anxieties and contention among team members, and are often viewed as being disrespectful. Advance preparation through ongoing collaboration and communication among service providers and parents throughout the year prior to the IEP meeting will significantly decrease the possibility of individual disagreement during the meeting. There are common problems that may be encountered during IEP meetings. Excessive talking is the most time consuming and results in an excessive waste of time and resources. This can be avoided by making sure that all participants come prepared, stick to agenda, and refrain from reading reports and present levels of performance to the team. Lack of participation is usually the result of a lack of understanding, trust or sometimes boredom. Side bars, or holding a separate conversations with someone sitting next to or near you, have the potential to slow down the pace of the meeting, increase anxieties and contention among team members, and are often viewed as being disrespectful. Advance preparation through ongoing collaboration and communication among service providers and parents throughout the year prior to the IEP meeting will significantly decrease the possibility of individual disagreement during the meeting.

22. During the IEP Meeting Strategies for Dealing with Challenging Behaviors Remain calm & pleasant Refrain from raising voice Avoid arguing Actively listen Avoid words with negative connotations Question rather than state Look for areas of agreement The chairs of IEP meetings must be familiar with various types of behaviors that challenge a positive tone to the meeting and appropriate strategies for dealing with them. If a person becomes difficult the behavior must be identified, handled quickly and appropriately. Two handouts, �Specific Responses to Challenging Behaviors� and �Manifestations of Challenging Behaviors�, to assist with problem behavior have been provided in this presentation. These handouts provide general strategies for effective communication and running meetings, but are also useful for keeping the meeting tone positive. The chairs of IEP meetings must be familiar with various types of behaviors that challenge a positive tone to the meeting and appropriate strategies for dealing with them. If a person becomes difficult the behavior must be identified, handled quickly and appropriately. Two handouts, �Specific Responses to Challenging Behaviors� and �Manifestations of Challenging Behaviors�, to assist with problem behavior have been provided in this presentation. These handouts provide general strategies for effective communication and running meetings, but are also useful for keeping the meeting tone positive.

23. During the IEP Meeting Consensus What is it? A collective opinion Group of individuals working together Open & supportive climate Enabling all participants to influence & support a decision As an IEP team member, it is necessary to have a clear understanding of consensus. Consensus is decision making as a result of collaborative process that results in a collective opinion. It is understood by all members because it has been arrived at as a result of working together in a climate that encourages involvement and collaboration. Because of its collective development, it allows all members to support the decision rather than their own preferences.As an IEP team member, it is necessary to have a clear understanding of consensus. Consensus is decision making as a result of collaborative process that results in a collective opinion. It is understood by all members because it has been arrived at as a result of working together in a climate that encourages involvement and collaboration. Because of its collective development, it allows all members to support the decision rather than their own preferences.

24. During the IEP Meeting For Reaching Consensus Avoid Arguing Conflict reducing procedures Perception of winners and losers Among the seeming paradoxes of consensus is that to achieve consensus you have to actively solicit conflict. If there are differing opinions, they must be heard and discussed. IEP team participants may become increasingly negative if they feel their opinions are not being heard. However, expressing opinions cannot not be allowed to disintegrate into arguments. Arguments are destructive to the collaborative process because they result in triumphant winners and sore losers. The perception of winners and losers is in direct opposition to the concept of consensus. Among the seeming paradoxes of consensus is that to achieve consensus you have to actively solicit conflict. If there are differing opinions, they must be heard and discussed. IEP team participants may become increasingly negative if they feel their opinions are not being heard. However, expressing opinions cannot not be allowed to disintegrate into arguments. Arguments are destructive to the collaborative process because they result in triumphant winners and sore losers. The perception of winners and losers is in direct opposition to the concept of consensus.

25. During the IEP Meeting How Does Consensus Look? Each participant: understands the decision; has the opportunity to state position regarding the decision; consents to the decision and agrees to support it. Consensus is not achieved by voting, or by railroading. If a decision has been made by consensus, each participant feels that they have had their opportunity to be heard and that the resulting decision adequately reflects their concerns and the concerns of others. Consensus is not achieved by voting, or by railroading. If a decision has been made by consensus, each participant feels that they have had their opportunity to be heard and that the resulting decision adequately reflects their concerns and the concerns of others.

26. Development of the Implementable IEP Collaboration Communication Preparation Logistics Agreement Consensus Participation Feelings Personalities An effective IEP meeting results in the development of an implementable IEP, offers a free appropriate public education in the least restrictive environment for the student, requires meaningful collaboration and communication among all service providers and IEP team participants throughout the year. Preparation for the meeting consists of organizing logistics, and encouraging active participation among team members, while respecting various differences in personalities and feelings in order to achieve agreement that leads to consensus. An effective IEP meeting results in the development of an implementable IEP, offers a free appropriate public education in the least restrictive environment for the student, requires meaningful collaboration and communication among all service providers and IEP team participants throughout the year. Preparation for the meeting consists of organizing logistics, and encouraging active participation among team members, while respecting various differences in personalities and feelings in order to achieve agreement that leads to consensus.

27. After the IEP Meeting Encourage resolution through the Informal Dispute Resolution Process Confirm Follow Up Actions Analyze the effectiveness of the IEP Meeting If consensus is not achieved during the IEP meeting and there is disagreement with any part or all of the IEP, the administrator/designee should encourage informal dispute resolution, sometimes referred to as IDR. Participants in meetings need to be aware of how effectively and efficiently they are working together in order to improve their overall functioning. The best way to do this is to debrief following each meeting. Ask� What worked well in the meeting? Task accomplishment Group process Use of time Other areas What, if anything could be changed or improved in the next meeting? If consensus is not achieved during the IEP meeting and there is disagreement with any part or all of the IEP, the administrator/designee should encourage informal dispute resolution, sometimes referred to as IDR. Participants in meetings need to be aware of how effectively and efficiently they are working together in order to improve their overall functioning. The best way to do this is to debrief following each meeting. Ask� What worked well in the meeting? Task accomplishment Group process Use of time Other areas What, if anything could be changed or improved in the next meeting?

28. The Best IEP Meeting� Team Members don�t remember being led, Participants don�t remember individual contributions; Team Members feel positive about one another; All participants feel and would say �We did it collectively � we did it ourselves.� If the IEP meeting is effective, it will result in: an IEP providing the most appropriate program and services focused on meeting the needs of the student; and affirming of relationships between the parents and professionals for good educational decision making.If the IEP meeting is effective, it will result in: an IEP providing the most appropriate program and services focused on meeting the needs of the student; and affirming of relationships between the parents and professionals for good educational decision making.

29. Certification In order to certify, make sure the computer you are using is connected to the internet, then click the link below and follow the on-screen directions To continue with certification, please note the following information: Your LOCATION CODE User name is �train� (without quotes) Leave the Password field blank Click on this link for certification