DPI Autism Related Updates for July 2012

DPI Autism Related Updates

1) Save the date for 2012-13 DPI Autism Trainings: Save the date for these 5 trainings.
The DPI Autism Web page will be updated soon with registration and more detailed information: http://www.dpi.wi.gov/sped/autism.html

Basic Training, Milwaukee area, September 25 & 26, 2012
Addressing Challenging Behavior Madison area, October 23 and 24 OR November 6 & 7, 2012 (still finalizing date with hotel)
Addressing Instructional Strategies (new in 2011-2012), Green Bay Area, January 29 & 30, 2013
Addressing Social Skills (newly revised!), WI Dells area, March 5 & 6, 2013
Communication, Milwaukee area, February 19 & 20, 2013

2) This year’s Cognitive Disabilities Conference titled, “Teaching and Instruction - Meeting the Academic Needs of Students with Cognitive Disabilities” will be held August, 14-15, 2012 at the Madison Marriott West in Middleton, WI. Key note speakers will include Dr. Penelope Hatch from the Center for Literacy and Disability Studies and the University of North Carolina, Chapel Hill (Literacy) and Dr. Chris Cain, Associate Professor, Mars Hill College, North Carolina (Mathematics). Alan Sheinker, Ed. D., Associate Project Director of the Dynamic Learning Maps Consortium will also keynote this year’s conference sharing recent information from the Consortium regarding alternate achievement standards and formative and summative alternate assessments being developed. To register, please click the link below:

Register Now! Online event registration

3) Institute on Inclusive Education (attached info).  Attached is the program and registration information for Wisconsin’s 19^th Annual State-wide Institute on Best Practices in Inclusive Education, which will be held at the Westwood Conference Center in Wausau, WI on July 23-25, 2012.

Information & Registration will be available at:  www.BeloinandBrandl.com.  Flier attached.

Other Statewide Training Information

This information is being passed on from Statewide Autism Organizations, Universities, Districts, and CESAs in WI and does not represent DPI’s Autism Trainings or Resources

4) ASW Fall Conference: SEPTEMBER 17, 2012  8:15-3:00, Madison, WI. Judy Endow presents: Practical Solutions for Life and Learning With Autism. For more information and registration please see ASW web site: www.asw4autism.org

5) Autism Society of SE Wisconsin has announced three educator trainings/workshops for summer/fall of 2012.

a) 3-day Summer Symposium on Evidence-based Practices will be June 25-27 at the Jewish Community Center in Whitefish Bay and July 30-August 1 in Kenosha.  3 optional graduate credits are available for an addition fee. Instructors are Lynn Stansberry Brusnahan and Mary Graczyk McMullen.
b) Lights, Camera, Autism - using technology to improve quality of life; presenters Kate McGinnity, Sharon Hammer, and Lisa Ladson, August 3rd at WCTC Richard T Anderson Education Center in Pewaukee.  Optional 1 graduate credit available for additional fee.

For more information and registration, visit www.assew.org and click on the "Educational Programs" tab. Questions?  Call us at (414) 427-9345 or email info@assew.org.

6) CESA 1 has announced upcoming training for summer 2012.

Summer SCERTS Academy.  August 6-10, 2012.  8:30 am to 3:30 pm.  CESA #1 N25W23131 Paul Rd Pewaukee, WI.  Presenter: Emily Rubin, MS, CCC-SLP.

SCERTS (Social Communication, Emotional Regulation, Transactional Support) is an innovative educational model for working with children with autism spectrum disorder (ASD) and their families.  More information and registration at: http://archive.constantcontact.com/fs055/1102570284431/archive/1110006082851.html

7) Two Autism Technology Institutes hosted by WI school districts have been announced.  Kate McGinnity, Sharon Hammer, and Lisa Ladson are presenters.  Graduate credits available.
Information for all trainings can be found at cbrpress.com.  

a) June 26 & 27, Elkhorn High School, 9:00-3:00.  $220.  Registration contact call Karl Pierick at (608) 204-6247 or email at kpierick@icc-wi.org.

b) July 31 and August 1, New Richmond High School, 9:00-3:00.  $220.  Registration contact call Jackie Montreal 715-243-7419 or jacquelinem@newrichmond.k12.wi.us

8) Summer Autism Institute hosted by Southern WI School Districts. August 6-9, Waunakee, WI.  Presenters include Kate McGinnity, Nanette Negri, self advocates, DPI roundtable, and District Staff.  Graduate credits available. Contact Joyce Endres at  joendres@waunakee.k12.wi.us  608-849-2015 for more information.

General Information

This information is being passed on from Statewide Autism Organizations, Universities, Districts, and CESAs in WI and does not represent DPI’s Autism Trainings or Resources

9) Free Soft Skills (social/life/job skills) Curriculum.  www.dol.gov/odep/topics/youth/softskills  The Office of Disability Employment Policy (ODEP) developed Soft skills curriculum available for download in English or Spanish. 

10) Judy Endow’s new book Learning the Hidden Curriculum: The Odyssey of One Autistic Adult is now available.  This book is a great resource for educators who want to learn more or assist students with the “Hidden Curriculum”.  Go to http://www.aapcpublishing.net/book/view/689/learning-the-hidden-curriculum-the-odyssey-of-one-autistic-adult for more information.

11) Recent blog by Paula Kluth.  3 Questions: Lights! Camera! Autism! Using Video Technology to Enhance Lives  

Posted: 07 May 2012 06:34 AM PDT  “I have been talking about this fantastic book in many of my workshops, so I thought it was time to share more information about it on the blog. Read on to hear from the authors and to learn why this book is so useful and so unique.”

