Special Education and Student Services Newsletter for September 14, 2012

Special Education and Student Services Newsletter for September 14, 2012

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

Help for Writing IEPs
The following information was sent as links and attachments to staff to help in their professional development in writing IEPs for students:
A Guide for Writing IEPs
Here is the most recent Department of Public Instruction Guide to Writing IEPs.  I have included it as a direct link at: http://dpi.wi.gov/sped/pdf/iepguide.pdf

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

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

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports
Here is a DPI Informational Bulletin on how to write and describe special education, related services, supplementary aids and services, and program modifications/supports into the IEP. I have included as a direct link: http://www.dpi.state.wi.us/sped/bul10-07.html

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

Compliance Examples for the Transition Checklist: http://www.dpi.state.wi.us/sped/pdf/spp13-examples.pdf
Transition Record Review Checklist: http://www.dpi.state.wi.us/forms/pdf/podsa-rrc-tran-001.pdf
Examples of Coordinated Set of Activities: http://www.dpi.state.wi.us/sped/pdf/spp13-csactivities.pdf

IEP Goals and Objectives

Here are excellent resources to use for examples of IEP Goals and Objectives. They can also be found as attachments on our website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/iep-goals-and-objectives
1. 177 page bank of IEP Goals and Objectives in all areas: http://mscrowleysclassroom.com/images/iep_goal_bank.pdf It is a rather large document so I would not print it off.
2. Students with Autism - Goals with Objectives: http://www.specialed.us/autism/05/g_o.htm
3. Students with Autism - Goals without Objectives: http://www.specialed.us/autism/05/gwo.htm
4. Speech Language - http://www.speakingofspeech.com/IEP_Goal_Bank.html

IEP Record Review Checklist
As part of our Self Assessment of Procedural Compliance - we used the IEP Record Review Checklist to review IEPs to ensure compliance with state and federal guidelines. Thank you to the special education staff who participated in these IEP reviews in July and August. This process was very well received by the staff in attendance. I will be reviewing this checklist with all special education certified staff at upcoming building meetings. In the interim, staff should print off a copy and use this checklist to help check/review their IEPs. Here is the website link: http://dpi.wi.gov/forms/pdf/podsa-rrc-iep-001.pdf.

Present Level of Academic Achievement and Functional Performance on the I-4:
We will be making one change to how we write the I-4 starting in 12-13.  We will include on this page - bolded sections for:

• Disability Affect in General Education
• Functional Performance
• Academic Achievement

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

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

Migisi Program
The Migisi Program is therapeutic day treatment programming for children.  It is 20 hours per week and students attend school in the morning and Migisi in the afternoon.  Migisi helps children who have suffered trauma, PTSD, abuse, reactive attachment disorder, and other types of disabilities. Migisi is for younger students.  We have had multiple middle and high school students attend Mikan Day Treatment (older students) in the past. I anticipate that we will have one student enrolled in the Migisi program in the next couple of weeks. Migisi is offered in the Marshfield and Eau Claire areas.  Jackie Streveler is the Case Manager for the Migisi program and her contact information is 715-486-8302 and can be reached at marshfieldmigisi@frontier.com.

  For more information on Migisi, please contact me or visit their website at www.marriageandfamilyhealthservices.com
 
NWEA MAP Online testing
Students are starting to participate in the NWEA testing.  Special education case managers should make sure that their students are participating in the NWEA testing and receiving the accommodations which are outlined in their IEP.

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

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

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

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

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

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

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

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

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

How to Think Functionally: Tying together FBA/BIP and EBP for students with autism

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

• CESA 9: September 27 and March 7
• CESA 11: October 19 and February 28

Rescheduling of Special Education Staff
Cathy Venzke's last planned day at MAES will be on Friday November 2nd.  She will begin full time at MASH on Monday November 5.  This will be the completion of her regular education student teaching at MAES.  She will complete her special education student teaching at MASH for full days starting on November 5 until the end of 1st semester. Will Gomez's last planned day at MASH will then be on Friday November 2nd.  He will begin full time at MAES on Monday November 5. I will work with the special education staff at MASH at scheduling options so we would not have to have Will Gomez or another special education staff member spend part of their day at MASH after November 2nd. I am hopeful that we can meet all of our scheduling needs with existing staff.  That will be determined after a schedule review.
WAMS ID for Postsecondary Transition Planning

