iPad Training in Medford by Naomi Harm - Links, Chats, and Notes

Medford

Share with this online community your comfort level with iPad technologies and what types of literacy/center activities you have created. 12:51PM Wed, 17 July 2013 GMT by Naomi

Comfortable...I use it for RtI 01:14PM Wed, 17 July 2013 GMT by Amanda

Comfortable with the iPad but struggle with iTunes at times. Use for intervention activities. 01:14PM Wed, 17 July 2013 GMT by Brittany

I feel I am somewhat comfortable with using IPads in the classroom. I only have 1in my room so it is very limited. Practicing math facts. 01:14PM Wed, 17 July 2013 GMT by Colleen

I am fairly new to this. I just got an IPad. I like learning technology as long as I have help. I am looking forward to Learning today. 01:14PM Wed, 17 July 2013 GMT by sue

I'm familiar with iPads, but haven't created literacy centers. I've used iCard sort during reading. 01:15PM Wed, 17 July 2013 GMT by Misty

Presently, I don't have a district iPad. I am coordinating iPads or smart phones at the Kuse Nature Preserve. 01:15PM Wed, 17 July 2013 GMT by Cathy

I have used iPads in my classroom for 3 years. I use a lot of apps but want to use for more productivity 01:15PM Wed, 17 July 2013 GMT by Laura

I feel pretty comfortable with iPad technology. I use iPads in my kindergarten classroom during guided reading, math class, and free time. 01:15PM Wed, 17 July 2013 GMT by Kathy

I have helped facilitate the purchase of iPads for staff. There have been monthly ipad overviews in the past. 01:15PM Wed, 17 July 2013 GMT by Joseph

I am semi comfortable with technology. The kids mostly use it dor educational games 01:15PM Wed, 17 July 2013 GMT by Brenda Ann

I am fairly new to using iPads. My students enjoy the reading games 01:15PM Wed, 17 July 2013 GMT by Peggy

As technology coordinator I mainly am familiar with the management of the iPads, exploration of available apps, and personal consumption. 01:15PM Wed, 17 July 2013 GMT by Jason Schenzel

My comfort level is a medium. I use the iPad for small group lessons that reinforce large group lessons. 01:15PM Wed, 17 July 2013 GMT by Kris A.

I am very comfortable with the iPad. I have used proloquo to go, also using other communication apps. Also using iPads as rewards. 01:16PM Wed, 17 July 2013 GMT by Jessica

I enjoy having iPads in my classroom.They are used during reading center times. I am looking to use them during classroom instruction. 01:16PM Wed, 17 July 2013 GMT by Dawn Heier

Comfortable with the iPad. Used it for communication, to enhance instruction, for practice of skills, as a reward, and for recording notes. 01:18PM Wed, 17 July 2013 GMT by Kris B.

I use the iPads for additional practice on skills taught in class. 01:19PM Wed, 17 July 2013 GMT by Rosy

Shared iPad Folder http://goo.gl/zz3an01:23PM Wed, 17 July 2013 GMT by Naomi

I help support assistive technologies for special education in all buildings as the district OT. I also use the iPad in my therapy sessions 01:24PM Wed, 17 July 2013 GMT by Caroline

I use iPads in my classroom primarily for research. 01:36PM Wed, 17 July 2013 GMT by Kelli

List.ly of an iPad app list http://list.ly/list/3Hw-ipad-apptivity-apps-and-resources?feature=mylist 01:49PM Wed, 17 July 2013 GMT by Naomi

Master iPad List PDF http://goo.gl/HwdRX 02:32PM Wed, 17 July 2013 GMT by Naomi

Everything QR Codes http://www.schrockguide.net/qr-codes-in-the-classroom.html 03:40PM Wed, 17 July 2013 GMT by Naomi

QR Stuff to make colored QR Codes http://www.qrstuff.com/ 03:40PM Wed, 17 July 2013 GMT by Naomi

QR Code Treasure Hunt http://www.classtools.net/QR/ 03:41PM Wed, 17 July 2013 GMT by Naomi

Thank you to each and all of you for coming. Our students and district are fortunate to have you further your professional development. 03:57PM Wed, 17 July 2013 GMT by Joseph

http://www.visualead.com/ 03:57PM Wed, 17 July 2013 GMT by Kris B.

Tech Chef 4 U =- everything ipads for the elementary classroom. http://www.techchef4u.com/ 04:12PM Wed, 17 July 2013 GMT by Naomi

Teaching in teh one ipad classroom http://blog.drscottfranklin.net/wp-content/uploads//2013/02/HandoutPacket_smallersize.pdf 04:13PM Wed, 17 July 2013 GMT by Naomi

Using QR codes with my special education students. 04:38PM Wed, 17 July 2013 GMT by Misty

I did not know how many ways QR codes could be used! 04:38PM Wed, 17 July 2013 GMT by Peggy

I am confused about the QR codes. 04:38PM Wed, 17 July 2013 GMT by Brenda Ann

Share with us your greatest learning takeawaay, a question or a frustration so we can help you find a new solution. 04:38PM Wed, 17 July 2013 GMT by Naomi

I'm interested in coming up with ideas that can help my students to collaboat 04:38PM Wed, 17 July 2013 GMT by Laura

Thank you for sharing how to use a single iPad in a classroom. I look forward to more ideas in the afternoon. 04:39PM Wed, 17 July 2013 GMT by Cathy

I would like to learn more about using 1 iPad with 20 children. 04:39PM Wed, 17 July 2013 GMT by Amanda

I need assistance with making me card QR code 04:39PM Wed, 17 July 2013 GMT by Caroline

I love the writing apps. They will work well with selected students. I can't wait to use that! Great workshop! 04:39PM Wed, 17 July 2013 GMT by Colleen

Enjoyed learning more about QR codes in the classroom. I want to challenge myself to come up with a back to school activity for open house. 04:40PM Wed, 17 July 2013 GMT by Kris B.

I learned many ways to incorporate QR codes. I am continuing to work out the kinks of how I could use them in my classroom. 04:40PM Wed, 17 July 2013 GMT by Brittsny

I am looking forward to learning more apps for the one room iPad. 04:40PM Wed, 17 July 2013 GMT by Colleen

I'm interested in coming up with ideas for ways for my classroom to collaborate with students from another school on a daily basis 04:40PM Wed, 17 July 2013 GMT by Laura

I am excited to use the iPads in different ways. I also am happy to learn so many new things. Thank you Naomi!! 04:40PM Wed, 17 July 2013 GMT by Jessica

I liked so many new ideas for using QR codes. 04:40PM Wed, 17 July 2013 GMT by I liked the sharing time about QR codes...I heard a lot of ways I could incorporate QR codes in the classroom.

My take away will be to launch some app learning libraries for teachers in our district to be able to share app lists. 04:42PM Wed, 17 July 2013 GMT by Jason Schenzel

I'm quite excited to use the QR codes in my classroom! 05:04PM Wed, 17 July 2013 GMT by Dawn

http://pics4learning.com/ Good for Picts :) 06:59PM Wed, 17 July 2013 GMT by Jessica

How do you plan to user Skitch, or Visualize Free or Student Task Cards in your Fall thematic units of study? 07:03PM Wed, 17 July 2013 GMT by Naomi

Adaptation to art project for sped student 07:05PM Wed, 17 July 2013 GMT by Caroline

With only one iPad, Visualize Free would be a great way to have groups advertise their lit circle books. 07:06PM Wed, 17 July 2013 GMT by Colleen

I would like to use skitch to create a math vocabulary dictionary 07:06PM Wed, 17 July 2013 GMT by Laura

Using visualize free I can make a page about myself so the students know me. Then they can make one for their special week. 07:06PM Wed, 17 July 2013 GMT by Peggy

I think it would be great to use Visualize Free to do an all about me type of poster to get to know the kiddos and myself. 07:06PM Wed, 17 July 2013 GMT by Jessica

Skitch is easy to use for kindergarten students wanting to expand on a picture. 07:06PM Wed, 17 July 2013 GMT by Kathy

I'm going to use vis free to intro books & encourage discussion & predictions w/my students through the use of the visuals on the poster. 07:06PM Wed, 17 July 2013 GMT by Brittany

Visualize Free would be great to create book posters to tease. 07:06PM Wed, 17 July 2013 GMT by Cathy

I plan to display the "poster" made in visualize free to help children brainstorm ideas for discussions during each unit. 07:06PM Wed, 17 July 2013 GMT by amanda

I could use Vis Free to have students make an "all about me" poster. 07:06PM Wed, 17 July 2013 GMT by Kris A.

