In this session, we will review requirements under federal law related to discipline and students with disabilities. The presentation will discuss what counts as a disciplinary removal, how a disciplinary change in placement is defined, and what is meant by a manifestation determination. Will also share dispute resolution options if a parent disagrees with the results of the manifestation determination.

Learning Objectives:

• Know what a disciplinary removal is and why it matters.
• Be able to explain when a change of placement has occurred for a student with a disability.
• Participants will know when to conduct a manifestation determination and next steps.

Presenter: 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 several areas, including anti-bullying, racial justice, mediation, negotiation and conflict management.

Es importante que los padres y el personal de la escuela resuelvan los problemas relacionados con el IEP rápidamente cuando surjan. La mediación es una forma útil de abordar un punto muerto o una disputa. Este taller incluye información sobre los servicios de mediación gratuitos disponibles del Sistema de Mediación de Educación Especial de WI (“WSEMS” para abreviar); leyes federales y estatales relacionadas con la mediación; cuándo y cómo solicitar la mediación; quiénes son los mediadores; participación en la mediación; y más.

Objetivos de aprendizaje:

• Aprenda sobre el Sistema de Mediación en Educación Especial (WSEMS)
• Cuando y como solicitar la mediación.
• Quienes son los mediadores
• Como es la participación en la mediación

PRESENTADORA: Sra. Nelsinia Ramos, de WI FACETS

The most effective groups use processes to guide their work, and a clear process sets the direction toward the group’s goals. So many times, we are on committees or in meetings but don’t know what is supposed to happen or how to fully participate. This webinar will introduce you to some basic principles and processes that groups can use for effective decision-making.

Learning Objectives:

• Participants will learn about 6 processes, including Goal Setting and Reaching Agreement, that effective groups use in their work.
• Participants will be able to identify ways a group can gather and use accurate information for decision-making.
• Participant will learn about resources for creating an action plan.

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 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.

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 of the IEP Mini Modules Series covers procedures in federal and state laws related to the IEP, including: the IEP timeline, members of the IEP Team, IEP meeting notices, excusing IEP team members from the IEP meeting, annual review of IEP goals, the IEP cover sheet, and an overview of the IEP document sections.

Learning Objectives:

• Participants will be able to describe the IEP timeline, IEP Team members, and meeting notices.
• Participants will be able to discuss excusing IEP Team members from the IEP meeting.
• Participants will be able to identify the IEP document sections.

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.

Shortened school days significantly impact the student’s receipt of a free appropriate public education (FAPE). IEP teams need to carefully consider when a shortened school day is appropriate to address a student’s disability-related needs. We will cover when the IEP team may consider a shortened school day as an appropriate alternative for an individual student, and what questions the IEP team should ask. We will also cover the data that should be reviewed and documented in the student’s IEP.

Learning Objectives

• Participants will understand when an IEP team may consider a shortened day as an appropriate alternative for an individual student.
• Participants will know what questions the IEP team should ask before making the decision to shorten a student’s school day, and what data should be reviewed and documented in the IEP.

Presenters: Marge Resan is a School Administration Consultant from the Wisconsin Department of Public Instruction. Marge has worked for the department since 2007. Her work focuses on special education legal compliance issues. She is the lead consultant for the state IDEA complaint process. Marge was a special education teacher in the Madison Metropolitan School District for several years where she taught many students with disabilities in classroom, community, and vocational settings. She holds a law degree from the University of Wisconsin and has worked as an attorney in the areas of disability and elder law.

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, functional behavioral assessment, positive behavioral interventions and supports for students with IEPs, and alternatives to exclusionary practices. She has worked in the field of special education for over 25 years, and has had the privilege to serve children, families, and schools in several states and in a variety of roles.

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: 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 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.

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.

So many times, we are on committees or in meetings but don’t know what the process is or how to fully participate, especially when it comes to data. This workshop will introduce you to the ways in which groups use data to make decisions. It will also help you to understand where data comes from and outline the basic stages of using data. This introductory webinar on data is based on the Serving on Groups that Make Decisions Guidebook resource.

The highlight of the revised Guidebook is a section entitled Understanding Data as Information. We live in a world with more available data than ever before. In education, using data is a powerful tool to determine if schools’ efforts are working and if students are meeting their goals. This section provides eight steps to assist you and other group members in making well-informed data-based decisions to improve the experiences of children. It also contains numerous resources for you to access and explore relevant data for your family and community.

Learning Objectives:

• Participants will learn about different types and sources of reliable data and how they are used in decision-making groups.
• Participants with learn about the 8 stages of Data Use and how to apply them.
• Participants will gain access to a helpful Tool for Using Data effectively with a group.

