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