Wisconsin Statewide Parent-Educator Initiative The Key to Success is Partnership

1. 1 Wisconsin Statewide Parent-Educator Initiative The Key to Success is Partnership! Introduce the project and what your role is: Either use the WSPEI Flyer, a CESA/ WSPEI Brochure or the Fast Facts Brochure to share information about the project and the area that you work in. We developed this workshop to help families use strategies that work and help them feel more prepared to participate in the meetings for their children. Introduce the project and what your role is: Either use the WSPEI Flyer, a CESA/ WSPEI Brochure or the Fast Facts Brochure to share information about the project and the area that you work in. We developed this workshop to help families use strategies that work and help them feel more prepared to participate in the meetings for their children.

2. Creating The IEP: Building a Puzzle Putting a good IEP together requires information from many sources. Each member of the IEP Team brings a valuable piece of information about the child; their piece of the puzzle. The puzzle analogy is used here to provide parents and other participants a visual picture of how important their role is. Each participant brings to the meeting an important link that fits together with all of the other important pieces of the picture of who the child is and what their strengths and needs and interests are. Feel free to use a different analogy for the parent�s role and how important they are to the team. A good example of a word picture here is: sharing about a child and a IEP team participant�s experience. You may choose to use your own experiences to share how you provided information to the team about your child�s strengths and needs or use an example of someone you have worked with. The puzzle analogy is used here to provide parents and other participants a visual picture of how important their role is. Each participant brings to the meeting an important link that fits together with all of the other important pieces of the picture of who the child is and what their strengths and needs and interests are. Feel free to use a different analogy for the parent�s role and how important they are to the team. A good example of a word picture here is: sharing about a child and a IEP team participant�s experience. You may choose to use your own experiences to share how you provided information to the team about your child�s strengths and needs or use an example of someone you have worked with.

3. Parents As Equal Partners Part of a parent�s role as a partner in the IEP process is sharing valuable information about their child. Parents need to come prepared to describe their child�s strengths, needs, and preferences as well as other pertinent information that will help the IEP Team create a plan for their child to be able to work toward their goals. Provide participants with examples of what the parent can do to be better prepared for meetings. Expand on why the parent�s role is so important and talk about tools that will assist them in bringing helpful information to the meetings for their child. If you have examples of other tools you have used, share those with the participants. Provide participants with examples of what the parent can do to be better prepared for meetings. Expand on why the parent�s role is so important and talk about tools that will assist them in bringing helpful information to the meetings for their child. If you have examples of other tools you have used, share those with the participants.

4. Positive Student Profile A way for parents to share their �piece of the puzzle� Answers important questions about the child: Who is your child? What are your child�s strengths? What are your child�s successes? What are your child�s greatest challenges? What supports are needed? What are your dreams for your child? Other information The Positive Student Profile is a handout that Mary Skadahl received in a workshop training in 1993. It comes from an Inclusion Book; � All Children Belong.� It is available electronically from the WSPEI office in Eau Claire and can be duplicated. If available, share the filled out version on �Brian, an early childhood student, as an example of how parents and teachers can use this form to help describe a child more positively. (The sample is available from the WSPEI office.) This handout can be put into the evaluation section of the Parent Record File. The Positive Student Profile is a handout that Mary Skadahl received in a workshop training in 1993. It comes from an Inclusion Book; � All Children Belong.� It is available electronically from the WSPEI office in Eau Claire and can be duplicated. If available, share the filled out version on �Brian, an early childhood student, as an example of how parents and teachers can use this form to help describe a child more positively. (The sample is available from the WSPEI office.) This handout can be put into the evaluation section of the Parent Record File.

5. Parent Record File A Folder to provide a way to organize materials that a parent can bring to the IEP meeting. The folder provides information about the special education process. A tool to provide a way to collect information to keep for ongoing record keeping. The Parent Record File was developed in 1996 from samples provided by the Parent Educator Connection Grant Initiative in Iowa. Review the purpose of the folder: To assist families to come prepared to meetings for their child with all their information organized in the expandable folder. This folder is available from their school districts, or directly from the Wisconsin Statewide Parent-Educator Initiative (WSPEI) or from Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS). Share examples of other items they can include in the divided folder sections. The Parent Record File was developed in 1996 from samples provided by the Parent Educator Connection Grant Initiative in Iowa. Review the purpose of the folder: To assist families to come prepared to meetings for their child with all their information organized in the expandable folder. This folder is available from their school districts, or directly from the Wisconsin Statewide Parent-Educator Initiative (WSPEI) or from Wisconsin Family Assistance Center for Education, Training and Support (WI FACETS). Share examples of other items they can include in the divided folder sections.

