facilitator

GuideFacilitator Handbook

DIALOGUE GUIDE FACILITATOR HANDBOOK May 2005 National Association of State Directors of Special Education, Incorporated 1800 Diagonal Road Suite 320 Alexandria, Virginia 22314 Phone: 703.519.3800 Fax: 703.519.3808 TDD: 703.519.7008 www.nasdse.org http://ideapartnership.org Publication of this document is made possible through Cooperative Agreement #326A010001 between the National Association of State Directors of Special Education (NASDSE) and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by NASDSE.ii ...........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Table of Contents Foreword............................................................... 1 Introduction..........................................................3 Understanding Dialogue Guides ...........................7 Organizing a Dialogue Guide Activity...................11 Convening a Dialogue Guide Activity ...................17 Taking the Dialogue Guides a Step Further ...........23 Acknowledgments .................................................25IDEA Partnership ......................................................................................................................... iii

DIALOGUE GUIDE FACILITATOR HANDBOOKiv...........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Foreword Welcome to the IDEA Partnership!* We are devoted to stimulating new ways for stakeholders—administrators, service providers, family members, policymakers, and other interested individuals—to work together on issues related to IDEA 2004 that are shared across states and districts; across roles and relationships. To accom- plish this goal, the IDEA Partnership provides opportunities for stakeholders to move beyond information and build shared meaning; to go beyond dissemination to joint understanding and action. Your opportunity to become involved We invite you to assist us in one of our major initiatives—providing opportunities for meaningful dialogue associated with IDEA 2004. To support this venture, the IDEA Partnership has developed a set of innovative tools called Dialogue Guides. Each Dialogue Guide focuses on an issue relevant to understanding IDEA 2004 and directs stakeholders to useful materials that have been produced through fed- eral research and technical assistance projects. Within the Dialogue Guides are sug- gestions for: • creating dialogue related to the issue; • building shared meaning; and • generating solutions to issues of mutual importance. A capable facilitator is essential to the success of Dialogue Guide activities. Individuals who serve in leadership roles—principals, parent leaders, state chapter presidents of professional organizations, local district special education directors, faith-based leaders, etc.—are typically considered to be prime facilitator candi- *The IDEA Partnership is housed at the National Association of State Directors of Special Education (NASDSE) and is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP).IDEA Partnership ...........................................................................................................................1

DIALOGUE GUIDE FACILITATOR HANDBOOKdates. However, more important than job title or tation that is necessary for success. We encourageposition are the qualities and skills that a facilitator you to reflect on your strengths in carrying out thebrings to the task. facilitator’s role and associated responsibilities. Ask yourself, “Am I comfortable assuming the role ofFacilitators organize and convene Dialogue Guide facilitator—or is someone else a better choice? Doactivities and provide follow-up assistance to keep I have the time and energy required to carry out allthe work of the dialogue group going and grow- of the tasks?”ing. Dialogue Guide facilitators are expected tohelp groups—composed of individuals with similar If you are interested in hosting aroles or individuals who represent a variety of stake- Dialogue Guide activity, but will assignholder roles—share their ideas and opinions and to or recommend a facilitator…generate ideas that build upon initial events. To thisend, facilitators should: We invite you to read through the Dialogue Guide Facilitator Handbook to gain a better understand- • be comfortable serving in a role that requires ing of the facilitator’s roles and responsibilities. Ask them to remain neutral during discussions; yourself, “Does the potential facilitator have the skills and characteristics necessary to ensure suc- • be skilled in reaching out to individuals who cess? Does the individual have the time and support represent diverse points of view and engaging needed for the activity?” Share the handbook with them with other participants in meaningful others who may be nominating candidates. Make ways; the handbook available to potential facilitators. Encourage them to read and reflect on their ability • be someone who is trusted by stakeholders; and interest in serving in the role before making a final decision. • have credibility with participating individu- als, which assumes an understanding of the Your invitation to jargon, context and politics of those who are stay involved participating; and This is only a starting point. As the IDEA • be able to translate ideas and perspectives Partnership convenes Dialogue Guide activities across roles. throughout the country, participants’ stories and insights will be used to inform and shape futureBeing a facilitator of a Dialogue Guide activity in- practices. Participants will share and exchange feed-volves a commitment in terms of time and energy. back via the IDEA Partnership websites atThis Dialogue Guide Facilitator Handbook was writ-ten to assist facilitators in carrying out Dialogue http://ideapartnership.orgGuide activities. or http://ideainfo.org Your call to action—Help identify and support We invite you to stay connected to the work of Dialogue Guide facilitators Dialogue Guide participants by joining our online discussions.If you are a facilitator…We invite you to read through the Dialogue GuideFacilitator Handbook to gain a solid understandingof Dialogue Guide activities and the type of facili-2............................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Introduction Welcome, Dialogue Guide Facilitators! All children deserve a quality education, one in which they can learn and achieve to high standards alongside their peers. For the more than six million children and youth with disabilities in this country, the right to a free and appropriate public ed- ucation is supported by the Individuals with Disabilities Education Improvement Act (IDEA 2004). However, as the following scenarios suggest, implementing IDEA 2004 does not come without challenges—many of which require the collaboration of diverse groups of stakeholders. For example: A local director of special education has been charged with leading the districtwide effort to develop a system for intervening early on academic difficulties. One of the main goals of this system is to help prevent the overidentification of students from culturally and ethnically diverse backgrounds. Acknowledging the importance of this task—not to mention the need for all of the many stakeholders to be involved in the planning and implementation—the director decides to convene a series of dialogue groups that focus on exploring the issues related to overidentification. … While volunteering at their children’s school, a group of parents started talking in- formally with several teachers about how student progress is reported. Both teach- ers and parents shared things that they thought worked well, as well as things they would like to see done differently. At the end of the discussion, one of the discussants asked, “Wouldn’t it be great to talk to other parents and teachers about their ideas and thoughts?” The group agreed and set about inviting other teachers and parents to a brown bag lunch to share their insights and ideas. … Keeping highly qualified teachers has always been a major concern for the district. But this year, faced with mounting shortages of special education teachers, prin-IDEA Partnership ...........................................................................................................................3

