FIEP Program Survey

Question Title

* 1. Stakeholder Role (chose as many as apply)

State Education Agency Staff

School District Administrator

Special Education Teacher/Staff

Non-Special Education Teacher/Staff

Other Agency Representative

Parent

Parent Training and Information Center Staff

Student

State Advisory Panel Member

Advocate/Attorney

Mediator

Other (please specify)

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* 2. County

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* 3. To what extent do you think improved IEP meeting facilitation skills help parties reach agreement about a student's IEP?

Not Likely

Somewhat Unlikely

Somewhat Likely

Very Likely

Not Likely

Somewhat Unlikely

Somewhat Likely

Very Likely

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* 4. How familiar are you with the State-coordinated Facilitated IEP program?

Unfamiliar

Neutral

Very Familiar

Clear

i We adjusted the number you entered based on the slider’s scale.

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* 5. How often do you think a State-coordinated neutral IEP facilitator is utilized in your public education agency (PEA)?

1-2 times per year

3-5 times per year

6-10 times per year

More than 10 per year

None of the above

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* 6. When do you think utilizing a State-coordinated neutral IEP facilitator would be most beneficial? (check as many as apply)

When an IEP could not be drafted in a single meeting

When there are communication difficulties within an IEP team

When there is a history of contention within an IEP team

When there is confusion surrounding the IEP process under IDEA

After a state complaint filing

After a request for mediation

After a due process complaint filing

Before initiating formal dispute resolution options

Other (please specify)

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* 7. What are/may be the advantages of using a State-coordinated neutral IEP facilitator?

	Not Likely	Somewhat Unlikely	Somewhat Likely	Very Likely
Improved family-professional relationship	Improved family-professional relationship Not Likely	Improved family-professional relationship Somewhat Unlikely	Improved family-professional relationship Somewhat Likely	Improved family-professional relationship Very Likely
More productive IEP meeting	More productive IEP meeting Not Likely	More productive IEP meeting Somewhat Unlikely	More productive IEP meeting Somewhat Likely	More productive IEP meeting Very Likely
Clarification of IEP process and meeting structure	Clarification of IEP process and meeting structure Not Likely	Clarification of IEP process and meeting structure Somewhat Unlikely	Clarification of IEP process and meeting structure Somewhat Likely	Clarification of IEP process and meeting structure Very Likely
Increased team agreement/consensus	Increased team agreement/consensus Not Likely	Increased team agreement/consensus Somewhat Unlikely	Increased team agreement/consensus Somewhat Likely	Increased team agreement/consensus Very Likely
Avoiding formal dispute resolution processes	Avoiding formal dispute resolution processes Not Likely	Avoiding formal dispute resolution processes Somewhat Unlikely	Avoiding formal dispute resolution processes Somewhat Likely	Avoiding formal dispute resolution processes Very Likely

Other (please specify)

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* 8. What factors might prevent an IEP team member from utilizing the State-coordinated Facilitated IEP program?

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* 9. How would you recommend that IEP team members could be more effectively made aware of the availability of the State-coordinated Facilitated IEP program?

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* 10. IEP team members would benefit from facilitated IEP (FIEP) training.

	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Parents	Parents Strongly Disagree	Parents Disagree	Parents Neutral	Parents Agree	Parents Strongly Agree
Special Education Teachers/Case Managers	Special Education Teachers/Case Managers Strongly Disagree	Special Education Teachers/Case Managers Disagree	Special Education Teachers/Case Managers Neutral	Special Education Teachers/Case Managers Agree	Special Education Teachers/Case Managers Strongly Agree
General Education Teachers	General Education Teachers Strongly Disagree	General Education Teachers Disagree	General Education Teachers Neutral	General Education Teachers Agree	General Education Teachers Strongly Agree
Related Service Personnel	Related Service Personnel Strongly Disagree	Related Service Personnel Disagree	Related Service Personnel Neutral	Related Service Personnel Agree	Related Service Personnel Strongly Agree
PEA Representatives	PEA Representatives Strongly Disagree	PEA Representatives Disagree	PEA Representatives Neutral	PEA Representatives Agree	PEA Representatives Strongly Agree
Principals/Administrators	Principals/Administrators Strongly Disagree	Principals/Administrators Disagree	Principals/Administrators Neutral	Principals/Administrators Agree	Principals/Administrators Strongly Agree
School District Administrators	School District Administrators Strongly Disagree	School District Administrators Disagree	School District Administrators Neutral	School District Administrators Agree	School District Administrators Strongly Agree

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* 11. How likely are you to participate in FIEP training?

	Not Likely	Somewhat Unlikely	Somewhat Likely	Very Likely
In-Person	In-Person Not Likely	In-Person Somewhat Unlikely	In-Person Somewhat Likely	In-Person Very Likely
Live Webinar	Live Webinar Not Likely	Live Webinar Somewhat Unlikely	Live Webinar Somewhat Likely	Live Webinar Very Likely
Recorded Webinar	Recorded Webinar Not Likely	Recorded Webinar Somewhat Unlikely	Recorded Webinar Somewhat Likely	Recorded Webinar Very Likely
Full-day training	Full-day training Not Likely	Full-day training Somewhat Unlikely	Full-day training Somewhat Likely	Full-day training Very Likely
Half-day training	Half-day training Not Likely	Half-day training Somewhat Unlikely	Half-day training Somewhat Likely	Half-day training Very Likely
Afternoon/evening mini-session series	Afternoon/evening mini-session series Not Likely	Afternoon/evening mini-session series Somewhat Unlikely	Afternoon/evening mini-session series Somewhat Likely	Afternoon/evening mini-session series Very Likely

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* 12. What factors might prevent IEP team members from participating in FIEP training opportunities?