6. Before the Meeting: Things To Do Talk with your child Review your child�s records Write down a list of your child�s strengths and needs Review the present IEP Write down some goals you�d like to see your child achieve Write down your questions Review with participants what they can do to get ready before a meeting. Have participants share other ideas of what they do to get ready for a meeting for their child, then build on those ideas by referring to the handout on �Preparing For the IEP�. Review with participants what they can do to get ready before a meeting. Have participants share other ideas of what they do to get ready for a meeting for their child, then build on those ideas by referring to the handout on �Preparing For the IEP�.

7. During the Meeting: Things To Do Request for introductions of team if they haven�t been made. Respect the time that was set aside for the meeting, but ask for more time to be scheduled, if needed. If you don�t understand your rights, ask for an explanation. Be positive and assertive, but not antagonistic. Share what your expectations are for the IEP meeting. Share the information you have prepared. It is important that parents feel that they are an equal partner is this process. Highlight one or two other strategies that will help them be an active participant during the meeting. For example: Call the case manager before the meeting and ask some of your questions, so that you can feel more prepared. Ask if there can be an agenda set for the meeting so that each participant can have an opportunity to participate more effectively. Ask participants to share other ideas of what helps them participate more effectively in their meetings. It is important that parents feel that they are an equal partner is this process. Highlight one or two other strategies that will help them be an active participant during the meeting. For example: Call the case manager before the meeting and ask some of your questions, so that you can feel more prepared. Ask if there can be an agenda set for the meeting so that each participant can have an opportunity to participate more effectively. Ask participants to share other ideas of what helps them participate more effectively in their meetings.

8. After the Meeting: Things To Do Maintain an ongoing file for your child�s records and communication with the school. Read all IEP Progress Reports. Attend all Parent Teacher Conferences, if possible. Initiate communication with the school if you have any concerns. Ask questions about the IEP goals so you can learn about how your child is doing. Call a meeting if you feel there is a need to share new information. Review the slide and share several other ideas of what parents can do after their meeting. Invite audience to share other ideas on how they follow up with staff when they do not feel their child is making progress on their IEP goals or how they handle communication when other issues or concerns come up. Review the slide and share several other ideas of what parents can do after their meeting. Invite audience to share other ideas on how they follow up with staff when they do not feel their child is making progress on their IEP goals or how they handle communication when other issues or concerns come up.

9. Work To Maintain Partnership Everyone wins when an attitude of respect and concern exists. Expect and believe that the school really wants to help your child all that they can. Share feelings of appreciation for the school�s efforts to help you. Be a team player! Review Partnership strategies� Here is where it is helpful for you to share other communication handouts on strategies that will help maintain a more positive focus in meetings. Encourage participants to help other parents by mentoring them before they go into meetings to be a positive member of the team. If questions come up about how to handle conflict; even when they are trying to be a positive team player; be sure to provide information about the options to conflict resolution. Share websites and phone numbers of the Mediation office and if available, provide the Cadre handout �Communicating with your Child�s School,� as another option. Review Partnership strategies� Here is where it is helpful for you to share other communication handouts on strategies that will help maintain a more positive focus in meetings. Encourage participants to help other parents by mentoring them before they go into meetings to be a positive member of the team. If questions come up about how to handle conflict; even when they are trying to be a positive team player; be sure to provide information about the options to conflict resolution. Share websites and phone numbers of the Mediation office and if available, provide the Cadre handout �Communicating with your Child�s School,� as another option.

10. For More Information: This workshop was developed by the Wisconsin Statewide Parent-Educator Initiative, the parent grant through the WI Department of Public Instruction. Contact WSPEI at 1-877-844-4925 (toll free) to request more information. Remind participants of where the information came from and how they can have workshops in their own districts or community. Here is another opportunity to promote the CESA area project you represent and to share brochures, flyers or other District or CESA related information. Please encourage networking amongst participants and have others share who they are and what they do if they did not share that information during the introduction of the workshop. Remind participants to fill out a WSPEI evaluation form and talk about what other supports you are able to provide them. Thank you! Remind participants of where the information came from and how they can have workshops in their own districts or community. Here is another opportunity to promote the CESA area project you represent and to share brochures, flyers or other District or CESA related information. Please encourage networking amongst participants and have others share who they are and what they do if they did not share that information during the introduction of the workshop. Remind participants to fill out a WSPEI evaluation form and talk about what other supports you are able to provide them. Thank you!