the Facilitator Handbook - IDEA - U.S. Department of Education

GuideFacilitator Handbook

DIALOGUE GUIDEFACILITATOR HANDBOOKMay 2005National Association of State Directorsof Special Education, Incorporated1800 Diagonal RoadSuite 320Alexandria, Virginia 22314Phone: 703.519.3800Fax: 703.519.3808TDD: 703.519.7008www.nasdse.orghttp://ideapartnership.orgPublication of this document is made possible through Cooperative Agreement#326A010001 between the National Association of State Directors of SpecialEducation (NASDSE) and the Offi ce of Special Education Programs of the U.S.Department of Education. The contents of this document do not necessarilyrefl ect the views or policies of the Department of Education, nor does mentionof trade names, commercial products, or organizations imply endorsement bythe U.S. Government or by NASDSE.ii ...........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKTableofContentsForeword ............................................................... 1Introduction ..........................................................3Understanding Dialogue Guides ...........................7Organizing a Dialogue Guide Activity ...................11Convening a Dialogue Guide Activity ...................17Taking the Dialogue Guides a Step Further ...........23Acknowledgments .................................................25IDEA Partnership ......................................................................................................................... iii

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DIALOGUE GUIDEFACILITATOR HANDBOOKForewordWelcome to the IDEA Partnership!* We are devoted to stimulating new ways forstakeholders—administrators, service providers, family members, policymakers,and other interested individuals—to work together on issues related to IDEA 2004that are shared across states and districts; across roles and relationships. To accomplishthis goal, the IDEA Partnership provides opportunities for stakeholders tomove beyond information and build shared meaning; to go beyond disseminationto joint understanding and action.Your opportunity tobecome involvedWe invite you to assist us in one of our major initiatives—providing opportunitiesfor meaningful dialogue associated with IDEA 2004. To support this venture, theIDEA Partnership has developed a set of innovative tools called Dialogue Guides.Each Dialogue Guide focuses on an issue relevant to understanding IDEA 2004and directs stakeholders to useful materials that have been produced through federalresearch and technical assistance projects. Within the Dialogue Guides are suggestionsfor:• 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 chapterpresidents 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 GUIDEFACILITATOR HANDBOOKdates. However, more important than job title orposition are the qualities and skills that a facilitatorbrings to the task.Facilitators organize and convene Dialogue Guideactivities and provide follow-up assistance to keepthe work of the dialogue group going and growing.Dialogue Guide facilitators are expected tohelp groups—composed of individuals with similarroles or individuals who represent a variety of stakeholderroles—share their ideas and opinions and togenerate ideas that build upon initial events. To thisend, facilitators should:• be comfortable serving in a role that requiresthem to remain neutral during discussions;• be skilled in reaching out to individuals whorepresent diverse points of view and engagingthem with other participants in meaningfulways;• be someone who is trusted by stakeholders;• have credibility with participating individuals,which assumes an understanding of thejargon, context and politics of those who areparticipating; and• be able to translate ideas and perspectivesacross roles.Being a facilitator of a Dialogue Guide activity involvesa commitment in terms of time and energy.This Dialogue Guide Facilitator Handbook was writtento assist facilitators in carrying out DialogueGuide activities.Your call to action—Helpidentify and supportDialogue Guide facilitatorsIf 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-tation that is necessary for success. We encourageyou to reflect on your strengths in carrying out thefacilitator’s role and associated responsibilities. Askyourself, “Am I comfortable assuming the role offacilitator—or is someone else a better choice? DoI have the time and energy required to carry out allof the tasks?”If you are interested in hosting aDialogue Guide activity, but will assignor recommend a facilitator…We invite you to read through the Dialogue GuideFacilitator Handbook to gain a better understandingof the facilitator’s roles and responsibilities. Askyourself, “Does the potential facilitator have theskills and characteristics necessary to ensure success?Does the individual have the time and supportneeded for the activity?” Share the handbook withothers who may be nominating candidates. Makethe handbook available to potential facilitators.Encourage them to read and reflect on their abilityand interest in serving in the role before making afinal decision.Your invitation tostay involvedThis is only a starting point. As the IDEAPartnership convenes Dialogue Guide activitiesthroughout the country, participants’ stories andinsights will be used to inform and shape futurepractices. Participants will share and exchange feedbackvia the IDEA Partnership websites athttp://ideapartnership.orgorhttp://ideainfo.orgWe invite you to stay connected to the work ofDialogue Guide participants by joining our onlinediscussions.2............................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKIntroductionWelcome, Dialogue Guide Facilitators!All children deserve a quality education, one in which they can learn and achieveto high standards alongside their peers. For the more than six million children andyouth with disabilities in this country, the right to a free and appropriate public educationis supported by the Individuals with Disabilities Education ImprovementAct (IDEA 2004). However, as the following scenarios suggest, implementing IDEA2004 does not come without challenges—many of which require the collaborationof diverse groups of stakeholders. For example:A local director of special education has been charged with leading the districtwideeffort to develop a system for intervening early on academic difficulties. One of themain goals of this system is to help prevent the overidentification of students fromculturally and ethnically diverse backgrounds. Acknowledging the importance ofthis task—not to mention the need for all of the many stakeholders to be involvedin the planning and implementation—the director decides to convene a series ofdialogue groups that focus on exploring the issues related to overidentification.…While volunteering at their children’s school, a group of parents started talking informallywith several teachers about how student progress is reported. Both teachersand parents shared things that they thought worked well, as well as things theywould like to see done differently. At the end of the discussion, one of the discussantsasked, “Wouldn’t it be great to talk to other parents and teachers about their ideasand thoughts?” The group agreed and set about inviting other teachers and parentsto 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

