Upcoming Trainings

Description:

This workshop introduces neurodivergence and twice-exceptionality (2e) through a neuro-affirming, strength-based lens, helping parents and professionals move beyond labels to a deeper understanding. Participants will explore how differences in brain development, environments, and expectations influence learning, behavior, and well-being. The session emphasizes practical frameworks and tools that support regulation, motivation, and engagement across home and school settings. Attendees will leave with actionable strategies they can immediately apply to better support 2e and asynchronously developing learners.

 

Presenter:

Teresa Nair is the Parent Community & Services Program Manager at REEL (Resilience and Engagement for Every Learner), a nonprofit supporting twice-exceptional and neurodivergent learners and their families. She holds a Master’s degree in Education (M.Ed.) in Cognitive Diversity in Education and a Certificate in Twice-Exceptional Education from Bridges Graduate School of Cognitive Diversity. With over 20 years of experience across education, business, and community leadership, Teresa designs and facilitates neuro-affirming workshops and trainings grounded in both research and lived experience as a neurodivergent individual and parent.

 

Learning Objectives:

Participants will: Identify key principles of a neuro-affirming approach to neurodivergence and twice-exceptionality, including how strengths, support needs, and environments interact to influence learning and behavior. Apply practical, neuro-affirming strategies to support regulation, motivation, and engagement in 2e children and students across home and school contexts. For parents and caregivers: Gain concrete tools and language to better understand their child’s profile, reduce daily power struggles, and collaborate more effectively with educators and support teams.

Description:

Simply put, when students do not attend school they miss out on important learning and social interactions. Regular school attendance is important, starting in the earliest grades. There are many factors that have been found to contribute to absences from challenges the student is facing to system-wide issues. There are also solutions. In this session, we will explore strategies to use to support your student, collaborate with school staff, and advocate for student-friendly policies.

Descripción:

En pocas palabras, cuando los estudiantes no asisten a la escuela, se pierden aprendizajes importantes y oportunidades de interacción social. La asistencia regular a la escuela es fundamental, desde los grados tempranos. Existen muchos factores que pueden contribuir a las ausencias, desde desafíos que enfrenta el estudiante hasta problemas a nivel del sistema escolar. También hay soluciones. En esta sesión, exploraremos estrategias para apoyar a su estudiante, colaborar con el personal escolar y abogar por políticas que sean favorables para los estudiantes.

 

Presenters: Julie Incitti and Eva Shaw,

Presentadores: Julie Incitti y Eva Shaw

Eva Shaw is a special education consultant 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. She has served as a special education teacher, program support teacher, diagnostician, and in an administrative role as a special education supervisor.

Julie Incitti, MSW, APSW Julie Incitti is the school social work consultant at the Wisconsin Department of Public Instruction. Julie received her MSW from the University of Wisconsin – Madison before working as a school social worker in the public schools. Julie serves on the Child Abuse and Neglect Prevention Board, the Wisconsin Taskforce on Children in Need, the WI Commission on Children, Families, and the Courts, and on the Midwest School Social Work Council. Additionally, Julie has served on the board of the Wisconsin School Social Workers Association (WSSWA), as president of WSSWA and the Midwest School Social Work Council, and various work groups with the School Social Work Association of America (SSWAA).

Eva Shaw es consultora de educación especial en el Departamento de Instrucción Pública de Wisconsin (DPI). Su trabajo se enfoca en servicios y apoyos relacionados con el autismo, discapacidades emocionales y de conducta, aprendizaje social y emocional para estudiantes con IEP, y alternativas a prácticas disciplinarias excluyentes. Ha trabajado en el campo de la educación especial por más de 30 años y ha tenido el privilegio de servir a niños, familias y escuelas en varios estados y en una gran variedad de roles. Ha trabajado como maestra de educación especial, maestra de apoyo de programas, evaluadora (diagnosticadora) y en un rol administrativo como supervisora de educación especial.

