Friday, September 14, 2012

Special Education and Student Services Newsletter for September 14, 2012

Special Education and Student Services Newsletter for September 14, 2012

IEP Case Manager

If you have not already, special education case managers should make contact with their students and the parents of the students on their caseload if you have any new students in 12-13.  This helps build positive relationships and increases communication with parents. 

Help for Writing IEPs
The following information was sent as links and attachments to staff to help in their professional development in writing IEPs for students:
A Guide for Writing IEPs

Here is the most recent Department of Public Instruction Guide to Writing IEPs.  I have included it as a direct link at:

This technical assistance guide was updated to provide readers with an overview of how to develop a student's IEP within the framework of the IEP team meeting. This guide does not address evaluation or placement decisions.

The guide begins with an outline of the IEP development process (as completed during an IEP team meeting) and end product (components addressed in the IEP document). Following the outline, there is a summary of each component covered during a typical IEP team meeting. The appendices of the guide include IEP content examples for students of different ages representing a range of disability related needs. The examples illustrate the application of the IEP component summaries and are annotated to provide further guidance for the user. An IEP checklist, references and related resources are also provided.

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports
Here is a DPI Informational Bulletin on how to write and describe special education, related services, supplementary aids and services, and program modifications/supports into the IEP. I have included as a direct link:

Transition Components of IEP
I have included three links to information which will help staff stay in compliance with writing transition components of IEPs (required when a student will be at least or turn 14 years of age during an IEP)

Compliance Examples for the Transition Checklist:
Transition Record Review Checklist:
Examples of Coordinated Set of Activities:

IEP Goals and Objectives

Here are excellent resources to use for examples of IEP Goals and Objectives. They can also be found as attachments on our website:
1. 177 page bank of IEP Goals and Objectives in all areas: It is a rather large document so I would not print it off.
2. Students with Autism - Goals with Objectives:
3. Students with Autism - Goals without Objectives:
4. Speech Language -

IEP Record Review Checklist

As part of our Self Assessment of Procedural Compliance - we used the IEP Record Review Checklist to review IEPs to ensure compliance with state and federal guidelines. Thank you to the special education staff who participated in these IEP reviews in July and August. This process was very well received by the staff in attendance. I will be reviewing this checklist with all special education certified staff at upcoming building meetings. In the interim, staff should print off a copy and use this checklist to help check/review their IEPs. Here is the website link:

Present Level of Academic Achievement and Functional Performance on the I-4:
We will be making one change to how we write the I-4 starting in 12-13.  We will include on this page - bolded sections for:
  • Disability Affect in General Education
  • Functional Performance
  • Academic Achievement
We need to start including how a child's disability affects their progress in the general education curriculum.  A sample of how to write the "Disability Affect in General Education" would include the following:
Joe's learning disability negatively affects his involvement in the general curriculum. His difficulty with performing mathematical calculations, reading and comprehension grade level text results in performance that is not commensurate with general education expectations with his age/grade range.  These skills impact his progress and ability to be involved in the general education curriculum.
School Based Mental Health Counseling
Special education and student services staff met with Northwest Directions on Friday September 14.  Our new school based mental health counselor will be Pao Vang. After being approved by insurance providers - she will start on Tuesdays in our school district and can work with students of all ages. We will need to complete a new Eligibility/Referral form for all students (even ones that participated in 11-12) due to Ms. Vang being a new provider.  School Based Mental Health Counseling is another tiered intervention of behavioral supports offered for students.  There is no cost for the student or family as services are covered through medical assistance or parental insurance.  Contact me for copies of the Eligibility/Referral forms and other information.  We have signed the Memorandum of Understanding between Northwest Directions and our school district for the 12-13 school year.  Northwest Directions wanted building representatives assigned. Here will be the designees:

District: Joseph Greget
MASH: Terry Lybert and Lou Ann Stanton
MAMS: Jan Farmer
MAES and SES: Sara Boettcher