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DIALOGUE GUIDEFACILITATOR HANDBOOKUnderstanding DialogueGuidesAn 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 lifeThese are just a sampling of the many issues facing stakeholders as they work to ensurehigh-quality education for children and youth with disabilities. What definesthe issues is their relevance and importance to stakeholders and the need for unifiedaction across stakeholder groups to find solutions.Needed: A means to connect stakeholders whocare about the issues and who seek unifiedsolutions to themThe IDEA Partnership has developed Dialogue Guides for this purpose. DialogueGuides are tools that identify relevant issues pertaining to the implementation ofIDEA 2004 and direct stakeholders to materials for improving results for childrenwith disabilities. Accessibility and usability are enhanced through the DialogueGuide format, which engages stakeholders in:IDEA Partnership ...........................................................................................................................7

DIALOGUE GUIDEFACILITATOR HANDBOOK• exploring together the practical value of informationand knowledge;• developing a shared process for managing andreflecting on information; and• becoming better able to act jointly uponshared knowledge to improve practice.To ensure relevance, all Dialogue Guides are developedby stakeholders who are actively engaged intheir work, who have identified the issues, reviewedthe available materials (most of which can be accessedvia web downloads or are available in theparticular Dialogue Guide) for relevancy and writtenquestions to stimulate dialogue.Several Dialogue Guides are available for each topic.For example, there are:• Cross-stakeholder guides. The nature ofsome issues necessitates bringing togetherdiverse viewpoints and talents. Cross-stakeholderDialogue Guides facilitate these kindsof interaction.• Role-alike guides. Certain documents mightrequire a more in-depth look at a documentthrough the lens of a particular audience (e.g.,youth, families and advocates; administrators;policymakers; teachers; or related service providers).Role-alike Dialogue Guides facilitatethese kinds of interactions.The Dialogue Guides are located on the IDEAPartnership website and are customized to each user.To retrieve your customized Dialogue Guide, go tohttp://ideapartnership.org and click on DialogueGuides. You will be prompted to:1. Choose a topic.2. Describe the individuals in the DialogueGuide group.Once you answer the prompts, you will be ableto review online and/or download the DialogueGuide, which includes:• a facilitator’s guide;• documents for review; and• dialogue questions.Introductory Dialogue GuideElementsDialogue Guides are intended topromote dialogue centeredon an issue of high interestto the education community.The following elementswill guide the groupthrough the dialogue process:• Full text document—An unedited documentproduced through federal researchand/or technical assistance projects that isevidence-based and generally acknowledgedas valuable within the education communitymay be included (or a link is provided fordownloading). Note: In some cases, a summarysheet may be presented instead of thefull document.• Summary sheet—In some cases (e.g.,lengthy documents), a brief synthesis of theinformation covered in the complete document,written in a straightforward, easy-toreadstyle may be included.• Dialogue questions—Questions that reflect what stakeholders believe is importantfor people in the fi eld to discuss are presented.Stakeholder-identifi ed data from nationalstudies that are relevant to the topic and thathave implications for practice and data pointsand questions that engage participants in exploringthe information also may be included.After selecting a particular issue for a DialogueGuide activity, facilitators might consider familiarizingthemselves with all of the Dialogue Guidesfor that topical area. This is recommended for tworeasons: to enhance one’s understanding of the issueand to provide ideas in the event the initialgroup wishes to expand its efforts. For example, arole-alike group decides to invite other stakeholdersinto the dialogue. Knowledge of how the Dialogue8............................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR 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, herealized that in order to make the topic appealto a variety of stakeholders (e.g., family members,mental health agencies, community servicesgroups and faith-based organizations) it wouldhave to be expanded. His ultimate goal was tobring together representatives from these differentgroups to create new bonds. As the facilitatortalked with several colleagues, he determinedthat the topic was better framed as “supportingpositive mental health in our children.”The IDEA Partnership website (http://ideapartnership.org)also features comments and suggestionsfrom facilitators who have used the DialogueGuides and from individuals who have participatedin 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 qualityeducation to children and youth with disabilities.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 facilitatorshave 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

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DIALOGUE GUIDEFACILITATOR HANDBOOKOrganizing a Dialogue GuideActivityWhat Facilitators Should Know to Get StartedThoughtful planning can go a long way in ensuring that the Dialogue Guide activitiesare launched successfully. Keep in mind that the nature of Dialogue Guide activitieswill be relatively new to most people, making it doubly important to spendadequate time on certain planning elements, including:• selecting the topic;• inviting participants;• planning the agenda; and• arranging the logistics.Selecting the TopicSelecting the right topic or issue is one of the most important things you will doas a facilitator. Topics must resonate with stakeholders; they must compel them toparticipate. As you think about the topic, consider the purpose or goals of the dialogue.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 withone another and/or to create bonds between organizations that do not usuallywork together?Your answers to these questions will help you select your topic and determine howthe issue will be framed; choose the participants who will be invited; determine theIDEA Partnership .........................................................................................................................11