12) Wisconsin E-Brief for Partnership Schools – This is a monthly newsletter (attached) from WI DPI to promote family-school-community partnerships.

13) Seclusion and Restraint Resource Guide

The U.S. Department of Education issued a press release on Tuesday, May 15, announcing the release of a resource guide on seclusion and restraint:

Today, the U.S. Department of Education issued a publication that outlines principles for educators, parents and other stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion.

The goal of this resource document is to help ensure that schools are safe and healthy environments where all students can learn, develop and participate in instructional programs that promote high levels of academic achievement.

“As education leaders, our first responsibility must be to make sure that schools foster learning in a safe environment for all of our children and teachers,” U.S. Secretary of Education Arne Duncan said. “I believe this document is an important step toward this goal. I also want to salute leaders in Congress for their vigilance on this issue.”

The 15 principles that frame the document ultimately highlight how school wide behavioral interventions can significantly reduce or eliminate the use of restraint or seclusion. These guiding principles offer states, districts and other education leaders a framework for developing appropriate policies related to restraint and seclusion to ensure the safety of adults and children.

“Ultimately, the standard for educators should be the same standard that parents use for their own children,” Duncan added. “There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours. This really comes down to common sense.”

The document also provides a synopsis of ongoing efforts by federal agencies to address national concerns about using restraint and seclusion in schools, and includes links to state restraint and seclusion policies and procedures.

To access this document, click http://www2.ed.gov/policy/seclusion/index.html

For information on DPI’s updated resources in regards to seclusion and restraint please go to: http://www.dpi.wi.gov/sped/sbseclusion.html

14) Interesting Blog post by Michelle Garcia Winner on DSM V proposed changes.  http://www.socialthinking.com/index.php?option=com_content&view=article&id=559:dsm-5-my-thoughts&catid=76:michelles-blog&Itemid=121&utm_source=april+-+providers&utm_campaign=Newsletter&utm_medium=email

15) Interesting article on how Marquette University is teaching social interaction skills to students with autism. http://www.jsonline.com/features/health/marquette-university-program-helping-kids-with-autism-tq4pbdl-145716035.html

I hope you all have a great summer.  Looking forward to the new school year.

Take care,

daniel

Daniel Parker

Education Consultant

Special Education

Division for Learning Support: Equity and Advocacy

Wisconsin Department of Public Instruction

(608) 266-5194

daniel.parker@dpi.wi.gov 

DPI Statewide Autism Trainings in 12-13

Training

Children with the impairment of autism frequently present unique challenges to teachers and support staff responsible for meeting the child's educational needs. Numerous statewide training opportunities are available throughout the year to assist in ongoing staff development designed to improve educational outcomes for children with autism.

The Department of Public Instruction is in the process of developing several free resources and on-line training opportunities for families and educators assisting students with autism. Please visit us in August 2012 for an updated list of free resources/trainings.

2012-13 Statewide Autism Training sponsored by the Department of Public Instruction
The Department of Public Instruction will offer statewide autism training for school personnel during the 2012-13 school year.

Basic level training will provide an introduction to effective educational programming for students with autism.
Basic level training is a great training for general education staff, administrators, paraprofessionals, families, and special education staff that are new or would like a review of working with students with autism.
Advanced level training will focus on addressing challenging behavior; instructional strategies; social skills; and communication for children with autism.

The cost for each two-day training is $185. All trainings are 2 days and include lunch and breaks both days. Breakfast is provided on the second day of training only. Training Schedule: Day 1: 10:30-4:00 and Day 2: 7:30-3:00.

Graduate Credit is available at an additional cost through Silver Lake College. Call 920-686-6157 or email Oudeans@silver.sl.edu for more information.

• September 25 & 26, 2012 - Basic Training (Country Springs in Waukesha)
  
  This is a great training to invite general education teachers, new sped staff, paraprofessionals, and other staff working with students with autism to receive a general overview of autism and autism related teaching strategies. Trainers will also go in depth with specific questions that participants have in relation to addressing challenging behaviors and teaching strategies for children with autism.
  
• October 23 and 24 OR November 6 and 7 (finalizing hotel accommodations), 2012 - Addressing Challenging Behavior (Sheraton, Madison)
  
  Challenging behavior is often the result of a context that is not adequately supported. Functional Behavioral Assessment (FBA) will be taught along with opportunity given to participants to work in groups to develop support strategies. In addition a model to work with escalating behaviors will be presented. We will explore ways to better provide positive support across the school day. All strategies are non- aversive and take into account all individuals concerned.
  
  
• January 29 & 30, 2013 - Addressing Instructional Strategies (TBD, Green Bay Area)
  
  Participants will be provided with many ideas and strategies to teach students with autism academics and activities of daily living. Using a combination of technology and low tech ideas, participants will have a chance to get their questions asked about "How do I teach him to _______?" Matching student strengths to strategies, Discrete Trial Format, Collaborating with the Student, Teaching a Format and inclusive instruction will be included. Technology as it relates to instructional strategies will be inserted throughout the training.
  
• February 19 & 20, 2013 - Addressing Communication (TBD, Milwaukee area)
  
  This DPI training will address both non verbal and verbal communicators with autism. We will highlight assessment, low and high tech augmentative communication strategies, iPad apps to support communication and socialization, and evidence based communication practices such as Picture Exchange Communication and Verbal Behavior Training. Participants will have a chance to problem solve with the trainers around communication challenges their students with autism encounter, and put together a strategic plan to address them.
  