DIALOGUE GUIDE FACILITATOR HANDBOOKcipals are feeling the pressure. Principals decide Each of these scenarios has in common an impor-to come together during a staff work day to see tant issue to be addressed and the need to form awhat they might be able to do to support teacher partnership in which stakeholders—administra-retention. In preparation for the meeting, prin- tors, service providers, family members, policy-cipals review selected information. One docu- makers and other concerned individuals—can con-ment describes IDEA 2004’s requirements for tribute to the dialogue and take collective action inhighly qualified special education teachers. The meaningful ways.other document synthesizes research that suggestsa positive school culture and administrative sup- Dialogue—Turningport can influence teachers to stay in teaching. challenges into opportunities … The IDEA Partnership believes that dialogue amongEach year, the local teacher association sponsors and across stakeholder groups is essential for ad-a workshop at a regional conference on a topic dressing the many complex issues related to ensur-that has implications for teachers throughout the ing that children and youth with disabilities receivestate. This year, the topic is discipline, includ- a high-quality education. Dialogue often is defineding IDEA 2004 requirements for interim al- by what it is not. It is not a simple, informativeternate placements. Given the current emphasis discussion in which participants agree to disagree.on school-based mental health, a session is orga- Nor is it a debate in which one side is persuaded tonized in which teachers, related service provid- accept assumptions as truth. Rather, through dia-ers, representatives from mental health agencies, logue, participants:parents and administrators are given the oppor-tunity to dialogue. Formal and informal invita-tions are issued to various stakeholder groups.What Do We Mean By Dialogue?Debate Discussion DialogueAccepts assumptions Surfaces various Examines/questions assumptionsas truth assumptions Seeks commonPoint - Majority rules; ground; consensusCounterpoint agree to disagree ReflectivePersuasive Informative4 ...........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK • Examine and question assumptions. Using the Facilitator Handbook • Seek common ground and consensus. This Dialogue Guide Facilitator Handbook is de- • Reflect on and generate joint actions. signed to support facilitators in carrying out their responsibilities. To that end, the handbook is orga-The IDEA Partnership has prepared a variety of nized into the following sections:Dialogue Guides designed to support stakehold-ers in forming dialogue groups. These Dialogue • UnderstandingDialogueGuides—AnOver-Guides provide stakeholders with tools they can use view for Facilitators. Use this section to fa-to engage other stakeholders in a dialogue on issues miliarize yourself with the Dialogue Guiderelated to the implementation of IDEA 2004. In concept. Information is included about thethe hands of a capable facilitator, these Dialogue different types of Dialogue Guide activitiesGuides provide tools and suggestions for organizing and the development process.and convening dialogue activities. • Organizing a Dialogue Guide Activity— Dialogue Guide facilita- What Facilitators Should Know to Get tors—Helping stake- Started. Use this section to review general holders join together, build planning and organizational considerations. shared meaning and gen- Topics include identifying participants, de- erate solutions to issues of signing the agenda, publicizing the event and mutual importance arranging logistics.So, you have been chosen or have self-selected to • Convening a Dialogue Guide Activity—be a Dialogue Guide facilitator. What will you be How Facilitators Can Ensure Meaningfulexpected to do? First and foremost, you will be ex- Participation. Use this section to reflect onpected to have a thorough understanding of the how you will support participants to createpurpose and function of the Dialogue Guides. A dialogue, build shared meaning and gener-good first step would be to familiarize yourself with ate solutions to issues of mutual importance.the different types of Dialogue Guides and their Suggestions for increasing participation andcontent. ensuring future action are provided.It is equally important that you have an understand- • Taking the Dialogue Guides a Steping of the logistics of organizing, convening and Further—How Facilitators Can Build uponfollowing up on a Dialogue Guide activity. Here the Initial Event. Use this section to gain ideasthe emphasis is on providing ways for stakeholders for continuing Dialogue Guide activities afterto interact and contribute ideas in an emotionally the initial session.safe environment.IDEA Partnership ...........................................................................................................................5

DIALOGUE GUIDE FACILITATOR HANDBOOK6............................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Understanding Dialogue Guides An Overview for Facilitators …Offering mental health services …Providing alternate assessments …Aligning the No Child Left Behind Act with IDEA 2004 …Ensuring access to early intervention …Supporting the transition to adult life These are just a sampling of the many issues facing stakeholders as they work to en- sure high-quality education for children and youth with disabilities. What defines the issues is their relevance and importance to stakeholders and the need for unified action across stakeholder groups to find solutions. Needed: A means to connect stakeholders who care about the issues and who seek unified solutions to them The IDEA Partnership has developed Dialogue Guides for this purpose. Dialogue Guides are tools that identify relevant issues pertaining to the implementation of IDEA 2004 and direct stakeholders to materials for improving results for children with disabilities. Accessibility and usability are enhanced through the Dialogue Guide format, which engages stakeholders in:IDEA Partnership ...........................................................................................................................7

