Leadership responsibility, operations structure, and system performance
Leadership is critical to the development, implementation, and sustainability of the dispute resolution system and available processes in your state. Program leadership and staff meet regularly to plan and/or review operations and performance. Senior leadership is regularly informed of progress and communicates with various stakeholders about their dispute resolution system and processes. Leadership addresses disproportionality and sets key racially equitable outcomes. Actively seek and grow leaders from under-served populations.
Examples: weekly, monthly, or quarterly review – perhaps in conjunction with staff, practitioners, and stakeholders; senior leadership provides updates to senior management and advisory groups
A broad group of stakeholders is involved in planning, promotion, evaluation, and improvement activities for the dispute resolution system.
Examples: parents, educators, service providers, practitioners, special education advisory panels, dispute resolution sub-committees, and others
Program data are housed in a structure that allows analysis of activities and performance. Mechanisms are in place for collecting and tracking case specific data from inquiry to outcome or resolution. Effective data systems allow for easier data collection, case management, reporting, and data analysis within a specific process and across the entire system.
Examples: SEA dispute resolution or longitudinal database, spreadsheets, case management program, case files
Resources to implement and operate the dispute resolution system and selected processes are available, including capable personnel that respect and reflect the diversity of those being served.
Examples: funding, dedicated staff/FTE, leveraged resources
Policies & Procedures
Policies and operational procedures are clearly recorded and enacted. Content is consistent with relevant regulations and easy for implementers and users to understand. Policies and procedures are reviewed/created to ensure equitable access.
Examples: guidelines, checklists, letters, forms, correspondence, manuals
Strategies for building a culturally competent system are intentional and prioritized. States or agencies undergo an organizational self-assessment to identify barriers that limit program participation from non-dominant cultures. A strategic plan is developed to address these barriers, set outcomes, and identify and engage stakeholders.
Examples: self-assessment tool, checklists, diversity training, materials review