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 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 is no single method to distinguish between English learners (ELs) who are acquiring new language skills, and those who have a disability. IEP teams are required to determine whether a student’s difficulties in academic and functional skills are the result of secondary language acquisition, a disability, a combination of these two factors, or other ecological factors. The purpose of this workshop is to provide IEP teams with strategies and resources, including a series of guiding questions developed by DPI, that can be used to engage in meaningful and productive conversations when an EL student is suspected of having a disability.

Learning Objectives:

• Be familiar with various DPI resources related to English learners (ELs) and Special Education.
• Explore how to engage in meaningful and productive conversations with families and school staff when an EL student is suspected of having a disability.
• Understand why it is important to consider students’ linguistic, cultural and educational backgrounds when discussing English learners. 

Presenters: Sharon Madsen currently serves as an Education Consultant on the Special Education Team for the Wisconsin Department of Public Instruction. She has been with DPI for 3 years. Sharon has over 14 years of experience teaching general education and special education in a variety of public school settings. Her areas of interest include co-teaching, specially designed instruction, and specific learning disabilities.

Tanya Morin has been the Dual Language/Bilingual-Bicultural Education Consultant at the Department of Public Instruction since March of 2022. Prior to her current role, Tanya served as the 21st Century Community Learning Centers Grant Consultant at DPI, and taught in bilingual education programs in Texas, Massachusetts and Wisconsin. Tanya received a PhD in Curriculum and Instruction from UW-Madison, where she focused on strategies for leveraging EL students’ out-of-school experiences in the classroom

Do you want to be more involved in a decision-making group but are not sure where to begin? Are you tired of feeling like the token representative instead of an active member of a decision-making group? This webinar will help you navigate decision-making groups, give information about the roles of families in these groups, and offer practical tips and strategies for putting your decision-making skills into practice utilizing the Serving on Groups That Make Decisions: A Guide for Families resource.

Learning Objectives:

• Participants will gain access to a simple tool for gathering and organizing information about a group and what is expected in their role on the group.
• Participants will gain insight on how to best represent others’ perspectives when serving on a group.
• Participants will learn skills for staying organized and informed while serving on a group.

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 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.

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 of the IEP Mini Modules Series continues from Writing the IEP – Parts 1 and 2 and covers two more sections of the IEP document: Section III. Annual Goals (includes what a good goal should look like, tying goals to needs, Endrew F. rigorous goal standards) and Section IV. Program Summary (supplementary aids and services; special education/specially designed instruction; related services; and program modifications or supports for school personnel).

Learning Objectives:

• Participants will be able to recognize complete and rigorous annual IEP goals.
• Participants will be able to identify the requirements for including a Service in the IEP.
• Participants will be able to differentiate content for the 4 sections of the IEP Program Summary.

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.

Sabemos que a veces surgen problemas/conflictos/disputas relacionadas con la planificación o implementación de IEP para niños con necesidades especiales. El Sistema de Mediación de Educación Especial de WI (“WSEMS” para abreviar) ha estado ayudando a los padres de niños con discapacidades y las escuelas a resolver estas disputas desde 1996.Objetivos del taller:

• Aprenda sobre el Sistema de Mediación en Educación Especial (WSEMS)
• Las opciones disponibles para la resolución temprana de desacuerdos entre los padres y las escuelas
• Cómo acceder a cada opción y qué esperar

PRESENTADORA: Sra. Nelsinia Ramos, de WI FACETS.

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 of the IEP Series continues from Writing the IEP – Parts 1, 2, 3 and covers remaining parts of the IEP document: Section IV. Program Summary (Frequency/Amount/Duration/ Location), Section V. Student Participation (regular education environment and physical education) and Transition (for students turning 14). Also included: Response to Parent Requests (prior written notice), Parent Consent, and determination of Placement.

Learning Objectives:

• Participants will be able to name the 4 descriptions required for each Service listed in the IEP.
• Participants will be able to when and what to include in the IEP for students turning 14.
• Participants will be able to describe the placement process, including parent consent. 

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.

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.

During this training, transition-age students and their parents will learn: important transition and postsecondary terms; tips on how to prepare for the transition IEP meeting; what to expect in a transition IEP meeting; how to stay engaged and motivated throughout the transition process; and self-advocacy tools and resources for students.

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.

Seclusion and restraint does not only impact the student. These practices affect the whole school community. Participants will learn the importance of implementing intentional strategies to reduce or eliminate the use of seclusion and restraint. We will discuss district level strategies to reduce seclusion and restraint as well as apply Functional Behavior Assessment to inform effective strategies to reduce seclusion and restraint at the individual student level.