DIALOGUE GUIDE FACILITATOR HANDBOOK • exploring together the practical value of in- Introductory Dialogue Guide formation and knowledge; Elements • developing a shared process for managing and Dialogue Guides are intended to reflecting on information; and promote dialogue centered on an issue of high interest • becoming better able to act jointly upon to the education commu- shared knowledge to improve practice. nity. The following ele- ments will guide the groupTo ensure relevance, all Dialogue Guides are devel-oped by stakeholders who are actively engaged in through the dialogue process:their work, who have identified the issues, reviewedthe available materials (most of which can be ac- • Full text document—An unedited doc-cessed via web downloads or are available in the ument produced through federal researchparticular Dialogue Guide) for relevancy and writ- and/or technical assistance projects that isten questions to stimulate dialogue. evidence-based and generally acknowledged as valuable within the education communi-Several Dialogue Guides are available for each top- ty may be included (or a link is provided foric. For example, there are: downloading). Note: In some cases, a sum- mary sheet may be presented instead of the • Cross-stakeholder guides. The nature of full document. some issues necessitates bringing together diverse viewpoints and talents. Cross-stake- • Summary sheet—In some cases (e.g., holder Dialogue Guides facilitate these kinds lengthy documents), a brief synthesis of the of interaction. information covered in the complete docu- ment, written in a straightforward, easy-to- • Role-alike guides. Certain documents might read style may be included. require a more in-depth look at a document through the lens of a particular audience (e.g., • Dialogue questions—Questions that re- youth, families and advocates; administrators; flect what stakeholders believe is important policymakers; teachers; or related service pro- for people in the field to discuss are present- viders). Role-alike Dialogue Guides facilitate ed. Stakeholder-identified data from national these kinds of interactions. studies that are relevant to the topic and that have implications for practice and data pointsThe Dialogue Guides are located on the IDEA and questions that engage participants in ex-Partnership website and are customized to each user. ploring the information also may be included.To retrieve your customized Dialogue Guide, go tohttp://ideapartnership.org and click on Dialogue After selecting a particular issue for a DialogueGuides. You will be prompted to: Guide activity, facilitators might consider familiar- izing themselves with all of the Dialogue Guides 1. Choose a topic. for that topical area. This is recommended for two 2. Describe the individuals in the Dialogue reasons: to enhance one’s understanding of the is- sue and to provide ideas in the event the initial Guide group. group wishes to expand its efforts. For example, a role-alike group decides to invite other stakeholdersOnce you answer the prompts, you will be able into the dialogue. Knowledge of how the Dialogueto review online and/or download the DialogueGuide, which includes: • a facilitator’s guide; • documents for review; and • dialogue questions.8............................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOKGuide addresses the issue for cross-stakeholdersmight prove useful in planning this next event, as isthe case in the following example: Discipline was high on the list of potential topics. But as the facilitator thought about the topic, he realized that in order to make the topic appeal to a variety of stakeholders (e.g., family mem- bers, mental health agencies, community services groups and faith-based organizations) it would have to be expanded. His ultimate goal was to bring together representatives from these differ- ent groups to create new bonds. As the facilita- tor talked with several colleagues, he determined that the topic was better framed as “supporting positive mental health in our children.”The IDEA Partnership website (http://ideapart-nership.org) also features comments and sugges-tions from facilitators who have used the DialogueGuides and from individuals who have participat-ed in Dialogue Guide activities. Take some time tolearn from your colleagues’ experiences using thetools.Part of selecting a topic involves choosing aDialogue Guide. The IDEA Partnership offers avariety of Dialogue Guides on topics of interestto stakeholders concerned with providing a qual-ity education to children and youth with disabili-ties. As you review the Dialogue Guides availablein your topic area of interest, think about how youmight tailor one of them to fit your group. And,don’t forget to check out the “Your Voice” sectionof the IDEA Partnership website where other facili-tators have shared their ideas and experiences usingvarious guides.Note: In the event that you need a Dialogue Guidethat is not available, contact the IDEA Partnershipvia the “Your Voice” section of the website.Partnership staff members may have suggestionsfor crafting one and/or may put you in touch withsomeone who has similar needs. It always helps toask!IDEA Partnership ...........................................................................................................................9

DIALOGUE GUIDE FACILITATOR HANDBOOK10..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Organizing a Dialogue Guide Activity What Facilitators Should Know to Get Started Thoughtful planning can go a long way in ensuring that the Dialogue Guide activi- ties are launched successfully. Keep in mind that the nature of Dialogue Guide ac- tivities will be relatively new to most people, making it doubly important to spend adequate time on certain planning elements, including: • selecting the topic; • inviting participants; • planning the agenda; and • arranging the logistics. Selecting the Topic Selecting the right topic or issue is one of the most important things you will do as a facilitator. Topics must resonate with stakeholders; they must compel them to participate. As you think about the topic, consider the purpose or goals of the dia- logue. For example: • Do you want participants to build new relationships? • Do you intend for participants to improve their practices? • Are you looking to bring together individuals who do not typically talk with one another and/or to create bonds between organizations that do not usually work together? Your answers to these questions will help you select your topic and determine how the issue will be framed; choose the participants who will be invited; determine theIDEA Partnership .........................................................................................................................11

DIALOGUE GUIDE FACILITATOR HANDBOOKformat (e.g., whether you should initially pursue a Suggestions for Increasing Interestrole-alike or cross-stakeholder dialogue group; and,whether you should arrange for a few initial small- It helps to give thought to the kinds of supportsgroup meetings followed by a large public meeting). that may increase participation when considering various audiences and communities. The goal is toInviting Participants make participation easy and inviting, as well as to make sure that logistics have not made it too diffi-Once you have determined the topic and purpose, cult for certain individuals to attend. Here are someit’s time to create a participant list. Ask yourself, examples of areas to consider:“Who should be included in the initial dialogue?”Usually, a number of people whom you know will • Make sure invitations are inviting. Wordingcome immediately to mind. Or, you may have is key. Make sure to use person-first languagebeen given a list of possible participants to invite. (e.g., “a student with a disability” rather thanHowever, it also is important to consider individu- “a disabled student”), avoid jargon and acro-als who are not on any list but who may benefit nyms and whenever possible, make the invita-from participation and who may contribute to the tion personal (e.g., use the individual’s namedialogue as well. To tap into other sources of par- in the salutation, make a phone call to followticipants, you might consider: up a formal invitation). Give people a specific reason to come and be very clear about the • Investigating possible opportunities that time commitments. Use care in framing the already exist. For example, opportunities issue so as not to make it appear that any one may be available to collaborate with certain group will be judged or blamed. school district groups (e.g., parent-teacher organizations, school improvement teams), • Let people know who else has been invit- family groups and/or community-based orga- ed. Sometimes it is appropriate to share the nizations. names of individuals, core planning group members and/or organizations who are par- • Making contact with other groups and ticipating. When doing this, make sure you organizations. Several organizations and/ have their permission. or groups may have a vested interest in the topic at hand. In some cases, they may even • Enlist representatives of organizations and be interested in partnering or co-sponsoring groups to help with recruitment. Outreach a Dialogue Guide activity. For example, it can be enhanced when individuals who have might be a good bet to investigate a state or status within a particular group or organiza- local chapter of a national organization whose tion show support (e.g., co-sign the letter, put members have an interest in the issue. Because the invitation on their letterhead, announce family involvement helps enhance success in the opportunity in their newsletter). school, make it a practice to consider includ- ing parents and representatives from parent • Publicize the Dialogue Guide activity organizations in cross-stakeholder groups. widely. Interest may be enhanced when mul- tiple means (e.g., phone trees, reminders, etc.) • Asking for suggestions. Networking may are used to get the word out. Think in terms prove helpful in uncovering other individu- of a long-range plan for publicizing the event. als and groups who might be invited. As you For example, announce the opportunity in a talk with different individuals, always ask, “Is newsletter, introduce key players at a meeting, there someone else who should be included?” send invitations and reminders, post invita- “Are there other groups with an interest in the tions in well traveled areas (e.g., parent work issue that I should contact?” room, teacher lounge), have people make per- sonal contacts, etc.12..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOKInviting Participants: ferent meanings (e.g., after a newspaperSample Invitation ran the headline “Influx Problems Pressure Community,” people found it inappropri- Attention All Sixth Grade ate to use the word influx when describing Teacher Teams an increase in the number of immigrants who were joining the community). Ask in- Bring your brownbag lunch dividuals from different cultural, ethnic and and share in an exchange of linguistic backgrounds to advise you. Note: ideas with colleagues and Facilitators are encouraged to share their sug- parents. At this Friday’s gestions on the IDEA Partnership website at inservice/teacher work day, a group of us are http://ideapartnership.org. hosting a dialogue on the topic of helping stu- dents with disabilities participate in districtwide • Provide resources. In general, access may assessments. Many of us have been working be increased by providing tangible resources, hard this year to prepare our students for the such as release time, dedicated meeting time assessments. We want to share our thoughts, or professional development credit for teach- insights and ideas on making the districtwide ers; child care, transportation, parking, inter- tests a productive and successful experience for preters, stipends or refreshments for families. our students. We have invited our special ed- You may want to ask if invitees require any ucation colleagues to join us and they plan to special services (e.g., interpreter for an indi- share information on the new federal regula- vidual who has hearing needs). Plan to start tions (a summary sheet has been prepared for early to secure and/or raise funds to pay for your convenience) and entertain our reactions. such services. Will you join us? Come and share your thoughts! • Choose a convenient location and time. Let’s make this a valuable exchange. Host the Dialogue Guide activity in a loca- tion that is convenient and accessible to all Time: 12-2 participants and schedule it at a convenient time for most people. For example, if hosting Location: Guidance Planning Room a role-alike group, try to locate the Dialogue Guide activity at a time and place where indi- • Give thought to cultural considerations. viduals typically come together (e.g., inservice Be sensitive to the cultural and ethnic back- days). If the group members are from cross- grounds of individuals. For example, if writ- stakeholder groups, then identify a neutral lo- ing to someone who does not speak English cation that is accessible (e.g., convenient to as a first language, consider having the entire public transportation, ample parking, etc.). invitation or certain phrases translated (e.g., Make sure to enclose written directions and greetings, use numbers rather than words a detailed map. Also, take a few minutes to for dates, etc.). Decide whether translators think through how you will inform invitees may be needed at the Dialogue Guide activ- of any changes to the schedule. For example, ity and let invitees know that translation ser- do you have a make-up date in the event of vices will be available. Pay careful attention cancellation due to weather? Is there a phone to how phrases are worded to ensure respect. number to call or a website from which invi- Keep in mind that some words can have dif- tees can get information?IDEA Partnership .........................................................................................................................13