• Starting in November we are required to use the online Postsecondary Transition Planning component at each IEP meeting for students who are or will turn 14 years of age. 
• There is an online training and demo site that we will do as a group at our building special education meetings on October 9 (MAMS) or October 16 (MASH).
• We will also send some staff to a transition training in Chippewa Falls on November 7. 
• Here is more information about Postsecondary Transition Planning component: http://www.dpi.wi.gov/sped/spp-transition.html
• To access the online Postsecondary Transition Planning component all special education staff for students over 14 years of age and older will need to create a WAMS ID.  I have attached this link on how to create a WAMS ID: https://on.wisconsin.gov/WAMS/home. Please go to the link and create a WAMS ID. Maintain that ID for use at IEP meetings starting in November.
• We will also need a Wisconsin Student Number for each of our students in special education. I have those student numbers to give to you. There will need to be internet access at each IEP meeting to access the online Postsecondary Transition Planning component.

Postsecondary Transition Planning Required Training on October 9 or October 16We will be training staff on the new Postsecondary Transition Planning.  Special education teachers of students over 14 years of age are required to attend a training on either October 9 (MAMS) or October 16 (MASH) from 3:30 to 5:00 pm.  We will review the online PTP training video and complete a PTP demo IEP.  Staff should bring along their WAMS ID.

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

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

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

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

Middle School Update for AIMS Web:

• All special education students should be benchmark tested between September 1 and October 1.
• Special education students should be benchmarked tested (at grade level) in the area of Reading CBM, MAZE Comprehension, Math Computations, and Math Concepts/Applications. 
• Special Education Case Managers will be responsible for the benchmark testing of students on their caseload. 
• Special Education teachers can choose to progress monitor their students in the area of MAZE Comprehension.  Majority of students should be tested unless their disability makes participation not meaningful.  
• Special education teachers should select at least 1 area of math to progress monitor their students in (could be Math Computations, Math Concepts and Applications, and/or Math Facts). Teachers can choose to progress monitor their students in more than one area of math. 
• Special education teachers who teach pullout instruction in reading or math should do the progress monitoring of the students in their classroom.  This will help you analyze the data and change any instructional strategies or curriculum for that student based on data. 
• Special education case managers should progress monitor the students on their caseload who are not in pullout reading or math instruction.
• Progress monitoring should begin during the first week of October.  It will be done every other week.  Progress monitoring data should be entered into AIMS Web during that same week as well. 
• Students who score between the 25th to 50th percentile at their Benchmark grade level testing would not need to be progress monitored.  
• Intervention teachers will benchmark intervention students in their pullout classes if the student is not in special education.  Intervention teachers will progress monitor any intervention or special education students in their pullout classes.

Elementary School Update for AIMS Web

• After further discussion - we will Benchmark all of our elementary special education students in the areas of Reading CBM (Grade 1-4), Math Computations (Grades 1-4), and Math Concepts and Applications (Grades 2-4).
• You can choose Reading CBM and at least 1 area of math (Math COMP, Math CAP, Math Fact(s) ) to progress monitor your students in.
• Benchmark testing should be completed between September 1 and October 1
• Progress monitoring testing should start the first week in October 
• Special education students in PK-1 can be benchmarked through Tests of Early Literacy and Early Numeracy
• PK-1 special education teachers can choose all or some of the Tests of Early Literacy/Early Numeracy to progress monitor their students in. 
• Grade 1 special education teachers will need to determine what is more appropriate - Tests of Early Literacy or Reading CBM - for their students
• Wilson intervention teachers will progress monitor the students if they are regular or special education
• Intervention teachers will not benchmark their students

Wilson Reading Workshop on October 3
We will have a Wilson Reading after-school workshop on Wednesday October 3 from 4:00 to 5:00 pm. Please note this training will be held in the MAES computer lab. All staff who teach Wilson Reading or Just Words are invited and encouraged to attend.  We will be scheduling monthly trainings on Wilson which will be held on the first Wednesday of each month from 4:00 to 5:00 pm in the MAES computer lab.  These trainings will include Fundations training, Advanced Word Study Steps 7-12, best practice tips for Level II staff, and frequently asked questions. We will meet during the months of October, November, December, February, March, and May.
At our October 3rd meeting we will review multiple areas of Wilson including:

• Staff can ask questions of Wilson Reading Level I or Level II Certified Staff
• Wilson Reading cards on the iCard sort application
• Review of the new Wilson Fundations Kits
• Wilson Academy demonstration
• Wilson Reading PLC update
• Review of Wilson Reading materials
• Questions and answers
• Cobuild English Learners Dictionary extra copies
• Wilson Reading PLC vocabulary team
• Checklists for best practice Wilson Reading implementation and teaching will be shared
• Wilson Reading Training Videos
• Level II Certified Staff best tips
• Wilson Just Words Questions and Answers

Autism Speaks Challenging Behavior Tool Kit
http://www.autismspeaks.org/family-services/tool-kits/challenging-behaviors

High School Testing in 14-15
Under the plan, all public school ninth-grade students would take the ACT EXPLORE assessment in spring of the 2014-15 school year. The ACT PLAN would be administered in 10th grade and the ACT and WorkKeys assessments in 11th grade. The ACT would replace Wisconsin Knowledge and Concepts Examinations (WKCE) for mathematics, reading, and English language arts administered to 10th-graders in fall. The ACT assessment package will add growth measures and improve career and college readiness measures for Wisconsin's new accountability system.
ACT has decades of experience measuring academic achievement and career aspirations and is the preferred college admissions test in Wisconsin. Currently, about 61 percent of public high school graduates take the ACT at some time in high school. At least 12 states use the EXPLORE, PLAN, and ACT as part of their state testing program, and five states use WorkKeys in their state testing program for 11th- and 12th-grade students.
The EXPLORE assessment is designed for students to explore both high school and post-high school options, helping to identify strengths and areas where intervention may be needed. The 10th-grade PLAN helps students continue coursework selection and planning for college and career readiness. Both assessments prepare students to take the ACT. The ACT is benchmarked for college readiness; providing a minimum score that yields a likely passing grade in credit-bearing college coursework.

2012 Child Development Day

We will be having our 2012-13 Child Development Day on October 18. Our Child Development Day will be held in the Fall of each school year instead of the Spring.  This will allow more time to evaluate students and placement into schools.  Newspaper and radio ads will start this week.  Registration is now open by contacting Luanne Olson at the District Office.  CDD is a collaboration between the Medford Area Public School District, Human Services, and Health Department.  

Indicator 7 Child Outcomes - Reminders

From DPI: By now, data on all children who entered or exited early childhood special education services in the 2011-2012 school year (July 1, 2011 – June 30, 2012) should be entered into the DPI Special Education Web Portal at https://www2.dpi.state.wi.us/seportal/Pages/SignIn.aspx. The “Required Action Due Date” was September 1. If a child is beginning early childhood special education services this fall, but the child’s IEP team meeting was held last spring (e.g. May or June) and the Indicator 7 ratings were determined in the spring – it is recommended the child’s ratings be reviewed at the start of the school year to ensure they accurately reflect the child’s current level of functioning. For more information on entering Indicator 7 data into the DPI Special Education Web Portal, please view this training module: http://dpi.wi.gov/sped/av/ec-child-outcomes-application/player.html. For answers to frequently asked questions about Indicator 7, please visit: http://dpi.wi.gov/sped/pdf/spp7-child-outcomes-faq.pdf.

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

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

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

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

Addressing Behavior Through FBAs, IEPs, and BIPs
DPI has a new interactive presentation designed to improve practice in using functional behavioral assessments (FBAs), Individualized Education Programs (IEPs), and behavior intervention plans (BIPs) to address behavioral needs of students with disabilities which is located at: http://www.dpi.state.wi.us/sped/sbfba.html

Special Education and Student Services Social Media
Website: https://sites.google.com/a/medford.k12.wi.us/specialed/home?pli=1
Facebook: http://www.facebook.com/pages/Medford-Area-Public-School-District-Special-Education-and-Student-Services/120488408019562?ref=hl
Blog: http://jgreget.blogspot.com/
Twitter: www.twitter.com/Joseph_Greget

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

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

Common Core Essential Elements (English and Math): http://www.dpi.state.wi.us/sped/assmt-ccee.html
Extended Grade Band Standards (Science, Social Studies, and Language Arts): http://www.dpi.state.wi.us/sped/assmt-extstd.html

Phonological Awareness Literacy Screening (PALS)

Phonological Awareness Literacy Screening (PALS)

In April 2012, Wisconsin Act 166 was signed into law. The legislation requires the administration of an early literacy screener to all 5K students enrolled in Wisconsin district or charter schools. The Department of Public Instruction was given the task to identify a screener that: is valid and reliable; assesses phonemic awareness; and will begin with the 2012-2013 school year. PALS-K was the screener selected. PALS meets the legislative standards established by Act 166 and provides educators with helpful information to guide instruction.