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* 13. For which topics would you be interested participating in training?

	Not Likely	Somewhat Unlikely	Somewhat Likely	Very Likely
Understanding the IEP process under IDEA	Understanding the IEP process under IDEA Not Likely	Understanding the IEP process under IDEA Somewhat Unlikely	Understanding the IEP process under IDEA Somewhat Likely	Understanding the IEP process under IDEA Very Likely
Utilizing standardized meeting procedures to provide a transparent, predictable structure	Utilizing standardized meeting procedures to provide a transparent, predictable structure Not Likely	Utilizing standardized meeting procedures to provide a transparent, predictable structure Somewhat Unlikely	Utilizing standardized meeting procedures to provide a transparent, predictable structure Somewhat Likely	Utilizing standardized meeting procedures to provide a transparent, predictable structure Very Likely
Using meeting management skills to maximize collaborative decision-making and resolve conflict	Using meeting management skills to maximize collaborative decision-making and resolve conflict Not Likely	Using meeting management skills to maximize collaborative decision-making and resolve conflict Somewhat Unlikely	Using meeting management skills to maximize collaborative decision-making and resolve conflict Somewhat Likely	Using meeting management skills to maximize collaborative decision-making and resolve conflict Very Likely
IEP facilitation for virtual meetings	IEP facilitation for virtual meetings Not Likely	IEP facilitation for virtual meetings Somewhat Unlikely	IEP facilitation for virtual meetings Somewhat Likely	IEP facilitation for virtual meetings Very Likely
Building trust in family-professional partnerships through the IEP process	Building trust in family-professional partnerships through the IEP process Not Likely	Building trust in family-professional partnerships through the IEP process Somewhat Unlikely	Building trust in family-professional partnerships through the IEP process Somewhat Likely	Building trust in family-professional partnerships through the IEP process Very Likely
Culturally-responsive practices for strengthening parent participation in the IEP process within culturally and linguistically diverse communities	Culturally-responsive practices for strengthening parent participation in the IEP process within culturally and linguistically diverse communities Not Likely	Culturally-responsive practices for strengthening parent participation in the IEP process within culturally and linguistically diverse communities Somewhat Unlikely	Culturally-responsive practices for strengthening parent participation in the IEP process within culturally and linguistically diverse communities Somewhat Likely	Culturally-responsive practices for strengthening parent participation in the IEP process within culturally and linguistically diverse communities Very Likely
A trauma-informed approach to IEP meeting facilitation	A trauma-informed approach to IEP meeting facilitation Not Likely	A trauma-informed approach to IEP meeting facilitation Somewhat Unlikely	A trauma-informed approach to IEP meeting facilitation Somewhat Likely	A trauma-informed approach to IEP meeting facilitation Very Likely
Student-friendly IEP facilitation strategies to foster self-determination	Student-friendly IEP facilitation strategies to foster self-determination Not Likely	Student-friendly IEP facilitation strategies to foster self-determination Somewhat Unlikely	Student-friendly IEP facilitation strategies to foster self-determination Somewhat Likely	Student-friendly IEP facilitation strategies to foster self-determination Very Likely
Integrating mindfulness tools and co-regulation strategies for IEP teams in conflict	Integrating mindfulness tools and co-regulation strategies for IEP teams in conflict Not Likely	Integrating mindfulness tools and co-regulation strategies for IEP teams in conflict Somewhat Unlikely	Integrating mindfulness tools and co-regulation strategies for IEP teams in conflict Somewhat Likely	Integrating mindfulness tools and co-regulation strategies for IEP teams in conflict Very Likely

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* 14. How would you recommend that IEP team members could be more effectively made aware of the availability of FIEP training opportunities and resources?

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* 15. Which resources would you be interested in accessing, if they were made available?

	Not Likely	Somewhat Unlikely	Somewhat Likely	Very Likely
FIEP listserv	FIEP listserv Not Likely	FIEP listserv Somewhat Unlikely	FIEP listserv Somewhat Likely	FIEP listserv Very Likely
FIEP newsletter	FIEP newsletter Not Likely	FIEP newsletter Somewhat Unlikely	FIEP newsletter Somewhat Likely	FIEP newsletter Very Likely
Compilation of FIEP-related resource links (e.g. Padlet, linktr.ee, etc)	Compilation of FIEP-related resource links (e.g. Padlet, linktr.ee, etc) Not Likely	Compilation of FIEP-related resource links (e.g. Padlet, linktr.ee, etc) Somewhat Unlikely	Compilation of FIEP-related resource links (e.g. Padlet, linktr.ee, etc) Somewhat Likely	Compilation of FIEP-related resource links (e.g. Padlet, linktr.ee, etc) Very Likely
PEA-led FIEP training materials	PEA-led FIEP training materials Not Likely	PEA-led FIEP training materials Somewhat Unlikely	PEA-led FIEP training materials Somewhat Likely	PEA-led FIEP training materials Very Likely
FIEP FAQ document	FIEP FAQ document Not Likely	FIEP FAQ document Somewhat Unlikely	FIEP FAQ document Somewhat Likely	FIEP FAQ document Very Likely

Other (please specify)