I think the first graders would enjoy using Visualize Free to creatively write and represent word wall words this fall. 07:06PM Wed, 17 July 2013 GMT by Dawn

I have a student who is very good at art. I think he would like the Visualize Free 07:06PM Wed, 17 July 2013 GMT by Brenda Ann

I could use the make a poster with students when they do, "All About Me." 07:07PM Wed, 17 July 2013 GMT by Sue

Visualize free-student created posters for P/T conference displaying what they have learned about so far this year 07:07PM Wed, 17 July 2013 GMT by Kris B.

The student cards will be helpful to give students roles and responsibilities for electronic projects 07:08PM Wed, 17 July 2013 GMT by Jason

Educreations http://www.educreations.com/lesson/view/welcome-message/9268233/?s=Uloieg&ref=app 07:18PM Wed, 17 July 2013 GMT by Naomi

Cathy 07:59PM Wed, 17 July 2013 GMT by Cathy

What was your greatest link larning takeaway from our day of training? 08:00PM Wed, 17 July 2013 GMT by Naomi

I was excited to use skitch! My frustration is that some of these things are just too hard to use with prek students. 08:00PM Wed, 17 July 2013 GMT by Brittany

There is so much out there we are unfamiliar with. I am so glad I came. Learned lots! 08:00PM Wed, 17 July 2013 GMT by Colleen

The list of resources, exposure to apps, hands on practice, and collaboration with peers was great. 08:00PM Wed, 17 July 2013 GMT by Joseph

Wow! So much info. I could use a day to explore each app. Thanks for all the helpful info. 08:00PM Wed, 17 July 2013 GMT by dawn

A lot of info.. Need more time to explore the apps. Excited to try them with my students. 08:00PM Wed, 17 July 2013 GMT by Brenda Ann

I liked how examples were given to use these apps with younger students. 08:00PM Wed, 17 July 2013 GMT by Kris A.

I liked learning about switch and how to use it with a group of students. 08:00PM Wed, 17 July 2013 GMT by Kathy

It was all very inspiring. I 'm excited to use skitch and qr codes. 08:00PM Wed, 17 July 2013 GMT by Laura

If you find that the educreations app upgrades to allow editing after saving please let us know! 08:00PM Wed, 17 July 2013 GMT by Peggy

Everything!! Thank you so much. I learned a great deal today. Thank you for coming to Medford. 08:00PM Wed, 17 July 2013 GMT by Jessica

The QR reader/app is going to us useful! 08:01PM Wed, 17 July 2013 GMT by Amanda

I enjoyed the hands on learning activities. The possibilities are endless! 08:01PM Wed, 17 July 2013 GMT by Kris B.

Thank you to Naomi for coming to Medford and sharing her knowledge, experience. 08:01PM Wed, 17 July 2013 GMT by Joseph

Master iPad List PDF http://goo.gl/HwdRX 08:01PM Wed, 17 July 2013 GMT by Naomi

So much information! Thank you so much for sharing some usable free apps. 08:01PM Wed, 17 July 2013 GMT by Cathy

Thanks again for all your knowledge 08:01PM Wed, 17 July 2013 GMT by I am worried that I will forget how to utilize these Apps to the MAX

Thank you to staff for taking time to collaborate, learn, and acquire knowledge for their skills and education of children. 08:02PM Wed, 17 July 2013 GMT by Joseph

Thank you so much for everything. I learned a lot today. 08:02PM Wed, 17 July 2013 GMT by Colleen

The biggest take away is that teachers really need to be given professional time to explore and collaborate with other educators. 08:03PM Wed, 17 July 2013 GMT by Jason

I'm looking forward to trying primary Writer and qr codes 08:03PM Wed, 17 July 2013 GMT by Caroline

The best was just getting more used to the IPad. Any suggestions in working with IPads in guidance classes, groups, kids would be great. 08:05PM Wed, 17 July 2013 GMT by Sue

Welcome to day 2! Please share w/ us how you're using iPad technologies in your specialty area w/ students/proessional w/ your daily tasks 12:47PM Thu, 18 July 2013 GMT by Naomi

Transitioning and social opportunities for my students to interact with other students. Incentive time such as first/then. 01:21PM Thu, 18 July 2013 GMT by Misty

Looking forward to another day to get up to speed on IPads. 01:21PM Thu, 18 July 2013 GMT by Sue

My students mostly use the I-pad for learning apps such as Math Bingo 01:22PM Thu, 18 July 2013 GMT by Brenda Ann

special apps for downs syndrome child 01:22PM Thu, 18 July 2013 GMT by Marsha

As an alternative teaching tool for the subject areas that I teach. 01:22PM Thu, 18 July 2013 GMT by Tasha

I have been using a iPads with multiple of my students to help them with scheduling, increasing independence, and sensory regulation. 01:22PM Thu, 18 July 2013 GMT by Sarah

I haven't used an iPad with students yet; look forward to getting lots of ideas today. 01:22PM Thu, 18 July 2013 GMT by Cathy

I use it for test practice and basic skill practice. 01:22PM Thu, 18 July 2013 GMT by Julie Kakes

Assignment notebook, written assignments, keyboarding, vim, fm skill games 01:22PM Thu, 18 July 2013 GMT by Caroline

MyHomework app as assignment notebook, quick searches in class, notetaking in QuickOffice with sped students at high school 01:22PM Thu, 18 July 2013 GMT by Beth

I use iPad for my students with articulation errors as well as language difficulties. I have also used it for comm. for children w/ autism. 01:23PM Thu, 18 July 2013 GMT by Eliza Decker

Scheduling, trying social stories and as a reward. 01:23PM Thu, 18 July 2013 GMT by Jessica

I would like to use the iPad more within the classroom; hopefully today will give me a better insight on how to implement it. 01:23PM Thu, 18 July 2013 GMT by OraLee

Skill work, rewards, communication, integrated into daily reading lessons, and online math program 01:23PM Thu, 18 July 2013 GMT by Kris

Students use iPads for research and practicing math skills such as counting money, telling time and simple addition and subtraction 01:23PM Thu, 18 July 2013 GMT by Nikki

With students I use my iPad for observations, assisting with on-task analysis, etc. 01:23PM Thu, 18 July 2013 GMT by Kathy

Students use iPads for online activities, quizzes, email, homework logs, etc. 01:23PM Thu, 18 July 2013 GMT by Paul

As an alternative tool to implementing new strategies as well as transitioning 01:24PM Thu, 18 July 2013 GMT by Amber

Internet, Joseph, Facebook,a 01:30PM Thu, 18 July 2013 GMT by Jessica

Internet, Joseph, Facebook, and the app store. 01:31PM Thu, 18 July 2013 GMT by Jessica

Appitic http://www.appitic.com/ 01:32PM Thu, 18 July 2013 GMT by Naomi

App Store and Joseph 01:32PM Thu, 18 July 2013 GMT by Brenda Ann

App store, Coworkers, recommendations from Joe 01:33PM Thu, 18 July 2013 GMT by Nikki

http://www.appymall.com/ 01:33PM Thu, 18 July 2013 GMT by Kris

App store, my brain, word of mouth from other people. 01:33PM Thu, 18 July 2013 GMT by Paul

Talk to colleagues, Caroline, Joseph, app store 01:33PM Thu, 18 July 2013 GMT by Beth

http://jgreget.blogspot.com/p/apple-ipad-use-in-medford-schools.html  01:34PM Thu, 18 July 2013 GMT by Joseph

Professional organizations, CESA 01:34PM Thu, 18 July 2013 GMT by Kathy

http://jgreget.blogspot.com/p/my-twitter-favorites-from-july-11-to.html  01:34PM Thu, 18 July 2013 GMT by Joseph

I have an online subscription to Tech and Learning newsletter. 01:34PM Thu, 18 July 2013 GMT by Cathy