• March 5 & 6, 2013 - Addressing Social Skills (Chula Vista, Wisconsin Dells)
  
  Students with ASD must often be directly taught social skills. The Social Skills module is covered in a conference format with large group sessions to open and close the two day training and many breakouts on specific social skills topics including Bridging Neurology/Applied Sensitivity, Integrated Play Groups, Hidden Curriculum for Elementary Age, Hidden Curriculum for Adolescents, Circle of Friends/Social Networks, Greenspan/RDI/Play, Social Groups/Relationships/Inclusion and Visual Technology. Something for all ages and abilities!

24 Evidence Based Practices from the National Professional Development Center on ASD

The National Professional Development Center on Autism Spectrum Disorders is a multi-university center (including Wisconsin) to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. This site includes fidelity checklists and step by step instructions on how to implement evidence based practices for students with autism.

Evidence Based Practices (EBP) http://autismpdc.fpg.unc.edu/content/briefs

Evidence-based practice (EBP) briefs have been developed for all 24 identified evidence-based practices. An evidence-based practice brief consists of the following core components:

Overview:
    A general description of the practice and how it can be used with learners with autism spectrum disorders.

Step-by-Step Instructions for Implementation:
    Explicit step-by-step directions detailing exactly how to implement a practice, based on the research articles identified in the evidence base.

Implementation Checklist:
    The implementation checklist offers a way to document the degree to which practitioners are following the step-by-step directions for implementation, which are based on the research articles identified in the evidence base.

EVIDENCE-BASED PRACTICES FOR CHILDREN AND YOUTH WITH ASD

    Antecedent-Based Interventions (ABI)
    Computer-Aided Instruction
    Differential Reinforcement
    Discrete Trial Training
    Extinction
    Functional Behavior Assessment
    Functional Communication Training
    Naturalistic Intervention
    Parent-Implemented Intervention
    Peer-Mediated Instruction and Intervention
    Picture Exchange Communication System (PECS)
    Pivotal Response Training
    Prompting
    Reinforcement
    Response Interruption/Redirection
    Self-Management
    Social Narratives
    Social Skills Groups
    Speech Generating Devices/VOCA
    Structured Work Systems
    Task Analysis
    Time Delay
    Video Modeling
    Visual Supports

Special Education and Student Services Newsletter for June 22, 2012

Special Education and Student Services Newsletter for June 22, 2012

Another busy week even in summer for Special Education and Student Services:

1. Prayers and Best Wishes
Prayers and best wishes to Lindsey S and Tyler T and their families for the upcoming surgeries on Friday and Monday respectively.

2. Chase Ried Memorial
We will be planting a tree in memorial and recognition of Chase Ried on Thursday June 28 at 10:00 am.  The tree will be planted on the grassy area between the tennis court and insurance building on the MASH grounds. All are invited to attend who are interested.

Chase's Grandma Donna Kalmon is writing a book and wants to include a chapter in the book from those who knew Chase Reid. If you are interested - please write how he impacted your life and say something funny that he may have done or that you remember about him. You can email that to Brenda Ann McNary who is helping her with this project or myself.

3. Special Education Summer School
We have had a very successful first week of summer school special education programs.  I would like to thank the special education teachers, early education teachers, paraprofessionals, and Mr. Everhard for their help with these programs which help deliver services for our students with disabilities.  Thank you to staff for allocating 3 or 5 weeks in the summer to provide these services for our students.  You can not be commended enough.

4. iPad Application Wish List
Staff should send their list of applications which need to be purchased for their curriculum/students to Dennis H.  He will be approving them this weekend through the Apple Volume Purchase Pricing Program.  Thanks to Caroline Radlinger who has been working on collecting the list of apps from teachers during this past week in summer school.

5. Wisconsin Common Core Essential Elements for English Language Arts and Math
Wisconsin educators collaborated with educators from 12 other states to create alternate achievement standards aligned to the Common Core State Standards. These alternate achievement standards are called the Common Core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs were developed to satisfy the requirement of the U.S. Department of Education that Wisconsin have alternate achievement standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards, promote access to the general curriculum and reflect professional judgment of the highest expectation possible. These new standards will replace the current Extended Grade Band Standards and will be used as the basis for a new alternate assessment, which will replace the current Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) in 2014-15.   The standards can be found at: http://www.dpi.wi.gov/sped/assmt-ccee.html

6. Taylor County Literacy Center
Taylor County Literacy Council has now opened a Literacy Center. This began on June 18 and will be open on Mondays from 12:00 to 4:00 pm and Wednesdays from 4:00 to 8:00 pm during the summer. It is located in the NTC Campus here in Medford. Reading literacy, financial literacy, health literacy, ELL, tutoring, classes, and more can be provided for individuals. Please call 715-748-1520 for more information.

7. Appropriate Use of Seclusion and Physical Restraint
Wisconsin Act 125 has new requirements starting September 1, 2012 related to the Use of Seclusion and Physical Restraint in Schools. I will be holding trainings to review this new law and how it will affect regular and special education students. Here is the DPI link with all of the updated information: http://www.dpi.state.wi.us/sped/sbseclusion.html

8. Medford Adult Diploma Academy
Medford Adult Diploma Academy will be open for classes during Summer 2012. We began on June 11 and will run on Mondays & Wednesdays from 4-8 pm and Thursdays from 10-2 pm. MADA is for adults 18 and older who wish to earn a high school diploma. Please contact Cindy Gibson at 715-748-1520 for more information.