DIALOGUE GUIDEFACILITATOR HANDBOOKformat (e.g., whether you should initially pursue arole-alike or cross-stakeholder dialogue group; and,whether you should arrange for a few initial smallgroupmeetings followed by a large public meeting).Inviting ParticipantsOnce you have determined the topic and purpose,it’s time to create a participant list. Ask yourself,“Who should be included in the initial dialogue?”Usually, a number of people whom you know willcome immediately to mind. Or, you may havebeen given a list of possible participants to invite.However, it also is important to consider individualswho are not on any list but who may benefitfrom participation and who may contribute to thedialogue as well. To tap into other sources of participants,you might consider:• Investigating possible opportunities thatalready exist. For example, opportunitiesmay be available to collaborate with certainschool district groups (e.g., parent-teacherorganizations, school improvement teams),family groups and/or community-based organizations.• Making contact with other groups andorganizations. Several organizations and/or groups may have a vested interest in thetopic at hand. In some cases, they may evenbe interested in partnering or co-sponsoringa Dialogue Guide activity. For example, itmight be a good bet to investigate a state orlocal chapter of a national organization whosemembers have an interest in the issue. Becausefamily involvement helps enhance success inschool, make it a practice to consider includingparents and representatives from parentorganizations in cross-stakeholder groups.• Asking for suggestions. Networking mayprove helpful in uncovering other individualsand groups who might be invited. As youtalk with different individuals, always ask, “Isthere someone else who should be included?”“Are there other groups with an interest in theissue that I should contact?”Suggestions for Increasing InterestIt helps to give thought to the kinds of supportsthat may increase participation when consideringvarious audiences and communities. The goal is tomake participation easy and inviting, as well as tomake sure that logistics have not made it too difficultfor certain individuals to attend. Here are someexamples of areas to consider:• Make sure invitations are inviting. Wordingis key. Make sure to use person-first language(e.g., “a student with a disability” rather than“a disabled student”), avoid jargon and acronymsand whenever possible, make the invitationpersonal (e.g., use the individual’s namein the salutation, make a phone call to followup a formal invitation). Give people a specificreason to come and be very clear about thetime commitments. Use care in framing theissue so as not to make it appear that any onegroup will be judged or blamed.• Let people know who else has been invited.Sometimes it is appropriate to share thenames of individuals, core planning groupmembers and/or organizations who are participating.When doing this, make sure youhave their permission.• Enlist representatives of organizations andgroups to help with recruitment. Outreachcan be enhanced when individuals who havestatus within a particular group or organizationshow support (e.g., co-sign the letter, putthe invitation on their letterhead, announcethe opportunity in their newsletter).• Publicize the Dialogue Guide activitywidely. Interest may be enhanced when multiplemeans (e.g., phone trees, reminders, etc.)are used to get the word out. Think in termsof a long-range plan for publicizing the event.For example, announce the opportunity in anewsletter, introduce key players at a meeting,send invitations and reminders, post invitationsin well traveled areas (e.g., parent workroom, teacher lounge), have people make personalcontacts, etc.12..........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKInviting Participants:Sample InvitationAttention All Sixth GradeTeacher TeamsBring your brownbag lunchand share in an exchange ofideas with colleagues andparents. At this Friday’sinservice/teacher work day, a group of us arehosting a dialogue on the topic of helping studentswith disabilities participate in districtwideassessments. Many of us have been workinghard this year to prepare our students for theassessments. We want to share our thoughts,insights and ideas on making the districtwidetests a productive and successful experience forour students. We have invited our special educationcolleagues to join us and they plan toshare information on the new federal regulations(a summary sheet has been prepared foryour convenience) and entertain our reactions.Will you join us? Come and share your thoughts!Let’s make this a valuable exchange.Time: 12-2Location: Guidance Planning Room• Give thought to cultural considerations.Be sensitive to the cultural and ethnic backgroundsof individuals. For example, if writingto someone who does not speak Englishas a first language, consider having the entireinvitation or certain phrases translated (e.g.,greetings, use numbers rather than wordsfor dates, etc.). Decide whether translatorsmay be needed at the Dialogue Guide activityand let invitees know that translation serviceswill be available. Pay careful attentionto how phrases are worded to ensure respect.Keep in mind that some words can have differentmeanings (e.g., after a newspaperran the headline “Influx Problems PressureCommunity,” people found it inappropriateto use the word influx when describingan increase in the number of immigrantswho were joining the community). Ask individualsfrom different cultural, ethnic andlinguistic backgrounds to advise you. Note:Facilitators are encouraged to share their suggestionson the IDEA Partnership website athttp://ideapartnership.org.• Provide resources. In general, access maybe increased by providing tangible resources,such as release time, dedicated meeting timeor professional development credit for teachers;child care, transportation, parking, interpreters,stipends or refreshments for families.You may want to ask if invitees require anyspecial services (e.g., interpreter for an individualwho has hearing needs). Plan to startearly to secure and/or raise funds to pay forsuch services.• Choose a convenient location and time.Host the Dialogue Guide activity in a locationthat is convenient and accessible to allparticipants and schedule it at a convenienttime for most people. For example, if hostinga role-alike group, try to locate the DialogueGuide activity at a time and place where individualstypically come together (e.g., inservicedays). If the group members are from crossstakeholdergroups, then identify a neutral locationthat is accessible (e.g., convenient topublic transportation, ample parking, etc.).Make sure to enclose written directions anda detailed map. Also, take a few minutes tothink through how you will inform inviteesof any changes to the schedule. For example,do you have a make-up date in the event ofcancellation due to weather? Is there a phonenumber to call or a website from which inviteescan get information?IDEA Partnership .........................................................................................................................13

