The WSPEI Connector

This latest edition of the WSPEI Connector is packed with valuable information and resources for Wisconsin families and educators.

Don’t miss the updated WSPEI workshop schedule for winter and spring 2025, along with the latest updates from the Department of Public Instruction.

You'll find inspiring success stories from young adults in Transition and important details about Progress Monitoring and IEP team members.

Keep reading for all the details!

All WSPEI learning events are FREE, will be held virtually on ZOOM and are open to families, educators and community agency members.

Calendar of Events

Partnering with Schools on Behavior and Discipline for Students with IEPs.

This workshop will help participants understand how all policies apply to all children, including those with disabilities; build awareness of IDEA protections for students with disabilities in regard to discipline; understand dispute resolution options in Wisconsin.

• December 13, 2024 9:00 a.m. - 11:00 a.m.
• All are welcome! Families, Educators, Community Organizations and Agencies

Link to Flyer with Details and Registration Information

Link to Flyer in Spanish

Navigating Special Education Resources

Participants in this workshop will gain fundamental information and knowledge about special education, as well as explore resources and specific tools and strategies to use when collaborating with school staff to support and advocate for their child’s needs.

• Sessions are held from 11:30 am - 1:00 pm.
• Session 1 Topics: Acronyms/Terms; Birth-3; Pre-School; Communication
• Session 2 Topics: Evaluation Reports; IEPs; Transition(PTP); General Information.
• Session dates: 11/14/24 & 11/21/24

Link to:

• FLYER and Registration
• Flyer in Spanish

The Explosive Child

Dr. Ross Green

If you are the parent of a behaviorally challenging child, this book should help you feel more optimistic about and confident in handling your child’s difficulties and restore some sanity to your family. If you are the child’s grandparent, teacher, neighbor, coach, or therapist, this book should, at the least, help you understand.

• 3 sessions on Wednesdays, 7:00-8:00 p.m.
• 11/13/24, 12/11/24, & 1/8/25

Link to:

FLYER and Registration

Flyer in Spanish

MONTHLY LEARNING AND NETWORKING OPPORTUNITIES

Family Support Community

A monthly learning opportunity designed for families and other caregivers supporting a child(ren) with a disability.

• These meetings occur on the first Wednesday of the month from 7-8 pm and the first Thursday of every month from 12-1:00 pm.
• Our supportive community meetings provide valuable learning opportunities and mutual support.
• They take place from September through May.

Link to:

FLYER and Registration

Flyer in Spanish

Family Engagement Community of Practice & Learning

A learning community for educators, administrators, statewide agencies, community partners, and families focusing on family engagement specific topics.

• Meetings are held the third Wednesday of every month September to May, 4:00-5:30 pm.

Click Here to Register for CoPL

FLYER with scheduled dates

Flyer in Spanish

Topic Specific Workshops

The Family’s Role in the CCR-IEP Process

This 3-session workshop is aimed at equipping parents and other family members with knowledge and confidence to actively engage in the IEP process. For families who have a child between the ages 3-21 who have an IEP. Educators are encouraged to participate as well!

• January 6, 13 & 20, 2025 meeting from 6:00 p.m.- 7:30 p.m.

Locating Children with Disabilities: What School Districts and Families Need to know about IDEA and the Child Find Process

The Child Find mandate of IDEA requires all school districts to locate, identify, and evaluate all children with disabilities from birth through age 21 who may need early intervention programs or special education services.

Attendees will gain an:

• Understanding of Child Find law

• Understanding of a school district’s responsibilities.

Participants will learn:

• How to implement Child Find with fidelity

• When to initiate evaluations

• Practical (dare we say even fun?) strategies to engage families

• Tools families can use to better understand their child’s development

Join us for this informative, one session workshop!

• Monday, January 27th, 2025 from 4:00-5:30 p.m.

Engaging & Supporting Families Through Groups & Networks

A 4-part workshop series for families of a child with an IEP, Community Agency Members, and Educators using the Serving on Groups curriculum.

Participants will:

• Learn how to form a group, and identify a purpose and structures to ensure the group works well together.

• Assess and grow their strengths, knowledge, and skills for effective participation and leadership within a group.

• Thursdays from 9:00 a.m. to 11:00 a.m. January 17, January 31, February 14 and February 28, 2025

Transition 101

Planning the path to finish high school and become an adult is exciting. The process can be overwhelming and confusing without a solid plan in place for your child. It is never too early to begin learning about agencies available to support your child during their transition years.

Join our three-session workshop, where we’ll explore various aspects of the transition process and guide families in planning for life after high school.

• Tuesdays from 11:30 a.m. to 1:00 p.m. on April 22, April 29 & May 6, 2025

Book Discussions

Powerful Partnerships; A Teacher's Guide to Engaging Families for Student Success Karen Mapp, Ilene Carver and Jessica Lander

In Powerful Partnerships, the goal is to strengthen family engagement practices and, in doing so, strengthen classroom success for all students. This work is incredibly impactful. In order for you to achieve the best possible results, one important factor is the strong ties you build with the families and community members that your school serves. Those strong partnerships are important to maximize student learning. REGISTRATION COMING SOON!

