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FIEP: A THREE YEAR INDIANA INITIATIVE. CLAIRE THORSEN INDIANA DEPARTMENT FOR EXCEPTIONAL LEARNERS IN*SOURCE BLUMBERG CENTER, INDIANA STATE UNIVERSITY. IN THE BEGINNING . HOW TO IMPROVE STUDENT OUTCOMES? HOW TO IMPROVE STUDENT IEPS? HOW TO IMPROVE PARENT SCHOOL COLLABORATION?

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fiep a three year indiana initiative

FIEP: A THREE YEAR INDIANA INITIATIVE

CLAIRE THORSEN

INDIANA DEPARTMENT FOR EXCEPTIONAL LEARNERS

IN*SOURCE

BLUMBERG CENTER, INDIANA STATE UNIVERSITY

in the beginning
IN THE BEGINNING
  • HOW TO IMPROVE STUDENT OUTCOMES?
  • HOW TO IMPROVE STUDENT IEPS?
  • HOW TO IMPROVE PARENT SCHOOL COLLABORATION?
  • HOW TO SUPPORT SCHOOL IMPROVEMENT AND CULTURAL CHANGE?
what s needed for improved student achievement
WHAT’S NEEDED FOR IMPROVED STUDENT ACHIEVEMENT
  • IEPS ADDRESSING STRENGTHS AND CHALLENGES
  • IEPS THAT ARE MEASUREABLE
  • IEPS THAT ARE CAREFULLY MONITOR
  • IEPS BASED ON DATA IS ANALYZED
  • IEPS BASED ON INPUT FROM ALL PARTICIPANTS
what needs to be added to iep meetings to improve outcomes
WHAT NEEDS TO BE ADDED TO IEP MEETINGS TO IMPROVE OUTCOMES
  • A STUDENT FOCUS
  • A PROCESS
  • ACTIVE PARTICIPATION BY ALL MEMBERS
  • CLEAR UNDERSTANDING OF MATERIAL PRESENTED AND DISCUSSED
  • PARTICIPANTS WHO VALUE COLLABORATION
slide5
A ROADMAP FOR THE MEETING
  • PARTICIPANTS LISTENING TO UNDERSTAND
  • COMMUNICATION GUIDELINES
  • CLEAR UNDERSTANDING OF GOALS FOR THE MEETING
  • SOMEONE TO KEEP THE MEETING ON TRACK
reinvent the wheel or use the wheel
REINVENT THE WHEEL OR USE THE WHEEL
  • USE A FACILITATION METHOD TO SUPPORT THE IEP PROCESS
  • USE MULTIPLE METHODS TO SUPPORT THE IEP PROCESS
  • LOCATE AND UTILIZE A PRODUCT ALREADY DEVELOPED
search process
SEARCH PROCESS
  • REVIEW KNOWN FACILITATION METHODS: PROS AND CONS
  • SELECTION OF METHOD OF “BEST FIT”
  • INTERACTION METHOD
strength of the interaction method
STRENGTH OF THE INTERACTION METHOD
  • THE MODEL

COLLABORATIVE

ATTITUDE

INSERT THE MODEL SHARED

RESPONSIBILITY

STRATEGIC FACILITATIVE

THINKING BEHAVIORS

model as motto for special education
MODEL AS MOTTO FOR SPECIAL EDUCATION
  • A CHILD CENTERED PROGRAM DEVELOPED THROUGH THE COLLABORATIVE PARTNERSHIP OF THE CASE CONFERENCE COMMITY, WHO SHARE THE RESPONSIBILTY FOR CAREFULLY ANALYZING ALL AVAILABLE DATA AND UTILIZING FACILITATIVE TOOLS AND TECHNIQUES TO REACH CONCENSUS ON AN APPROPRIATE IEP FOR A STUDENT
pilotting fiep
PILOTTING FIEP
  • FIEP= ESSENTIAL FACILITATION FOR INDIVIDUALIZED EDUCATION PROGRAMS
  • A MARRIAGE OF THE ESSENTIAL FACILITATION PROCESS (INTERACTION METHOD) AND RULES AND REGULATIONS FOR A LEGALLY CONSTITUTED IEP MEETING
slide11
TRAINING FOR 26
    • 13 PARENTS AND PARENT ADVOCATES
    • 13 SCHOOL PERSONNEL: DIRECTORS, PRINCIPALS, TEACHERS, COORDINATORS, RELATED SERVICE STAFF
results of pilots
RESULTS OF PILOTS
  • HIGH LEVELS OF THE FOLLOWING:

-- DISTRUST

-- BLAME

-- ANGER

-- EMOTIONALITY

-- VERBAL AGRESSION

-- DEFENSIVENESS

impact on conducting fiep trainings
IMPACT ON CONDUCTING FIEP TRAININGS
  • RE-THINK THE FOLLOWING:

--PURPOSE AND OUTCOMES OF FIEP TRAINING PROGRAM

--PARENT PARTICIPATION

-- SCHOOL/AGENCY PARTICIPATION

--ESTABLISHING AN ADVISORY GROUP

slide14
--NEED FOR A PROJECT COORDINATOR

--NEED TO INVOLVE OTHER AGENCIES TO HELP IDENTIFY TRAINEES

proposals
PROPOSALS
  • HIRE A STATEWIDE COORDINATOR
  • ESTABLISH AN INTEGRATED ADVISORY COUNCIL
  • DESIGN A YEAR LONG PILOT PROGRAM
slide16
Define pilot project and long term project
  • Define roles of schools and agencies in the project
initiative proposal
INITIATIVE PROPOSAL
  • PURPOSE: TO PROVIDE APPROPRIATE PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS DEVELOPED BY COLLABORATIVE TEAMS, GUIDED BY THE FACILITATION PROCESS …
slide19
METHOD: OFFER FIEP TRAININGS TO PARENTS/PARENT ADVOCATES AND SCHOOL PERSONNEL
  • PAY TRAINING FEES,LODGING,PER DIEM FOR UP TO FIVE PARENTS PER TRAINING
slide20
HOLD STATEWIDE TRAININGS IN INDIANAPOLIS
  • SUPPORT DISTRICTS/ROUND TABLES WHO WANT TO OFFER ON SITE TRAININGS KEEPING TRAINING COST AT CONSTANT LEVEL FOR ALL GROUPS (AS PRICES INCREASED SO WOULD SUPPORT
slide22
NEGOTIATE A BULK PRICE FOR 25 OR MORE TRAININGS
  • HIRE A COORDINATOR TO BECOME TRAINED AS A TRAINER FOR INDIANA AS WELL AS OTHER STATES TO OVERSEE, MARKET, SET-UP AND CONTRACT FOR TRAININGS
slide23

COORDINATOR WOULD SERVE AS A STATEWIDE NEUTRAL FACILITATOR AS ASSIGNED BY THE DEL DIRECTOR OR REQUESTED BY DISTRICTS

  • ESTABLISH A WORKING ADVISORY COUNCIL TO PROVIDE DIRECTION AND DEFINITION TO PROJECT
slide24
ADVISORY COUNCIL TO INCLUDE THE FOLLOWING REPRENTATIVES: SPECIAL ED DIRECTORS, IDOE, INSOURCE, ALTERNATE DISPUTE RESOLUTION, PRACTICING FACILITATORS, UNIVERSITY FACULTY.
  • Set up seven pilot sites throughout the state:
slide25
1 metropolitan site
  • 1 rural site
  • 1 northern site
  • 1 central site
  • 1 southern site
  • 1 midsize city site
  • 1 high conflict site
purpose of the project
Purpose of the Project
  • Support schools and families working together to successfully educate students
  • Support change in school’s culture
  • Increase understanding and collaboration
  • Reduce conflict and due process
goals
Goals
  • Provide specialized training to parents, schools staff and other interested parties
  • Research the outcomes of the training through pre- and post-surveys
slide28
Monitor the number and location of due process hearings through state documentation and law firms
  • Monitor the number of pre-due process meetings that actually go to trial when facilitation is used
slide29
Provide coaching and support to new trainees upon request
  • Based on results of outcomes, determine the effectiveness of the FIEP process in Indiana
  • Make the trainings affordable
marketing
Marketing
  • Develop a marketing strategies
    • Individual contacts
    • Roundtables
    • ICASE
    • Brochures
    • E-mail to superintends, directors of special education, department chairs, principals, family agencies
submit application
Submit Application
  • Proposals submitted to the Department of Education
  • Information meeting with Department staff
  • Approval and grant award
implementation
Implementation
  • October 2002
  • Marketing: Personal contacts and presentations to districts and roundtables
  • Sessions at ICASE
  • Distribution of materials
trainings
Trainings
  • Ten during year one
    • 4 state-wide
    • 6 district or round table
    • Coordinator plus and additional 4GL trainer
    • Administrators, school staff, parents, State Level administrators
slide34
9 during year two
  • 6 DURING YEAR TWO
  • Over 500 trained
    • 50 parents and advocates
a view of training
A View of Training
  • IMPORTANT ASPECTS OF THE TRAINING
critical components of facilitation training
CRITICAL COMPONENTS OF FACILITATION TRAINING
  • TRAINEES PERSPECTIVES:
    • OBSERVING SKILLED FACILITATORS
    • THE INTERACTION MODEL
    • BUIDLING AGENDAS, OUTCOMES AND GROUND RULES
    • PRE-PLANNING: INTERVIEWING PARENTS AND SCHOOL ADMINISTRATORS
slide37
SHARING ROLES AND RESPONSIBILITIES IN A MEETING
  • DIFFERENCE BETWEEN A MEETING CHAIR FACILITATOR AND A NEUTRAL FACILITATOR
  • PREVENTIONS AND INTERVENTIONS
  • COACHED ROLE PLAYING
  • USE OF A SCRIBE IN A DIFFICULT MEETING
slide38
THE VALUE OF ACTIVE LISTENING
  • THE NEED FOR UNDERSTANDING
  • GETTING SMALL AGREEMENTS EVERY STEP OF THE MEETING
  • WATCH MAKING ASSUMPTIONS
  • WHOLE GROUP PARTICIPATION IS ESSENTIAL TO GOOD AGREEMENTS
slide39
USING TECHNIQUES SUCH AS ACCEPT AND LEGITIMIZE CAN DEFUSE CONFLICT
  • DETERMINING ISSUES, INTEREST, AND POSITIONS CAN HELP RESOLVE CONFLICT
slide40
FROM A STATE-WIDE NEUTRAL FACILITATORS STAND POINT
    • UNDERSTANDING THE RELATIONSHIP BETWEEN THE LADDER OF INFERENCE AND YOURSELF AS A NEUTRAL FACILITATOR
    • CONTRACTING YOUR POWER FROM THE GROUP
slide41
ACTIVE LISTENING AND TRUE UNDERSTANDING OF POINTS OF VIEW ARE CRITICAL TO MAINTAINING NEUTRALITY