DIALOGUE GUIDEFACILITATOR HANDBOOKPlanning the AgendaDialogue Guides contain the information youwill need for convening the activity. The DialogueGuides provide the questions and materials, but itis your responsibility as the facilitator to design theprocess that will allow dialogue to happen. Thus,your role is two-fold: to make sure that materialsare disseminated to participants in a timely fashionand to develop an agenda that makes everythinghappen.The agenda should address the goals that you establishedfor the activity. When crafting the agenda,consider the following components:• Welcoming participants and making introductions.This initial task sets the tone andclimate for the entire Dialogue Guide activity.Your attention to making sure that all participantsfeel safe and welcome is essential.Let participants know why their participationis important. Invite them to introducethemselves and share why they believe the issueis important. Some facilitators may preferto ask participants to reflect on their expectationsfor the meeting. As individuals introducethemselves, invite them to share onething they hope to accomplish in the meeting.Note: There is no set way to completethis part of the agenda. You are encouraged toshare ideas, as well as check out others’ ideas,on the IDEA Partnership website at http://ideapartnership.org.• Using a warm-up activity. Some facilitatorsprefer to start with warm-up activities or icebreakers.These activities are designed to helpparticipants get to know each other quickly.For example, you might have participantsbrainstorm the meaning of dialogue first independently,then with a partner and finallywith the entire group (this activity format isreferred to as Think, Pair, Share). Have participantsgenerate words and phrases that cometo mind when presented with the terms dialogue,discussion, debate. Note: You are encouragedto share ideas, as well as check out others’ideas, on the IDEA Partnership website athttp://ideapartnership.org.• Setting the dialogue’s purpose. Althoughyou have sent information to participantsin advance of the meeting, it is still wise toreview the purpose and goals. Invite participantsto ask for clarification. Also, becausedialogue may be new to participants, planto spend some time reviewing what it is andwhat it is not, as well as its potential benefits.• Establishing ground rules. In DialogueGuide activities, it is essential that all participantsfeel welcome and safe sharing theirWarm-Up Strategy: Exploring thePurpose of DialogueAccording to Judith Winston,Executive Director, President’sInitiative on Race and RoseOchi, Director, CommunityRelations Service, U.S.Department of Justice:“We cannot underestimate the power of dialogues.When people explore perspectives andideas, they discover how much they share incommon and learn to appreciate their differences.Dialogue is an opportunity for growthand change. Dialogue can help open our minds.Dialogue can help each of us listen better. Anddialogue can bring us closer together.”Collect quotes on the power of dialogue. Sharethem with participants. Invite participants to reflect on the quotes. Or, to enhance refl ection,ask participants to construct their own quotes.Post them throughout the room before adjourningand keep for any follow-up meetings.Note: As you discover other quotes (e.g.,from texts, participants, etc.), consider sharingthem on the IDEA Partnership website athttp://ideapartnership.org.14 .........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKviews and ideas. The purpose of establishingground rules is to promote interaction patternsthat respect the individual while increasingthe effectiveness and productivity of thegroup. One way to establish ground rules is tohave the participants reflect on the purpose ofthe Dialogue Guide activity. Ask them, “Whatcan others do to help me feel comfortable participating?”and/or, “What can I do to helpothers feel comfortable participating?” Drawon their answers in making a list of groundrules for participation. Note: There is no setway to complete this part of the agenda. Youare encouraged to share ideas, as well as checkout others’ ideas, on the IDEA Partnershipwebsite at http://ideapartnership.org.• Convening the dialogue. The DialogueGuide provides questions that have been developedby stakeholders like you and representthe kinds of questions that people wantto talk about. As you pose the questions, planto promote discussion by: asking individualsto expand on their statements; drawing attentionto the materials as appropriate; periodicallyclarifying, summarizing and gatheringfeedback; making sure that all participantshave the opportunity to speak. Note: The nextsection discusses facilitation skills in greaterdepth.• Planning future actions. Dialogue Guide activitiesare not one-time, once-done ventures.There is an expectation that participants willtake action and continue the dialogue process.Allow time for brainstorming and planning.Make sure that specific steps have beenidentified and agreed to before moving ahead.Note: The last section of this handbook providesmore ideas for planning future actions.• Pausing for reflection and evaluation. Planto have participants reflect on their learningand their experience in the dialogue group.Determine how participants will evaluate success.It is helpful to review the goals and purposeof the meeting and ask participants howwell they were met. For example, some facilitatorsare comfortable posing a general questionto the group, while others may prefer tohave participants write their responses to predeterminedquestions. (“What is one of themost important things you learned today?”“Were you comfortable participating in thedialogue?” “What did people do to help youfeel comfortable?” “Would you like to participatein future sessions?”) Note: There is no setway to complete this part of the agenda. Youare encouraged to share ideas, as well as checkout others’ ideas, on the IDEA Partnershipwebsite at http://ideapartnership.org.Plan for breaks in the agenda. Formal breaks ensurethat individuals do not miss important interchanges.They also provide an opportunity for participantsto step back and reflect. Although naturalbreak times often occur (e.g., once discussion hasDissemination Planning ChecklistHave I…❐ reviewed the materials referenced in theDialogue Guide?❐ developed a plan for making them availableto participants?❐ created a way to make sure everyone knowsthe importance of the materials and howeach person contributes to and/or is affectedby the topic covered in the document?❐ provided access to the summary sheet aheadof time for those who need it?❐ designed and distributed the agenda to allparticipants?IDEA Partnership .........................................................................................................................15