DIALOGUE GUIDE FACILITATOR HANDBOOKPlanning the Agenda ers’ ideas, on the IDEA Partnership website at http://ideapartnership.org.Dialogue Guides contain the information youwill need for convening the activity. The Dialogue • Setting the dialogue’s purpose. AlthoughGuides provide the questions and materials, but it you have sent information to participantsis your responsibility as the facilitator to design the in advance of the meeting, it is still wise toprocess that will allow dialogue to happen. Thus, review the purpose and goals. Invite partic-your role is two-fold: to make sure that materials ipants to ask for clarification. Also, becauseare disseminated to participants in a timely fashion dialogue may be new to participants, planand to develop an agenda that makes everything to spend some time reviewing what it is andhappen. what it is not, as well as its potential benefits.The agenda should address the goals that you estab- • Establishing ground rules. In Dialoguelished for the activity. When crafting the agenda, Guide activities, it is essential that all par-consider the following components: ticipants feel welcome and safe sharing their • Welcoming participants and making intro- Warm-Up Strategy: Exploring the ductions. This initial task sets the tone and Purpose of Dialogue climate for the entire Dialogue Guide activ- ity. Your attention to making sure that all par- According to Judith Winston, ticipants feel safe and welcome is essential. Executive Director, President’s Let participants know why their participa- Initiative on Race and Rose tion is important. Invite them to introduce Ochi, Director, Commu- themselves and share why they believe the is- nity Relations Service, U.S. sue is important. Some facilitators may prefer Department of Justice: to ask participants to reflect on their expec- tations for the meeting. As individuals in- “We cannot underestimate the power of dia- troduce themselves, invite them to share one logues. When people explore perspectives and thing they hope to accomplish in the meet- ideas, they discover how much they share in ing. Note: There is no set way to complete common and learn to appreciate their differ- this part of the agenda. You are encouraged to ences. Dialogue is an opportunity for growth share ideas, as well as check out others’ ideas, and change. Dialogue can help open our minds. on the IDEA Partnership website at http:// Dialogue can help each of us listen better. And ideapartnership.org. dialogue can bring us closer together.” • Using a warm-up activity. Some facilitators Collect quotes on the power of dialogue. Share prefer to start with warm-up activities or ice- them with participants. Invite participants to re- breakers. These activities are designed to help flect on the quotes. Or, to enhance reflection, participants get to know each other quickly. ask participants to construct their own quotes. For example, you might have participants Post them throughout the room before ad- brainstorm the meaning of dialogue first in- journing and keep for any follow-up meetings. dependently, then with a partner and finally with the entire group (this activity format is Note: As you discover other quotes (e.g., referred to as Think, Pair, Share). Have partic- from texts, participants, etc.), consider shar- ipants generate words and phrases that come ing them on the IDEA Partnership website at to mind when presented with the terms dia- http://ideapartnership.org. logue, discussion, debate. Note: You are encour- aged to share ideas, as well as check out oth-14 .........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK views and ideas. The purpose of establishing tators are comfortable posing a general ques- ground rules is to promote interaction pat- tion to the group, while others may prefer to terns that respect the individual while increas- have participants write their responses to pre- ing the effectiveness and productivity of the determined questions. (“What is one of the group. One way to establish ground rules is to most important things you learned today?” have the participants reflect on the purpose of “Were you comfortable participating in the the Dialogue Guide activity. Ask them, “What dialogue?” “What did people do to help you can others do to help me feel comfortable par- feel comfortable?” “Would you like to partici- ticipating?” and/or, “What can I do to help pate in future sessions?”) Note: There is no set others feel comfortable participating?” Draw way to complete this part of the agenda. You on their answers in making a list of ground are encouraged to share ideas, as well as check rules for participation. Note: There is no set out others’ ideas, on the IDEA Partnership way to complete this part of the agenda. You website at http://ideapartnership.org. are encouraged to share ideas, as well as check Plan for breaks in the agenda. Formal breaks en- out others’ ideas, on the IDEA Partnership sure that individuals do not miss important inter- website at http://ideapartnership.org. changes. They also provide an opportunity for par- ticipants to step back and reflect. Although natural• Convening the dialogue. The Dialogue break times often occur (e.g., once discussion has Guide provides questions that have been de- veloped by stakeholders like you and repre- Dissemination Planning Checklist sent the kinds of questions that people want to talk about. As you pose the questions, plan Have I… to promote discussion by: asking individuals to expand on their statements; drawing atten- ❐ reviewed the materials referenced in the tion to the materials as appropriate; periodi- Dialogue Guide? cally clarifying, summarizing and gathering feedback; making sure that all participants ❐ developed a plan for making them available have the opportunity to speak. Note: The next to participants? section discusses facilitation skills in greater depth. ❐ created a way to make sure everyone knows the importance of the materials and how• Planning future actions. Dialogue Guide ac- each person contributes to and/or is affected tivities are not one-time, once-done ventures. by the topic covered in the document? There is an expectation that participants will take action and continue the dialogue pro- ❐ provided access to the summary sheet ahead cess. Allow time for brainstorming and plan- of time for those who need it? ning. Make sure that specific steps have been identified and agreed to before moving ahead. ❐ designed and distributed the agenda to all Note: The last section of this handbook pro- participants? vides more ideas for planning future actions.• Pausing for reflection and evaluation. Plan to have participants reflect on their learning and their experience in the dialogue group. Determine how participants will evaluate suc- cess. It is helpful to review the goals and pur- pose of the meeting and ask participants how well they were met. For example, some facili-IDEA Partnership .........................................................................................................................15