Apple http://www.apple.com/education/apps/  01:34PM Thu, 18 July 2013 GMT by Amber

Coworker recommend 01:34PM Thu, 18 July 2013 GMT by Julie Kakes

I use apps recommended by coworkers. 01:35PM Thu, 18 July 2013 GMT by Eliza Decker

Joe 01:36PM Thu, 18 July 2013 GMT by Sue

On my OT website I have a running list of apps 01:37PM Thu, 18 July 2013 GMT by Caroline

The 1 iPad Classroom and Lessons http://www.techchef4u.com/?p=2716  01:37PM Thu, 18 July 2013 GMT by Joseph

Scholastic website, Facebook, and colleagues. 01:37PM Thu, 18 July 2013 GMT by OraLee

39 sites for using iPads in the Classroom http://mediaspecialistsguide.blogspot.ca/2011/10/38-sites-on-using-ipads-in-classroom.html  01:37PM Thu, 18 July 2013 GMT by Joseph

OTs with Apps! http://otswithapps.wordpress.com/  01:38PM Thu, 18 July 2013 GMT by Joseph

iPad apps for elementary, middle, & high school http://palmbeachschooltalk.com/groups/ipadpilot/ 01:39PM Thu, 18 July 2013 GMT by Joseph

iPod and iPad touch resources - Live Binder http://www.livebinders.com/play/play/36989  01:40PM Thu, 18 July 2013 GMT by Joseph

All kinds of great resources for iPads in Education at http://ipadacademy.com  01:41PM Thu, 18 July 2013 GMT by Joseph

Apps in Education http://appsineducation.blogspot.com/  01:42PM Thu, 18 July 2013 GMT by Joseph

http://teacherswithapps.com/  01:43PM Thu, 18 July 2013 GMT by Joseph

iEar Education Apps Review http://www.iear.org/  01:44PM Thu, 18 July 2013 GMT by Joseph

My Easy Bee http://www.myeasybee.com/freebies/  01:45PM Thu, 18 July 2013 GMT by Naomi

Pocket Picture Planner HD 01:47PM Thu, 18 July 2013 GMT by Jessica

Apps and Autism: http://www.ipodsibilities.com/iPodsibilities/AppsAndAutism.html  01:47PM Thu, 18 July 2013 GMT by Joseph

App Annie: http://www.appannie.com/top/ipad/united-states/education/  01:48PM Thu, 18 July 2013 GMT by Joseph

50 resources for students with an iPad http://www.accreditedonlinecolleges.com/blog/2010/50-useful-resources-for-students-with-an-ipad/  01:49PM Thu, 18 July 2013 GMT by Joseph

http://www.ipodsibilities.com/iPodsibilities/Home.html  01:50PM Thu, 18 July 2013 GMT by Joseph

Tony Vincent Learning in Hand: http://learninginhand.com/ios/  01:52PM Thu, 18 July 2013 GMT by Joseph

Naomi Harm's iPad Resources: http://naomiharm.org/ipadresources.html  01:55PM Thu, 18 July 2013 GMT by Joseph

Naomi's creating a Learning App Library Apptivity - http://naomiharm.org/Master_Apptivities_Naomi_Harm_2_12_13.pdf 01:59PM Thu, 18 July 2013 GMT by Joseph

Naomi's iPad Apptivity Presentation in Reedsburg: http://naomiharm.org/Reedsburg%20iPad%20Presentation.pdf  02:00PM Thu, 18 July 2013 GMT by Joseph

iPad training notes from Wed:https://docs.google.com/a/medford.k12.wi.us/document/d/1_VKqMeaPzt5qSgn9dNCqrkoXOBOcu-f1uApDyTFoyKs/mobilebasic  02:01PM Thu, 18 July 2013 GMT by Joseph

Take notes at trainings, use as electronic spell checker with speak and dictionary tools in Notes 02:19PM Thu, 18 July 2013 GMT by Beth

What were your learning connections you made this Am to assist you wih productivity or support a student need? 02:48PM Thu, 18 July 2013 GMT by Naomi

Add app resources to my OT website 02:48PM Thu, 18 July 2013 GMT by Caroline

Multitask bar, gestures, accessibility features 02:48PM Thu, 18 July 2013 GMT by Beth

Learned more about accessibility options for students 02:48PM Thu, 18 July 2013 GMT by Sarah

All the tips and tricks that make the iPad easier to use. 02:48PM Thu, 18 July 2013 GMT by Jessica

I liked the guided access feature. Great to focus on one app. 02:49PM Thu, 18 July 2013 GMT by Cathy

New places to search and find apps. 02:49PM Thu, 18 July 2013 GMT by Paul

A variety of new social skills apps for my students. 02:49PM Thu, 18 July 2013 GMT by Misty

The additional features on notes and all the additional features in settings. 02:49PM Thu, 18 July 2013 GMT by Eliza

All these little tricks to using your iPads to pass unto the students to make it more useable for them also. 02:49PM Thu, 18 July 2013 GMT by Sue

Learning about appitics, speaking tool on Notes, My Easy Bee 02:49PM Thu, 18 July 2013 GMT by Kathy

How to monitor student's activity. 02:49PM Thu, 18 July 2013 GMT by Julie

I like the lock feature, because my students surf around a lot. 02:49PM Thu, 18 July 2013 GMT by Brenda Ann

The guided access is great for my little ones as they are always getting out of the things that I want them in to go to their own choices 02:50PM Thu, 18 July 2013 GMT by Amber

Lock feature! My students like to sneak out of apps on me :-) 02:50PM Thu, 18 July 2013 GMT by Tasha

Importance of ongoing new iPad purchases, iPad accessibility exploring, and staff development 02:50PM Thu, 18 July 2013 GMT by Joseph

iPad Custom Guide to find out about all those littel hidden features http://goo.gl/VfNjV  02:54PM Thu, 18 July 2013 GMT by Naomi

Free sped apps listed on Tagboard today http://elearningindustry.com/list-of-free-ipad-apps-for-children-with-special-needs-part-3  04:42PM Thu, 18 July 2013 GMT by Naomi

AAC apps listed on Appy mall today http://www.appymall.com/appystore/AppsforAAC  04:44PM Thu, 18 July 2013 GMT by Naomi

QR Code Activites http://pinterest.com/tabithacarro/qr-codes-in-the-classroom/  05:58PM Thu, 18 July 2013 GMT by Naomi

QR Codes from Kathy Schrock http://www.schrockguide.net/qr-codes-in-the-classroom.html  05:59PM Thu, 18 July 2013 GMT by Naomi

www.pics4learning.com  05:59PM Thu, 18 July 2013 GMT by Sarah

QR codes for Education - http://www.setconnections.org/qrcodes.html  06:01PM Thu, 18 July 2013 GMT by Joseph

QR Codes in Education - Livebinder resources 06:02PM Thu, 18 July 2013 GMT by Joseph

QR codes in Education - Livebinder: http://www.livebinders.com/play/play/51894  06:02PM Thu, 18 July 2013 GMT by Joseph

http://www.classtools.net/QR/index.php  06:04PM Thu, 18 July 2013 GMT by Paul

Make a qr reader quiz 06:05PM Thu, 18 July 2013 GMT by Paul

Make a qr reader quiz... http://www.classtools.net/QR/index.php  06:05PM Thu, 18 July 2013 GMT by Paul

50 QR resource codes for the classroom: http://www.zdnet.com/blog/igeneration/50-qr-code-resources-for-the-classroom/16093  06:05PM Thu, 18 July 2013 GMT by Joseph

QR resource for scavenger hunts: http://www.classtools.net/QR/index.php  06:08PM Thu, 18 July 2013 GMT by This helps generate treasure hunts or scavenger hunts. http://www.classtools.net/QR/index.php

You don't have to buy garage band for iPad you can use your Mac then upload it to google docs. 06:09PM Thu, 18 July 2013 GMT by Jessica

Step by step how to's for QR's: http://www.scholastic.com/teachers/top-teaching/2012/09/qr-codes-classroom  06:10PM Thu, 18 July 2013 GMT by This helps generate treasure hunts or scavenger hunts. http://www.classtools.net/QR/index.php