Information regarding PALS is available on the web at:  http://www.dpi.wi.gov/oea/pals.html  and http://palswisconsin.info/

Indicator 7 Child Outcomes - Reminders

Indicator 7 Child Outcomes - Reminders

By now, data on all children who entered or exited early childhood special education services in the 2011-2012 school year (July 1, 2011 – June 30, 2012) should be entered into the DPI Special Education Web Portal at https://www2.dpi.state.wi.us/seportal/Pages/SignIn.aspx. The “Required Action Due Date” was September 1.

 

If a child is beginning early childhood special education services this fall, but the child’s IEP team meeting was held last spring (e.g. May or June) and the Indicator 7 ratings were determined in the spring – it is recommended the child’s ratings be reviewed at the start of the school year to ensure they accurately reflect the child’s current level of functioning.

 

For more information on entering Indicator 7 data into the DPI Special Education Web Portal, please view this training module: http://dpi.wi.gov/sped/av/ec-child-outcomes-application/player.html.

 

For answers to frequently asked questions about Indicator 7, please visit: http://dpi.wi.gov/sped/pdf/spp7-child-outcomes-faq.pdf.

 

For more information please contact: 

Guell, Kirsten R. DPI Kirsten.Guell@dpi.wi.gov

Did You Know? Now You Know!

Did You Know? Now You Know! is a training that provides a comprehensive overview of health care, community supports and services and resources for children and youth with disabilities and special health care needs from birth through young adulthood.

Topics at the training will include: medicaid, children's long term support waivers, prior authorizations and appealing a medicaid denial, katie beckett (a doorway into Medicaid for children with disabilities, respite care, Family Support Program, partnering with your doctor and more.

Training will be held on Thursday October 11 from 5:30 to 8:30 pm (5:00 pm registration and free dinner). Training will be at Medford Area Elementary School in Medford, Wisconsin

Contact Northern Regional Center at 1-866-640-4106 or email Julia.Stavran@co.marathon.wi.us or Luanne Olson at 715-748-4620 ext 534 or  olsonlu@medford.k12.wi.us

Training is promoted by the Family Voices of Wisconsin, Northern Regional Center for Children and Youth with Special Health Care Needs, Taylor County Human Services, and the Medford Area Public School District.

Toolkit for Homeless Liaisons

Toolkit for Homeless Liaisons

The Local Homeless Education Liaison Toolkit is a comprehensive resource that will assist both new and veteran local liaisons in carrying out their responsibilities. Don’t reinvent the wheel! Download the Homeless Liaison toolkit here http://center.serve.org/nche/pr/liaison_toolkit.php

Special Education and Student Services Newsletter for September 7, 2012

AIMS Web Trainings
AIMS Web trainings will be held on Monday September 10 (MAES in computer lab) and Wednesday September 12 (MAMS in computer lab) from 3:30 to 4:00 pm.  I can demonstrate and help you set up your student progress monitoring schedules for 12-13.

AIMS Web benchmark testing can be completed anytime between September 1 and October 1.

Child Development Day
The Medford Area Public School District, Taylor County Health Department and Taylor County Human Services will be hosting our annual Child Development Day on October 18. This preschool screening is provided as a free community service to families with children ages 2 through 4 years. Registration is now open and parents can contact Luanne Olson at 715-748-4620 ext 534. For more information: http://www.medford.k12.wi.us/do/CDD.htm

Child Development Day Screening
I would like to personally thank all of the staff who provided feedback on our Child Development Day screening model as it relates to our Child Development Inventory and the Ages and Stages Questionnaire.  These were all excellent ideas and will be given strong consideration for possible implementation in the 13-14 school year.  At the present time we will continue with our current model due to several factors one of which is our change to a Fall rather than Spring Child Development Day. Ages and Stages Questionnaire could still be used as part of a special education referral.

Identifying Students with Specific Learning Disabilities

The following information was sent to all regular and special education teachers at MAES and SES:

Wisconsin’s rule for identifying students with specific learning disabilities (SLD) has changed.  No later than December 1, 2013, all initial SLD evaluations of public school students will use information from interventions to make eligibility decisions. This email is to notify you that beginning on September 1, 2012 all initial SLD evaluations at Medford Area Elementary and Stetsonville Elementary Schools will begin using information from a student’s response to intensive, scientific research based or evidence based interventions when making special education eligibility decisions.