9. Physical Therapy Services
We are working on an agreement with CESA 9 to provide Physical Therapy services in the Rib Lake School District. This will help bring extra revenue into the school district. Due to an open enrollment student in Rib Lake - there will be weekly PT services provided in Rib Lake.

10. Wilson Just Words Training
This will be held on July 30 and 31.  We have some limited openings still available as NTC will not be sending any staff to be trained at this time.

11. Self Assessment of Procedural Compliance Training on July 26
Our ad-hoc committee of parents, teachers, and administration has been formed and will meet on July 26 from 9:00 to 11:00.  Staff who were invited to attend should contact me to confirm their attendance. Every five years each school district needs to conduct a self assessment of procedural compliance of their special education services. 

12. MAES Special Education Teaching Position
This position (Wagner) has been posted internally and will close on Monday.  We have one internal candidate express interest in transferring to this position.

13. Diagnostic Special Education Program Support Teacher
I have proposed the addition of a Diagnostic Special Education Program Support Teacher position to help us with the delivery of the wide range of school psychological services responsibilities at the middle and high school level.  The qualifications and description was placed in last week's newsletter.  This position has not been officially posted or approved yet.

I would still perform the primary school psychologist services responsibilities at our middle and high school. School Psychologists have three years of graduate level training and coursework to perform their psycho-educational evaluation, IEP paperwork, and special education legal procedure responsibilities.  However the PST could help with some of the responsibilities and also teach 3-4 sections per day at our middle school level. I am working with our current school psychologists on what responsibilities could be shared/performed by a PST in 12-13. 

We have had internal and external candidates express interest in the position if it gets approved.

14. Congratulations to Sara and Paul Boettcher
Congratulations to Sara and Paul Boettcher on the announcement of her pregnancy of their first child!  Sara is our elementary school psychologist and Paul is our high school special education teacher.

15. Congratulations to Luanne Olson
Belated congratulations to Luanne Olson on her becoming a grandma to new twins a few weeks ago! 

16. Amanda Williams and Chuck Prihoda
I would like to thank our lead teachers Amanda Williams and Chuck Prihoda for teaching our new Summer Seedling for Students Entering Pre-Kindergarten in the Fall.  We have close to 40 students who enrolled in this 5 week program.  Thanks to our assistants like Tammy Lange for their help in the program as well. 

17. Early Childhood Special Education
We are projecting to start the school year with 18 early childhood special needs students.  We anticipate more students being added through B-3 transitions, Child Development Day evals in October, and referrals from pre-kindergarten.  This is why we are discussing 1.5 teachers (Fettes 1.0 and Williams .5) for ECSE in 12-13. 

18. Preschool Entitlement and Flow Through Budgets
Preschool Entitlement Budget for 12-13 was $23,525 and was over $5,000 less than anticipated.  This has been sent into DPI through the special education web portal this week. 

IDEA Flow Through budget of $440,647 will be sent into DPI through the special education web portal this week. 

19. Medford Morning Rotary Club
I would like to thank the Medford Morning Rotary Club for honoring me as a Paul Harris Fellow which is their highest level of recognition given to a member.  It has been a privilege to represent the school district as a member of the Rotary Club. 

Associate Elementary Supervisor Donald Everhard will be President of our Rotary Club starting July 1. 

Rotary helps sponsor foreign exchange students to and from Medford, gives scholarships to high school seniors, supports our Spring Fling Special Education Dance, and many other local and international projects.

20. Pre-Kindergarten Coordinator
Mr. Miller will be doing the evaluation, supervision, and coordination of the pre-kindergarten staff and programming in 12-13.  I will still be doing the Child Development Day, Birth to Three transition, Preschool Options Model, and Preschool Entitlement Budget responsibilities.

21. Pre-Kindergarten Report Card
There will be a pre-kindergarten report card meeting on Monday June 25 at 1:00 pm at MAES.

22. Alternative High School in 12-13
Donald Everhard is the administrator for the Alternative High School in 12-13.  He should be contacted for any new student entrance interviews over the summer.  Kellie Keene will be the teacher in 12-13.  No decisions have been made for assistant support.

23. Transition Night for Parents/Students with Disabilities
This will be held on Monday November 5 and will be coordinated through the Taylor County Transition Advisory Council.  Thanks to Cheryl Ketelhut from Human Services for contacting local agencies to have representatives/tables of information at our Transition Night.  This night is based on the Lincoln County and Marshfield School District models.  Any students over 14, parents, and staff are invited to attend.  A spaghetti dinner will be provided for anyone in attendance.  Cheryl and I have been working together on the past week of developing a list of agencies to invite.

24. English Language Learner Update
I met this week with Lucia Albrecht, Lisa Vanusek, and Dan Miller to talk about ELL curriculum and evidence based practice materials on Wednesday. We are looking at purchasing some ELL evidence based materials which have not been updated in several years.  An Ann Marie Grant request will be made to help with the costs.  We also have an iPad paid for from the CESA 10 Title III Consortium to be used with students in 12-13.

I spoke this week with former Medford Schools ELL Support Staff Indira Thodakee about our vacant ELL position (Rios and Brandner) in 12-13. ELL services are a contracted position and hours are dependent on translation services, tutorial supports, number of students, scheduling, etc.