ACCEPT AND LEGITIMIZE MUST BE A NATURAL PROCESS FOR FACILITATORS

slide42
WHERE CONFLICT EXISTS IT IS CRUCIAL TO IDENTIFY THE CONCERNS AT THE BEGINNING OF THE MEETING AND IDENTIFY ON THE AGENDA WHERE THEY WILL BE ADDRESSED

CLEARLY MARK AGREEMENTS

--USE A SCRIBE

slide43
PROVIDE THE SCRIBE ACCURATE INFORMATION AND CHECK THE NOTES
  • VALUE THE CONCEPTS OF THE INTERACTION METHOD:
    • SHARED RESPONSIBILITY, COLLABORATIVE ATTITUDE, STRATEGIC THINKING, FACILITATIVE BEHAVIORS
concept of neutral facilitator
CONCEPT OF NEUTRAL FACILITATOR
  • INSERT INDIANA MODEL
training network
TRAINING NETWORK
  • BLUMBERG MAINTAINS A DATA BASE OF ALL PEOPLE FIEP TRAINED
  • EACH CADRE GROUP RECEIVES AN ACCESS LIST OF THE PARTICIPANTS
  • TRAINEES ARE CONTACTED TO OFFER ADDITIONAL ONSITE TRAINING AND COACHING
credits
CREDITS
  • CONTINUING EDUCATION UNITS ARE OFFERED TO PARTICIPANTS AND PAID FOR THROUGH THE GRANT
  • OBTAINING COLLEGE CREDITS IS IN PROCESS
data from the trainings
DATA FROM THE TRAININGS
  • INSERT DATA FROM SURVEY
  • FROM DOE: DUE PROCESS, MEDICATION, COMPLAINTS (SANDY SCUDDER
  • TITLE AND USE AS MANY SLIDES AS NEEDED
co facilitation
CO-FACILITATION
  • PARENT SCHOOL COLLABORATION
  • IN*SOURCE (INDIANA RESOURCE CENTER FOR FAMILIES WITH SPECIAL NEEDS
  • SEVEN DIRECTORS OF SPECIAL EDUCATION
  • DOUG LITTLE
  • BLUMBERG CENTER
proposal to doe
PROPOSAL TO DOE
  • GOAL: “LEVEL THE PLAYING FIELD”
  • WHO: PARENT AND SCHOOL STAFF FACILITATING MEETINGS TOGETHER
  • WHY: BUILDING TRUST, CULTURAL CHANGE, IMPROVE OUTCOMES FOR STUDENTS
  • HOW: DEMONSTRATE COLLABORATION
developing co facilitation training
DEVELOPING CO-FACILITATION TRAINING
  • MUST HAVE DEMONSTRATED FACILITATION SKILLS DURING FIEP TRAINING
  • BE RECOMMENDED BY IN*SOURCE OR SPECIAL EDUCATION DIRECTOR
  • PARENT/ADVOCATE COMPLETED ADVOCACY TRAINING PROGRAM AND HAVE SERVED AS AN ADVOCATE
slide52
BE WILLING TO WORK WITH ANOTHER FACILITATOR
  • BE WILLING TO COMPLETE A THREE DAY TRAINING COURSE
  • BE WILLING TO TRAVEL
  • BE WILLING TO HAVE PARENT AS ONE OF TWO FACILITATORS
co facilitation training outline
CO-FACILITATION TRAINING OUTLINE
  • START-UP : A HISTORY OF HOW WE STARTED
  • SPECIAL EDUCATION RULES AND REGULATIONS: AN OVERVIEW
  • WORKING WITH ANOTHER FACILITATOR:
    • CO-FACILITATION
    • WHOLE CO-FACILITATION RELATIONSHIP
slide54
HEALTHY WORKING RELATIONSHIPS
  • CONTRACT BETWEEN FACILITATORS
  • CO-FACILITATOR GROUND RULES
  • PRACTICAL ELEMENTS OF CO-FACILITATION
  • ONE-UP, ONE-DOWN
  • WHAT DOES IT TAKE TO WORK WITH SOMEONE ELSE
slide55
DEVELOPING THE RELATIONSHIP
  • DIMENSIONS OF CO-FACILITATION