Primary Rule Changes

• Inadequate Classroom Achievement: Student does not achieve adequately for his/her age/grade level after intensive intervention in any of the following area: basic reading skills, reading comprehension, reading fluency, oral expression, written expression, math calculation, or math reasoning. Student must perform at least 1.25 standard deviations below the mean on a standardized test.
• Insufficent Progress: Students display an insufficient response to intensive scientific, research-based or evidence based interventions.  Students must be given interventions related to their area of suspected disability. For example - if there is a concern with a student's basic reading skills then they could receive Wilson Reading and Reading Assistant. 
• Progress Monitoring: Students must be progress monitored at least weekly for a standard period of time (at least 8 weeks). 
• Interventions: Students must be administered at least two intensive scientific, research or evidence based interventions implemented with adequate fidelity. 
• Data: IEP teams must include data from systematic observations and data documenting if the rate of progress was (1) the same or less than same age peers; (2) greater than same age peers, but will not result in the student reaching the average range of same age peer's achievement for that area of potential disability in a reasonable period of time; or (3) greater than same age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education. 
• Amount of Time: Students must receive more instructional time with the intervention than their same age peers are receiving. (For example: each student receives 45 minutes of reading instruction - then the interventions must be in addition to those 45 minutes).
• IEP teams: IEP team must have IEP team members who implemented the interventions, data analyst, regular education teacher, special education teacher, LEA designee, any related service providers, parents, building principal, and other members with an educational interest.
• Interventionist: Paraprofessionals can administer the interventions, but they must be under the supervision of an certified teacher.  Certified teachers who can administer the intervention must have a regular education or reading teacher license.
  

Referral Process

1. Students will be referred by a teacher to the building SOS team (and/or the building school psychologist depending on the situation).
2. SOS team will review existing data, background information and current performance.
3. SOS team will help identify two interventions to administer to the student. Progress monitoring will be done weekly for at least 8 weeks by the intervention teacher.  
4. If teacher and SOS team suspect a student has a learning disability prior to or during this process, then the teacher will complete the official special education referral sheet and contact the parent. 
5. Parents will be sent notice of initial referral for special education evaluation and consent for testing paperwork by the building school psychologist. 
6. After completion of the approximate 8 weeks of interventions and within 60 days after a parent signs consent - an IEP team meeting will be held to determine if the student meets the eligibility criteria for a learning disabilities impairment. 

Resources
If you have questions or need more information, then please contact me.  I have several documents with more information including: frequently asked questions, initial evaluation eligibility checklist, IEP evaluation required information, and SLD rule power point presentation from DPI.  We will continue to have trainings and further information in this area throughout the 12-13 school year.

School Based Mental Health Counseling
There will be a School Based Mental Health Counseling meeting on Friday September 14 at 11:00 am at MAES.  We will meet the new Director of Outpatient Systems - Tracy Kleingartner and our new Mental Health Counselor (replacing Marjorie Marksteiner).  I have copies of the forms which parents need to complete to start receiving services.  These will be forwarded to respective building staff.

A question has been asked for how students would qualify and this is Tracy's response:

We operate just as if we were any other clinic providing outpatient mental health services.  We don’t discriminate.  We provide services for all clients that are within the scope of our practice.

The need for counseling is based on recommendations from parents or staff members.  Special Ed teachers and Guidance Counselors are often the ones who identify students who could benefit from therapy.  Staff members can approach the parents and tell them of the service we offer.  We can walk you through how to do that to put the parents’ minds at ease about the whole process.  If the parents are interested, you can give them those 3 documents.  It is a pretty simple process as far as paper work goes.

The only eligibility requirements would be dictated by the students’ insurance.  We are in the process of getting our therapist credentialed with various insurance companies.  Most student’s with Badger Care have no issues with coverage for our services.  Other insurance companies have various rules about coverage.  We have the parents fill out that financial sheet, we check for benefits through their insurance, once it has been approved, the student can start seeing the therapist.  If for some reason, their insurance will not cover it, we cannot see them as a client.

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

Agenda:
1. Staffing Updates for 12-13
2. Self Assessment of Procedural Compliance
3. RTI for Identification of Specific Learning Disabilities at Elementary
4. Did You Know? Now You Know! Presentation on October 11
5. Transition Night for Parents/Students on November 5
6. Special Education Family Days in 12-13
7. Post Secondary Transition Planning at IEP meetings
8. Any other items of discussion

Taylor County Transition Advisory Council
The Taylor County Transition Advisory Council is comprised of teachers from each school district in Taylor County, human services, NTC, BRI, Mid State Independent Living, WSTI, and more.