25. Special Education Teacher Computers
These have been ordered and should be delivered within the next week.  All special education teacher computers will be replaced this year as part of the computer recycle process.  We received above anticipated medicaid billing for special education revenue which will help with purchase of the computers.

26. Vacation
I plan to be on vacation and out district July 9 through July 20.  You can email, call, or text me with any questions or information while I am on vacation.

27. RVA Special Education Staff
RVA special education staff in 12-13 are Jill Chasteen - Special Education Teacher and Jessica Martin - School Psychologist.

28. Guidance Counseling Services in 12-13
Building principals will be doing the evaluation and coordination of guidance counseling staff and services in 12-13.  Student Services Team meetings will be scheduled and held by Mr. Everhard.  This realignment is due to additional school psychological services responsibilities on my end.

29. New SLD Criteria
We will be implementing the new SLD criteria model in our elementary buildings in 12-13.  There will be a training on July 26 from 1:00 to 4:00 pm at the D.O. for anyone interested in learning more. 

30. Projected MAMS Special Education Staffing Alignment for 12-13:

Certified Staff
Grade 5: Julie Kakes 1.0 FTE and Program Support Teacher .25 FTE
Grade 6: Tara Niemi 1.0 FTE and Program Support Teacher .25 FTE
Grade 7: Carol Wieman 1.0 FTE and Sue Laher .5 FTE
Grade 8: Jill Chasteen 1.0 FTE and Sue Laher .5 FTE
Grade 5-8 Jan Farmer (EBD Resource) 1.0 FTE
Grade 5-8 Ryan Brown (Autism Resource) 1.0 FTE

Special Education Paraprofessionals
Grade 5: Kathy Nassios
Grade 6: Candy Lindow and Tammy Lange
Grade 7: Brenda Kraegenbrink
Grade 8: Gloria Lindahl

31. CESA 10 Billing for Special Education Services in 11-12
Hearing Impaired Services = $12,818
Audiology = $2,835
Vision Impaired Services = $22,692

32. Extended School Year Services
If you are delivering ESY services as part of a student's IEP - you need to clarify that on your time card so you can be paid at your regular rate. 

Autism Spectrum Disorder: Rethinking Behavioral Challenges

Autism Spectrum Disorders:  

Rethinking Behavioral Challenges

Dr. Glenis Benson

Tuesday, June 27, 2012

8:30-3:30

Holiday Inn Convention Center

1001 Amber Avenue, Stevens Point

          Persons with ASDs can often present with behaviors that challenge those who support them.  Historically these behaviors have been addressed via rewards and punishments, but most know the ineffectiveness of this approach.  Participants in this day-long training will learn the characteristics of ASD that promote misunderstanding and unconventional responses.  Participants will leave with a better understanding as well as practical strategies to employ for these challenges.

Cost: $119.00

To register email:  info@asd-doc.com 

                   Dr. Benson has supported persons with ASDs for 35 years.  She presents nationally and internationally on ASDs and behavioral challenges. 

Wisconsin Common Core Essential Elements for English Language Arts and Mathematics Now Available

Wisconsin Common Core Essential Elements for English Language Arts and Mathematics Now Available Wisconsin educators collaborated with educators from 12 other states to create alternate achievement standards aligned to the Common Core State Standards. These alternate achievement standards are called the Common Core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs were developed to satisfy the requirement of the U.S. Department of Education that Wisconsin have alternate achievement standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards, promote access to the general curriculum and reflect professional judgment of the highest expectation possible. These new standards will replace the current Extended Grade Band Standards and will be used as the basis for a new alternate assessment, which will replace the current Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) in 2014-15.   The standards can be found at: http://www.dpi.wi.gov/sped/assmt-ccee.html

Thank you and Early Education Update

I would like to thank the pre-kindergarten teachers, parents, and students for letting me be your pre-kindergarten coordinator for the past eight school years. 

Early Childhood has always been my favorite age group and it is how I started my career in education. I completed my Associate Degree in Child Care through Moraine Park Technical College back in 1992-94. I was able to do student teaching at the MPTC Child Development Center, YMCA, and Head Start programs. I used what I learned then from the students and my teachers in my school psychologist and administrative role still today.  Early Education classrooms are the foundation for where our education of young children is built. 

We have been able to accomplish many things including monthly Families Being Involved Workshops, Preschool Options model, iPads into the classroom, lofts added to our classrooms, Wisconsin Model Early Learning Standards training and incorporation into our curriculum, monthly curriculum planning meetings, Taylor County Week of the Young Child activities, Beach Party Potluck Dinner and Dances, transition from half day to every other full day model, writing centers, listening centers, dramatic play grants, Pre-School Planning Mini-Grants, teacher blogs, pre-kindergarten registration day, and many other achievements. 

It has been a pleasure working with all of my early education certified and support staff over the years including Marsha, Carol, Sheila, Ashlee, Amber, Amanda, Brittany, Amanda, Kirsten, Joelle, Nancy, Teresa, Vanessa, Linda, Tammy, Ann, Sheryl, Tami, and all the rest. There have been many fond memories and embarrassing moments (hot dogs at the roller skating rink). My former staff will always be to me Ms. Marsha, Ms. Carol, and Ms. Sheila and not Mrs. Klingbeil, etc even in their new roles in other grade levels. 

I have been proud to work alongside some of our greatest staff and finest people in our school district found in our early education classrooms.  You have each made a significant difference in the lives of your students both then and now impacting their future. Thank you for giving them your talents, commitment, and dedication as part of your teaching careers.  