• Wednesday afternoons from 4-5:30, January 29, February 12 & February 26, 2025.

Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them Dr Ross Green

Discussion Dates TBD

Several NEW Resources were released in October:

Speech and Language:

Information Update Bulletin 24.02 (Replaces 03.02):

Considering Discontinuation of IEP Services from a Speech-Language Pathologist. (NEW)

Speech and Language Hot Topics webpage

Augmentative and Alternative Communication: DPI AAC webpage (NEW)

Comprehensive Evaluations:

Trauma and Comprehensive Special Education Evaluation. (NEW)

Disability Rights Wisconsin:

Step by Step How to Complete an IDEA Complaint

Blind and Visually Impaired:

IEP Program Summary Cheat Sheet

2023 ACT 20 applies to all students in 4K through grade 3, including students with IEPs. ACT 20 supports schools and districts in strengthening their Equitable Multi-Level Systems of Support (EMLSS)for reading in grades 4K-3.

Additionally, for students with disabilities, special education services and supports can address disability-related needs.

ACT 20 and students with IEPs

ACT 20 FAQ

WI FACETS is Wisconsin’s Parent Training and Information Center (PTI) funded through the US Department of Education, Office of Special Education Programs.

WI FACETS has a large variety of resources, upcoming trainings, and webinar recordings to help families navigate special education.

Check out the WI FACETS Training Calendar, WI FACETS Webinar Recordings as well as WI FACETS resources webpages.

The WI FACETS November Newsletter focuses on Mindfulness Practices and Emotional Behavior Disorder Resources.

Link to November Newsletter - English

Link to November Newsletter - Spanish

The Supporting Neurodiverse Students (SNS) Professional Learning System provides support for educators and families serving students with disability-related needs in the area of social and emotional learning (SEL).

The SNS provides learning opportunities with a focus on regulation, social communication, flexibility, resilience, sensory processing, and executive functioning. Learning opportunities include:

• In person learning events

• Virtual learning events

• SNS Year Long Cohort

• Learning Events, Coaching, and Technical Assistance

For more information visit the SNS Website

Check out the Event Registration Page for 2024-25 opportunities!

Special Education Conference 2024

Join hundreds of your colleagues from around the state and Midwest to learn, relax, network, and gather new ideas and resources at our 11th Annual Special Education Conference at the Kalahari.

We have some great keynote speakers scheduled including Mills Rodgers and Kate Swenson.

Dates: November 14-15, 2024

Location: Kalahari Resort, Wisconsin Dells, WI

Link to website with description and registration

Building the Heart of Successful Schools

The Building the Heart of Successful Schools Conference connects and inspires Wisconsin educators in order to serve every student.

Dates: December 4-5, 2024 (Room reservations close on November 3, 2024)

Location: Glacier Canyon Lodge, Wisconsin Dells, WI

Link to Registration

23rd Annual Wisconsin Transition Conference

Join hundreds of your colleagues at the 23rd Annual Transition Conference. In addition to keynote speakers SHELLEY MOORE and Mary Morningstar, the conference will have over 20 breakout sessions and built in networking time.

Dates: February 13-14, 2025

Location: Kalahari Resort and Convention Center, Wisconsin Dells, WI

Link to Registration

2025 Circles of Life Conference - Save the Date

Dates: May 8 - 9, 2025

Location: Wilderness Resort, Wisconsin Dells
Theme: Overcoming Barriers

For example:

The time period (duration) of an IEP that is recorded in the IEP document has passed, and a new IEP has not been developed or implemented.

What does this mean for a student's IEP plan, their placement, and the services and supports that student had been receiving?

Answer:

The IEP does not expire. In a case like this the student should continue receiving services until the IEP team can meet and write a new IEP.

Discuss and agree on the purpose of the meeting.

Example:

• Is this a review and revise; placement; behavior intervention plan meeting?
• Ask the parent if they would like to receive the IEP via email or printed and mailed in addition to being available on Skyward or Infinite Campus

Introduction of all team members could include:

• Name
• Title
• What work do you do with this student
• What do you appreciate and/or love about working with this student

Establish and agree on meeting norms:

Examples:

• Honor and respect different perspectives
• This is a safe space
• Be open to new ideas
• Ask questions to gain understanding
• Celebrate strengths

Learn more about IEP team members beginning on page 18 in this publication:

Special Education in Plain Language

Tips for communication and successful outcomes:

CADRE Steps to Success - Communicating with your Child's School

Your role as a parent is unique. No one knows and loves your child the way that you do. You are the expert on your child. And, while you may not have all the answers, you want your child to be successful in school and in life.

Who should you talk to if you still have questions:

Communication Options for Families

Request for Support and Information from your local WSPEI Coordinator:

Link to Support Request Form

The statewide DPI Contracted/WSPEI Information and Support Specialist offers assistance for families who reach out to the Department of Public Instruction through a web ticket or by clicking on the “green button” available on all special education pages at DPI.