Date: Thursday September 20
Time: 12:00 to 1:30
Location: MAPSD Office Board Room

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

Mandatory Child Abuse and Neglect
Special Education and Student Services (certified and support) staff who have completed the Mandatory Child Abuse and Neglect training in 11-12 do not need to complete this again in 12-13.  It only needs to be completed one time every five years.  Here is the link for more information and training if you need it: http://www.dpi.state.wi.us/sspw/can.html.

Upon completion of watching the video - please contact Becky Goodrich at the D.O.  She will print off a certificate of completion and place in your personnel file and send you a copy if interested. Staff need to be trained only once every five years.  New staff need to be trained within the first 6 months of being hired.

Wisconsin law requires all employees of Wisconsin public school districts to report suspected child abuse and neglect, Wis. Stat. sec. 48.981(2)(a)16m. In addition, school boards are to ensure all employees receive training provided by the Department of Public Instruction within six months of initial hiring and at least every five years thereafter, Wis. Stat. sec. 118.07(5).

Appropriate Use of Seclusion and Physical Restraint
2011 Wis. Act 125 addressing the use of seclusion and physical restraint in public schools takes effect on September 1, 2012. The Act applies to both regular and special education students and prohibits the use seclusion or physical restraint except when certain conditions apply.
Seclusion and/or physical restraint may be used 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. Certain maneuvers and techniques are prohibited, and mechanical or chemical restraints may not be used. Seclusion rooms may not have locks, and rooms must be free of any objects or fixtures that may injure the student. If it is reasonably anticipated that restraint or seclusion may be used with a student with disability, it must included in the student’s Individualized Education Program (IEP) and the IEP must also include positive interventions, supports and other strategies based on a functional behavioral assessment.
Other requirements include parental notification and documentation and training on safe use of physical restraint, including ways to deescalate behavior.
Building principals and all staff should review these new requirements as they pertain to Seclusion and Physical Restraint for any student regardless if they have a disability.  The new guidelines are attached to this newsletter. We will hold a training in this area on September 27 for support and certified staff at MAES.  2:15 to 3:30 for support staff and 4:00 to 5:00 for certified staff.

Special Dietary Restrictions
USDA Regulations 7 CFR Part 15 b require substitutes or modifications in schools meals for children whose disabilities restrict their diets.  A child with a disability must be provided substitutions in foods when that need is supported by a statement signed by a licensed physician. The physician's statement must identify:

• the child's disability
• an explanation of why the disabilities restricts the child's diet
• the major life activity affected by the disability
• the food or foods to be omitted from the child's diet, and the food or choice of foods that must be substituted.
  

I have attached the Special Dietary Regulations form which should be completed.  For more information please contact our School Nurse Jill Koenig or myself.

Autism Resources
Some of our most rewarding and challenging students are those who are on the autism spectrum.  We have been very fortunate over the past several years to have trainings on autism.  Our website contains power point presentations and handouts which you can review for more information and learning.  This helps your professional development and services for our students.  These resources contain strategies which can help support not only students on the autism spectrum, but students of all disabilities and abilities.

Here is a link the website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism

Asperger Syndrome and High Functioning Autism
Assistive Technology Guide from DPI
Challenging Behaviors for Students with Autism
Effective Instructional Strategies for Students with Autism
Positive Behavioral Intervention Strategies for Students with Autism
Picture Exchange Communication System
Social Skills Builder
Teaching the Hidden Curriculum and Social Communication
Transitioning
Autism Speaks - Transition Tool Kit
Visual Examples of Curriculum Accommodations and Modifications
Autism 101
Autism Behaviors
Autism - Key Resources for Educators, Families, and Health Care Providers
Autism Suggested Reading
FBA and Autism
Social Stories, Power Cards, and Comic Strips
Aspergers Syndrome
Rethinking Challenging Behaviors: - Dr. Glenis Benson

Response to Intervention in Early Childhood Settings
The DPI document on Response to Intervention in Early Childhood Settings was forwarded to members of the Taylor County Early Childhood Sub-Commitee.  If anyone would like a copy of this document or links to other resources, please contact me.