SIMILARITIES AND DIFFERENCES

--WHAT DOES IT TAKE

--ADVANTAGES/DISADVANTAGES

--Co-FACILITATION WAIVER

slide56
KIRTON ADAPTION-INNOVATION INVENTORY
  • APPLICATION: SETTING UP A CO-FACILITATED MEETING
  • EVALUATION AND FEEDBACK
  • ETHICS
  • REVIEW OF STATE DOCUMENTS FOR SPECIAL EDUCATION
why not use the fiep process
WHY NOT USE THE FIEP PROCESS?
  • IT’S TOO LONG
  • I CAN’T BE RUDE
  • I CAN’T BE NEUTRAL
  • I’M TOO USE TO BEING IN CONTENT
  • I’M AFRAID TO TRY SOMETHING NEW IN MY BUILDING
  • IT’S MORE WORK FOR ME
slide58
I REALLY DON’T WANT TO CALL A PARENT PRIOR TO THE MEETING
  • IT’S NOT TO THE SCHOOLS ADVANTAGE TO HAVE AN INFORMED PARENT
  • I DON’T WANT TO ADD TO SOMEONE ELSES DUTIES
  • NO WANT IS MAKING FIEP A PRIORITY
slide59
IT DOESN’T FIT INTO THE HIGH SCHOOL SCHEDULE
  • MY COLLEAGUES NEED ME ON THEIR SIDE
why use the fiep process
WHY USE THE FIEP PROCESS?
  • THE MEETING IS CHILD FOCUSSED
  • EVERYONE PARTICIPATES
  • PEOPLE UNDERSTAND WHAT THEY ARE AGREEING TO
  • MUTUAL RESPECT IS ENCOURAGED
  • ACTIVE LISTENING IS ENCOURAGED
  • THE GROUP IS RESPONSIBLE FOR THE DECISIONS
slide61
PROBLEMS CAN BE PREVENTED
  • IF PROBLEMS EXIST, TRUST CAN BE REBUILT
  • THE MEETING HAS CLEAR DIRECTION
  • PEOPLE STAY FOCUSSED
  • THE COMMITTEE WORKS TO SOLVE ITS OWN PROBLEMS
slide62
IF DUE PROCESS IS A FACT, ISSUES OF DISAGREEMENT CAN BE IDENTIFIED
  • AFTER THE INITIAL MEETING, MEETING TIME MAY BE REDUCED
  • GOOD WAY TO INTRODUCE EARLY CHILDHOOD TRANSITIONING FAMILIES TO THE PUBLIC SCHOOL
additional issues for the initiative
ADDITIONAL ISSUES FOR THE INITIATIVE
  • UPDATING TRAININGS
  • QUALITY ASSURANCE
  • FACILITATORS AND DUE PROCESS HEARINGS
  • CUSTOMIZATION OF TRAININGS
  • DEVELOPING A REFERRAL PROCESS TO BE USED BY MEDIATORS AND HEARING OFFICERS
slide64
FIEP FOR HEADSTART
  • MORE DETAILED RESEARCH ABOUT THE IMPACT OF THE FIEP PROCESS ON MEETING PARTICIPANTS
  • TRAINING MORE STATE-WIDE NEUTRAL FACILITATORS
  • USING THE FIEP PROCESS FOR ALL TRANSITION MEETINGS
slide65
PLACING NEUTRAL FACILITATORS WITH IN THE DEPARTMENT OF DUE PROCESS AND COMPLAINT INVESTIGATION
  • TRAIN MEDIATORS AND HEARING OFFICERS IN THE PROCESS TO PROVIDE BETTER OPTIONS FOR REFERRAL
conclusion
CONCLUSION
  • SUMMARY
  • QUESTIONS AND ANSWERS
indiana model
INDIANA MODEL
  • INSERT MODEL