Main Library

This library contains CADRE resources as well as State, Lead Agency and Parent Center resources. Please note that CADRE makes no endorsement of the State, Lead Agency and Parent Center resources included here, nor of any policies, procedures, processes, or documents specific to any item.

In 2015, government agency panel members from DC’s Office of the Ombudsman for Public Education, the Office of the Student Advocate, the Office of Dispute Resolution (OSSE), and DC Public Schools as well as, community organization panel members from DC’s School Talk and Advocates for Justice in Education, defined and discussed the new era of investment in programs that focus on early dispute resolution and relationship building instead of special education litigation. Since then, the focus in the District has been on developing the individual dispute resolution processes for the various...

Tightened school district budgets are resulting in cutbacks in educational programming that are likely to lead to increased conflict. Simultaneously, funding challenges at the state level may negatively affect staffing levels and the capacity of state special education dispute resolution programs. This interactive session will offer participants an opportunity to discuss the possible effects of these challenges on policy, programmatic design and practice. How can we best manage these cuts at the local, state and national level without compromising critical procedural safeguards and the...

Presenter: Ellen Yamshon , Esquire, CPCU & 2004 Fulbright Scholar on Rwanda, Western Center for Alternate Dispute Resolution, Sacramento, CA The class of children with special education needs is much broader than a group of students with disabilities and adds another level of complexity to educational design. It challenges notions of what special education is and how it is delivered. This implies a drastic reorientation in how competing educational needs are addressed and the attendant mechanisms to resolve differences. The children of post-genocide Rwanda are a particularly vulnerable...

The class of children with special education needs is much broader than a group of students with disabilities and adds another level of complexity to educational design. It challenges notions of what special education is and how it is delivered. This implies a drastic reorientation in how competing educational needs are addressed and the attendant mechanisms to resolve differences. The children of post-genocide Rwanda are a particularly vulnerable population in a country where financial deficits are acute. Valiant efforts are being made to assure education for all in Rwanda, but challenges...

The purpose of this presentation is to: Share information about mediation within the Scottish school education system, the legislative framework and current policies; Celebrate 10 years of Special Education Dispute Resolution in Scotland; Explore similarities and differences between the Scottish and USA approaches to Special Education Mediation; Consider the role of the student/child in Special Education Mediation, based on genuine Scottish scenarios

It’s time to share our Massachusetts gem! SpedEx is a new, exciting, quick and effective dispute resolution model. It builds trust and is child-focused. With SpedEx, we have only winners—not winners and losers, as in many other models. Free to schools and parents and available after an IEP is rejected or a hearing is requested, SpedEx offers a voluntary, trust-based approach to determining a free appropriate public education (FAPE) for a student. SpedEx helps to change the climate in special education by focusing on teaching and learning for students, not litigation and the adversarial...

The Special Education Information Center (SpedTex) was launched in September 2014 as a dynamic resource designed to deliver reliable and timely answers to parents, teachers and any stakeholder across the state of Texas who is committed to the success of students with disabilities. SpedTex functions as a statewide call center, providing resources and options in regards to stakeholder questions and concerns as they pertain to special education. The foundation of SpedTex, along with it's purpose, it's intent, our year to date data, what we can learn from the data as well as how to replicate and...

Come to this session to hear from four diverse stakeholder groups that came together to effectuate change and build capacity to more effectively manage conflict at the local level. Each group will tell how sharing power and resources, while focusing on mutual purpose, enabled all the groups to move forward to reach individual and shared objectives for more effectively serving children with special needs. You will hear from the Oklahoma State Department of Education, the Oklahoma Parents Center, the Oklahoma Directors of Special Education and the Special Education Resolution Center - Oklahoma...

This session is designed to provide those who work within the state complaint system at a State Education Agency an opportunity to discuss topics relevant to their work with their job alike peers. Participants will engage in small and large group discussion facilitated by the session speakers, and have the opportunity to network and share resources and ideas with their counterparts from other states. This session is open to SEA staff working directly in the state complaint system only. CADRE staff will approve attendees prior to the event.