DIALOGUE GUIDE FACILITATOR HANDBOOKbeen exhausted for a particular topic; midmorning Logistics Tipor afternoon), it is wise to build specific break timestime into the agenda. Encourage participants to let Keep in mind that logistics mayyou know if they need an unscheduled break. vary according to the type of group you have selected. ForAlso, make sure that the agenda fits the time frame example, participant com-you have scheduled for the activity. A word of ad- fort may be enhanced forvice: it is hard to predict the amount of time that participants in cross-stake-participants will need to feel complete in theirwork; however, dialogue and full participation of- holder groups if you choose a neutral locationten require more time than simple group discus- (e.g., public library) and select a time that is con-sions. It is better to err on the side of allowing what venient for everyone. When planning for a role-appears to be too much time. One suggestion is to alike group, you may want to look at where andhave the group prioritize the questions and identify when these individuals already come togetherthose that must be addressed. (e.g., a statewide event, a monthly meeting).Arranging the Logistics sure that everyone knows each other, plan on having name tags and sign in sheets.Anyone who has planned logistics for a meetingknows how important details can be. Making sure • Providing refreshments. If you are luckythat everything is in order prior to the meeting can enough to have a budget and can provide re-go a long way in helping you focus your attention freshments, make sure that the set-up is com-on facilitating the process. Whether you are total- pleted at least 15-30 minutes before the meet-ly responsible for this task or have others who can ing. Think through participant preferenceshelp, the major logistical elements to consider in- and requirements. (Is there an alternative toclude: caffeine? Are there healthy snacks available for those individuals who are on restricted diets?) • Selecting a site. Make sure the space is appro- If providing refreshments, you may wish to let priate—large enough to comfortably handle people know in advance so that they can plan the group, well lit and ventilated, convenient accordingly. For example, on the invitation to lavatories and other amenities, clean and you might say, “Coffee and tea will be avail- well equipped with comfortable furniture. As able.” And, if serving a meal, you will want to discussed previously, thought should be given ascertain any special dietary restrictions (e.g., to selecting a location that is convenient (e.g., vegetarian) on the invitation response form. ample parking, on a major transportation Schedule time for clean up, which is especial- route, accessible to individuals with mobili- ly important if another group will be using ty needs, etc.). If you are planning to provide the space immediately following your group. refreshments, check out any restrictions and/ or policies with the site. A suggestion: Make a point to do a walk-through of the room be- fore making your site selection decision. • Gathering materials. Make sure that you have all of the materials needed for the Dialogue Guide activity. These include extra copies of the materials, flip chart, markers, writing tools, paper, masking tape, etc. Unless you are16..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Convening a Dialogue Guide Activity How Facilitators Can Ensure Meaningful Participation The Dialogue Guide format is intended to help stakeholders feel positive about: • creating dialogue; • building shared meaning; and • generating solutions to issues of mutual importance. Facilitators are responsible for shepherding activities that continue the group’s initial work, such as providing opportunities to invite others into the dialogue and provid- ing opportunities for participants to develop deeper understanding. Throughout the Dialogue Guide activity, facilitators can enhance the process by what they say and do. Consider these scenarios: Most of the group members had never met face-to-face before. As participants ar- rived, the facilitator noticed that they clung to those people whom they knew, us- ing body language to keep others at bay. Being respectful of the participants’ lack of comfort, the facilitator began by sharing her own feelings about entering a new group and commended the participants for coming to the event. She then posed a warm-up activity in which participants were invited to meet others in the room— find someone who is wearing the same color shirt or sweater and discuss a set of questions; now with your partner, find another duo and introduce yourselves to them; now find a foursome…. During the activity, the facilitator noticed people smiling and exchanging information. … Two participants in the group seemed to dominate the dialogue. The facilitator noticed that some of the participants were starting to withdraw from sharing. ToIDEA Partnership .........................................................................................................................17