Word?HD - 4 pictures and you have to find the common word 06:26PM Thu, 18 July 2013 GMT by Joseph

Great free app today- Leo's Pad Appisodes 1-4 http://goo.gl/B3LTI  07:03PM Thu, 18 July 2013 GMT by Naomi

http://www.appymall.com/freeapps  07:11PM Thu, 18 July 2013 GMT by Kris

Group Activity http://goo.gl/zuQt2  07:19PM Thu, 18 July 2013 GMT by Naomi

Sample lesson http://www.educreations.com/lesson/view/medford-recording/9280623/?s=eSSgbg&ref=app  07:55PM Thu, 18 July 2013 GMT by Naomi

Share your greatest learning takeaway, or pose a question you still have, share a lesson idea or insight. 08:09PM Thu, 18 July 2013 GMT by Naomi

I really liked the Mobicip idea and enjoyed using Skitch! 08:09PM Thu, 18 July 2013 GMT by Amber

What is the best way to find out about free apps that are only free one day? 08:09PM Thu, 18 July 2013 GMT by Sarah

I will try the tag board way to search 08:09PM Thu, 18 July 2013 GMT by Caroline

I liked the social stories and becoming more familiar with the apps 08:10PM Thu, 18 July 2013 GMT by Sue

Can you add the list of apps from notes to this board please? 08:10PM Thu, 18 July 2013 GMT by Sarah

My greatest learning takeaway is our great staff who want to further their knowledge and services for students. Thank you for all you do! 08:10PM Thu, 18 July 2013 GMT by Joseph

Thank you first of all! I am so ready to help intergrade the iPad more for our students to help them learn faster. Thanks again so much! 08:10PM Thu, 18 July 2013 GMT by Jessica

Learning how to find great apps more efficiently! 08:10PM Thu, 18 July 2013 GMT by Kathy

I really liked the educreations app. I also liked the QR codes. 08:10PM Thu, 18 July 2013 GMT by Misty

So much, so little time. I do want to create some things in educreations. Thank you, Naomi, and thank you, Joseph, for bringing her here. 08:10PM Thu, 18 July 2013 GMT by Cathy

Thanks Naomi for all of the great information. I enjoyed learning more about QR. So much is out there to explore. 08:10PM Thu, 18 July 2013 GMT by Brenda Ann

Today's favorites:ziplock bag & Verbally 08:10PM Thu, 18 July 2013 GMT by Kris

I found numerous places to search for new ideas incorporating technology. I look forward to use qr readers, educreations, and a few others. 08:10PM Thu, 18 July 2013 GMT by Paul

Special thanks to Naomi Harm and Innovative Educator for sharing her knowledge and experience with us! 08:10PM Thu, 18 July 2013 GMT by Joseph

I did not realize how many apps.are available. 08:10PM Thu, 18 July 2013 GMT by Julie

Apps free for the day http://www.smartappsforkids.com/  08:10PM Thu, 18 July 2013 GMT by Naomi

Thank you! I loved the creative, collaborative tools, qr code ideas, Educreations, and skitch! 08:11PM Thu, 18 July 2013 GMT by Beth

Apps gone free 08:11PM Thu, 18 July 2013 GMT by Joseph

You made me much more comfortable using the iPad in so many exciting ways. Thank you 08:12PM Thu, 18 July 2013 GMT by Marsha

Free app Friday http://blog.momswithapps.com/app-friday/  08:12PM Thu, 18 July 2013 GMT by Naomi

Appy Mall, Apps Gone Free, Appyshopper are apps to find free apps of the day. 08:12PM Thu, 18 July 2013 GMT by Naomi

I loved how user friendly the apps are and how useful they will be in the classroom with students with disabilities 08:15PM Thu, 18 July 2013 GMT by Ryan

Learning about the free apps and how to use them. I still want to learn more about the qr app and creating qr codes. 08:15PM Thu, 18 July 2013 GMT by Eliza

DPI Information Bulletin on Transfer Students with Disabilities

Information Update Bulletin 13.01

June 2013

TO:	District Administrators, CESA Administrators, CCDEB Administrators, Directors of Special Education and Pupil Services, and Other Interested Parties
FROM:	Carolyn Stanford Taylor, Assistant Superintendent Division for Learning Support
SUBJECT:	Transfer Students

Under the Individuals with Disabilities Education Act (IDEA) and Wisconsin Statutes Chapter 115 and 118, a student with a disability who experiences a change of placement between Wisconsin local educational agencies (LEAs) or from a LEA in another state, is considered a transfer student. In Wisconsin, placement for students with disabilities is determined by a student’s individualized education program (IEP) team at an IEP team meeting. The receiving LEA must ensure there is no undue interruption in the student’s special education and related services and may not deny special education and related services to the student pending the development of a new IEP.
This bulletin does not apply to a student’s change of placement due to a change in the continuum of placement options (environment) within the same school building or a disciplinary change of placement. Students who transfer into a Wisconsin LEA from another country are addressed in question 6, and students who change schools within the same LEA for reasons unrelated to their disability are addressed in question 11.

1. When must a LEA transfer a student’s records?

Consistent with the Federal Education Rights and Privacy Act (FERPA) and IDEA, the receiving LEA must take reasonable steps to promptly obtain the student’s records from the sending LEA, including the child’s IEP and supporting documents and any other records relating to the provision of special education or related services to the child. The sending LEA must take reasonable steps to promptly respond to the request from the receiving LEA. Wisconsin law requires a LEA to transfer all pupil records related to a specific student within five working days if the LEA has received written notice from:

• the parent that the student intends to enroll in another LEA, tribal school, or private school;
• the other LEA, tribal school, or private school that the student has enrolled; or
• a court that the student has been placed in a secured correctional facility, child caring institution, or group home. Wis. Stat. §118.125(4). 34 CFR §300.323(g).

Public schools may not withhold pupil records for failure to pay fees or fines. Upon request, parents must be provided a copy of the records.

2. How long must a LEA maintain IEP records of a student who has transferred from the LEA?

Under federal law, recipients of federal funds must maintain certain records for financial or program audit purposes. These records include a student’s special education evaluation reports, IEPs, and special education placement notices, which are considered behavioral records under Wisconsin law. The records must be kept for the current fiscal year plus four more years. DPI advises that when a student graduates or otherwise ceases to be enrolled, the LEA should obtain the permission of the parent or adult pupil to maintain these records for the current fiscal year plus four more years for audit purposes. If the parent requests destruction of the records or will not grant permission to maintain the records, then the Office of Special Education Programs (OSEP), U.S. Department of Education, recommends removing the personal identifiers from the records. Once personal identifiers are removed, the records are not pupil records and may be maintained until they are no longer needed to satisfy the federal record maintenance requirement.

3. What if a student transfers during a special education evaluation?

The receiving LEA must ensure that if a student transfers from one LEA to another in the same school year, the evaluation is coordinated between the sending and receiving LEAs as expeditiously as possible to ensure prompt completion of a full evaluation. Wis. Stat. §115.782(2)(f).
IDEA and Wisconsin law allow for an exception to the 60-day eligibility determination timeline when a student transfers from one LEA to another during a special education evaluation. In these limited situations, if parental consent for evaluation has been received but an eligibility determination has not yet been made, the 60-day timeline may be extended if the receiving LEA is making sufficient progress to ensure prompt completion and the parent and receiving LEA agree to a specific time in which the evaluation will be completed. Wis. Stat. §115.78(3)(b)(1.) and 34 C.F.R. §300.301(d)(2) and (e).

4. What is a LEA’s responsibility when a student transfers between Wisconsin LEAs (intrastate transfers)?

When a student transfers between Wisconsin LEAs, the receiving LEA, in consultation with the parent, must provide a free appropriate public education (FAPE) without delay, including special education and related services comparable to those described in the most recent IEP developed by the sending LEA until:

• The receiving LEA adopts the child’s IEP (including the evaluation and eligibility determination) from the previous LEA and provides the parents with an updated placement notice; or
• The receiving LEA develops, adopts, and implements a new IEP.  The receiving LEA may pursue a reevaluation without informed consent if the receiving LEA has documented three reasonable attempts to obtain consent for evaluation and the parent fails to respond. Wis. Stat. §115.782(4)(b). The receiving LEA may implement the special education and related services in the new IEP after providing proper notice to the parent.