To review the session handout(s), click on the icon below: Claire Thorsen Session 2.3 - Presentation.ppt Presenter: Claire Thorsen , Blumberg Center for Interdisciplinary Studies, Indiana State University, Terre Haute, IN The concept of facilitated IEP meetings emerged in Indiana about three years ago. Since that time, steady progress has been made in weaving it into school districts with the longer term goal of making facilitated meetings a part of each school’s culture. The first part of this session will offer a model for determining the benefits of making FIEP training and implementation...

Student advocates and public agencies alike have spent vast resources on ensuring families have access to IDEA dispute resolution options. As the U.S. Department of Education turns from compliance to results measurement, we shift our focus to ensure that dispute resolution results in meaningful outcomes for our students. Moderators will present examples of student centered corrective actions used in the District of Columbia and discuss the mutual benefits to the student and school system. Moderators will lead the group in a discussion to develop corrective actions that may result from State...

To review the session handout(s), click on the icon below: Laurie Powers Session 3.6 - Presentation.ppt Presenters: Alex Berlin Bentley-Freeman , My Life Participant, Laurie Powers , Portland State University , Portland, OR How are students engaged in IEP planning? What validated practices can be used to promote their involvement and leadership? We will discuss research findings related to student involvement in educational and transition planning, highlighting approaches for preparing and supporting youth to assume leadership roles.

How are students engaged in IEP planning? What validated practices can be used to promote their involvement and leadership? We will discuss research findings related to student involvement in educational and transition planning, highlighting approaches for preparing and supporting youth to assume leadership roles.

Power is one of the two main currencies in conflict, communication is the other. It’s not whether people use power in conflict, but how that determines a course of a dispute. When people are involved in enduring conflicts, finding a way to use power constructively, effectively, and sustainably is essential to how a dispute unfolds over time. Along with developing effective approaches to the use of power, helping disputants find their most effective voice and developing durable channels of communication is a second key challenge for mediators and disputants alike. In this workshop, we will...

As educators, parents and community members, we need to address equity issues on a personal as well as an intellectual level and authentically dive into issues of race, class, gender and other forms of bias that affect teaching, student learning and student achievement. In this session you will be able to: Develop a deeper personal awareness of what get’s in the way of our leadership for us to lead for equitable outcomes for our students. Deepen our understanding of our current context around race, racism, racial achievement disparities and other forms of institutionalized barriers. Dive...

To review the session handout(s), click on the icon below: DeeAnn Wilson Session 4.2 - Presentation.pdf DeeAnn Wilson Session 4.2 - Handout.doc Presenters: Linda Appleby , Parent Coordinator, Parent Educator Connection Program, Sioux City, IA Greg Buntz , Conflict Resolution Center of Iowa, LLC (CRCI), Grinnell, IA Dedie Thompson , Parent Coordinator, Parent Educator Connection Program, Storm Lake, IA Dee Ann Wilson , Bureau of Children, Family and Community Services, Des Moines, IA Different perspectives are encouraged in IEP team meetings. What happens when we can't reach consensus...

Different perspectives are encouraged in IEP team meetings. What happens when we can't reach consensus regarding a student's program? An IEP team member can use "third party" or facilitative skills to help the team address and meaningfully resolve differences even when she or he is not formally designated as the meeting facilitator. In this session we will explain how to do that, and how we in Iowa train team members to think and act like third parties through a program we call RESPECT.

Presenters: Jim Melamed , CADRE and Mediate.com, Eugene, OR Philip Moses , CADRE, Eugene, OR CADRE has created the “CADRE Continuum of Processes and Practices,” which describes ADR practices in terms of both discrete categories and multiple dimensions. This work is relevant to the general mapping and development of the ADR field in special education. Join us to review CADRE’s work and to assist in extending this approach by identifying additional helpful continua. We will also consider how dimensional thinking, as opposed to mutually exclusive "either/or" categorization can be applied to...

CADRE has created the “CADRE Continuum of Processes and Practices,” which describes ADR practices in terms of both discrete categories and multiple dimensions. This work is relevant to the general mapping and development of the ADR field in special education. Join us to review CADRE’s work and to assist in extending this approach by identifying additional helpful continua. We will also consider how dimensional thinking, as opposed to mutually exclusive "either/or" categorization can be applied to aspects of mediator practice and style. Ultimately, the goal is to provide consumers and referral...

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