DIALOGUE GUIDEFACILITATOR HANDBOOKbeen exhausted for a particular topic; midmorningor afternoon), it is wise to build specific break timestime into the agenda. Encourage participants to letyou know if they need an unscheduled break.Also, make sure that the agenda fits the time frameyou have scheduled for the activity. A word of advice:it is hard to predict the amount of time thatparticipants will need to feel complete in theirwork; however, dialogue and full participation oftenrequire more time than simple group discussions.It is better to err on the side of allowing whatappears to be too much time. One suggestion is tohave the group prioritize the questions and identifythose that must be addressed.Arranging the LogisticsAnyone who has planned logistics for a meetingknows how important details can be. Making surethat everything is in order prior to the meeting cango a long way in helping you focus your attentionon facilitating the process. Whether you are totallyresponsible for this task or have others who canhelp, the major logistical elements to consider include:• Selecting a site. Make sure the space is appropriate—largeenough to comfortably handlethe group, well lit and ventilated, convenientto lavatories and other amenities, clean andwell equipped with comfortable furniture. Asdiscussed previously, thought should be givento selecting a location that is convenient (e.g.,ample parking, on a major transportationroute, accessible to individuals with mobilityneeds, etc.). If you are planning to providerefreshments, check out any restrictions and/or policies with the site. A suggestion: Make apoint to do a walk-through of the room beforemaking your site selection decision.• Gathering materials. Make sure that you haveall of the materials needed for the DialogueGuide activity. These include extra copiesof the materials, flip chart, markers, writingtools, paper, masking tape, etc. Unless you areLogistics TipKeep in mind that logistics mayvary according to the type ofgroup you have selected. Forexample, participant comfortmay be enhanced forparticipants in cross-stakeholdergroups if you choose a neutral location(e.g., public library) and select a time that is convenientfor everyone. When planning for a rolealikegroup, you may want to look at where andwhen these individuals already come together(e.g., a statewide event, a monthly meeting).sure that everyone knows each other, plan onhaving name tags and sign in sheets.• Providing refreshments. If you are luckyenough to have a budget and can provide refreshments,make sure that the set-up is completedat least 15-30 minutes before the meeting.Think through participant preferencesand requirements. (Is there an alternative tocaffeine? Are there healthy snacks available forthose individuals who are on restricted diets?)If providing refreshments, you may wish to letpeople know in advance so that they can planaccordingly. For example, on the invitationyou might say, “Coffee and tea will be available.”And, if serving a meal, you will want toascertain any special dietary restrictions (e.g.,vegetarian) on the invitation response form.Schedule time for clean up, which is especiallyimportant if another group will be usingthe space immediately following your group.16..........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKConvening a Dialogue GuideActivityHow Facilitators Can Ensure Meaningful ParticipationThe 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 initialwork, such as providing opportunities to invite others into the dialogue and providingopportunities for participants to develop deeper understanding.Throughout the Dialogue Guide activity, facilitators can enhance the process bywhat they say and do. Consider these scenarios:Most of the group members had never met face-to-face before. As participants arrived,the facilitator noticed that they clung to those people whom they knew, usingbody language to keep others at bay. Being respectful of the participants’ lackof comfort, the facilitator began by sharing her own feelings about entering a newgroup and commended the participants for coming to the event. She then posed awarm-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 ofquestions; now with your partner, find another duo and introduce yourselves tothem; now find a foursome…. During the activity, the facilitator noticed peoplesmiling and exchanging information.…Two participants in the group seemed to dominate the dialogue. The facilitatornoticed that some of the participants were starting to withdraw from sharing. ToIDEA Partnership .........................................................................................................................17