If the receiving LEA cannot implement all of the sending LEA’s IEP, it must provide services comparable to those described in the child’s IEP from the sending LEA and hold an IEP meeting to create its own IEP as soon as possible after the student enrolls. 34 CFR §300.323(e)

5. What is a LEA’s responsibility when a student transfers from another state (interstate transfers)?

The federal regulations define state as each of the 50 states, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas including the Territories of American Samoa, Federated States of Micronesia, Guam, Midway Islands, Northern Mariana Islands, Republic of Palau, Republic of the Marshall Islands, and the United States Virgin Islands.
When a Wisconsin LEA receives a transfer student from another state, the receiving LEA, in consultation with the parent, must provide FAPE without delay, including special education and related services comparable to services described in the child’s IEP from the sending LEA until:

• The receiving LEA adopts the child’s IEP (including the evaluation and eligibility determination) from the previous LEA and provides the parents with an updated placement notice; or
• The receiving LEA conducts an evaluation and develops, adopts, and implements a new IEP. When a student transfers from another state, the evaluation is considered an initial evaluation. The parent must provide informed consent. The receiving LEA must make an eligibility determination and develop its own IEP as soon as possible after the student enrolls. The receiving LEA may implement the special education and related services in the new IEP after providing proper notice to the parent and obtaining the parent’s consent for the initial provision of special education in Wisconsin. If the parent will not provide consent for the initial evaluation, the LEA may pursue the evaluation through mediation or a due process hearing. 34 CFR §§300.300(a), 300.506, 300.507-300.516.

6. What is a LEA’s responsibility when a student transfers to a Wisconsin LEA from another country?

If a student transfers to a Wisconsin LEA from outside the United States or United States Territories, and LEA staff has reason to believe that a student is a student with a disability, staff shall refer the student for an evaluation to determine eligibility under the IDEA.
If a parent believes the student is a student with a disability, the receiving LEA must describe their referral process to the parent and assist the parent to make a written referral for evaluation under the IDEA. All applicable timelines apply to the evaluation, eligibility determination, IEP development, and placement determination.

7. What is a LEA’s responsibility when it receives a foreign exchange student?

Foreign exchange students may attend school in a Wisconsin LEA without payment of tuition. If LEA staff has reason to believe that a student is a student with a disability, staff shall refer the student for an evaluation to determine eligibility under the IDEA. In addition, any other person may refer the child for evaluation under IDEA. All applicable timelines apply to the evaluation, eligibility determination, IEP development, and placement determination.

8. What is a LEA’s responsibility for a student who has an expired IEP and is now enrolling or reenrolling?

A student with a disability may exit the public school system for a period of time for a variety of reasons including, but not limited to, private school attendance, homeschooling, or the student is not of compulsory school attendance age (children under age 6). LEAs should treat these students as either intrastate transfers if the child previously had a Wisconsin IEP, or interstate transfers if the child had an IEP from one of the 50 states or outlying territories. The LEAs must, in consultation with the parent, provide the student with FAPE, including special education and related services comparable to services described in the most recent IEP developed by the sending LEA. Depending on the amount of time that has passed, whether the student was found eligible for special education under Wisconsin law, and the circumstances that have occurred since the student’s previous evaluation, the receiving LEA may choose to conduct its own updated evaluation and eligibility determination, and develop a new IEP. If the student had a previous IEP from a Wisconsin LEA, the evaluation is a reevaluation; if the previous IEP was from another state, it is an initial evaluation.

9. What are the procedures for adopting the sending LEA’s evaluation or IEP?

The law does not prescribe a timeline or the process for adopting the evaluation, eligibility determination, or IEP of a transfer student. However, the receiving LEA must take these steps within a reasonable period of time to avoid any undue interruption in the provision of special education and related services. The method of adoption is left to local policy. The LEA must ensure any evaluation, eligibility determination, or IEP it adopts meets the requirements of state and federal law.
The IEP may be implemented the same day as the receiving LEA adopts the sending LEA’s IEP as long as the parent is provided with the finalized IEP, eligibility determination, and placement decision after the IEP team meeting and decision to adopt the IEP.

10. What are the procedures if the sending LEA’s evaluation or IEP is not going to be adopted?

If the receiving LEA decides not to adopt the evaluation and eligibility determination, it must, in consultation with the child’s parents, continue to provide special education and related services comparable to the sending LEA’s IEP until the receiving LEA conducts its own evaluation and eligibility determination and develops and implements its own IEP. If the student was previously evaluated for special education outside of Wisconsin, the evaluation is treated as an initial evaluation. If the student was previously evaluated by a Wisconsin LEA, the evaluation is a reevaluation; if the previous evaluation was from another state, it is an initial evaluation. While the typical evaluation, IEP, and placement timelines apply to these evaluations, DPI urges the receiving LEA to complete the process as soon as possible.

11. What is a LEA’s responsibility when a student is changing schools within the same LEA for reasons unrelated to disability?

If the student changes schools because his or her residence changes to another attendance area within the LEA or if the student’s program or school building closes, an IEP team meeting is not required if:

• The student’s new school building is the building he or she would otherwise attend if not disabled; and
• The student’s IEP can be implemented as written in the new school building.

The LEA must notify the parents of its decision to implement the current IEP in the new school building. The LEA may meet this obligation when a student changes schools by providing the parent a copy of the student’s IEP and a notice of placement that meets the requirements of Wis. Stat. § 115.792(2).

12. How do the procedures for tracking a disciplinary change of placement apply to students who transfer during the school year?

Under IDEA, a LEA counts a disciplinary change of placement as an event occurring during a certain school year. Therefore, when a student transfers from one LEA to another within the same school year, the disciplinary requirements under IDEA do not restart. The receiving LEA must, to the best of its ability, analyze the student’s attendance in the previous LEA and determine if and how many days of disciplinary change of placement have occurred. The number of subsequent disciplinary changes of placement in the new LEA must be added to the previous LEA’s count to determine if the student has been removed for more than 10 days.

What's After High School? Training on Transition

What's After High School? Training on Transition 

Purpose: This training on transition to adult life for youth with disabilities and/or special health care needs includes the following topics: envisioning a youth's future in the community; the role of schools; long-term supports; vocational resources; transitioning to adult health care; guardianship and other legal options; advocacy; and the fundamentals of self-determination.  

This training is ideal for families who have youth age 14-21 and providers who work with youth/youth adults. (Youth are also encouraged to attend the training). 

When: May 21 5:30 to 8:30 pm (5:00 registration and dinner)

Where: Medford Area Public School District Office

Registration: Contact Luanne at 715-748-4620 ext 534 or email at olsonlu@medford.k12.wi.us

Cost: The training is free to participants. A resource binder and light meal are included

Special Education and Student Services Newsletter for April: Puzzle Pieces and Fireworks

Special Education and Student Services Newsletter for April: Puzzle Pieces and Fireworks 

April is Autism Awareness Month.  You will often see a Puzzle Piece representing Autism.  On a nationwide level, the Puzzle Piece symbol reflects the mystery and complexity of Autism Spectrum Disorder (ASD).  Also, since every puzzle piece is different in some way, a puzzle piece accurately represents the diversity of the individuals affected. 

It seems like special education is often like puzzle pieces:  

• In our programs our students are each unique little pieces of a puzzle - everyone with different personalities and disabilities, but all fitting together in a classroom puzzle thanks to efforts of staff.

• In a recent IEP meeting a parent talked about how her child didn't really fit perfectly into a specific category of special education, but seemed to have parts of different categories making him his own unique special person.  This is similar to a board puzzle with pieces coming in different colors and shapes, but ultimately all fitting together.  

• Building special education staff each have different pieces of experiences, philosophies, skills, interests, personalities, and ideas. It doesn't make one way right or wrong - they are just each different.  Like a puzzle though, we must all fit together to make a beautiful picture of student success

• EBD students are a picture that have many puzzle pieces including parents, teachers, social workers, school based mental health counselors, psychiatrists, guidance counselors, and school psychologists

• This school year we have had four adults complete the requirements for a high school diploma through our Medford Adult Diploma Academy.  They spent years without a diploma not being able to apply for a job and feeling bad about themselves.  Now, MADA gave them the final piece to build their life back up. It is a glorious picture to them and their families. 