DIALOGUE GUIDE FACILITATOR HANDBOOK address the group needs, the facilitator acted in ductions, setting ground rules, sharing reflec- the following way. First, to acknowledge the con- tions—help to establish a safe environment tribution of one of the dominating participants, that is conducive to dialogue. As you plan the facilitator restated what she had said. Next, your agenda, think about how you might he reminded the group of the group rule, “We design each of these components to support will take personal responsibility for sharing our participants. views and ideas in an equitable way.” He then asked to hear from participants who had yet to • Stress confidentiality. Sensitive issues and contribute. feelings may arise during the course of mean- ingful dialogue. It is important to discuss con-In both cases, the facilitator anticipated possible fidentiality with participants when orientingchallenges to the dialogue process and acted in a the group to dialogue. At critical times duringrespectful way. Following are some ways facilitators the dialogue (e.g., an emotional interchange,might enhance the Dialogue Guide process. The an example that inadvertently revealed thesuggestions are organized according to four main identity of an actual person), you may wantfacilitator tasks: to remind participants of the need to keep in- formation confidential. • establishing trust; • maximizing participation; • Facilitate the process in a neutral way. • focusing on action; and Facilitators should use and encourage the use • redirecting the process as needed. of plain, jargon-free and person-first vocabu- lary. Encourage participants to offer preferred[Note: The suggestions that follow are not all-inclu- terms if a biased or offensive word or phrasesive. They are offered as a starting point for stimu- arises during dialogue.lating ideas about facilitation strategies. You are en-couraged to share your own ideas and to check out • Ensure equal weight to all perspectives.the ideas of others on the IDEA Partnership web- There may be a history of adversarial rela-site at http://ideapartnership.org.] tions among some participants. In such cases, participants may come to the Dialogue GuideEstablishing Trust activity with certain biases, either about spe- cific individuals or about a particular groupDialogue Guide activities are designed to provide in general. It is important to acknowledgea way for stakeholders to interact and contribute the perceived social hierarchy (e.g., differentideas in a safe environment—one that is not char- members perceived as representing groupsacterized by power struggles or distrust. The success with different values or status) by taking ex-of Dialogue Guide activities depends, in large part, tra care to ensure that all group members feelon the ability of group members to build trust and respected. Be sensitive when such issues existcreate a safe place to take risks. They must see each and respond accordingly. Keep in mind thatother as co-collaborators and learn to ask for and you may have to take things more slowly thanshare perspectives in non-judgmental ways. planned to ensure that everyone feels com- fortable.Facilitators can do much to help participants estab-lish trust. Following are several examples: Maximizing Participation • Build trust activities into the agenda. As In Dialogue Guide groups, everyone is an expert was discussed in the previous section, cer- within his or her own context and each individu- tain agenda components—setting the tone al has valuable input. Facilitators create a safe en- with welcomes and greetings, making intro- vironment that enables participants to speak hon-18..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOKestly while considering how others might feel. Ask that everyone is concerned about improvingyourself, “How would I feel as a participant?” and results for students and then asking, “What“What can I do to foster a positive feeling?” For else do we have in common?”example, cross-stakeholder Dialogue Guide activi-ties bring people together who have different roles • Reflecting. Provide ample time for ongo-and responsibilities but who share a common inter- ing reflection throughout the course of theest in the topic. In these groups, facilitators often Dialogue Guide activity. This is often ac-spend considerable time helping participants form complished by pausing periodically to thinkconnections with one another. about a topic or perspective. At the end of the Dialogue Guide activity, facilitators of-The following suggestions, which are not all-in- ten draw on participants’ reflections to extendclusive, are offered to help stimulate your thinking the dialogue. For example, after an individualabout strategies that may increase participation. has shared what he or she has learned (e.g., a principal states her relief that others share herFocus on the Elements of Dialogue concern about using data to make decisions), the facilitator might encourage the group toAs discussed previously, dialogue has several defin- consider how they might use that perspectiveing characteristics. Facilitators can help participants to stimulate dialogue with others.by articulating these characteristics and then draw-ing attention to them throughout the dialogue. Facilitate InteractionConsider these examples: Facilitators keep participants moving toward the • Examining/questioning assumptions. After goals. Using cues from the participants (e.g., fa- participants have brainstormed or shared ini- cial expressions, body language, verbal input, etc.), tial reactions to the issue, ask them to exam- facilitators keep a comfortable pace and alter it as ine any assumptions underlying the differ- necessary. For example, a facilitator may allow more ent viewpoints. (“What beliefs support these time for a question that is eliciting interest, substi- views?” “Are some beliefs felt to be stronger tute a line of questioning when it appears that the than others?”) Facilitators can help extend the topic has been exhausted, or introduce an ongoing dialogue by asking participants to consider reflection opportunity when participants need to what they know and feel about the different sort out too many perspectives. perspectives. For example, a facilitator might pose the following questions: “What do we Facilitation strategies are used to help keep partic- know about the viewpoint?” “What more ipants on task and involved. General facilitation do you want to know about the viewpoint?” strategies include: and “What have we learned about the view- point?” • Communicating respect. Use individu- als’ names, make eye contact and give cred- • Seeking common ground/consensus. After it for participants’ ideas. Recording partici- discussing various viewpoints, ask partici- pant viewpoints on flip chart paper is a good pants to determine any common ground. way to demonstrate their value and provide a (“What do the different perspectives have in visual for reflection. common?” “What themes cut across all sug- gestions?”) Facilitators can encourage the dia- • Listening actively. Facilitators let speak- logue by drawing attention to how people of- ers know they are listening by facing them, ten use different words to describe the same making eye contact as appropriate and using thing. For example, a facilitator may start this positive or neutral body language. You can line of dialogue by reminding participants let speakers know you heard what they were saying by paraphrasing what they said, com-IDEA Partnership .........................................................................................................................19