DIALOGUE GUIDEFACILITATOR HANDBOOKaddress the group needs, the facilitator acted inthe following way. First, to acknowledge the contributionof one of the dominating participants,the facilitator restated what she had said. Next,he reminded the group of the group rule, “Wewill take personal responsibility for sharing ourviews and ideas in an equitable way.” He thenasked to hear from participants who had yet tocontribute.In both cases, the facilitator anticipated possiblechallenges to the dialogue process and acted in arespectful way. Following are some ways facilitatorsmight enhance the Dialogue Guide process. Thesuggestions are organized according to four mainfacilitator tasks:• establishing trust;• maximizing participation;• focusing on action; and• redirecting the process as needed.[Note: The suggestions that follow are not all-inclusive.They are offered as a starting point for stimulatingideas about facilitation strategies. You are encouragedto share your own ideas and to check outthe ideas of others on the IDEA Partnership websiteat http://ideapartnership.org.]Establishing TrustDialogue Guide activities are designed to providea way for stakeholders to interact and contributeideas in a safe environment—one that is not characterizedby power struggles or distrust. The successof Dialogue Guide activities depends, in large part,on the ability of group members to build trust andcreate a safe place to take risks. They must see eachother as co-collaborators and learn to ask for andshare perspectives in non-judgmental ways.Facilitators can do much to help participants establishtrust. Following are several examples:• Build trust activities into the agenda. Aswas discussed in the previous section, certainagenda components—setting the tonewith welcomes and greetings, making introductions,setting ground rules, sharing reflections—helpto establish a safe environmentthat is conducive to dialogue. As you planyour agenda, think about how you mightdesign each of these components to supportparticipants.• Stress confidentiality. Sensitive issues andfeelings may arise during the course of meaningfuldialogue. It is important to discuss confidentialitywith participants when orientingthe group to dialogue. At critical times duringthe dialogue (e.g., an emotional interchange,an example that inadvertently revealed theidentity of an actual person), you may wantto remind participants of the need to keep informationconfidential.• Facilitate the process in a neutral way.Facilitators should use and encourage the useof plain, jargon-free and person-first vocabulary.Encourage participants to offer preferredterms if a biased or offensive word or phrasearises during dialogue.• Ensure equal weight to all perspectives.There may be a history of adversarial relationsamong some participants. In such cases,participants may come to the Dialogue Guideactivity with certain biases, either about specificindividuals or about a particular groupin general. It is important to acknowledgethe perceived social hierarchy (e.g., differentmembers perceived as representing groupswith different values or status) by taking extracare to ensure that all group members feelrespected. Be sensitive when such issues existand respond accordingly. Keep in mind thatyou may have to take things more slowly thanplanned to ensure that everyone feels comfortable.Maximizing ParticipationIn Dialogue Guide groups, everyone is an expertwithin his or her own context and each individualhas valuable input. Facilitators create a safe environmentthat enables participants to speak hon-18..........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKestly while considering how others might feel. Askyourself, “How would I feel as a participant?” and“What can I do to foster a positive feeling?” Forexample, cross-stakeholder Dialogue Guide activitiesbring people together who have different rolesand responsibilities but who share a common interestin the topic. In these groups, facilitators oftenspend considerable time helping participants formconnections with one another.The following suggestions, which are not all-inclusive,are offered to help stimulate your thinkingabout strategies that may increase participation.Focus on the Elements of DialogueAs discussed previously, dialogue has several definingcharacteristics. Facilitators can help participantsby articulating these characteristics and then drawingattention to them throughout the dialogue.Consider these examples:• Examining/questioning assumptions. Afterparticipants have brainstormed or shared initialreactions to the issue, ask them to examineany assumptions underlying the differentviewpoints. (“What beliefs support theseviews?” “Are some beliefs felt to be strongerthan others?”) Facilitators can help extend thedialogue by asking participants to considerwhat they know and feel about the differentperspectives. For example, a facilitator mightpose the following questions: “What do weknow about the viewpoint?” “What moredo you want to know about the viewpoint?”and “What have we learned about the viewpoint?”• Seeking common ground/consensus. Afterdiscussing various viewpoints, ask participantsto determine any common ground.(“What do the different perspectives have incommon?” “What themes cut across all suggestions?”)Facilitators can encourage the dialogueby drawing attention to how people oftenuse different words to describe the samething. For example, a facilitator may start thisline of dialogue by reminding participantsthat everyone is concerned about improvingresults for students and then asking, “Whatelse do we have in common?”• Reflecting. Provide ample time for ongoingreflection throughout the course of theDialogue Guide activity. This is often accomplishedby pausing periodically to thinkabout a topic or perspective. At the end ofthe Dialogue Guide activity, facilitators oftendraw on participants’ reflections to extendthe dialogue. For example, after an individualhas shared what he or she has learned (e.g., aprincipal states her relief that others share herconcern about using data to make decisions),the facilitator might encourage the group toconsider how they might use that perspectiveto stimulate dialogue with others.Facilitate InteractionFacilitators keep participants moving toward thegoals. Using cues from the participants (e.g., facialexpressions, body language, verbal input, etc.),facilitators keep a comfortable pace and alter it asnecessary. For example, a facilitator may allow moretime for a question that is eliciting interest, substitutea line of questioning when it appears that thetopic has been exhausted, or introduce an ongoingreflection opportunity when participants need tosort out too many perspectives.Facilitation strategies are used to help keep participantson task and involved. General facilitationstrategies include:• Communicating respect. Use individuals’names, make eye contact and give creditfor participants’ ideas. Recording participantviewpoints on flip chart paper is a goodway to demonstrate their value and provide avisual for reflection.• Listening actively. Facilitators let speakersknow they are listening by facing them,making eye contact as appropriate and usingpositive or neutral body language. You canlet speakers know you heard what they weresaying by paraphrasing what they said, com-IDEA Partnership .........................................................................................................................19