• Our students with disabilities are very challenging puzzles.  We spend countless hours and energy trying to find answers or looking for the right puzzle pieces to put together.  Why is he acting like that - is it his cognitive ability or is it his emotional disabilities? Why doesn't he come to school - what can we try to get him here? He screams at the end of each day - how can we get him on the bus? She hasn't been to school since the birth of her baby - what can we do to get her back to school to finish her diploma? What should we do with students when they are 18-21 year olds? Should she be in Adaptive PE due to her diabetes or no?  How do we help our Down Syndrome student and explain to him that his mom is having heart surgery?  Should we recommend MIgisi or Mikan for that student? Each and all of our students have their perplexities and challenges as we spend not days or months, but sometimes years finding the right piece or pieces to make that difference.  

• Life is a puzzle that doesn't always make sense.  My step-sister Judy has lost her mom and three aunts to cancer, grandma and grandpas have passed away, her brother Dale died in a snowmobile accident, and she is now raising her first child Collin with Leukodystrophy which is a life threatening genetic disorder.  Why does this have to happen to her is asked by many people? Collin though has become a huge puzzle piece to his family, friends of his family, and his local community.  He has brought them together to make some joy even in these circumstances.  

• Also puzzling are those unexpected things that happen out of nowhere - "My student thanked me today for helping him understand his math. I felt like crying."  Or when I ask a parent in the hallway how things are going for her son and she tells me "I am so grateful that my son has (her) as my special education teacher.  She has made such a difference in my son's life.  I only wish I put him in special education last year so she could have taught him." "How did we get such a great student council that wants to plan autism awareness activities?"  Becoming best friends with your co-workers.  Finding a curriculum like Wilson Reading to use with our most dyslexic students.  Hiring a paraprofessional that was an immediate puzzle match as she brings a smile to the face of our most wonderful angels.  Receiving stimulus funds from President Obama so pieces like Wilson Reading, Reading Assistant, Read 180, iPads, Student Computers, Earobics, Vmath, and Vmath Live can all be put together to help our puzzle of special education student achievement. 

In April - as we near the end of the school year and seem extra frustrated, stressed, or challenged - think of yourself as a special puzzle piece. I wish you much peace and happiness in April and the remainder of the school year.  Thank you so much for working so hard and being one of our pieces to the puzzle of special education here in the Medford Area Public School District. 

Fireworks

We do a great job in Medford Schools focusing on the abilities of a students and not always their disabilities.  Here is a video that deserves watching and almost a year later still makes me emotional every time I watch it.  Reminds me of our students on the autism spectrum who: perform on stage in front of their peers, make amazing mazes, swimming that were once afraid of water, kindergarten age reading at a third grade level, making beautiful artwork, and seeing students earn ribbons at Special Olympics.  Take a few minutes sometime in April to watch this video for the first time or again: http://www.youtube.com/watch?v=QX-xToQI34I

News and Notes for April: 

Medford Adult Diploma Academy Graduates

We have had 3 more adults complete their Adult High School Diplomas in the past several weeks.  Congratulations to each of them on coming back to school to obtain a high school diploma. We have now had 9 graduates since starting the program. One of these current MADA graduates will be our first person to walk in the MASH Graduation Ceremony in May.

Medford Adult Diploma Academy continues to be a life changing event for these adults, their families, and our community.  MADA is sponsored by Northcentral Technical College, CLC Adult Education, Medford Area Public School District, and the Taylor County Education Committee.  Please contact 715-748-1520 if you know of any adults who need a high school diploma. 

SLD Rule for Rural Virtual Academy

From Scott Brown DPI SLD Consultant: The SLD Rule applies to all public schools.  As such, any virtual school that is considered to be a public school as defined legally would be required to adhere to the new SLD requirements. 

Summer Trainings

Please register with me if you plan on attending.

• Just Words will be on August 19 and 20 at the D.O. 
• Read 180 NXT Generation will be on August 5 in the Read 180 room at MASH
• Hidden Curriculum will be on August 6 at the D.O.
• Wisconsin Model Early Learning Standards and the Common Core will be on August 7 and 8 at the D.O. 

Project Search on April 11 and April 26

Project Search is a transition to work program for young people with disabilities.  Most of the programs are for students in their last year of high school eligibility.  Some of the programs are designed for young adults who have finished their education. It is a collaborative program among business organizations, education institutions, vocational rehabilitation and supported employment agencies.  The basic concept is that young people with disabilities receive classroom instruction within a host business, complete a variety of internships in that business and obtain competitive employment in the community.  The model began at Cincinnati Children's Hospital Medical Center and has been replicated throughout the U.S. and U.K. The programs have a high rate of employment success.  In 2010-2011, approximately 65% of the young people obtained community employment. 

Nicole Gripentrog, Cathy Venzke, and myself will be visiting a Project Search site in Marshfield on April 11.  There is a Project Search training on April 26 in Stevens Point which will also be attended.  We are looking at this type of program for our 18-21 year old students with disabilities.  I will also be inviting members of our Taylor County Transition Advisory Council. If you are interested in attending, then please let me know. 

If you know of any business representative that would like to partner with us, please let me know. 

For more information on Project Search go to: http://projectsearch.us/OurPROGRAM.aspx

Spring Fling Dance

Spring Fling Dance for Grade 7-12 students in special education and invited guests will be held on Friday April 5 from 12:30 to 2:30.  Spring Fling is sponsored by the Medford Morning Rotary Club and DART Club at MASH.  

Reading Recovery

We held a Reading Recovery informational session on March 13.  There will be a follow-up session Monday April 8 from 3:30 to 4:30.  We will be watching a video a Reading Recovery lesson being taught by a certified teacher.  There is a one year grant to train teachers and implement the program which can be done in 13-14.  The grant would cover up to 75% of the initial costs.  Reading Recovery has a great success rate and is designed to be working with at-risk or special education students in Grade 1.  Here is a website link to more information: http://www.readingrecoveryworks.org/. Mrs Lybert had Reading Recovery in her previous elementary school.  

Transfers

If certified or support special education staff are interested in transferring to a different position or building in 13-14, then please let me know.  

Visual Schedules Presentation

The Autism Resource Team will be watching the DPI webinar presentation on Visual Schedules on Tuesday April 16 from 3:30 to 5:00 pm in the MAES computer lab.   Any other staff, parents, or community who is interested are welcome to attend.  

Week of the Young Child

We coordinated the Week of the Young Child in Taylor County April 14-20.  Events during the week include: 

• Hairy and Company (www.hairyandcompany.com) will be at MAES on Wednesday April 17 and Thursday April 19 from 9:30 to 10:15 for our pre-kindergarten and kindergarten students.  Community providers are also invited.  If you have special needs students who would also benefit, please contact me.
• Pre-Kindergarten Registration and Open House on April 18 from 4:00 to 6:00 pm and April 19 from 8:00 am to 10:00 am
• Beach Party Potluck Dinner and Dance from 5:00 to 6:00 pm at MAES
• Movie Day at Broadway Theatre (The Croods) on Saturday April 20 at 11:00 am.  $5.00 for each person and 50% off soda/popcorn. All are invited. 
• Tombstone Pizza donated to Pre-Kindergarten classes on Monday and Tuesday
• Sandbox Day Care Artwork in Downtown business
• Dress Up Days

Taylor County Transition Advisory Council

Thursday April 18 from 12:00 pm to 1:30 pm at the D.O. 

Read 180 NXT Generation

Read 180 NXT Generation will be purchased for MAMS and MASH at-risk and special education students in the 13-14 school year.  This will be an upgrade from the current model.  For more information go to: http://read180.scholastic.com/reading-intervention-program?esp=CORPHP/ib/////tout/READ180//NextGeneration////

Occupational Therapy Services

Congratulations to our Certified Occupational Therapy Assistant Lorie Schmitz on her position outside of the school district.  Best wishes to her and her family.  Her last day is Friday April 12. 