DIALOGUE GUIDE FACILITATOR HANDBOOK menting on a point they made, and/or empa- group members will review each one in terms thizing (e.g., “That must have been very frus- of its pros and cons. trating for you…”). • Helping individuals disagree appropriately.• Clarifying points. Sometimes participants Disagreement can arise in Dialogue Guide ac- may make statements that are vague or con- tivities. It is the role of facilitators to ensure fusing. Or, they may use jargon or techni- that disagreements are made appropriately. cal terms that others do not understand. For example, some groups make a ground rule Facilitators can help by asking for more in- to “agree to examine common ground under- formation or encouraging other participants lying disagreements.” As a facilitator, you may to feel comfortable asking. For example, you want to ask the group to suggest positive ways can ask the person to restate what he or she to voice disagreements (e.g., acknowledge the said (e.g., “I am not sure I understand the person’s right to hold a particular belief, re- point completely so could you please say a frain from judging or criticizing a perspective, little more about…”). Or, you might restate etc.). what you think you heard and ask for con- firmation (e.g., “Let me make sure I under- Use Thoughtful Questions stand your position by restating what I think I heard…”). If the clarification involves an At the heart of dialogue are the questions that lead emotionally charged statement, then it is im- to interchange and build real understanding. These portant to identify the feeling (e.g., “It seems kinds of questions are openended and seek to en- like you have reservations. Is that an accurate gage participants in building meaning. perception?”). In addition to the content focused questions con-• Summarizing and paraphrasing. Facilitators tained in the Dialogue Guides, facilitators may use should periodically restate—or invite the process questions periodically to help participants participants to restate—the major dialogue stay on task and involved. Examples include: points and have participants reflect on them. Use this strategy whenever it appears that the • Status questions help people regroup and conversation on a question has come to an reflect. (“How are we doing?” “Do we need end or as a technique to reorient the group more time to reflect?”) when it is off task. • Invitation questions encourage people to• Giving feedback. Facilitators can use feed- take responsibility for their participation. back as acknowledgment. (“Everyone seems (“What do others think?” “What experiences very invested in this topic—true?” “It’s been do others have with…?”) a long time since we heard from general edu- cation teachers and I want to make sure we Questions that connote a judgment (e.g., “Don’t hear from them on this question.”) Make sure you think that…?”) should be avoided. that feedback is stated in concrete terms and presented in the spirit of helpfulness. Focusing on Action• Brainstorming. When generating ideas, fa- A team of middle school teachers began a dia- cilitators may use brainstorming to encourage logue about the growing number of new students participants to feel comfortable sharing diver- in the district who speak a first language other gent approaches. With brainstorming, par- than English. At the end of the second meeting, ticipants are encouraged to generate solutions they talked about whom they might bring into without any evaluation or feedback. Once all the dialogue. They decided that other teacher of the solutions have been exhausted, then the20..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK teams would benefit and made a plan to talk tive constituents; organize a new group meet- to the administration about designating time for ing). Suggest a follow-up activity (e.g., con- such dialogues. The teachers also felt that fami- ference call, face-to-face meeting) in four to lies would benefit from the dialogue. They began six weeks. Invite participants to help you plan planning how they might bring families into the it. dialogue. One suggestion was to talk with several community leaders about how to support par- • Recruitment of new audiences to the dia- ticipation. logue. Encourage a discussion about who else should have dialogue. Ask, “Who else needs … to have this dialogue/who else should we bring in?” Encourage participants to suggest A professional organization decides to conduct how to make it more likely that these new a dialogue on an emerging topic of interest to people participate. its membership as part of its state convention. Attendees generate several actions that the group Redirecting the Process as might take—report to local chapters; hold local Needed dialogues on the topic; survey the membership for input on the topic. Participants sign up for Comprehensive planning—making sure that all lo- tasks. The facilitator agrees to coordinate follow- gistics have been taken care of, that activities have up activities by posting all communications on been developed to support participation and that the organization website and creating an elec- people feel safe in sharing—can go a long way in tronic bulletin board that will allow partici- ensuring success. Through planning, facilitators are pants to keep in touch. able to anticipate typical challenges and prepare ap- propriately.A distinguishing feature of the Dialogue Guides isthe focus on action. Further dialogue depends on However, no matter how well you have planned,the participants. Participants are expected to take there is always the possibility that the group willsome type of action that is based on what they have get off track at some time. In many cases, the de-learned from the dialogue. railment is only minor and the group recovers on its own. But, there may be other times when groupAction can take many forms. For example, the dia- members look to you as the facilitator to help getlogue could lead to: them back on course. • Increased perspective taking. Facilitators can When the process veers off course, you may find it help by providing participants with opportu- necessary to redirect the group. Following are sev- nities to reflect on their experience (members eral suggestions to consider: think about how their perspective compares to the perceptions of others). Formalizing re- • Repeat directions. Keep in mind that dia- flection demonstrates its importance and pro- logue will be new to most people. In some vides an impetus for participants to learn from cases, there may be misunderstandings or the reflection of others. miscommunication regarding the purpose of dialogue. Sometimes it is necessary to repeat • Development of new venues for more in- directions periodically throughout the course depth and collaborative work. Discuss how of the dialogue. You may even want to check the dialogue might be built into other ongo- participant understandings to ensure that eve- ing activities (e.g., in service, professional de- ryone is clear. velopment, or community capacity building opportunities). In some cases, participants may identify specific tasks to accomplish (e.g., collect information from their respec-IDEA Partnership .........................................................................................................................21

DIALOGUE GUIDE FACILITATOR HANDBOOK• Remind participants of the ground rules. issue. Now, let’s return to the central issue, Pause periodically and review the ground which is…”). rules (e.g., after returning from a break, be- fore launching into a new question). You also • Check yourself. Professionally trained facil- might consider using ground rules to review itators remark that it is sometimes the sub- the process throughout the dialogue—for ex- tle things they inadvertently do that get the ample, point to the ground rules that were group off track. For example, reflect on your posted on flip chart paper and ask, “How are own interactions. Have you unintentionally we doing?” and “What can we do better next made a judgment by dismissing someone’s in- time?” put, cutting somebody off too abruptly, giv- ing advice where none was requested, talking• Focus on the big picture of improv- too much about your own views, or favoring ing results for students with disabilities. a particular group of participants? If so, reflect Sometimes it helps to pause and remind peo- on the situations that tend to trigger these re- ple that they have come together because they sponses and make a conscientious effort to share a common goal of supporting students check yourself. with disabilities. Stress commonalities among participants. • Stop inappropriate interchanges. Some- times the best way to deal with conflict is• Keep track of who is contributing and who to confront it head on. Should a participant is not. Assess the situation by asking your- act in an inappropriate way (e.g., blaming, self, “Has everyone received a fair hearing?” shaming, name calling, making personal at- Have several techniques ready to encourage tacks), remind the group that while the topic people to share. For example, you might use is emotional and we might expect conflict as the technique, Think, Pair, Share, in which a result of sharing, everyone has agreed to individuals reflect on a question, then share it disagree respectfully. with a partner before being asked to debrief in the large group. If one or more individuals are dominating the dialogue, take action by invit- ing other participants to comment. It might be helpful to refer to any ground rules about equality of participation. If you suspect that some individuals are not participating because of power issues with another group member, consider breaking the group into smaller dia- logue groups. After the smaller groups have dialogued, reconvene the larger group and de- brief.• Move the discussion back on track. Sometimes participants will begin talking about something that is off topic. Facilitators might respectfully redirect the dialogue back to the topic. For example, they may restate the topic and use a polite segue back to the topic (e.g., “That’s an interesting point that helps us acknowledge the magnitude of the22..........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Taking the Dialogue Guides a Step Further How Facilitators Can Build Upon the Initial Event A Dialogue Guide activity is not intended to be done only once. The goal is for participants to plan actions that can extend past the initial meeting. As was de- scribed in the previous section, actions may include learning more, inviting others to dialogue and planning new venues for dialogue. Helping participants stay connected and continue the work they began together are key activities. Examples include: • Coordinating follow-up. Develop a plan to keep participants involved in carrying out decisions taken by the group. Share progress routinely. • Helping participants build a network. Assist individuals in staying con- nected. Start an electronic bulletin board, phone tree, or other communica- tion network. • Empowering others to lead. Discuss ways in which individuals can help to stay in touch with one another and take on responsibilities for future ac- tions. This may involve identifying individuals to serve in facilitative roles. As a facilitator, you may wish to stay involved and support these future activities. Or, you may prefer to turn over future activities to another individual. Sometimes it may not be possible to engage in organized follow-up activities. In any case, facilitators are encouraged to make these topics a focus of discussion during the Dialogue Guide activity.IDEA Partnership .........................................................................................................................23

