COLLABORATION WITHOUT CONFLICT

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COLLABORATION WITHOUT CONFLICT
EFFECTIVE IEPS

• November 18, 2008

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Introductions

• Lori Stillings TUSD Assistant
  Superintendent/Student Services
• Francine Wenhardt TUSD Coordinator
• Cherie Kuntz TUSD Coordinator
• Laura Petschauer TUSD Facilitator
• Jennifer Van Hyning CAC President 08/09
• Jamie Haver CAC member/parent

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When an IEP meeting must be held

• At least annually
• Following any formal assessment
• If the student does not make anticipated progress
  toward goals
• When anyone on the team has information that
  would affect services
• Whenever placement or services change, including
  frequency and duration
• Prior to a student exiting from special education
• When a student is approaching 10 days of
  suspension
• To develop a behavior support plan
• Upon parent request

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Decision Making
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The IEP as an avenue for conflict resolution

• Minimizing conflict by encouraging positive
  teamwork among all members.

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Parent Role andResponsibilities

• Before the IEP Meeting
• 4-6 weeks before IEP due date, follow up with
  case carrier to
• discuss possible IEP dates and
• give input toward development of the agenda
• Tell case carrier who will be present at IEP
  meeting (self, spouse, Regional Center, etc.)

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Parent Role andResponsibilities (cont.)

• Provide case carrier with any written information
  you would like considered at the IEP meeting
  (concerns, issues, or additional information)
• Return the meeting notice to the case carrier

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Parent Role andResponsibilities (cont.)

• Gather work samples/evidence of present levels of
  performance (optional)
• Provide input for goal areas youd like
  considered
• If meeting is to be audio taped, notify case
  carrier at least 24 hours in advance and have
  recorder and ample supply of tapes ready

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Parent Role andResponsibilities (cont.)

• During the IEP Meeting
• Stay on topic, help maintain timelines
• Keep IEP focused on IEP issues table items that
  can be kept for a conference

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Typical IEP Meeting Ground Rules

• Communicate clearly
• Listen carefully
• Respect the views of others
• Ask and welcome questions
• Be open
• Confidentiality

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Following the IEP meeting, do you understand

• Whether or not your child is eligible?
• If so, whats your childs disability?
• How your childs disability will impact
• Progress in school?
• His/her ability to learn at the same rate as
  peers?
• Your childs present level of performance in all
  areas?

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Following the IEP meeting, do you understand

• What accommodations / modifications your child
  needs in the educational program to assist with
• Classroom learning?
• State and district testing?
• How your childs coursework will be graded?

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Following the IEP meeting, do you understand

• How the goals and objectives relate to the
  present levels of performance?
• How the teacher will measure your childs
  progress toward meeting the annual goal and how
  you will be informed of that progress?

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Following the IEP meeting, do you understand

• The continuum of placement options the IEP team
  is considering?
• What Least Restrictive Environment (LRE) means?
• How LRE relates to the implementation of your
  childs learning plan in a program as close to
  the regular education classroom as possible?

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Following the IEP meeting, do you understand

• The services your child will receive?
• Extended School Year
• criteria
• the extent of the program and services?

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Following the IEP meeting, do you understand

• For students age 16 and older as of the date of
  their annual review
• How long the District provides your child with a
  free, appropriate public education?
• Your childs projected school completion goal
  (graduation/certificate of completion)?
• How the ITP relates to activities your child will
  participate in after completing high school?

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Parent Role andResponsibilities

• After the IEP Meeting
• If you have questions after the IEP meeting, feel
  free to call or e-mail your case carrier

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Sources of Conflict
Facts
Values
Perceptions
Personality
Methods
Culture
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First Steps

• Keep the discussion outcome oriented
• Action Planning
• What do we want?
• When do we want it?
• How will we know when we get it?
• What stops us from having what we want now?
• What resources do we have available or need?
• What can we do now?

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What to focus on?

• Separate the issues
• Focus on interests
• Areas of discussion

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Focus on interests

• Needs
• Desires
• Concerns
• Fears

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Separate the issues

• Perception
• Emotion
• Communication

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Areas of discussion

• Keep an open mind
• Brainstorm
• Broaden your options
• Look for win-win
• Make the decision easy

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Then what?

• What are your alternatives if you do not reach
  agreement?
• Of those, which is your best alternative?
• Is it realistic?
• Is it acceptable?

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Adding to Your Tool Chest

• If you only have a hammer, you see every problem
  as a nail
• Abraham Maslow, psychologist

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Knowledge is a Parents Most Important Tool

• In Order to be an effective advocate for your
  child, you must learn about
• ? Your childs disability
• ? The accepted practices and/or research
  based methods to educate a person with that
  disability
• ? The way your child learns
• ? The educational system
• ? Your legal rights

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Getting Started

• Educational vs. Medical
• Request an Assessment
• Get a Diagnosis, if possible
• Talk with the Teacher
• Observe in the classroom

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Dont Get Upset Remember Your Child is Not
Entitled to the Best Public Education Possible

• Federal Law via the Individuals with Disabilities
  Education Act (IDEA) guarantees all children with
  disabilities a free and appropriate public
  education (FAPE)
• APPROPRIATE ? BEST

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Use the IEP Process Effectively to Advocate for
your child

• Though special education law does not entitle
  your child to an education that maximizes their
  potential, work with your IEP Team to create an
  educational program that is APPROPRIATE for you
  childs needs.
• Sometimes the Appropriate Program the IEP Team
  works together to create and implement does help
  the child reach his/her maximum potential.

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SMART IEPs

• Specific
• goals and objectives
• Measurable
• reached/mastered
• Action words
• My child will be able to
• Realistic and relevant
• address your childs unique needs
• Time-Limited
• enable you to monitor progress

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It is Normal to Feel Nervous in the Beginning

• During your first school meetings, expect to
  feel insecure and anxious. These jitters are
  normal reactions to your new role and the
  unfamiliar environment. As you gain experience,
  you will know what to expect and you will feel
  less anxious.
• From Emotions to Advocacy
• by Pam and Pete Wright

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Mantra

• Be proactive
• Expect results
• Challenge your child
• Always be respectful
• Learn about the disability
• Master your childs learning style

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Be Proactive

• Monitor your childs progress
• Create/maintain dialogue with teachers
• Advocate for your child/teach self-advocacy
• Keep chronological binder as reference tool

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Expect Results

• Work with your child on homework
• Discuss concerns with the teacher
• Use examples of homework
• Monitor progress throughout the year

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Challenge your Child

• All Children can make progress whether child
  has a severe developmental disability or a
  learning disability with an above average IQ
• Support and encourage celebrate successes
• Find games to reinforce learning deficits
• Do NOT bully or shame

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Always Be Respectful

• Treat your child with respect
• Act professional with teachers
• Manage your emotions
• Encourage open communication
• Become a participant in problem-solving
• Know your child needs negotiate

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Learn About the Disability

• Go to conferences and seminars
• Buy and read books by experts
• Go online for support and information
• DO whatever it takes for success

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Master Your Childs Learning Style

• Know your child
• Learn his/her strengths and weaknesses
• Advocate for evaluation-based interventions
• Identify appropriate CAMS in classroom
• Considerations
• Accommodations
• Modifications
• Strategies

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In Summary

• We are all human
• We all want progress and growth for your child
• Lets work together to create a student centered
  IEP

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Never Give Up on Your Child

• The greatest danger for most of us
• Is not that we aim too high and miss,
• but that we aim too low and we reach it.
• Author unknown

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• Questions and or comments