There are a number of topics to discuss and details to organize with the appropriate  school district personnel prior to committing to a DISCUSS training model. Hopefully, after discussing the following information, the way will be paved to provide a course with the needed support from district personnel.

School district – Those interested in presenting a DISCUSS training model will need to speak to personnel in their district who are involved in staff development. Each district is unique in the way that staff development is offered.

DISCUSS was field-tested in three school districts within New Mexico. Evaluation results have been positive and these may be useful in presenting a rationale for the presentation of the course. A summary of evaluation results may be found in Appendix 2.

One or two facilitators must be selected to present the course. The facilitator should have knowledge of facilitation techniques and be willing to commit the time it takes to facilitate the course. Time required involves the actual time of the course, about a set-up time of approximately 15-30 minutes after each session for taking down materials. The facilitator also needs time during the week prior to each session to review the upcoming session and determine which facilitator tips they may want to incorporate to insure engagement by the variety of learners within a particular group.

Administrative support of the facilitator’s involvement in the course is essential. This support includes provision for time away from regular duties to conduct the course, as well as time for preparation and evaluation.

It is best if the location for the course is the same each week. The space should be away from distraction and convenient to all participants. It may be necessary to reserve the training location well in advance for each session and the practicum.

There are several options to consider in recruiting participants.

DISCUSS teams should mirror, to the greatest extent possible, an interdisciplinary (IEP) team.

Participants may also be recruited from different schools. In this case, it is helpful to have at least one member of the team, in addition to the parent, who knows the student selected for the focus of the practicum.

If training is conducted during school hours, provision must be made for participants to be released from their duties. If it is conducted outside of school hours, it will be important to work with the respective district regarding policy for attendance at professional development activities after school hours.

It is desirable to provide compensation for the family member who is contributing to the education of district personnel. This may be to cover transportation costs and/or childcare while the family member is participating in the DISCUSS Model.

Planning for the practicum should begin early. The practicum is the culmination of the entire course, and puts the learning into action. Adequate time should be allotted to the development and organization of the practicum.

It is best to conduct a practicum of 3-5 days as close to the end of the cases as possible.

In planning for the practicum, the facilitator:

Assists family members with paper work and forms

Arranges for observations of the student

Arranges for interviews of personnel involved with the student

Collects materials to be used in construction of learning materials

Obtains videotapes or arranges for mini lectures according to group needs; arranges parent panel, if used

Arranges for certificates of completion for participants.

Most groups enjoy some type of celebration to end the course. District administrative personnel may be invited to the ending celebration to encourage involvement and participation.

Along with managerial decision-making, there are a number of other administrative support activities, which need to be considered in the presentation of this course. These include the following:

Mailing announcements or individual request letters or calls, depending how the district decides to recruit participants

Registration of participants

Locating and supplying audiovisual need

Assisting the facilitator

Applying for CEU’s or course credit for group

Selecting participants and notifying them

Processing contracts as needed

Other clerical duties include:

• Assembling books for participants and child-related books for practicum

• Copying information and resources as requested by the group and facilitator

• Ordering and inventorying supplies for course and practicum.

Contacting families and sending forms (below), etc.

Supplying forms (copies of the following forms are provided in the manual).

• Family Application Form

• School Application Form

• Practicum Letter for Family

• Parent Letter for Practicum

• Life Outcomes to be Emphasized

• DISCUSS Practicum Information

• DISCUSS Practicum Reminder for Families

• Parent Questionnaire for Panel

• Photograph Consent (Child)

• Photograph Consent (Participants)

• Participant Attendance Sheet

• Snack Schedule

• Worksheet for Developing Goals

• Child Life Book

• Sample Schedules of Practicum

• Certificate of Completion

• Parent Stipend

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