DIALOGUE GUIDE FACILITATOR HANDBOOKSharing Your ExperiencesYou are invited to share your experiences withcolleagues across the country who are engaged inDialogue Guide activities. The IDEA Partnershipis committed to building on the experiences andlearnings of Dialogue Guide facilitators and par-ticipants. Your experiences, and the experiences ofyour group participants, will be used to inform fu-ture Dialogue Guide activities. To assist facilitatorsand participants in sharing feedback and ideas, theIDEA Partnership has developed a website [http://ideapartnership.org] where you can: • Share reactions. Ongoing feedback provides a forum in which everyone can continue to grow and learn. Thoughtful feedback can stimulate ideas and reflection in others. It can also lead to solutions and other insights. • Post materials and techniques. For example, have you designed a strategy or tool (e.g., in- vitation, welcome activity) that worked par- ticularly well? The website will serve as a re- pository for ideas that may prove useful. • Learn about new types of Dialogue Guides. The IDEA Partnership is considering ways to help Dialogue Guide participants stimulate deeper dialogue in a topic area. One idea is to develop Issues Packages, which are two or more connected documents. Examples in- clude school climate and behavior and cul- turally and linguistically diverse students. As with the current Dialogue Guides, stakehold- ers will develop these Issues Packages using their own expertise and by drawing on the feedback/experiences of participants in the initial Dialogue Guide activities. Stay tuned.24 .........................................................................................................................IDEA Partnership

DIALOGUE GUIDE FACILITATOR HANDBOOK Acknowledgments The IDEA Partnership—a project funded by the U.S. Department of Education, Office of Special Education Programs (OSEP) and housed at the National Association of State Directors of Special Education (NASDSE)—brings state agencies and 55 national orga- nizations together through shared work and learning. The following IDEA partners pro- vided the content and expertise for the Dialogue Guide Facilitator Handbook through a series of conference calls and meetings. IDEA Partnership Organizations American Federation of Teachers American Occupational Therapy Association American School Counselor Association American Society for Deaf Children American Speech-Language Hearing Association American School Health Association Council of Administrators of Special EducationIDEA Partnership .........................................................................................................................25

DIALOGUE GUIDE FACILITATOR HANDBOOKCouncil of State Administrators of VocationalRehabilitationCouncil for Exceptional ChildrenEaster SealsFederation of Families for Children’s Mental HealthLearning Disabilities Association of AmericaNational Alliance of Black School EducatorsNational Association of Elementary SchoolPrincipalsNational Association of School PsychologistsNational Association of Secondary School PrincipalsNational Association for Bilingual EducationNational Coalition for Parent Involvement inEducationNational Conference of State LegislaturesNational Education AssociationPACER, Inc.School Social Worker Association of AmericaState PartnersCross-state Transition Community of PracticeTechnical Assistance and DisseminationNetwork and National Study PartnersNational Dissemination CenterSoutheast Regional Resource CenterNational Longitudinal Transition Study 2Study of State and Local Implementation and Impactof the Individuals with Disabilities Education ActUnder the guidance of Debra Price-Ellingstad(OSEP Project Director) and Bill East (NASDSEExecutive Director), the IDEA Partnership staffcontributed to this handbook with assistance fromGeorge Washington University interns, MauraBurke, Jessica Forman, and Suzanne Smith.26..........................................................................................................................IDEA Partnership

The IDEA Partnership• 100 Black Men of America, Inc. • National Association for Parents of Children with Visual Impairments• American Association of Colleges for Teacher Education • National Association for the Education of Young Children• American Association of People with Disabilities • National Association of Elementary School Principals• American Association of School Administrators • National Association of Pupil Services Administrators• American Federation of Teachers • National Association of School Psychologists• American Occupational Therapy Association • National Association of Secondary School• American School Counselor Association Principals• American School Health Association • National Association of State Boards of Education• American Society for Deaf Children • National Association of State Directors of• American Speech-Language-Hearing Special Education Association • National Association of State Mental Health• Association for Career and Technical Program Directors Education • National Association of State Title I• Association for Supervision and Curriculum Directors Development • National Coalition for Parent Involvement• Children and Adults with Attention Deficit/ in Education Hyperactivity Disorder (CHADD) • National Conference of State Legislatures• Council for Exceptional Children • National Council on Independent Living• Council of Administrators of Special Education (CASE) • National Down Syndrome Congress• Council of Chief State School Officers • National Down Syndrome Society (CCSSO) • National Education Association• Council of State Administrators of Vocational Rehabilitation (CSAVR) • National Fiesta Educativa• Division for Early Childhood • National Governors’ Association• Easter Seals • National Head Start Association• Education Commission of the States • National Indian Child Welfare Association• Family Voices • National Mental Health Association• Federation for Children with Special Needs • National School Board Association• Federation of Families for Children’s Mental • PACER Center Health (FFCMH) • Part C Coordinators: Infant & Toddler• Higher Education Consortium for Special Coordinators Association Education • School Social Work Association of America• Learning Disabilities Association of America • TASH• National Alliance of Black School Educators • The Arc• National Association for Bilingual Education • United Cerebral Palsy Association

National Association ofState Directors of Special Education, Inc. 1800 Diagonal Road Suite 320 Alexandria, VA 22314 www.nasdse.org