Learning Objectives 

• Participants will understand the importance of implementing intentional strategies to reduce or eliminate the use of seclusion and restraint.
• Participants will learn district level strategies to reduce seclusion and restraint.
• Participants will understand how to apply Functional Behavior Assessment to inform effective strategies to reduce seclusion and restraint at the individual student level.

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 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.

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, functional behavioral assessment, positive behavioral interventions and supports for students with IEPs, and alternatives to exclusionary practices. She has worked in the field of special education for over 25 years, and has had the privilege to serve children, families, and schools in several states and in a variety of roles.

Hablaremos sobre la abogacía. ¿Que consiste en hablar en defensa de sí mismo y de los demás? También aprenderemos sobre las destrezas que necesita para ser un defensor eficaz.  Además, hablaremos sobre las formas específicas en las que puede causar un impacto positivo.

Objetivos de aprendizaje:

• Aprender destrezas para ser un defensor eficaz.
• Diferentes formas específicas para hacer una diferencia en la educación de sus hijos

PRESENTADOR: WI FACETS.

After the annual Individualized Education Program (IEP) meeting, changes can be made to the IEP in certain situations.  This module of the IEP Series covers: what reasons could be for revising a child’s IEP, who can request the revision, making changes to an IEP without an IEP meeting, and consideration of Extended School Year services (what they are and what determines if a child needs them).

Learning Objectives:

• Participants will be able to identify reasons for revising a child’s IEP, including who can request a revision.
• Participants will be able to recognize when IEP revisions can be made with or without an IEP meeting.
• Participants will be able to relate when and how the need for ESY services is determined and written in the 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.

Durante esta capacitación, los estudiantes en edad de transición y sus padres aprenderán sobre términos importantes sobre la transición a la vida adulta y postsecundaria, consejos sobre cómo prepararse para la reunión del IEP de transición. También saber qué esperar en una reunión del IEP de transición, cómo mantenerse comprometido y motivado durante todo el proceso de transición. Finalmente compartiremos herramientas y recursos para que los estudiantes aboguen por sí mismos

Objetivos de aprendizaje:

• Términos importantes sobre la transición a la vida adulta y postsecundaria
• Consejos sobre cómo prepararse para la reunión del IEP de transición
• Saber qué esperar en una reunión del IEP de transición
• Cómo mantenerse comprometido y motivado durante todo el proceso de transición
• Herramientas y recursos para que los estudiantes aboguen por sí mismos

Presentador: WI FACETS.

Both state and federal special education laws give parents certain rights, called Procedural Safeguards, that are designed to protect the rights of parents and their child with a disability.  This module of the Individualized Education Program (IEP) Series includes: the purpose and contents of the Procedural Safeguards Notice, understandable language, when a parent must receive this Notice, confidentiality, prior written notice, parental consent, and options for resolving disputes that may arise.

Learning Objectives:

• Participants will be able to describe the purpose of the Procedural Safeguards Notice.
• Participants will be able to relate when written notices and parent consent are required.
• Participants will be able to recognize the dispute resolution options found in the Procedural Safeguards Notice.

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.

Sometimes parents will receive both a medical diagnosis and prescription for Special Education from their child’s medical and/or clinical providers. This session will discuss issues related to outside diagnoses, what IEP teams are required to do with that information, and how to use the information from these outside providers to enhance services for the student.

Learning Objectives:

• Understand when a medical diagnosis is and is not required for eligibility for various disability areas
• Understand what the IEP team’s responsibility is when it comes to medical and clinical information shared with  them
• Understanding how to use medical and clinical information, including a brief discussion of different types of plans (IEP, Section 504, health plans, nursing plans, etc.)

Presenter: Eva Kubinski is a consultant on the DPI Special Education Team where she has responsibilities for the eligibility areas of OHI, TBI and OI, as well as for American Indian students with IEPs. Prior to coming to DPI she also worked as a school psychologist and a technical assistance provider at a national level.

For those who want to research beyond the basics about Individualized Education Programs (IEPs), many helpful resources are available. This module of the IEP Series highlights resources including: Special Education in Plain Language, IDEA 2004, WI law and rules, WI Department of Public Instruction Resources (Bulletins, Sample Forms, College and Career Ready IEP Process, Eligibility Checklists, State Assessments, Transition), WI Special Education Mediation System, Center for Parent Information, WI FACETS Resources, and more.

Learning Objectives:

• Participants will be able to identify IEP-related information on federal and national online sources.
• Participants will be able to find IEP-related information on Wisconsin online sources, including the WI Dept. of Public Instruction & WI Special Education Mediation System websites.
• Participants will be able to find IEP-related information on the WI FACETS website.

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.