Migisi Program
The Migisi Program is therapeutic day treatment programming for children.  It is 20 hours per week and students attend school in the morning and Migisi in the afternoon.  Migisi helps children who have suffered trauma, PTSD, abuse, reactive attachment disorder, and other types of disabilities. Migisi is for younger students.  We have had multiple middle and high school students attend Mikan Day Treatment (older students) in the past. I anticipate that we will have one student enrolled in the Migisi program in the next couple of weeks. Migisi is offered in the Marshfield and Eau Claire areas.  Jackie Streveler is the Case Manager for the Migisi program and her contact information is 715-486-8302 and can be reached at
  For more information on Migisi, please contact me or visit their website at
NWEA MAP Online testing
Students are starting to participate in the NWEA testing.  Special education case managers should make sure that their students are participating in the NWEA testing and receiving the accommodations which are outlined in their IEP.

Special Education Advisory Council
Special Education Advisory Council
Tuesday September 18, 2012
4:00 to 5:00 pm
District Office

1. Staffing Updates for 12-13
2. Self Assessment of Procedural Compliance
3. RTI for Identification of Specific Learning Disabilities at Elementary
4. Did You Know? Now You Know! Presentation on October 11
5. Transition Night for Parents/Students on November 5
6. Special Education Family Days in 12-13
7. Other agenda items

Taylor County Transition Advisory Council
Taylor County Transition Advisory Council
Date: Thursday September 20
Time: 12:00 to 1:30
Location: MAPSD Office Board Room

1. Welcome and introductions
2. Transition Night for Parents
3. Did You Know? Now You Know!
4. Post Secondary Transition Planning at IEP meetings
5. Transition Record Review Checklist
6. Graduation Portfolios
7. Medford Adult Diploma Academy
8. Round Table Updates
9. Other business

Read Write and Gold
We have had several parents request the Read Write and Gold program for their children at MASH. We are looking at options for having this program adopted at MASH.  Their children have had great success using this assistive technology in our 8th grade special education program.  Jill Chasteen has volunteered to do a Read Write Gold overview on Tuesday September 18 at 3:30 in her classroom.

Did You Know? Now You Know! Training on October 11

Did You Know? Now You Know! brochure was sent out to select families this past week.  Flyer was also sent to area representatives to hand out to their families.  This will be held on October 11 from 5::30 to 8:30 pm at MAES.  There will be a dinner for those in attendance from 5:00 to 5:30. Those in attendance will also receive a binder of information. This training is presented by the Northern Region Center of Children and Youth with Special Health Care Needs, Taylor County Human Services, and Medford School District.  To register please contact Luanne Olson or Julia Stavron at Registration is due by Friday October 5.

Did You Know? Now You Know! is a training that provides a comprehensive overview of health care, community supports and services and resources for children and youth with disabilities and special health care needs from birth through young adulthood. Topics at the training will include: medicaid, children's long term support waivers, prior authorizations and appealing a medicaid denial, katie beckett (a doorway into Medicaid for children with disabilities, respite care, Family Support Program, partnering with your doctor and more.

Appropriate Use of Seclusion and Physical Restraint Training on September 27
There are new requirements in the Appropriate Use of Seclusion and Physical Restraint.  We will have a training on these new guidelines on September 27.  Support staff will be trained from 2:15 to 3:30 pm.  Certified staff members will be trained from 4:00 to 5:00 pm.  Certified staff members will be provided stipend pay through the DPI training grant.  Don Everhard and I will do the training in the MAES media room.  If you are unable to attend, certified staff should review the new guidelines and let me know they have read and understand them.  Here is a link to the new guidelines:

Medford Adult Diploma Academy
We will have a Medford Adult Diploma Academy instructor meeting on Tuesday September 18 from 4:00 to 5:00 pm at the NTC campus in Medford.