Julie Incitti, MSW, APSW, es consultora de trabajo social escolar en el Departamento de Instrucción Pública de Wisconsin. Julie obtuvo su Maestría en Trabajo Social (MSW) en la Universidad de Wisconsin–Madison antes de trabajar como trabajadora social escolar en escuelas públicas. Julie forma parte de la Junta de Prevención del Abuso y Negligencia Infantil, del Grupo de Trabajo de Wisconsin sobre Niños con Necesidades, de la Comisión de Wisconsin sobre Niños, Familias y Tribunales, y del Consejo del Medio Oeste de Trabajo Social Escolar. Además, ha servido en la junta directiva de la Asociación de Trabajadores Sociales Escolares de Wisconsin (WSSWA), como presidenta de WSSWA y del Consejo del Medio Oeste de Trabajo Social Escolar, y en varios grupos de trabajo con la Asociación de Trabajo Social Escolar de América (SSWAA).

 

Learning Objectives:

Participants will be able to:

Understand where to find local policies and procedures along with DPI attendance resource Identify steps to take when a student has barriers to attendance

Explain how to address attendance concerns through the IEP process

Objetivos de Aprendizaje:

Los participantes podrán:

Entender dónde encontrar las políticas y los procedimientos locales, junto con los recursos de asistencia del DPI.

Identificar los pasos a seguir cuando un estudiante enfrenta barreras para asistir a la escuela.

Explicar cómo abordar las preocupaciones sobre la asistencia a través del proceso del IEP

Description:

Studies show that school efforts are more effective when positive family-school relationships are established, and parent-voices are heard. Serving on Groups is a nationally recognized leadership tool that empowers family members to actively and fully participate in decision-making groups, such as their child’s IEP team, school advisory council or other government councils. The most effective groups use processes to guide their work, and a clear process sets the direction toward the group’s goals. Section 3 will introduce you to some basic principles and processes that groups can use for effective decision-making.

 

Presenter:

Jan Serak is the Director of Serak Consulting Services, LLC, where she provides board training, interim nonprofit management, curriculum development, and related services to nonprofit organizations. Before retiring, she was the founder and CEO of WI FACETS and a founder and Parent Partner of the Wisconsin Special Education Mediation System. Jan has held extensive leadership and advisory roles with state and national organizations focused on education, disability advocacy, and dispute resolution, including the National PLACE, Autism Society, and the National Center for Deaf-Blindness. She earned a Master of Arts in Educational Psychology and Dispute Resolution from Marquette University. She is the parent of two adult sons, one of whom has autism.

 

Learning Objectives:

Learn about 7 Principles of Shared Decision-making.

Learn processes that effective groups use, including Goal Setting and Reaching Agreement.

Identify ways to gather and use accurate information for making well-informed decisions and resources for creating action plans.

 

This webinar has been pre-recorded. We will not have the ability to take questions during this webinar. If you have any questions about the webinar or your individual special education journey, please call our office at (414) 374-4645.

Description:

The Individualized Education Program (IEP) process includes evaluation procedures outlined in federal and state laws that a school must follow to determine if a child is eligible for extra help through special education.  This module of the Individualized Education Program (IEP) Mini Modules Series includes procedures related to: the evaluation notice, parent consent, evaluation and tests, eligibility checklists, extension of evaluation time, determination of if the child has disability and needs special education and related services, the evaluation report, and the special education timeline.

 

Learning Objectives:

Participants will be able to describe the evaluation & eligibility determination timeline.

Participants will be able to identify key parts of the evaluation process.

Participants will be able to discuss the evaluation report and how eligibility is determined.

 

Presenter:

Ann Zielke is the Parent Training and Information Center Trainer for WI FACETS. As a parent who understands firsthand the complexity of navigating the special education system in Wisconsin, she is passionate about the importance of accessible and informative parent education and training. She is a fierce advocate for her daughter and all children with disabilities and she looks forward to serving families across the state with WI FACETS.