This webinar will focus on what high-quality inclusive practices look like in preschool. We will explore how families can facilitate the access, participation, and appropriate support needed for preschool inclusion.

Learning Objectives:

• Participants will examine what high-quality inclusive practices look like in preschool.
• Participants will explore how they can facilitate inclusion in preschool for their students.

Presenter: Sue Erickson, MSE serves as a Wisconsin Statewide Early Learning Technical Assistance and Implementation Specialist. Sue began her career 30 years ago as an early childhood special education teacher and has since worked in many settings as an inclusive teacher and then as a program support teacher for the CESA #12 region of Wisconsin. Currently, She is supporting school districts around Wisconsin with inclusive practices for preschoolers with IEPs. Her education, experience, and passion lie with those children and their families and supporting the highest quality inclusion environments possible for their education and care.

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 de la Serie de Mini Módulos del IEP cubre los procedimientos de las leyes federales y estatales relacionadas con el IEP, que incluyen: Línea de Tiempo del IEP, los miembros del Equipo del IEP, los avisos de las reuniones del IEP, la excusa de asistir a la reunión de los miembros del equipo del IEP,la revisión anual de las metas del IEP, la hoja de portada del IEP y una descripción general de las secciones del documento del IEP.

Objetivos de aprendizaje:

• Los participantes podrán describir el cronograma del IEP, los miembros del equipo del IEP y los avisos de las reuniones.
• Los participantes podrán tratar el tema de la excusa de miembros del equipo del IEP de la reunión del IEP.
• Los participantes podrán identificar las secciones del documento del IEP.

Presentador: WI FACETS.

Sponsor: Connect SPED Parent Group, Superior WI. (Virtual).

Contact: Lisa Peterson [email protected] or call 218.730.7402

The rule change for the identification of an emotional behavioral disability went into effect December 1, 2021. This session will review why the rule was changed, the basics of a comprehensive special education evaluation, and the changes in the rule, including the assessment requirements and additional considerations. It will also cover the parent’s role in the special education evaluation process.

Learning Objectives:

• Participants will understand the reason for the rule change.
• Participants will understand the changes to the rule, including the assessment requirements.
• Participants will understand the parent’s role in the special education evaluation process. 

Presenters: Tim 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.

Eva Shaw is a consultant on the special education team at the Wisconsin DPI. Her role focuses on work related to social and emotional learning, autism, and emotional behavioral disabilities, positive behavioral interventions and supports for students with IEPs, and alternatives to exclusionary practices.

Wanting to travel? Love to see new places? This workshop is for you. You will learn about what Abilities Travel Club is and what we have to offer.

Learning Objectives:

• Who We Are
• Calendar of events
• Payment Options

Presenter: Felicia Clayborne is visually and intellectually impaired who is a self-determined person to see people needs met. She has been traveling for over 30 years and advocating for over 28 years. She is a Wisconsin statewide advocate for people with disabilities and seniors. She is on the Wisconsin BPDD Board, Disability Rights Wisconsin Board Of Directors, and InControl Wisconsin Board Of Directors. Felicia has presented at the Self-Determination Conference for 3 years. She is the Founder, Owner, & President of Abilities Travel Club.

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.

Presentador: WI FACETS.

The Madison Metropolitan School District is intent on increasing the participation of scholars with an IEP in the planning and and running of their meetings. By increasing scholar involvement, research indicates our scholars are more likely to engage in school and accomplish short and long term goals to help them achieve their dreams. We will present rationale from the literature, share tools that can be useful, and discuss professional learning to support teacher capacity.

Learning Objectives:

• Understanding the benefits of involving scholars in theIEP process
• Learning about tools and resources available toincrease scholar participation in their IEP meetings
• Considering professional learning and skill building forteachers 

Presenter: Nancy Farnon Molfenter is the Associate Superintendent of Student Services with the Madison Metropolitan School District. In this role, she is responsible for higher level coordination and communication related to the delivery of high-quality education services to students with an IEP (Individual Education Program) or 504 Plan and their families, the delivery of social and emotional supports, and advanced learning services. Prior to working for MMSD, she was on the Special Education Team at the Wisconsin Department of Public Instruction and worked for the School of Education at the University of Wisconsin Madison. Nancy holds a Ph.D. in Special Education from the University of Wisconsin Madison and continues to serve as an adjunct instructor for the University of Wisconsin system.

This webinar will be Pre-Recorded. Join us as we present a new resource from WI FACETS, the Transition IEP Checklist.  Written to provide more detail on the Transition section of our IEP Checklist, this stand-alone publication serves as an excellent resource for the transition process for students with disabilities who have IEPs.  This guide is intended for both parents and youth alike and provides organizational outlines and many transition resources.