How to Think Functionally: Tying together FBA/BIP and EBP for students with autism
CESA Workshops in Northern and Rural WI: How to Think Functionally: Tying together FBA/BIP and EBP for students with autism.  Daniel Parker (co-presenting with CESA autism program support staff) presents this workshop to assist northern WI and rural CESA regions with basic information on developing positive behavior intervention plans for students with ASD.  For each training site, a follow up date is scheduled to further the professional development on this subject.
  • CESA 9: September 27 and March 7
  • CESA 11: October 19 and February 28

Rescheduling of Special Education Staff
Cathy Venzke's last planned day at MAES will be on Friday November 2nd.  She will begin full time at MASH on Monday November 5.  This will be the completion of her regular education student teaching at MAES.  She will complete her special education student teaching at MASH for full days starting on November 5 until the end of 1st semester. Will Gomez's last planned day at MASH will then be on Friday November 2nd.  He will begin full time at MAES on Monday November 5. I will work with the special education staff at MASH at scheduling options so we would not have to have Will Gomez or another special education staff member spend part of their day at MASH after November 2nd. I am hopeful that we can meet all of our scheduling needs with existing staff.  That will be determined after a schedule review.
WAMS ID for Postsecondary Transition Planning
  • Starting in November we are required to use the online Postsecondary Transition Planning component at each IEP meeting for students who are or will turn 14 years of age. 
  • There is an online training and demo site that we will do as a group at our building special education meetings on October 9 (MAMS) or October 16 (MASH).
  • We will also send some staff to a transition training in Chippewa Falls on November 7. 
  • Here is more information about Postsecondary Transition Planning component:
  • To access the online Postsecondary Transition Planning component all special education staff for students over 14 years of age and older will need to create a WAMS ID.  I have attached this link on how to create a WAMS ID: Please go to the link and create a WAMS ID. Maintain that ID for use at IEP meetings starting in November.
  • We will also need a Wisconsin Student Number for each of our students in special education. I have those student numbers to give to you. There will need to be internet access at each IEP meeting to access the online Postsecondary Transition Planning component.
Postsecondary Transition Planning Required Training on October 9 or October 16We will be training staff on the new Postsecondary Transition Planning.  Special education teachers of students over 14 years of age are required to attend a training on either October 9 (MAMS) or October 16 (MASH) from 3:30 to 5:00 pm.  We will review the online PTP training video and complete a PTP demo IEP.  Staff should bring along their WAMS ID.

Special Olympics
Letters are being sent home to middle and high school families who might be interested in having their child participate in Special Olympics.  Thanks to Brenda Ann, Ryan, Sam, and the Adaptive PE teachers for coordinating these events for our students.  

Special Education Paraprofessional Resignation
We have received a special education paraprofessional resignation at the elementary level. This is effective as of today (Friday September 14).  We will recommend to fill this position.

Transition IEP Resources
Transition Coordinator Shari Gajewski has developed an extensive list of Transition IEP guidelines to follow for each of the IEP transition pages.  These were forwarded to all of our middle and high school teachers that help write transition pages. Thank you to Shari for her work in this area. Shari has been actively learning about the new Postsecondary Transition Planning Guidelines and will help train our staff and IEP team members through this new requirement.

iPad/Educational Technology Training
This will be held on Tuesday September 25 from 4:00 to 5:00 pm at the District Office. 

Middle School Update for AIMS Web:

