Director of Special Education and Pupil Services
Timely Information
New Specific Learning Disabilities Community of Practice
A monthly online community of practice focused on specific learning disabilities will start on December 17, 2025. The purpose of the community of practice is to create a space to share ideas and resources and to discuss problems of practice related to specific learning disabilities. See the Specific Learning Disability Community of Practice Flier for more information and a link to register. Please share this news with your network.
Reminder: Council on Special Education Public Forum
Please share the following in your school communities. The Wisconsin Council for Special Education would like to hear from you! Please consider attending the virtual Public Forum on Special Education, Wednesday, November 12, 2025, from 5-6:30 PM on Zoom. The public forum gives Council members the opportunity to gather input from families, school administrators, educators, community representatives, and others, on the unique challenges and successes of special education in Wisconsin. Information gathered will be used by the council to advise the State Superintendent on matters affecting the education of Wisconsin’s children and youth with disabilities. The council is receptive to hearing about any topic upon which people may choose to comment. We invite you to attend the forum by registering for the zoom meeting. Please see and share out the fliers below for more information on the Fall Public Forum:
If you are unable to attend the meeting on November 12th, you can also submit a comment online. Online comments will open on November 5th and close on November 14th. To submit a comment please complete the following survey in either English or Spanish.
New Resources
Mental Health and the IEP
When a student receiving special education services has a mental health challenge that affects the student’s ability to access, engage, or progress in age or grade level general education curriculum, instruction, environment, or activities, the Individualized Education Program (IEP) team must address the student’s mental health needs. The Addressing Mental Health Needs in the IEP resource provides answers to frequently asked questions regarding the role of the comprehensive special education evaluation, IEP development, and various school staff in addressing the mental health needs for students with IEPs. This resource is posted on the Comprehensive Special Education Evaluation webpage.
Resource to Share with Families at IEP Meetings
Each year districts across Wisconsin complete the Indicator 8 Family Engagement Survey. Over the last several years, about one fourth (25%) of parents report that schools do not provide them with information about one or more community services for their child with an IEP. To support IEP team conversations about available statewide and community resources, DPI developed Statewide and Community Resources for Families with Children with Disabilities. This one-page printable resource can be shared with families at IEP meetings to help find additional support through family support organizations and county services. DPI also plans to develop a companion video later this year to help for IEP team facilitators introduce this resource. You can find this and other family engagement resources on the DPI Family and Educator Special Education Capacity Building webpage.
Sample Job Description for Paraprofessionals Who Work with Blind and Visually Impaired Students
This resource may be helpful in recruiting individuals to work with blind and visually impaired students or students with low vision. The Sample Job Description for Paraprofessionals Who Work with Blind and Visually Impaired Students is located on the DPI Special Education Paraprofessionals webpage.
Survey Summaries for the Indicator 8 Family Engagement Survey
The 2024-25 Indicator 8 Family Engagement Survey summary is now available. Indicator 8 measures the percentage of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. This family engagement survey is more than a tool for measuring current efforts; it also serves as a resource for planning evidence-based and parent recommended practices to strengthen family engagement in a child’s education. Administrators and educators are encouraged to use the following resources to build beliefs, skills, and systems that support effective family engagement in special education, IEP meetings, and their children’s education.
These and other resources are located on the DPI Preparing for the Indicator 8 Family Engagement Survey webpage.
Comprehensive Special Education Evaluation when Considering Disability-Related Needs in Reading for Students Who Are Deaf and Hard of Hearing
Both the Individuals with Disabilities Education Act (IDEA)(34 CFR § 300.8) and Wisconsin administrative rule (Wis. Admin. Code § PI 11.36) establish parameters for disability category criteria for deaf and hard of hearing and specific learning disability. Based on these criteria, IEP teams cannot identify a student’s disability category as both a specific learning disability and deaf and hard of hearing. The purpose of this document is to provide resources, tips, and examples of practice for Individualized Education Program (IEP) teams conducting comprehensive special education evaluations of students who are, or may be, deaf and hard of hearing and who also experience learning difficulties in the area of reading. Comprehensive Special Education Evaluation when Considering Disability-Related Needs in Reading for Students Who Are Deaf and Hard of Hearing.
Other DPI News
Connect-Ed
- 2025 Wisconsin Arts Celebration Project: Connections Through the Arts
- Fresh Fruit and Vegetables Program Serves up Historic Numbers
- Lights on Afterschool Celebration Brings Together Hundreds
- Nominate a Teacher for Herb Kohl Educational Foundation Fellowship
- Act 31: Teacher Survey Now Open
DPI News Releases
- State Superintendent Dr. Underly Launches New Initiatives, Reinforces DPI’s Efforts to Strengthen Student Safety
DAC Digest, November 06, 2025
ACT Updates, November 05, 2026
Upcoming Learning Events
Monthly October 2025 - March 2026: Supporting Neurodiverse Students: Year Long Cohort
Second Tuesdays, 1-2pm: New School Social Worker Resource Sharing Sessions
Monthly October 2025 - March 2026: Supporting Neurodiverse Students: Year Long Cohort
Second Tuesdays, 1-2pm: New School Social Worker Resource Sharing Sessions
Ongoing in-person events through January: Big Feelings, Bright Futures: Understanding, Responding, and Teaching Emotional Skills in Early Childhood, Early Learning Technical Assistance and Implementation Project
11/11/25: Supporting Neurodiverse Students: Flexibility: It's a Skill
11/12/25: Special Education/Pupil Services Leadership Virtual Academy- November
11/17/25: Supporting Neurodiverse Students: Social: The Hidden Curriculum and Communication: Untangling-Supporting Students with Higher Impact Needs
12/03/25: Anti-Human Trafficking “It Happens Here” Documentary Screening and Discussion
12/12/25: Supporting Neurodiverse Students: Resilience: Coping and Relationships
12/10/25: Special Education and Pupil Services Leadership Virtual Academy- December
12/10-11/25: Building Hearts of Successful Schools Conference
Specific Learning Disabilities Community of Practice registration link monthly, every third Wednesday, beginning December 17, 2025, 12:30-1:15
For questions about this email list, please contact Daniel Parker, daniel.parker@dpi.wi.gov.
Past updates for this email list can be found on the DPI Weekly News webpage.
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