Training objectives:

During this training, transition-age students and their parents will learn about

1. Important transition and postsecondary terms
2. Tips on how to prepare for the transition IEP meeting
3. Know what to expect in a transition IEP meeting
4. How to stay engaged and motivated throughout the transition process
5. Self-advocacy tools and resources for students

Presenter: WI FACETS Staff

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 de la serie de mini módulos del IEP continúa la Redacción del IEP-Parte 1 y 2, cubre hasta dos secciones más del documento del IEP: Sección III. Metas Anuales y Sección IV. Resumen del programa (ayudas y servicios suplementarios; educación especial / instrucción especialmente diseñada; servicios relacionados y modificaciones al programa/apoyos para el personal de la escuela).

Objetivos de aprendizaje:

• Los participantes podrán reconocer metas anuales completas y rigurosas del IEP.
• Los participantes podrán identificar los requisitos para incluir un Servicio en el IEP.
• Los participantes podrán diferenciar el contenido de las 4 secciones del Resumen del programa IEP.

Presentador: WI FACETS.

Early educators know that reading books to young children is a critical component of an early education classroom, but are all students accessing and engaging in the stories we read to their highest potential? During this presentation we will explore techniques to transform your read alouds to increase oral language, deepen children’s knowledge and comprehension, and expand engagement. Participants will leave with tools and strategies that they can begin using immediately.

Learning Objectives:

• Understand the instructional purpose of Interactive ReadAlouds in the PreK classroom
• Understand how to plan for a highly engaging interactive Read Aloud
• Learn strategies for adapting the read aloud experience to meet the needs of students with a variety of learning needs

Presenter: Nicole Aldworth is an Early Childhood Specialist at CESA2. She has 23 years of experience working with young children and their families as well as supporting early educators in a variety of developmentally appropriate content. Nicole has taught Early Childhood Special Education, 4K, and 5K. She holds undergraduate and graduate degrees in the field of early childhood education, and early childhood special education.

All students with IEPs require specially designed instruction (SDI). But what exactly is SDI and how is SDI set apart from other special education services? Answering these questions has been, and will continue to be, an ongoing discussion. This session will provide participants with an opportunity to dig deeper into the key features of SDI.

Learning Objectives 

• Review the legal definition of “specially designed instruction”
• Explore what sets specially designed instruction apart from other special education services
• Discuss what specially designed instruction is, and what it is not

Presenter: Sharon Madsen currently serves as an Education Consultant on the Special Education Team for the Wisconsin Department of Public Instruction (DPI). She has been with DPI since February of 2020. Sharon has over 14 years of experience teaching general education and special education in a variety of public-school settings in New Jersey and Wisconsin. She received a Master’s Degree in Special Education from UW-Whitewater. Her areas of interest include co-teaching, specially designed instruction, and specific learning disabilities.

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 de la Serie del IEP continúa con la Redacción del IEP Partes 1, 2, 3 y cubre las partes restantes del documento del IEP: Sección IV. Resumen del programa (Frecuencia/ Cantidad / Duración / Ubicación), Sección V. Participación del estudiante (entorno de educación regular y educación física) y Transición (para estudiantes que cumplen 14 años). También incluye: Respuesta a las solicitudes de los padres (notificación previa por escrito), consentimiento de los padres y determinación de la colocación.

Objetivos de aprendizaje:

1. Los participantes podrán nombrar las 4 descripciones requeridas para cada servicio enumerado en el IEP.
2. Los participantes podrán saber cuándo y qué incluir en el IEP para los estudiantes que cumplen 14 años.
3. Los participantes podrán describir el proceso de colocación, incluido el consentimiento de los padres.

Presentador: WI FACETS.

After July 16, 2022, anyone in mental health distress is able call or text 988 or use the chat function via suicidepreventionlifeline.org to connect with a counselor. Wisconsinites who use 988 will connect with Wisconsin Lifeline, an in-state call center where trained counselors answer calls, chats, and texts. This new and easy way to access mental health support has many implications for behavioral health providers and county crisis programs.

Learning Objectives:

• Participants will learn about Wisconsin Lifeline and what services are provided through 988.
• Participants will learn about the history of the 988 Suicide and Crisis Lifeline.
• Participants will learn what a user experiences when they contact 988.

Presenter: Caroline Crehan Neumann. Caroline Crehan Neumann is the Crisis Services Coordinator at Wisconsin Department of Health Services

Después de la reunión anual del Programa de Educación Individualizado (IEP), se pueden hacer cambios en el IEP en ciertas situaciones.  Este módulo de la Serie del IEP cubre: qué razones podrían ser para revisar el IEP de un niño, quién puede solicitar la revisión, hacer cambios en un IEP sin una reunión del IEP y la consideración de los servicios del Año Escolar Extendido (qué son y qué determina si un niño los necesita).