I am leaving our pre-kindergarten program in great hands with our current teachers, support staff, and under the administrative leadership of Mr. Miller.  I wish you all of the best both personally and professionally.  We will still have and I look forward to our active collaboration together on Child Development Day, Preschool Options Model for Children with Disabilities, and Taylor County Early Childhood Sub-Committee.  I look forward to continued great success in our pre-kindergarten program. 

Thank you again for the memories, moments, and opportunities to make a difference in the lives of our youngest students.


Here is my last early education update in preparation for this summer and into 12-13:

1. Reminder about the Pre-Kindergarten Report Card meeting on Monday June 25 at 1:00 pm at MAES.

2. We had 36 students enroll in our Summer Seedling for Pre-Kindergarten program.  This is our first year of the program and enrollment exceeded our expectations.  Amanda Williams and Chuck Prihoda will be the teachers. Sand Box will provide additional staffing support. 

3. We anticipate having 7 sections of Pre-Kindergarten and 3 sections of Early Childhood Special Education in 12-13. This is still contingent on how many new pre-kindergarten enrollments we receive over the summer.

4. Amanda Williams is projected to teach 1 section of Pre-Kindergarten and the other sections of Early Childhood Special Education in 12-13.  

5. Dan Miller will be the new supervisor and coordinator for the pre-kindergarten program and staff in 12-13. He will do any formative observations and summative evaluations of certified and support staff.  Any questions about students, curriculum, instruction, materials, or other type questions should be directed to him.  This is due to my additional school psychologist responsibilities in other buildings.

6. I will still remain as the administrator for our Early Childhood Special Education programming and staff. 

7. No final decisions have been made on whether I will continue as or a community member will be the Chairperson of the Taylor County Early Childhood Sub-Committee.

8. Brittany Zenner and Jody Will are teaching our Summer Seedling class for pre-kindergarten students going into Kindergarten in 12-13.

9. Sheryl Balciar will be available to provide speech language support services for students in our summer seedling programs.

10. Ages and Stages Training - August 22 from 1:00 to 3:00 pm at MAES.  Ages and Stages is being considered for our new screening tool on Child Development Day on October 18.  Please register with Luanne Olson if you are able to attend.

Thank you,

Joseph

Indicator 13 – Postsecondary Transition Plan (PTP)

Indicator 13 – Postsecondary Transition Plan (PTP)

DPI is developing an online Individualized Education Program (IEP): Postsecondary Transition Plan (PTP) that will assist LEAs to document the postsecondary transition requirements with 100% compliance and allow for individualization to meet student needs. Stakeholders have been involved during the development and testing of the PTP. 

 

Beginning in September 2012, we will begin to roll out the application over several weeks, first to the alpha group, then the beta testers, and finally to the entire state. Districts will use the PTP to create students’ postsecondary transition plans and by so doing, report the district’s Indicator 13 results. After an IEP team has developed a student’s postsecondary transition plan, they may print and download a PDF of the I-8 for documentation of the requirements. Future plans are to release a web service to allow Student Information Systems, including the Statewide Student Information System, to allow for data integration. Questions about the PTP may be directed to Paul.Sherman@dpi.wi.gov or Nancy.Fuhrman@dpi.wi.gov.

 

Tasks to do in preparation for the PTP:

1. If your LEA currently uses an online IEP system, we encourage you to begin thinking about disabling your local I-8 form and providing a link to the department’s PTP. This will enable IEP teams to complete the local IEP within the district’s system, access the PTP using a WAMS (WI Web Access Management System) User ID and password to complete the I-8, and attach the I-8 as a PDF to the local IEP.
2. Identify district staff that will need access to the PTP for purposes of developing or reviewing a postsecondary transition plan. If staff do not already have a WAMS User ID and password ask them to establish an account at https://on.wisconsin.gov/WAMS/home.
3. Plan to participate in PTP training. PTP Modules will be posted this summer on the DPI website at http://dpi.wi.gov/sped/spp-transition.html. Watch for live webinars coming in August.
4. Determine if you need to make any purchases. Costs necessary to ready IEP teams to access the DPI’s online IEP-PTP, such as laptops, iPads, projectors or wireless internet, are eligible for IDEA grant reimbursement. 

Addressing The Use of Seclusion and Physical Restraint in Schools 2011 Wisconsin Act 125 Requirements

Addressing The Use of Seclusion and Physical Restraint in Schools

2011 Wisconsin Act 125 Requirements

Coverage

Applies to both special education and regular education students.

Applies to school staff, including independent contractors and their employees, and student teachers. Does not apply to law enforcement officers working in the school.

Definitions

Defines “physical restraint” as a restriction that immobilizes or reduces the ability of a student to freely move his or her torso, arms, legs, or head.

Defines “seclusion” as the involuntary confinement of a student, apart from other students, in a room or area from which the student is physically prevented from leaving.

Seclusion

Prohibits use of seclusion in public schools, including charter schools, except when:

·        A student’s behavior presents a clear, present and imminent risk to the physical safety of the student or to others, and it is the least restrictive intervention feasible;

·        Constant supervision of the student is maintained;

·        The student has adequate access to the bathroom, drinking water, required medications, and regularly scheduled meals; and

·        Seclusion is used no longer than necessary to resolve the risk to the physical safety of the student or others.