DIALOGUE GUIDEFACILITATOR HANDBOOKteams would benefit and made a plan to talkto the administration about designating time forsuch dialogues. The teachers also felt that familieswould benefit from the dialogue. They beganplanning how they might bring families into thedialogue. One suggestion was to talk with severalcommunity leaders about how to support participation.…A professional organization decides to conducta dialogue on an emerging topic of interest toits membership as part of its state convention.Attendees generate several actions that the groupmight take—report to local chapters; hold localdialogues on the topic; survey the membershipfor input on the topic. Participants sign up fortasks. The facilitator agrees to coordinate followupactivities by posting all communications onthe organization website and creating an electronicbulletin board that will allow participantsto keep in touch.A distinguishing feature of the Dialogue Guides isthe focus on action. Further dialogue depends onthe participants. Participants are expected to takesome type of action that is based on what they havelearned from the dialogue.Action can take many forms. For example, the dialoguecould lead to:• Increased perspective taking. Facilitators canhelp by providing participants with opportunitiesto reflect on their experience (membersthink about how their perspective comparesto the perceptions of others). Formalizing reflectiondemonstrates its importance and providesan impetus for participants to learn fromthe reflection of others.• Development of new venues for more indepthand collaborative work. Discuss howthe dialogue might be built into other ongoingactivities (e.g., in service, professional development,or community capacity buildingopportunities). In some cases, participantsmay identify specific tasks to accomplish(e.g., collect information from their respectiveconstituents; organize a new group meeting).Suggest a follow-up activity (e.g., conferencecall, face-to-face meeting) in four tosix weeks. Invite participants to help you planit.• Recruitment of new audiences to the dialogue.Encourage a discussion about who elseshould have dialogue. Ask, “Who else needsto have this dialogue/who else should webring in?” Encourage participants to suggesthow to make it more likely that these newpeople participate.Redirecting the Process asNeededComprehensive planning—making sure that all logisticshave been taken care of, that activities havebeen developed to support participation and thatpeople feel safe in sharing—can go a long way inensuring success. Through planning, facilitators areable to anticipate typical challenges and prepare appropriately.However, no matter how well you have planned,there is always the possibility that the group willget off track at some time. In many cases, the derailmentis only minor and the group recovers onits own. But, there may be other times when groupmembers look to you as the facilitator to help getthem back on course.When the process veers off course, you may find itnecessary to redirect the group. Following are severalsuggestions to consider:• Repeat directions. Keep in mind that dialoguewill be new to most people. In somecases, there may be misunderstandings ormiscommunication regarding the purpose ofdialogue. Sometimes it is necessary to repeatdirections periodically throughout the courseof the dialogue. You may even want to checkparticipant understandings to ensure that everyoneis clear.IDEA Partnership .........................................................................................................................21

DIALOGUE GUIDEFACILITATOR HANDBOOK• Remind participants of the ground rules.Pause periodically and review the groundrules (e.g., after returning from a break, beforelaunching into a new question). You alsomight consider using ground rules to reviewthe process throughout the dialogue—for example,point to the ground rules that wereposted on flip chart paper and ask, “How arewe doing?” and “What can we do better nexttime?”• Focus on the big picture of improvingresults for students with disabilities.Sometimes it helps to pause and remind peoplethat they have come together because theyshare a common goal of supporting studentswith disabilities. Stress commonalities amongparticipants.• Keep track of who is contributing and whois not. Assess the situation by asking yourself,“Has everyone received a fair hearing?”Have several techniques ready to encouragepeople to share. For example, you might usethe technique, Think, Pair, Share, in whichindividuals reflect on a question, then share itwith a partner before being asked to debrief inthe large group. If one or more individuals aredominating the dialogue, take action by invitingother participants to comment. It mightbe helpful to refer to any ground rules aboutequality of participation. If you suspect thatsome individuals are not participating becauseof power issues with another group member,consider breaking the group into smaller dialoguegroups. After the smaller groups havedialogued, reconvene the larger group and debrief.• Move the discussion back on track.Sometimes participants will begin talkingabout something that is off topic. Facilitatorsmight respectfully redirect the dialogue backto the topic. For example, they may restatethe topic and use a polite segue back to thetopic (e.g., “That’s an interesting point thathelps us acknowledge the magnitude of theissue. Now, let’s return to the central issue,which is…”).• Check yourself. Professionally trained facilitatorsremark that it is sometimes the subtlethings they inadvertently do that get thegroup off track. For example, reflect on yourown interactions. Have you unintentionallymade a judgment by dismissing someone’s input,cutting somebody off too abruptly, givingadvice where none was requested, talkingtoo much about your own views, or favoringa particular group of participants? If so, reflecton the situations that tend to trigger these responsesand make a conscientious effort tocheck yourself.• Stop inappropriate interchanges. Sometimesthe best way to deal with conflict isto confront it head on. Should a participantact in an inappropriate way (e.g., blaming,shaming, name calling, making personal attacks),remind the group that while the topicis emotional and we might expect conflict asa result of sharing, everyone has agreed todisagree respectfully.22..........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKTaking the Dialogue Guidesa Step FurtherHow Facilitators Can Build Upon the Initial EventA Dialogue Guide activity is not intended to be done only once. The goal is forparticipants to plan actions that can extend past the initial meeting. As was describedin the previous section, actions may include learning more, inviting othersto dialogue and planning new venues for dialogue.Helping participants stay connected and continue the work they began togetherare key activities. Examples include:• Coordinating follow-up. Develop a plan to keep participants involved incarrying out decisions taken by the group. Share progress routinely.• Helping participants build a network. Assist individuals in staying connected.Start an electronic bulletin board, phone tree, or other communicationnetwork.• Empowering others to lead. Discuss ways in which individuals can helpto stay in touch with one another and take on responsibilities for future actions.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. Sometimesit 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 theDialogue Guide activity.IDEA Partnership .........................................................................................................................23