Objetivos de aprendizaje:

• Los participantes podrán identificar las razones para revisar el IEP de un niño, incluyendo quién puede solicitar una revisión.
• Los participantes podrán reconocer cuándo se pueden hacer revisiones del IEP con o sin una reunión del IEP.
• Los participantes podrán relacionar cuándo y cómo se determina y escribe en el IEP la necesidad de servicios ESY.

Presentador: WI FACETS.

Overview of the Transition Action Guide webpage and best practices in interagency collaboration. Participants will learn where to find the Transition Action Guide website and understand the content, learn best practices for collaboration in the transition process, and find resources to find information on the transition process

Learning Objectives:

• Know where to find the Transition Action Guide website and understand the content
• Learn best practices for collaboration in the transition process
• Find resources to find information on the transition process 

Presenters: Sarah Kuehn, Program and Policy Analyst, DVR Alicia Reinhard, Education Consultant on Transition and Graduation, DPITammy Hoffmeister, Community Innovations Specialist, Bureau of Quality and Oversight, DHS Bob Meyer, Competitive Integrated Employment Coordinator, Bureau of Children’s Services, DHS Alexa Nobis, Policy Analyst, Bureau of Prevention, Treatment, and Recovery, Wisconsin Department of Health Services.

We will explore many ways family members can support literacy for their children at home during the summer. We will discuss why it’s important to support literacy in the summer, the 5 components of reading and how parents can support them in summer, picking the “right” book, and other tips, strategies, and everyday opportunities for families to engage with their children around literacy in summer.

Learning Objectives:

• To learn why summer literacy is important
• To gain strategies for supporting the 5 components of literacy
• To learn how to pick the “right” book

Presenter: Jan Serak is the Director of Serak Consulting Services, LLC, where she contracts with nonprofit organizations to provide Board training, interim nonprofit management, curriculum development, and other services. Prior to her retirement, she was the founder and CEO of WI FACETS. She was also a founder and the Parent Partner of the WI Special Education Mediation System. Jan has served on many Boards, including National PLACE, Autism Society of America; Autism Society of SE WI and Autism Society of WI; the Center for Alternative Dispute Resolution in Special Education (CADRE). She also served on the WI State Superintendent’s Council on Exceptional Education, WI Governor’s Read to Lead Task Force, OSEP State Advisory Panel, Quality Education Coalition, and the National Center for Deaf-Blindness Advisory Board. Jan received her M.A. in Educational Psychology and Dispute Resolution from Marquette University. She is the parent of two adult sons, one of whom has autism.

There are over 50,000 English learners in the state of Wisconsin. Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), public schools must ensure students can participate meaningfully and equally in educational programs. This webinar focuses on the rights of English Learners and the obligations public school districts have in serving multilingual learners and their families.

Learning Objectives:

• Identifying, assessing and reclassifying English Learners
• Meaningful Participation in Educational Programs
• Interacting with Familes of English Learners

Presenter: Amy Maciolek is the Multilingual Learners and Title III Consultant on Literacy and Mathematics at the Wisconsin Department of Public Instruction and has been with the team since June of 2020. In her role, she provides leadership to stakeholders in working with Multilingual Learners. She works specifically in support of federal funding pertaining to Title III and facilitates the Immigrant Children and Youth Grant. Additional responsibilities include the ESEA consolidated monitoring process, leadership for title III consortia, EL program evaluation, legal requirements and compliance, English Language Development Standards implementation, and Effective Instructional practices for serving English Learners.

Las leyes estatales y federales de educación especial otorgan a los padres ciertos derechos, llamados Garantías de Procedimiento, que están diseñados para proteger los derechos de los padres y sus hijos con una discapacidad. Este módulo de la Serie del Programa de Educación Individualizado (IEP) incluye: el propósito y el contenido del Aviso de Garantías de Procedimiento, lenguaje comprensible, cuándo un padre debe recibir este aviso, confidencialidad, aviso previo por escrito, consentimiento de los padres y opciones para resolver disputas que puedan surgir.

Objetivos de aprendizaje:

• Los participantes podrán describir el propósito del Aviso de Garantías procesales.
• Los participantes podrán relacionarse cuando se requieran avisos por escrito y el consentimiento de los padres.
• Los participantes podrán reconocer las opciones de resolución de disputas que se encuentran en el Aviso de garantías procesales.

Presentador: WI FACETS.

Léales desde temprana edad y frecuentemente. Los primeros años son críticos para desarrollar un amor a la lectura para toda la vida. ¡Nunca es demasiado pronto para comenzar a leerle a su hijo o hija! Los siguientes consejos le ofrecen maneras divertidas para ayudar a que sus hijos se conviertan en lectores seguros y contentos.

Objetivos de aprendizaje:

• Mostrar opciones para fomentar la lectura en casa.
• Aprender diferentes maneras para involucrar la lectura en la vida cotidiana.

Presentador: WI FACETS