A room may not be used for seclusion unless:

·        The room or area is free of objects or fixtures that may cause injury,

·        There are no locks on the door, including hold down type mechanisms that immediately release when pressure is removed, and

·        Meets all applicable school building code requirements.

What is not considered seclusion?

Directing a disruptive student to temporarily separate himself or herself from the activity in the classroom to regain control is not considered seclusion unless the student is confined to an area from which she or he is prevented from leaving.

Directing a student to temporarily remain in the classroom to complete tasks while other students participate in activities outside of the classroom is not considered seclusion unless the student is confined to an area from which she or he is prevented from leaving.

Physical Restraint

Prohibits the use of physical restraint in public schools, including charter schools, except when:

·        A student’s behavior presents a clear, present and imminent risk to the physical safety of the student or to others, and it is the least restrictive intervention feasible;

·        There are no medical contraindications to its use;

·        The degree of force and duration used do not exceed what is necessary and reasonable to resolve the risk to the physical safety of the student or others; and

·        No prohibited maneuver is used.

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; and

·        Constitute corporal punishment

The Act prohibits mechanical or chemical restraints. Supportive equipment that properly aligns a student’s body, assists in maintaining balance, or assisting in mobility under the oversight of appropriate medical staff is not mechanical restraint.

What is not considered physical restraint?

Briefly touching a student’s hand, arm, shoulder or back to calm, comfort, or redirect the pupil is not considered physical restraint.

Individualized Education Program (IEP) Requirements

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.

At anytime if the IEP team determines that 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.

Notification and Reporting Requirements

If seclusion and/or physical restraint is used on a student at school, the principal or designee must:

·        As soon as possible, but no later than 1 business day after the incident, notify the student’s parent of the incident and of the availability of the written report.

·        Within 2 business days after the incident, after consulting with school staff present, prepare a written report containing all of the following information:

o The student’s name,

o The date, time, and duration of the incident,

o A description of the incident including a  description of the student’s behavior before and after the incident, and

o The names and titles of school staff present during the incident.

·        The written report must be kept at the school and made available for review by the student’s parents within 3 business days of the incident.

Each year, by September 1, the principal or designee must submit to the school board a report:

·      on the number of incidents of seclusion and physical restraint in the previous year,

·      the total number of students involved in the incidents, and

·      the total number of students with disabilities involved in the incidents.

Training Requirements

Except as discussed below, no school staff may use physical restraint unless he or she has received training that includes:

·        Methods of preventing the need for physical restraint;

·        Instruction in the identification and description of dangerous behavior indicating the need for physical restraint, and in methods of evaluating risk of harm to determine whether physical restraint is needed;

·        Experience in administering and receiving various types of physical restraint;

·        Instruction on the effects of physical restraint on the person restrained, methods of monitoring signs of physical distress, and techniques for determining when medical assistance may be needed;

·        Instruction in documenting and reporting incidents of physical restraint; and

·        Demonstration of proficiency in administering physical restraint.

Each school where physical restraint may be used must have at least one staff member who has received training.

The school must keep a record of the training received by the staff member(s) including information regarding how long the training is considered valid by the training program.

Unforeseen Emergency Exception:

School staff who have not received the prescribed training in physical restraint may use physical restraint on a student at school:

·        only in an emergency, and

·        only if school staff members who have received training are not immediately available.

Authority under other statutory provisions

Nothing in the Act affects the ability of school staff to remove a student from class under current law (section 118.164 (3) (b) of the Wisconsin Statutes).

Nothing in the Act affects the ability of school staff to use the exceptions to the prohibition on corporal punishment under current law (section 118.31 (3) of the Wisconsin Statutes).

Special Education and Student Services Newsletter for June 13, 2012

Special Education and Student Services Newsletter for June 13, 2012

Chase Ried Memorial
We will be planting a tree in memorial of Chase Ried on June 28 during summer school.  Anyone who knew Chase or would like to attend are invited.  I will be confirming the projected start time of 10:00 am.

Resignation
Amy Wagner has resigned to accept a special education teaching position outside of the school district. Special thanks to her for her great work on behalf of our students with disabilities and support of peers during this school year.

Special Education Teaching Position
There will be an administrative recommendation to fill this position (Wagner).  I will be reviewing student needs, caseload sizes, and programming with staff and administration to determine where to best place this position to meet the needs of special education students across the district.  The position will then be posted no later than early next week. 

Program Support Teacher
I recommended and there was administrative discussion and agreement to create a Diagnostic Special Education Program Support Teacher position for the 12-13 school year to help me fill some of the middle/high school psychologist job responsibilities that I have incorporated.  We would not contract with CESA 10 for school psychological services ($40,000) and not fill a special education paraprofessional position (Scott) (estimated $35,000) to create this Program Support Teacher at no additional cost and some likely additional projected savings.  Total projected savings are now $56,000 to $66,000 from 11-12 to 12-13.

The role of the Program Support Teacher would be to assist special education administrative/instructional personnel.  The Program Support Teacher's primary responsibilities would be to help assist in the assessment and diagnosis of children known or suspected of having disabilities; focus upon services to children with disabilities and to special education and regular education teachers in the areas of diagnostic and intervention procedures, classroom management, curriculum development, and instructional methods; assist in the Self-Assessment of Procedural Compliance; help coordinate initial and re-evaluation process; lead SOS team process; help complete IEP evaluation paperwork; help with planning and implementation of RTI for SLD at MAMS and MASH; provide additional supports for staff who teach specialized curriculum like Wilson/Read 180; consult on autism spectrum students; IEP paperwork review; and/or help mentor new teachers in the district.