Memorial Health Center has been contacted and they are looking into contracting with us for COTA services for remainder of the school year. These services would need to be paid for out of our Flow Through Special Education Budget.  

Special Education Budgets

Special Education Budgets are due to me no later than Friday March 28. 

Channel 12 - Autism Awareness

Channel 12 is looking at doing a news piece here in Medford on a student on the Autism Spectrum during the month of April. 

2013 WTCS Accommodation Guide for Students with Disabilities

I have attached the 2013 Wisconsin Technical College System Accommodation Guide for Students with Disabilities. 

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports

Here is the DPI Information Bulletin Link: http://sped.dpi.wi.gov/sped_bul10-07

Frequently Asked Questions about Act 125: Addressing the Use of Physical Restraint and Seclusion in Public Schools

Frequently Asked Questions about 2011 Act 125

Addressing the Use of Physical Restraint and Seclusion in Public Schools

Definitions & Coverage

1. What does “at school” mean? The term “at school” refers to the day-to-day operations of a school and any school-related activities. This would include, for example, field trips, sporting events, after school clubs and the transport of students.

2. Does Act 125 apply to 3K and 4K programs? The seclusion and restraint law defines “school” as “a public school, including a charter school.” If a 4K program is operated by the school district, Act 125 applies. This would include the reporting, documentation and staff training requirements. Any staff contracted with the school district would fall under the requirements.

3. Does Act 125 apply to students placed in private schools by their IEP teams? The requirements of 2011 Act 125 do not apply to private schools, even when an Individualized Education Program (IEP) team determines a private school to be a student’s appropriate educational placement. The Act’s prohibitions and conditions apply to the use of seclusion or physical restraint by covered individuals on a student “at school.” The Act defines the term “school” as “a public school, including a charter school.” When an IEP team places children at private schools, public school districts remain responsible for the provision of a free, appropriate public education (FAPE) by ensuring IEPs are being implemented.

4. Does the Act allow the use of restraint or seclusion in the case of property damage? The Act permits the use of seclusion and or physical restraint only when a student’s behavior presents a clear, present and imminent risk to the physical safety of the student or others and it is the least restrictive intervention feasible. Property damage alone, without the threat of an imminent risk to the safety of the student or others, would not be a sufficient basis for the use of physical restraint or seclusion.

Seclusion

5. Are pressure and release type mechanisms permitted under Act 125? Pressure hold type locks are not allowed. Under Act 125, no door to a room or area used for seclusion may be capable of being locked. All locks are prohibited, including locks built into doorknobs, padlocks, etc. Some schools have installed hold-down type locks that require pressure to be applied to a button or switch and release immediately when pressure is removed. These types of locks are NOT permitted under the Act, even if schools had previously obtained a waiver from a local inspector. Schools must remove locks from doors to rooms or areas designated to be used for seclusion.

6. If locks cannot be used on seclusion room doors, may staff hold the door shut? Act 125 does not prohibit staff from holding the door of a seclusion room shut. However, it is very important for schools to determine whether it is a good, safe idea to do so for a particular student. The decision about holding a door shut will need to be determined on an individualized, case-by-case basis.

To avoid struggles with the door, some districts have installed doors with handles on the outside that allow staff to hold the door shut, but where the door immediately opens slightly upon release.  The door does not have a handle on the inside so a student cannot pull or engage in a struggle with the door.  The student must be visible to staff at all times.  In addition, it would be important for staff to determine whether this would be safe and appropriate on an individualized basis.      

7. Does the prohibition on locks apply only to the seclusion room or does it apply to a room that has a seclusion room located within it?The prohibition does not apply to doors of classrooms where a seclusion room may be located. No locks are allowed on the door to the seclusion room. Even thought the prohibition does not apply to the doors of the classroom, a student must never be left alone in a seclusion room. When a child is in seclusion, Act 125 requires constant supervision of the student.

8. Is sending a student to the hallway or the principal’s office considered seclusion? No, unless the student is apart from other students and is physically prevented from leaving the area. Seclusion is defined as “the involuntary confinement of a pupil, apart from other pupils, in a room or area from which the pupil is physically prevented from leaving.”

9. What does “physically prevented from leaving” mean? When a student is not allowed to leave a secluded setting by physical means, i.e. blocking doorway, holding the door closed, restraint, etc. the student is being physically prevented from leaving.

10. If a student is placed in a small room with an unlocked door to either work on school work or to take a break would this be considered seclusion? If a student is not physically prevented from leaving a room or area, it is not considered seclusion.

11. If a student is displaying unsafe behaviors, how can school staff provide adequate access to bathroom facilities, drinking water, necessary medications, and regularly scheduled meals? Act 125 requires students have “adequate” access, not necessarily immediate access. If a student’s behavior is dangerous, it may not be safe to take the student to the bathroom at that exact moment. However, staff should ensure the student is able to have access to these necessities as soon as safely possible. The duration of any seclusion or physical restraint should be very short. School staff should think about this in terms of minutes. By only using seclusion or physical restraint in crisis situations and for very short periods of time, staff will be able to ensure students have adequate access.

Physical Restraint

12. Are prone physical restraints permitted under the Act?

The Act does not specifically prohibit “prone” restraints. However, it prohibits maneuvers or techniques that:

• Do not give adequate attention and care to protecting the pupil’s head;
• Cause chest compression by placing pressure or weight on the student’s chest, lungs, sternum, diaphragm, back or abdomen;
• Place pressure or weight on the student’s neck or throat, on an artery, or on the back of the student’s head or neck, or that otherwise obstruct the student’s circulation or breathing; or
• Constitute corporal punishment.

Each student’s Individualized Education Program (IEP) team must consider the student’s unique educational, behavioral and medical needs when determining the safety and appropriateness of any intervention. The IEP team is in the best position to make decisions about whether a particular restraint maneuver contains any of these prohibited elements.

Concern with the safety of face-down, prone-type restraints is widespread given the high likelihood of restricting the breathing of the person being restrained. An example of a recent document expressing this concern is the following excerpt from the Spring 2012 U.S. Department of Education publication titled “Restraint and Seclusion: Resource Document” available at: http://www2.ed.gov/policy/seclusion/restraints-and-seclusion-resources.pdf

Restraint or seclusion should never be used in a manner that restricts a child’s breathing or harms the child.

Prone (i.e., lying face down) restraints or other restraints that restrict breathing should never be used because they can cause serious injury or death. Breathing can also be restricted if loose clothing becomes entangled or tightened or if the child’s face is covered by a staff member’s body part (e.g., hand, arm, or torso) or through pressure to the abdomen or chest. Any restraint or seclusion technique should be consistent with known medical or other special needs of a child. School districts should be cognizant that certain restraint and seclusion techniques are more re­strictive than others, and use the least restrictive technique necessary to end the threat of immi­nent danger of serious physical harm. A child’s ability to communicate (including for those children who use only sign language or other forms of manual communication or assistive technology) also should not be restricted unless less restrictive techniques would not prevent imminent danger of serious physical harm to the student or others. In all circumstances, the use of restraint or seclusion should never harm a child.

13. Are bus harnesses permitted under the Act? While transporting students on a moving vehicle, bus harnesses may be required for safety purposes. For a student with a disability, the use of any safety equipment during transportation must be documented in the student’s IEP.

14. Are weighted blankets, vests, etc. considered mechanical restraints? A weighted vest used properly for sensory support under the direction and oversight of appropriate medical or therapeutic staff would not be considered a mechanical restraint. For example, school-based occupational therapists often design and oversee the use of sensory items. Use of such sensory supports must be included in the IEP. More information about the use of this type of equipment may be found in the department’s Occupational Therapy and Physical Therapy Resource and Planning Guide, available at: http://sped.dpi.wi.gov/sped_occ_ther.

15. May staff redirect students by touch if a student is running down the hall, running outside, or climbing the bleachers in gym? Touching students to redirect them is not considered physical restraint. The Act specifically states that touching or holding a student’s hand, arm, shoulder or back to calm, comfort, or redirect a student is not considered physical restraint. Only when staff members immobilize or restrict the ability of a student to freely move is a maneuver considered physical restraint.