Graduation Portfolios
We have been recognized by parents and technical colleges for our work with high school seniors with disabilities and their Graduation Portfolios.  These portfolios contain updated IQ and Academic testing results, resumes, letter of reference, necessary accommodations for post-secondary, copies of IEP, and other information.  Thank you to Transition Coordinator Shari Gajewski and School Psychologist Jessica Martin for their work in this area over the past several years.  We have 27 seniors who will need to be tested this year so there can be updated testing results.

Re-Evaluations at MAMS and MASH
We have a large number of re-evaluations which are due at the middle and high school level for the 12-13 school year.  There will be 51 re-evaluations for students in Grades 5 to 12, 16 re-evaluations for high school seniors (transition), and 4 seniors at the alternative high school (transition).  This equals to 71 re-evaluations which must be completed.  We will be sending out notice of receipt of re-evaluations to parents and permissions to re-evaluate early so there can be enough time to complete all of these evaluations this school year per the IEP deadlines. Staff are also asked to complete the testing sheets and conduct the academic/behavioral testing components in a prompt fashion. This will allow more time to complete all testing and schedule IEP meetings. 

Information Update Bulletin 12.01

The Medford Area Public School District is completing our Procedural Compliance Self Assessment in the 12-13 school year.  DPI has just published their annual report on school districts who participated and their results from the 11-12 self assessment:

Information Update Bulletin 12.01, Special Education Procedural Compliance Self-Assessment, has been posted at http://dpi.wi.gov/sped/bul12-01.html

The requirements in the Self-Assessment fall into six topical areas: parent participation, evaluation, IEP team, IEP content, discipline, and private schools. DPI may modify the content of a public agency’s assessment to include other potential compliance issues identified by the DPI special education team. A compliance standard has been developed for each requirement in the Self-Assessment. These standards may be viewed at http://dpi.wi.gov/sped/pdf/sa-stand-dir.pdf.

Four of the most commonly missed evaluation requirement items are: parent, regular education teacher, special education teacher, and LEA representative participation in the review of existing data (EVAL-1, EVAL-2, EVAL-3, and EVAL-4). These errors commonly occur when the LEA fails to appropriately document the date and input of the required participant on the EW-1 form. Errors also occur when the LEA obtains the required input before the Notice of Receipt of Referral (IE-1) or Notice of Reevaluation (RE-1) was sent, or after the LEA requested consent to conduct the evaluation (IE-2, IE-3, RE-4, or RE-5).
There are six most commonly missed IEP requirement items. IEP-4, statement of present levels of academic achievement and functional performance is most commonly missed because the IEP team fails to document the student’s functional performance. IEP-5, statement of how the child’s disability affects his or her progress in the general curriculum is most commonly missed when the IEP team fails to specifically address the “how” element of the requirement. IEP-7, statement of measurable annual goals is most commonly missed when the goal is not stated in measurable terms. IEP-9, statement of the extent to which the child will not participate in the regular education environment is most commonly missed when the IEP team addresses the student’s participation in the regular education curriculum rather than the regular education environment. IEP-10 and IEP 12 relate to frequency and amount of special education, and supplementary aids and services. DPI Information Update Bulletin 10.07 provides guidance on appropriately describing frequency and amount, and is available at: http://dpi.wi.gov/sped/bul10-07.html.
The second cycle Self-Assessment contains three new discipline items not present in the first cycle. Through the validation process, the department determined that many LEAs were not maintaining the comprehensive disciplinary records necessary to accurately assess compliance with these three items. It is essential all LEAs consistently record disciplinary removals for special education students. Examples of removals include, but are not limited to, out-of-school suspensions, certain in-school suspensions, certain bus suspensions, expulsions, and removals to interim alternative educational settings for weapons or drug offences or for inflicting serious bodily harm, and de facto suspensions. See the Self-Assessment Standards and Directions for a definition of de facto suspensions at http://dpi.wi.gov/sped/pdf/sa-stand-dir-new-cycle.pdf. See DPI Information Update Bulletin 06.02 for additional information on discipline requirements at http://dpi.wi.gov/sped/bul06-02.html.