As the first quarter comes to an end, our educational teams are beginning to send home student report cards. This is a time when families receive data related to the progress that children have made.

Schools measure and report progress in different ways that can sometimes be confusing for families of children with IEPs.

Some IEP goals align closely with report card standards, some don't.

One common question asked by parents is:

"What is more important, the Report Card, IEP, or Progress Notes?"

Students with IEPs should receive both a Report Card and IEP Progress Reports. Each of these documents offer different information you can use to assess progress and set short and long term goals. Keep in mind that Report Cards and Progress Reports offer a brief summary of what is happening at school.

The section below explains the differences between Report Cards and Progress Reports:

Report Cards:

• Measures student progress on Grade Level Content and Learning Standards.

• Sent out to families at regular intervals such as at the end of the Quarter, Trimester, Semester.

• All students are measured against grade level standards based on classroom assignments and tests/assessments.

• Your child may have a modified report card if the IEP team determined that they will follow an Alternate/Modified Curriculum.

• Progress is marked using a letter or symbol system such as A,B, C, D, F; + / -; M (meets expectations), A (approaching expectations), N (not meeting expectations.

• Report Cards are typically completed by the Regular Education & Creative Arts Teachers.

• All students, including those with IEP's should receive Report Cards.

• Each school district has their own system for distributing Report Cards. Some may send print copies by mail or with your child. Other districts may upload them into their Electronic Parent Portal (Infinite Campus, Skyward, etc.)
  

• Contact your child's Regular Education Classroom teacher if you do not receive/can't locate or don't understand the grading system used on the Report Card.

IEP Goal Progress Report:

• Updates family on the child's progress towards individual IEP goals.
• IDEA requires that children with IEPs receive progress updates at least as often as students without disabilities receive report cards. Parents can request more frequent updates on specific goals. This can be written into the IEP.
• Goals are unique to the child and may be academic, functional, or behavioral.
• Progress can be measured using a variety of methods including daily/weekly checklists, classroom observation notes, daily classroom work, etc..
• Provides family information on if the child is on track to meet their annual IEP goal.
• Progress Reports are typically prepared by the special education team with input from regular education teachers.
• Each school district has their own system for providing families with Progress Reports. They may send home print copies or post them in your child's Electronic Parent Portal (Infinite Campus, Skyward, etc) They will most likely be in a different location/folder than the Report Card because they are classified as Special Education records.
• Contact your Director of Special Education or Special Education Case Manager if you do not receive or can't locate your child's Progress Report.

"What can I do if my child isn't making progress?"

• Best practice is to contact your child's teacher and set up a time to discuss your concerns.
• Sometimes ongoing communication and collaboration provides the right support for parents and educators.
• Sometimes it is appropriate to request an IEP Review meeting and consider revising goals or supports.
• This Endrew F. Talking Points document offers parents talking points and questions to consider when they are concerned their child is not making adequate progress.

Think Ability Wisconsin is a free statewide transition and employment resource network that helps special educators, service providers, students with disabilities, and their families solve problems, navigate the system, and plan for the future.

Think Ability Navigators are available Monday-Friday 8:00 a.m. - 5:00 p.m.

Highlight from October National Disability Employment Awareness Month

Check out this article and information that shares success stories for competitive integrated employment for youth and adults with disabilities.

Setting Students With IEPs up for Employment Success | Wisconsin Department of Public Instruction

News Article on Competitive Employment for Young Adult with Disability

The Milwaukee area ABC affiliate interviewed a young adult at one of his 2 summer jobs to feature an example of competitive meaningful employment. The story turned out great and aired on the 10:00 news in August.

Link to news video footage.

We are looking forward to the Transition Services Open House THIS Thursday 11/7!

Potential students, families, high school groups, teachers, providers, and community members are all welcome to pop in between 5-7pm to learn about transition services/options and get a tour of the Project SEARCH program!

Resource Fair:

Walworth County Special Needs Resource Fair on Thursday, November 7th, 2024 from 5:00-7:00 pm at Lakeland School, W3905 County Road NN, Elkhorn, WI (gym/cafeteria)

English/Spanish Resource Fair Flyer

This is a mixed method study focusing on the experiences of Wisconsin families in applying for SSI for their children.

We are interested in understanding pathways, and especially, barriers to applications and understanding eligibility.

We are especially interested in understanding the potential for special education services and schools to connect families with SSI. There is recent research indicating that COVID-19-related virtual schooling resulted in a drop in SSI applications, further emphasizing the importance of schools as a site of connection.

We believe strongly that partnerships with family and the community are important for moving this research forward. We think it is essential to include the input of families, and this is where you can help!

Link to flier with more information

TO LEARN MORE CONTACT Molly Costanzo:

Call (608) 263-1612 or

Email macostanzo@wisc.edu

Facebook: https://www.facebook.com/WisconsinStatewideParentEducatorInitiative

The Wisconsin Statewide Parent‐Educator Initiative (CFDA #84.027A) acknowledges the support of the Wisconsin Department of Public Instruction in the development of all products or publications and for the continued support of this federally‐funded contract project.