Upcoming Trainings

Description:

In comparison to peers without disabilities, students with disabilities experience higher rates of mental health challenges including academic-related distress, anxiety, depression, and peer victimization. Resilience, or the ability to adapt well in the face of adversity, trauma, tragedy, threats, or significant stress, can help mitigate these challenges and is a teachable skill. This session will discuss how resilience-building and other mental health protective factors can be considered in the development of an IEP for any student who may have disability related needs in the area of mental health.

Presenters:

Tim Peerenboom, M.S.Ed. is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on school psychology. Tim obtained a bachelor’s degree from the University of Wisconsin-La Crosse in 2002 and went on to earn two Master’s degrees; in School Psychology Educational Leadership. Prior to joining the DPI in August 2019, Tim has served as a School Psychologist, Autism Specialist and Director of Special Education and Pupil Services.

Eva Shaw is a consultant on the Special Education Team at the Wisconsin DPI. Her role focuses on services and supports related to autism, emotional behavioral disabilities, social and emotional learning for students with IEPs, and alternatives to exclusionary practices. She has worked in the field of special education for over 30 years, and has had the privilege to serve children, families, and schools in several states and in a wide variety of roles.

Learning Objectives:

Understand what protective factors and resilience are and why it is critical for students with disabilities to build resilience skills.

Understand how to align disability related needs, goals, and IEP services to increase protective factors and build resilience skills.

Description:

This session will highlight Wisconsin Department of Public Instruction’s partnership with the National Center on Inclusion Towards Rightful Presence and the goal to create learning environments where all students feel a sense of belonging. You’ll hear about ways schools are helping students with significant support needs fully participate in classroom life, access high-quality learning, and stay engaged in their education. The session will also share examples of schools putting these ideas into practice every day.

Presenters:

Iris Jacobson is an Education Consultant for the Wisconsin Department of Public Instruction, and extensive years of experience educating students with significant support needs. Her current work focuses on the accessibility of academic instruction and assessment for all students. Iris participates in several state and national workgroups that support best practices for instruction aligned with the alternate academic achievement standards and assessments, as they relate to accessing the general education curriculum.

Amy Jablonski is renowned for her expertise in implementing and advancing the multi-tiered systems of support, ensuring that every student receives the personalized assistance they need to thrive academically.

Learning Objectives:

Understand what Rightful Presence means and why it matters for students and schools.

Learn how three Wisconsin schools are working to create classrooms where every student feels they belong.

Description:

This session will help parents understand alternate academic achievement standards and who they are meant to support. Parents will learn about Learning Mini Maps and how they help teachers plan learning for students with significant learning needs. The session will also show parents how to view and understand the alternate assessment report. This information will help families better support their child with significant cognitive disabilities in their learning and growth.

Presenter:

Iris Jacobson is an Education Consultant for the Wisconsin Department of Public Instruction, and extensive years of experience educating students with significant support needs. Her current work focuses on the accessibility of academic instruction and assessment for all students. Iris participates in several state and national workgroups that support best practices for instruction aligned with the alternate academic achievement standards and assessments, as they relate to accessing the general education curriculum.

Learning Objectives:

Understand what alternate academic achievement standards are and which students they are designed to support.

Learn about the Mini Maps and how they help guide instruction and learning for students. Learn how to view and understand the alternate assessment report to better support your child’s learning progress.