  • All special education students should be benchmark tested between September 1 and October 1.
  • Special education students should be benchmarked tested (at grade level) in the area of Reading CBM, MAZE Comprehension, Math Computations, and Math Concepts/Applications. 
  • Special Education Case Managers will be responsible for the benchmark testing of students on their caseload. 
  • Special Education teachers can choose to progress monitor their students in the area of MAZE Comprehension.  Majority of students should be tested unless their disability makes participation not meaningful.  
  • Special education teachers should select at least 1 area of math to progress monitor their students in (could be Math Computations, Math Concepts and Applications, and/or Math Facts). Teachers can choose to progress monitor their students in more than one area of math. 
  • Special education teachers who teach pullout instruction in reading or math should do the progress monitoring of the students in their classroom.  This will help you analyze the data and change any instructional strategies or curriculum for that student based on data. 
  • Special education case managers should progress monitor the students on their caseload who are not in pullout reading or math instruction.
  • Progress monitoring should begin during the first week of October.  It will be done every other week.  Progress monitoring data should be entered into AIMS Web during that same week as well. 
  • Students who score between the 25th to 50th percentile at their Benchmark grade level testing would not need to be progress monitored.  
  • Intervention teachers will benchmark intervention students in their pullout classes if the student is not in special education.  Intervention teachers will progress monitor any intervention or special education students in their pullout classes.
Elementary School Update for AIMS Web
  • After further discussion - we will Benchmark all of our elementary special education students in the areas of Reading CBM (Grade 1-4), Math Computations (Grades 1-4), and Math Concepts and Applications (Grades 2-4).
  • You can choose Reading CBM and at least 1 area of math (Math COMP, Math CAP, Math Fact(s) ) to progress monitor your students in.
  • Benchmark testing should be completed between September 1 and October 1
  • Progress monitoring testing should start the first week in October 
  • Special education students in PK-1 can be benchmarked through Tests of Early Literacy and Early Numeracy
  • PK-1 special education teachers can choose all or some of the Tests of Early Literacy/Early Numeracy to progress monitor their students in. 
  • Grade 1 special education teachers will need to determine what is more appropriate - Tests of Early Literacy or Reading CBM - for their students
  • Wilson intervention teachers will progress monitor the students if they are regular or special education
  • Intervention teachers will not benchmark their students
Wilson Reading Workshop on October 3
We will have a Wilson Reading after-school workshop on Wednesday October 3 from 4:00 to 5:00 pm. Please note this training will be held in the MAES computer lab. All staff who teach Wilson Reading or Just Words are invited and encouraged to attend.  We will be scheduling monthly trainings on Wilson which will be held on the first Wednesday of each month from 4:00 to 5:00 pm in the MAES computer lab.  These trainings will include Fundations training, Advanced Word Study Steps 7-12, best practice tips for Level II staff, and frequently asked questions. We will meet during the months of October, November, December, February, March, and May.
At our October 3rd meeting we will review multiple areas of Wilson including:
  • Staff can ask questions of Wilson Reading Level I or Level II Certified Staff
  • Wilson Reading cards on the iCard sort application
  • Review of the new Wilson Fundations Kits
  • Wilson Academy demonstration
  • Wilson Reading PLC update
  • Review of Wilson Reading materials
  • Questions and answers
  • Cobuild English Learners Dictionary extra copies
  • Wilson Reading PLC vocabulary team
  • Checklists for best practice Wilson Reading implementation and teaching will be shared
  • Wilson Reading Training Videos
  • Level II Certified Staff best tips
  • Wilson Just Words Questions and Answers
Autism Speaks Challenging Behavior Tool Kit

High School Testing in 14-15
Under the plan, all public school ninth-grade students would take the ACT EXPLORE assessment in spring of the 2014-15 school year. The ACT PLAN would be administered in 10th grade and the ACT and WorkKeys assessments in 11th grade. The ACT would replace Wisconsin Knowledge and Concepts Examinations (WKCE) for mathematics, reading, and English language arts administered to 10th-graders in fall. The ACT assessment package will add growth measures and improve career and college readiness measures for Wisconsin's new accountability system.
ACT has decades of experience measuring academic achievement and career aspirations and is the preferred college admissions test in Wisconsin. Currently, about 61 percent of public high school graduates take the ACT at some time in high school. At least 12 states use the EXPLORE, PLAN, and ACT as part of their state testing program, and five states use WorkKeys in their state testing program for 11th- and 12th-grade students.
The EXPLORE assessment is designed for students to explore both high school and post-high school options, helping to identify strengths and areas where intervention may be needed. The 10th-grade PLAN helps students continue coursework selection and planning for college and career readiness. Both assessments prepare students to take the ACT. The ACT is benchmarked for college readiness; providing a minimum score that yields a likely passing grade in credit-bearing college coursework.
2012 Child Development Day
We will be having our 2012-13 Child Development Day on October 18. Our Child Development Day will be held in the Fall of each school year instead of the Spring.  This will allow more time to evaluate students and placement into schools.  Newspaper and radio ads will start this week.  Registration is now open by contacting Luanne Olson at the District Office.  CDD is a collaboration between the Medford Area Public School District, Human Services, and Health Department.  