IEP Requirements

16. Is it advisable to have a disclaimer or general statement in the IEPs of all students with behavioral needs that seclusion or physical restraint could potentially be used? No, it is not advisable to include disclaimers or general statements in IEPs. Under IDEA, IEPs must be individualized and interventions must be based on the unique needs of each student. Act 125 requires that when an IEP team determines the use of seclusion or restraint may be reasonably anticipated for the student, the IEP must include appropriate positive interventions and supports and other strategies that address the behavioral concerns based on a functional behavioral assessment; and clear statements that the use of restraint and/or seclusion may be used as an intervention. It is not reasonable to assume all students for whom behavior is a concern would exhibit the type of significant, dangerous behavior where the use of seclusion or physical restraint might be considered.

Additionally, Act 125 includes a requirement addressing the unanticipated use of seclusion or physical restraint with students with disabilities. The first time that seclusion or physical restraint is used on a student, the student’s IEP team must meet as soon as possible after the incident. The IEP team must review the student’s IEP to make sure that it contains appropriate positive behavioral interventions, supports, and other strategies to address the behavior, and revise if necessary.

Notification and Reporting Requirements

17. What is the process for completing the required written incident report? The principal or her/his designee fills out the report after consultation with involved staff. The designee can be any staff member the principal chooses, including a teacher or a paraprofessional. While the principal may choose to designate this task, the principal is ultimately responsible for knowing the information and ensuring all requirements are met, including notifying the parent within one business day of the incident.

18. Is there a required form for the written incident report? The department does not require a specific incident report form, but examples are provided on our website at http://dpi.wi.gov/sped/sbseclusion.html. School districts should minimally ensure the form they choose to use includes the student’s name, the date, time and duration of the use of physical restraint or seclusion, a description of the incident including a description of the actions of the student before, during and after the incident, and the names and titles of the school staff present at the time of the incident.

19. Are schools required to send the incident report home? Are schools required to contact the parent a second time when the incident report becomes available? The school is not required to send the report home, however within one business day of the incident the parents must be notified of the incident and the availability of the written report. The report must include the student’s name; the date, time and duration of the incident; a description of the incident including details of the student’s behavior before and after the incident; and the names and titles of all school staff present during the incident. The school must make the report available for the parents’ review within three business days of the incident. At the time the principal or designee initially notifies the parent of the incident, the parent must be made aware of the availability of the report.

The Act does not require schools to contact the parent a second time. If a parent requests the report be sent home, the school should provide a copy.

20.  Do schools have to report their data on seclusion and physical restraint to DPI? The Act does not require districts to submit seclusion and physical restraint data to DPI. The law requires each school to report the data annually, by Sept. 1, to the school board. The principal or designee must submit a report of the number of incidents of seclusion and physical restraint in the school during the previous school year, the total number of students involved in the incidents, and the number of students with disabilities who were involved in the incidents. Although the law specifies the information that must be included in the annual report, it does not require a specific form.

The annual report to the school board contains the same data as is required in the U.S. Department of Office of Civil Rights cyclical data collection on seclusion and physical restraint. DPI is not involved with this data collection. More information about this is available athttp://www2.ed.gov/about/offices/list/ocr/whatsnew.html.

21. Is the required annual report to the school board subject to open records requests? The law requires that annually, by September 1, the principal of each school or his/her designee must submit a report to the school board of the number of incidents of seclusion and physical restraint during the previous year, the number of students involved in the incidents, and the number of students with disabilities involved in the incidents. This report would be subject to an open record request unless the number of students is too small and could lead to student-identifiable information.

22. Does restraint or seclusion by a police officer need to be documented and reported? The law states that “whenever seclusion or physical restraint is used on a pupil at school,” the notification and reporting requirements apply. Therefore, these requirements also apply to incidents involving police officers or liaisons. However, keep in mind police officers and liaisons are not covered individuals under the Act, so other provisions do not apply. Police have their own training and protocols to respond to crisis situations.

Training Requirements

23. Who should be trained on the requirements of Act 125? A staff member who will be in contact with students should be trained on the Act’s requirements. This does not necessarily mean all staff members need to be trained on seclusion/physical restraint requirements outlined in the Act.

24. Who should receive training in the use of physical restraint? The law requires at least one staff member in each school where restraint might be used to be trained. It does not specify who must be trained. Schools should carefully consider which staff members should receive training. Administrators, security/safety personnel, regular education staff, student services and special education staff should be considered. The district may wish to consider training several people within a school. In the rare event physical restraint is needed in a situation, it is helpful to have more than one trained person available to ensure safety for students and staff alike.

25. How does one know when there is a clear, present and imminent risk to the physical safety of the student or others? Staff members present during an incident are generally in the best position to make this determination. One of the key components of the required training is to identify dangerous behavior and evaluating the risk of harm so staff members are prepared to identify situations where student behavior is escalating, as well as techniques for de-escalation. Verbal or noncompliant behavior usually would not meet the standard of a clear, present and imminent risk to the physical safety of the student or others.

26. What resources are available to assist school staff in monitoring signs of distress? Under Act 125, training programs must include instruction regarding the effects of physical restraint, monitoring signs of physical distress, and obtaining medical assistance. Resources may be obtained through the providers of training programs.

27. What kind of documentation should the school keep about staff training? Training programs will provide documentation such as certificates of participation upon completion. The law does not require a particular format. Districts should maintain documentation of the dates of training, who participated and when it “expires” or the provider requires refreshers.

http://sped.dpi.wi.gov/sped_secrestfaq

Autism Resources from NPDC

New Autism Resources

1. The National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD) has released a new coaching manual, developed to support practitioners implement evidence-based practices in programs that serve children with autism spectrum disorders. The coaching manual and related coaching resources from NPDC are available at http://autismpdc.fpg.unc.edu/content/coaching-resources.

2. NPDC-ASD has defined 24 evidence-based practices for students with autism that include summaries, step by step instructions, and implementation checklists. To download PDF materials go to http://autismpdc.fpg.unc.edu/content/briefs. 

3. NPDC-ASD also has developed a Foundations of Autism free online course. Materials from this introductory course on autism are available at http://autismpdc.fpg.unc.edu/content/foundations-autism-spectrum-disorders-online-course-content.

Annual Notice of Homeless Children and Youth

I have attached below our annual notice of homeless children and youth.  If you know of a student who qualifies as a homeless child or youth, then please notify the district office (Jennifer Kuenne) for our records.   

ANNUAL NOTICE: HOMELESS CHILDREN

The McKinney-Vento Act defines homeless children and youth (twenty-one years of age and younger) as:

·           Children and youth who lack a fixed, regular, and adequate nighttime residence, and includes children and youth who are:

-          sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as double-up);

-          living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations;

-          living emergency or transitional shelters;

-          abandoned in hospitals; or

-          awaiting foster care placement.

·           Children and youth who have a primary nighttime residence that is a public or private place not designated for, or ordinarily used as, a regular sleeping accommodation for human beings.

·           Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.

·           Migratory children who qualify as homeless because they are living in circumstances described above.

If you are personally aware of or are acquainted with any children who may qualify according to the above criteria, the Medford Area Public School District provides the following assurances to parents of homeless children:

·           The local district staff person (liaison) for homeless children is the Director of Student Services and Special Education.

·           There shall be immediate enrollment and school participation, even if educational and medical records and proof of residency are not available.

·           All educational opportunities and related opportunities for homeless students (preschool to age 21), including unaccompanied youth, shall be the same as for the general student population.

·           Enrollment and transportation rights, including transportation to the school of origin shall be possible. “School of origin” is defined as the school the child attended when permanently housed or when last enrolled.

·           Written explanation of why a homeless child is placed other than in a school of origin or school requested by the parent, with the right to appeal within the local dispute resolution process.

·           Meaningful opportunities for parents to participate in the education of their children.  These shall include: special notices of events, parent-teacher conferences, newsletters, and access to student records.

·           Homeless children and youth are eligible to receive free school lunch immediately upon their enrollment and/or identification as being in a homeless situation. Meals can and should begin immediately.

Please contact Joseph Greget, homeless liaison for the Medford Area Public School District for additional information about homeless issues.  Mr. Greget can be reached at 715-748-4620 ext 527.