Archived Articles from Wisconsin DPI’s Division for Learning Support

By Daniel Parker, Assistant Director of Special Education, Wisconsin DPI

Over the last several years, the Wisconsin Department of Public Instruction’s (DPI’s) Division for Learning Support, which includes the Student Services/Prevention and Wellness and Special Education teams, has developed numerous articles on a wide range of topics specifically for the Association of Wisconsin School Administrators. The Division for Learning Support recognizes AWSA and WCASS and the roles of school principals, special education and pupil services directors as critical partners to ensure that each and every student feels healthy, safe, supported, engaged, and challenged as well as ensuring each student receiving special education services through an Individualized Education Program (IEP) receives a Free and Appropriate Public Education (FAPE). To that end, the following articles were developed to support school principals and directors of special education and pupil services in their ability to develop systems of support for students ages preschool through 21. Wisconsin DPI hopes the following archived article titles, organized into various categories, will assist school staff in the coming 2022-2023 school year!

Mental Health

• Back to School: Student and Staff Mental Health

• Building Educator Compassion Resilience During Crisis

• School Based Mental Health Services for Students in Remote, In-Person, and Blended Learning Environments

• School Mental Health Issues

• “Supporting Mental Health During School Closure” Community of Practice Meetings. A Brief Summary of Topics and Resources

Developing School-Wide Systems of Support

• Accelerating Student Growth Through Aligned and Focused Improvement Plans 

• Addressing Staff Shortages in Pupil Services and Special Education

• Equitable Family and Student Engagement

• How School Leaders can Support Related Service Providers and Teleservice During COVID-19

• Including Students with IEPs in an Equitable Multi Level System of Supports

• Reflections on the COVID-19 Pandemic and Special Education

• School Counselors Transitioning to ASCA Comprehensive School Counseling Model

• Supporting Paraprofessionals to Support Students with Individualized Education Programs (IEP)s 

• Using Data to Inform and Support a Coaching System

• When You Say Coaching, We Say... 

Legal Requirements for Students with and without Disabilities

• 2019 Act 118: What Administrators Need to Know about Seclusion and Restraint

• 2019 Wisconsin Act 118: Updates to the Use of Seclusion and Physical Restraint in Schools

• Ensuring the Continuation of a Free Appropriate Public Education under the Individuals with Disabilities Education Act

• Legal Requirements Relating to Shortening a School Day for a Student with an IEP

Practices to Improve Systems

• High-Leverage Practices in Special Education as a Foundation for Improving Student Outcomes 

• Race and Disability: What We Need to Know, What We Can Do 

• Strategies to Avoid Disciplinary Removals for Students with IEPs

Inclusive Practices Early Childhood through Transition

• 10 Ways Principals Can Support Post School Success for Students with IEPs

• Early Childhood Inclusion AND Least Restrictive Environment: It’s Hard to Have One Without the Other

• Focus on the Early Years: Promoting School Readiness and Reducing the Achievement Gap 

• Successful Inclusive Practices - When Everyone Belongs

• Top 3 Strategies Principals Can Utilize to Foster Inclusive Services in Preschool and 4K Settings

Developing Individualized Education Program (IEPs)

• College and Career Ready IEPs: Improving Outcomes for Students 3 through 21  

• Incorporating Social and Emotional Competencies into IEP Development

• Role of LEA Representative in IEP Meetings: Supporting CCR IEPs