Indicator 7 Child Outcomes - Reminders
From DPI: By now, data on all children who entered or exited early childhood special education services in the 2011-2012 school year (July 1, 2011 – June 30, 2012) should be entered into the DPI Special Education Web Portal at The “Required Action Due Date” was September 1. If a child is beginning early childhood special education services this fall, but the child’s IEP team meeting was held last spring (e.g. May or June) and the Indicator 7 ratings were determined in the spring – it is recommended the child’s ratings be reviewed at the start of the school year to ensure they accurately reflect the child’s current level of functioning. For more information on entering Indicator 7 data into the DPI Special Education Web Portal, please view this training module: For answers to frequently asked questions about Indicator 7, please visit:

Stafford Loan Forgiveness Program for Teachers
The Teacher Loan Forgiveness Program is intended to encourage individuals to enter and continue in the teaching profession. Under this program, if you teach full-time for five complete and consecutive academic years in certain elementary and secondary schools and educational service agencies that serve low-income families, and meet other qualifications, you may be eligible for forgiveness of up to a combined total of $17,500 on your Direct Subsidized and Unsubsidized Loans and your Subsidized and Unsubsidized Federal Stafford Loans.

MAES Building Special Education Meeting
This will be held on Tuesday October 2nd from 3:20 to 3:45 in the MAES computer lab.

ACCESS for ELL Testing Administrators - Boettcher, Gomez, Dittrich
With the retirement and resignation of our school psychologists (Krenz and Martin) - we will need to train more staff on how to administer the ACCESS for ELL test to measure the english language proficiency of our ELL students.  Several staff (S. Boettcher, W. Gomez, and O. Dittrich) were emailed out username/passwords and training information so they are trained to administer the ACCESS for ELL test. Those staff should contact me upon completion of their training.

Taylor County Early Childhood Sub-Committee

We meet on Fridays from 1:30 to 3:30 in the District Office. Here are our meeting dates for 12-13:
October 5
January 4
March 1
May 3

Addressing Behavior Through FBAs, IEPs, and BIPs
DPI has a new interactive presentation designed to improve practice in using functional behavioral assessments (FBAs), Individualized Education Programs (IEPs), and behavior intervention plans (BIPs) to address behavioral needs of students with disabilities which is located at:

Special Education and Student Services Social Media

Transition Night for Parents on November 5
We are holding a transition night for parents/students with disabilities on Monday November 5.  There will be a spaghetti dinner and then opportunities to meet with organizations from 6:00 to 8:00 pm at MASH.  This night will focus on the transition opportunities for students after high school.  Multiple community and state organizations will be present to help educate and navigate parents on the options which are available for students. This will include independent living, guardianship, social security, employment opportunities, college options, etc. Parents, students, and staff who are interested in attending - please register with Luanne Olson.   The Taylor County Transition Advisory Council is helping organize and promote this event.

Wisconsin Alternate Assessment
Students who participate in the Wisconsin Alternate Assessment instead of the Wisconsin Knowledge and Concepts Examination should be have IEP goals and short term objectives written into their IEPs.  These students will be assessed not on the Wisconsin Model Academic Standards, but rather the Essential Elements of the Common Core Standards (English and Math) or the Extended Grade Band Standards (Language Arts, Science, and Social Studies).  The EGBS for L. Arts, Science, or Social Studies have not been turned into/aligned into the Essential Elements as of yet.  Here is a link to those Essential Elements or Extended Grade Band Standards:

Common Core Essential Elements (English and Math):
Extended Grade Band Standards (Science, Social Studies, and Language Arts):

1 comment:

  1. Hello Friends.........

    Great information.Thanks for sharing this useful information with all of us.Keep sharing more in the future.

    Have a nice time ahead.

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