This position would also teach reading and/or math sections during the school day as student needs/schedule would require for up to 4 periods per day.

I am working on the finalized job description for this position with specific responsibilities. Preference will be given to staff with (1) cross-categorical licensure, (2) over three years of teaching experience, (3) specialized certifications, (4) evidence of competencies in classroom, individual, and group management; educational diagnosis and evaluation; leadership; curriculum development; instructional techniques; and remedial and procedural needs, and (5) strengths in writing IEPs and understanding IEP procedural process. 

If you would have an interest in transferring to this type of position or to learn more, then please contact me. I hope to post this position by early next week.

Middle School Special Education
The realignment of certified and support staff due to resignation (Wagner) and/or additional teaching support time (new Program Support Teacher) will help create additional teaching and resource support for students on the autism spectrum, caseload management support for grade levels, additional time for individual and small group counseling/social skills of students, and needed sections of Wilson Reading at MAMS in 12-13.  

Sequestration
Instead of $440,000 we will have anticipated $399,000 in federal IDEA special education funds for 12-13. This is reduction of $41,000. This is $27,000 less than we were given in 11-12. This is due to "sequestration" which is part of the Budget Control Act of 2011. More information is on this link: http://dpi.wi.gov/esea/fedsequest.html.

A-2 Remediation Assistant
Julie Scott has been offered and accepted the A2 Remediation Assistant position (Krieger) at MAMS for 12-13 pending Board of Education approval. Congrats to Julie on this position! Determination will need to be made on filling the special education assistant position (Scott).

SES Paraprofessional Support
Linda Deml has announced her plans to retire.  The administrative recommendation will be for Linda Sackmann be transferred back to SES to fill her position.

IEP Paperwork
It is the expectation of the school district that all IEP paperwork is completed prior to the end of the school year.  If paperwork was not completed, then staff will be contacted to complete the paperwork. 

RTI for SLD Training
This will be held on July 26 from 1:00 to 4:00 pm at the D.O.  We will be adopting the RTI for identification of SLD model in our elementary buildings by the start of the 12-13 school year.  Elementary Title I and Special Education Staff are encouraged to attend.  If you will be attending, please let me know.

Self Assessment of Procedural Compliance Training
An ad hoc committee will meet on July 26 from 9:00 to 11:00 am at the D.O. There will be representatives needed from each building and parents who are on the committee. If you are interested in being on this committee, please let me know.  

Taylor County Alternative High School Advisory Council
We met earlier today (June 13).  There was discussion on whether the Alternative HS classroom should continue in same location or move to the NTC building in future years.  It was determined to contact NTC to ask them about room availability. 

Early Education
I would anticipate that we will have 7 sections of Pre-Kindergarten and 3 sections of Early Childhood Special Education for the 12-13 school year.  This would involve one of our pre-kindergarten teachers with a dual licensure to teach sections of early childhood special education for EC and/or Kindergarten support. 

Expert 21
Beth van der Berg and Shari Gajewski will be attending an Expert 21 training in Rosendale on August 23 and 24.

Medford Adult Diploma Academy
Medford Adult Diploma Academy will be open for classes during Summer 2012. We will begin on June 11 and run on Mondays & Wednesdays from 4-8 pm and Thursdays from 10-2 pm. MADA is free and for adults 18 and older who wish to earn a high school diploma. Please contact Cindy Gibson at 715-748-1520 for more information.

Navigating College Handbook
Here is the link to the Navigating College Handbook which was provided by the Northern Regional Center for CYSHCN

Taylor County Literacy Center
Taylor County Literacy Council is opening a Literacy Center. This will begin on June 18 and be open on Mondays from 12:00 to 4:00 pm and Wednesdays from 4:00 to 8:00 pm. It is located in the NTC Campus here in Medford. Reading literacy, financial literacy, health literacy, ELL, tutoring, classes, and more can be provided for individuals. Please contact Cindy at 715-748-1520 for more information.

Wilson Just Words Training
We have signed the contract for the Wilson Just Words training on July 30 and 31 here in Medford.  Katharine Campbell is our instructor.  We have no more spots available for the training available at this time.  We have reached our maximum number of 30. 

Wilson Reading Training
There will be a Wilson Reading Training on August 13-15 in Pewaukee at CESA 1 taught by Katharine Campbell.  Staff who will be new to teaching Wilson Reading in 12-13 will be asked to attend. If you are interested, please contact Becky Goodrich at the D.O.

iPad Curriculum Time
Thank you to all of the staff who attended the iPad Curriculum training this week.  Special thanks to Jessica Sherfield and Dennis Hinderliter for their extra work this week in getting the iPads ready for summer school. 

Leveled Literacy/Guided Reading
There are Leveled Literacy/Guided Reading trainings this week on Thursday and Friday.  Misty Galli will be attending as the special education teacher representative along with the other Title I and regular education teachers in attendance.

Summer School
Summer school begins on Monday June 18.  Thank you to the certified and support staff for their extra work during the summer providing additional education for our students. 

Alternative High School Advisory Council
We met earlier today for our Alternative High School Advisory Council.  Introduction of our new teacher - Kellie Keene and new administrator - Don Everhard for 12-13 was done.  There was discussion on the vacant assistant position (Keene) and whether to fill the position; whether to maintain our Alternative HS classroom in the current location or look to move into the new NTC building when that is completed; and whether to increase the rate of agreement of costs between Rib Lake and Medford.