Upcoming Trainings

Are you a member of a committee or council that needs to be more efficient? What makes a committee or council effective? How can group dynamics improve? This workshop will go over helpful tools, tips and strategies groups use to be more internally and externally successful.

Learning Objectives:

Participants will be able to identify 6 Tools groups can use to run more efficient and effective meetings.

Participants will learn about specific strategies for improving group dynamics.

Participants will learn ways to improve two-way communication and the importance of culturally responsive practices.

Presenter: WI FACETS

Cada niño que sea elegible para la educación especial debe tener un Programa de Educación Individualizado (IEP) vigente al comienzo de cada año escolar. Este módulo continúa desde la Redacción del IEP-Parte 1 y cubre hasta las dos primeras secciones del documento del IEP: Sección I. Información del estudiante (Fortalezas del estudiante; Logro Académico y Desempeño Funcional Actual; Factores Especiales; Preocupaciones de los Padres y Estudiante; Efectos de la Discapacidad; Necesidades relacionadas con la Discapacidad) y Sección II. Participación Familiar.

Objetivos de aprendizaje:

Los participantes podrán reconocer componentes importantes de la sección de información del estudiante del IEP.

Los participantes podrán determinar dónde y cómo el IEP puede incluir las preocupaciones de los padres y los estudiantes.

Los participantes podrán identificar cómo el IEP puede incluir formas de involucrar a las familias en el IEP de su hijo.

Presentadora:

Nathaly Silva especialista bilingüe en WI FACETS. Soy mama de un niño con una discapacidad, él tiene Autismo y es no verbal y se lo difícil que puede ser navegar la educación especial por eso pienso que aprender lo más que se pueda sobre la condición de sus hijos y sobre la educación especial puede ayudar mucho para ser un mejor defensor de sus hijos.

Each child found eligible for special education must have a current Individualized Education Program (IEP) in place at the beginning of every school year. This module continues from Writing the IEP-Part 1 and covers the first two sections of the IEP document: Section I. Student Information (student strengths; present levels of academic and functional performance; special factors; parent/student concerns; effects of disability; disability-related needs), and Section II. Parent Engagement.

Learning Objectives:

Participants will be able to recognize important components of the IEP Student Information section.

Participants will be able to determine where and how the IEP can include parent and student concerns.

Participants will be able to identify how the IEP can include ways to engage families in their child’s IEP.

Presenter: Ann Zielke is new to the team at WI FACETS having joined as the Parent Training and Information Center Trainer in November. 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.

Description: Join Sam in looking at the transition process for individuals with intellectual and developmental disabilities. While age 21 seems far away, it comes much faster than people anticipate and often leaves families on a cliff edge of no support post-secondary. Learn about barriers and best practices within the transition process and determine ways to cater to your individual needs.

Learning objectives:

• Parents will be able to identify barriers to transition as well as ways to overcome them.
• Attendees will learn best practices within the transition process.
• At the end of the session, families will walk away with at least three to five action items relating to the transition process for themself or their loved ones.

Presenter: Samantha Bear

Hi everyone, my name is Samantha Bear! Born and raised in WI, Sam has worked in the disability field for over sixteen years, ten of which have been in a professional capacity. She holds a B.A. from UW-Milwaukee in Cross-Categorical education for individuals with disabilities ages 12-21+ and an Autism Spectrum Disorder specialty certificate, M.Ed. from Loyola Chicago, and is currently working on her Doctorate of Education at Alverno. Having taught in public schools, transition programs, higher education programs, and now the nonprofit sector, Sam brings a variety of perspectives to the table.

This workshop will explore a comprehensive approach to developing and implementing practical strategies to support student’s behavioral needs.  The audience will examine effective strategies for engaging families in the planning and decision-making process related to discipline and interventions.

Learning objectives:

• Examine how to develop and implement strategies that center student’s needs in response to behaviors.
• Identify effective strategies to develop a partnership with parents/caregivers in decision making to meet their child’s needs.

Presenters:

Timothy D. Peerenboom- Prior to joining DPI as School Psychology Consultant, Tim served as a School Psychologist, Autism Specialist, and Director of Special Education and Pupil Services. He has experience working with children aged 3-21 in a variety of public education service models in urban, rural and suburban school districts spanning from Portland, OR to Washington, D.C. Now that he has returned home to Wisconsin, Tim enjoys spending time with friends and family, especially his wife and two children.

Eric M. Kestin- Eric Kestin is a School Administration Consultant with the Department of Instruction. He focuses on advising districts, families and other stakeholders on compliance and best practices with federal and state law around special education. He previously worked for the Madison Metropolitan School District. as the Affirmative Action Officer/Title IX Coordinator.

Mr. Kestin has over 20 years of mediation, conflict management and training experience.  He specializes in helping people communicate in high conflict situations. He has facilitated large group dialogues around complex issues and conducted trainings for individual companies, non-profits, governmental bodies and academic staff in a number of areas including anti-bullying, racial justice, mediation, negotiation and conflict management.

Gloria G. Roschke – Gloria has worked as a classroom teacher, mentor teacher, and school administrator before joining the WI Department of Public Instruction. She is a first generation high school and college graduate.  During her time as a school administrator she focused her efforts on addressing disproportionality in discipline and special education identification for students of color and students with an IEP.  As the Assistant Director of the Title I Continuous Improvement Team at DPI Gloria is dedicated to centering educational equity in the systems of support and monitoring her team provides to ESSA identified schools.

Jeremiah Jackson