The document provides instructions for a collaboration meeting to discuss Lily's post-graduation goals. It outlines the steps in the collaborative problem-solving process: 1) Before the meeting, identify each team member's interests and potential options given their point of view. 2) During the meeting, hypothesize team members' perceptions and emotions. Also identify the key issue to discuss. 3) Generate at least five options to satisfy all team members' interests, and provide a rationale for the chosen options. 4) Reach an agreement on the most acceptable option, justifying how it meets everyone's interests, options, and perceptions. 5) Provide self-reflection on strengths and weaknesses as

1. Collaboration Meeting
InstructionsContentThe Collaboration Steps as defined by Collaborative Problem Solving:
Steps in the Process (Windel & Warren, n.d.) are listed below. Use the headings named in
this section within your paper. • Before the Meeting – Interests and Options (1 point):
Windel and Warren (n.d.) suggest that interests are the underlying need, want, or desire
that we are trying to satisfy with our position (solution). Consider that statement, then
identify each team member’s interest in Lily’s post-graduation goals and state options that
may be available given each team member’s point of view. < pstyle=" margin-left:
18pt; text-indent: -18pt;"> • During the Meeting – Perception/Emotions (1 point):
Remember that by sharing why your perception is important and relevant, the team will
understand why each member has a certain perspective. In this section of your assignment,
hypothesize team member’s perceptions and the emotions tied to those perceptions.
Include an explanation that supports your rationale for the perception and associated
emotions.• During the Meeting – Define the Issue (1 point): Windel and Warren (n.d.)
suggest that an issue may be defined as an element of the dispute that represents a party’s
need or interest. Consider that statement, then identify one issue that the team will discuss
along with a supporting rational for your choice of this issue over others. < pstyle="
margin-left: 18pt; text-indent: -18pt;"> • During the Meeting – Generate Options/
Brainstorming (1 point): Windel and Warren (n.d.) suggest that Most of us are not
accustomed to inventing options and we slip easily into critiquing and judging as soon as
possibilities are put on the board. Consider this statement. Then, using each team’s ideas,
perceptions, and the overall issue, describe at least five options that may satisfy the interest
of all the team members. Include a rationale for your chosen options.• During the Meeting –
Objective Criteria/ Reach Agreement (1 point): After you have generated a list of
brainstorming options, in this section of your assignment you will decide which is the most
agreeable to everyone including a justification of how this agreement meets each team
member’s interests, options, and perceptions. • During the Meeting – Self-Reflection (1
point): write a self-reflection about the strengths and weaknesses you have in relation to
the case study for this assignment. Be sure to consider what you know about how you can
leverage your personal strengths as a team leader in the transition meeting in the role of
special educator.Lily Case Study < pstyle=" margin-left: 18pt; text-indent: -18pt;"> Lily
was diagnosed with Asperger’s syndrome at age eight when she started displaying ‘ typical
behaviors’ including not understanding social cues with girls her age, perseverating on
Sponge Bob cartoons, and holding her ears every time a bell would ring to change classes.

2. She has always been educated in an inclusive general classroom using the collaborative
consultation model, receiving pull-out SLP (Speech & Language Pathologist) services where
she learned social skills and how to communicate with peers. Lily’s teacher says that she
loves writing stories about her favorite cartoons and has always loved Sponge Bob. She is an
outstanding artist and works well independently because she gets overwhelmed very easily
in a group. Her least favorite subject is social studies as she has a very difficult time
understanding past events as the concepts are too abstract. Now that she has turned 16,
Lily’s transition team is meeting for the first time to discuss a post-graduation plan. They
need to set realistic goals, discuss interest inventories, and evaluate Lily’s options. Included
in this meeting is the lead special education coordinator, Lily’s mother and father (who are
divorced), the general educator, the school psychologist, and the speech pathologist. Her
past IEP meetings have been very challenging; although everyone has her best interest at
heart, they have differing opinions of how ‘best interest’ is defined. Lily’s parents want her
to go to a 4-year college with a focus on computer animation. The special education
coordinator and Lily want her to work at a daycare center as an assistant, because she really
enjoys children and doesn’t feel her usual social anxiety around them. The general educator
and speech pathologist at this school don’t know her well enough to provide post-
graduation input. The school psychologist says that Lily’s interest inventory identifies that
her area of strength is in an engineering field working independently with concrete
concepts. < pstyle=" margin-left: 18pt; text-indent: -18pt;">