DIALOGUE GUIDEFACILITATOR 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 participants.Your experiences, and the experiences ofyour group participants, will be used to inform futureDialogue 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 providesa forum in which everyone can continue togrow and learn. Thoughtful feedback canstimulate ideas and reflection in others. It canalso lead to solutions and other insights.• Post materials and techniques. For example,have you designed a strategy or tool (e.g., invitation,welcome activity) that worked particularlywell? The website will serve as a repositoryfor ideas that may prove useful.• Learn about new types of Dialogue Guides.The IDEA Partnership is considering ways tohelp Dialogue Guide participants stimulatedeeper dialogue in a topic area. One idea isto develop Issues Packages, which are twoor more connected documents. Examples includeschool climate and behavior and culturallyand linguistically diverse students. Aswith the current Dialogue Guides, stakeholderswill develop these Issues Packages usingtheir own expertise and by drawing on thefeedback/experiences of participants in theinitial Dialogue Guide activities. Stay tuned.24 .........................................................................................................................IDEA Partnership

DIALOGUE GUIDEFACILITATOR HANDBOOKAcknowledgmentsThe IDEA Partnership—a project funded by the U.S. Department of Education, Officeof Special Education Programs (OSEP) and housed at the National Association of StateDirectors of Special Education (NASDSE)—brings state agencies and 55 national organizationstogether through shared work and learning. The following IDEA partners providedthe content and expertise for the Dialogue Guide Facilitator Handbook through aseries of conference calls and meetings.IDEA Partnership OrganizationsAmerican Federation of TeachersAmerican Occupational Therapy AssociationAmerican School Counselor AssociationAmerican Society for Deaf ChildrenAmerican Speech-Language Hearing AssociationAmerican School Health AssociationCouncil of Administrators of Special EducationIDEA Partnership .........................................................................................................................25

DIALOGUE GUIDEFACILITATOR 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.• American Association of Colleges for TeacherEducation• American Association of People withDisabilities• American Association of SchoolAdministrators• American Federation of Teachers• American Occupational Therapy Association• American School Counselor Association• American School Health Association• American Society for Deaf Children• American Speech-Language-HearingAssociation• Association for Career and TechnicalEducation• Association for Supervision and CurriculumDevelopment• Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)• Council for Exceptional Children• Council of Administrators of SpecialEducation (CASE)• Council of Chief State School Officers(CCSSO)• Council of State Administrators ofVocational Rehabilitation (CSAVR)• Division for Early Childhood• Easter Seals• Education Commission of the States• Family Voices• Federation for Children with Special Needs• Federation of Families for Children’s MentalHealth (FFCMH)• Higher Education Consortium for SpecialEducation• Learning Disabilities Association of America• National Alliance of Black School Educators• National Association for Bilingual Education• National Association for Parents of Childrenwith Visual Impairments• National Association for the Education ofYoung Children• National Association of Elementary SchoolPrincipals• National Association of Pupil ServicesAdministrators• National Association of School Psychologists• National Association of Secondary SchoolPrincipals• National Association of State Boards ofEducation• National Association of State Directors ofSpecial Education• National Association of State Mental HealthProgram Directors• National Association of State Title IDirectors• National Coalition for Parent Involvementin Education• National Conference of State Legislatures• National Council on Independent Living• National Down Syndrome Congress• National Down Syndrome Society• National Education Association• National Fiesta Educativa• National Governors’ Association• National Head Start Association• National Indian Child Welfare Association• National Mental Health Association• National School Board Association• PACER Center• Part C Coordinators: Infant & ToddlerCoordinators Association• School Social Work Association of America• TASH• The Arc• United Cerebral Palsy Association

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