Information Update Bulletin 12.01 Special Education Procedural Compliance Self-Assessment

As part of its general supervision system to ensure compliance with state and federal special education requirements, the Department of Public Instruction (DPI) monitors approximately 440 local educational agencies (LEAs), including independent charter schools, the Wisconsin Department of Health Services, and the Wisconsin Department of Corrections. In addition, DPI monitors the Wisconsin Educational Services Program for the Deaf and Hard of Hearing and the Wisconsin Center for the Blind and Visually Impaired. Each of these public agencies will have implemented the Special Education Procedural Compliance Self-Assessment (Self-Assessment) during the current Individuals with Disabilities Education Act (IDEA) State Performance Plan cycle, ending with the 2015-16 school year.
Wisconsin’s public agencies have been divided into five cohorts of approximately 88 agencies each. Beginning in the 2011-12 school year, one cohort performs the Self-Assessment each year. Each cohort is developed to be representative of the state for pupil enrollment, areas of disability, gender, ethnicity, and race. Public agencies with average daily membership of 50,000 or more participate each year. Public agencies may be advanced on the schedule based on concerns identified by the DPI Special Education Team. The Self-Assessment schedule may be viewed at http://dpi.wi.gov/sped/spp-sa-select.html.
The Self-Assessment uses samples of students’ individualized education program (IEP) records, and other sources. It includes selected requirements of IDEA 2004 and state law, which are closely related to improving student outcomes. The requirements in the Self-Assessment are related to IDEA State Performance Plan indicators. They were selected with guidance provided by the Office of Special Education Programs, U.S. Department of Education. DPI also collects data for Wisconsin State Performance Plan Indicator 11 through the Self-Assessment. Indicator 11 measures the percent of children evaluated for special education eligibility within 60 days of parental consent to conduct the evaluation
The requirements in the Self-Assessment fall into six topical areas: parent participation, evaluation, IEP team, IEP content, discipline, and private schools. DPI may modify the content of a public agency’s assessment to include other potential compliance issues identified by the DPI special education team. A compliance standard has been developed for each requirement in the Self-Assessment. The department strongly recommends all public agencies review the standards for assessing each of the Self-Assessment items to ensure compliance with them. These standards may be viewed at http://dpi.wi.gov/sped/pdf/sa-stand-dir.pdf. Annually, DPI selects public agencies to validate the accuracy of their Self-Assessments. DPI verifies all identified noncompliance is corrected within one year. The public agency must demonstrate all student-level noncompliance has been corrected and the public agency is currently in compliance with procedural requirements.
The 2011-12 school year marked the first year of the second cycle of the Self-Assessment. A total of 87 public agencies conducted the Self-Assessment. When a public agency identified agency-level noncompliance on a requirement, it was required to develop and implement a corrective action plan to address the noncompliance. Any student-level noncompliance detected is corrected by the public agency as soon as possible. All noncompliance must be corrected no later than one year after identification. The attached table ranks requirements, in the 2011-12 Self-Assessment, by the number of public agencies reporting one or more errors for a particular requirement. The 2010-11 rankings are provided for comparison. DPI analyzes this data to identify statewide needs and develops technical assistance to improve outcomes.
Four of the most commonly missed evaluation requirement items are: parent, regular education teacher, special education teacher, and LEA representative participation in the review of existing data (EVAL-1, EVAL-2, EVAL-3, and EVAL-4). These errors commonly occur when the LEA fails to appropriately document the date and input of the required participant on the EW-1 form. Errors also occur when the LEA obtains the required input before the Notice of Receipt of Referral (IE-1) or Notice of Reevaluation (RE-1) was sent, or after the LEA requested consent to conduct the evaluation (IE-2, IE-3, RE-4, or RE-5).
There are six most commonly missed IEP requirement items. IEP-4, statement of present levels of academic achievement and functional performance is most commonly missed because the IEP team fails to document the student’s functional performance. IEP-5, statement of how the child’s disability affects his or her progress in the general curriculum is most commonly missed when the IEP team fails to specifically address the “how” element of the requirement. IEP-7, statement of measurable annual goals is most commonly missed when the goal is not stated in measurable terms. IEP-9, statement of the extent to which the child will not participate in the regular education environment is most commonly missed when the IEP team addresses the student’s participation in the regular education curriculum rather than the regular education environment. IEP-10 and IEP 12 relate to frequency and amount of special education, and supplementary aids and services. DPI Information Update Bulletin 10.07 provides guidance on appropriately describing frequency and amount, and is available at: http://dpi.wi.gov/sped/bul10-07.html.
The second cycle Self-Assessment contains three new discipline items not present in the first cycle. Through the validation process, the department determined that many LEAs were not maintaining the comprehensive disciplinary records necessary to accurately assess compliance with these three items. It is essential all LEAs consistently record disciplinary removals for special education students. Examples of removals include, but are not limited to, out-of-school suspensions, certain in-school suspensions, certain bus suspensions, expulsions, and removals to interim alternative educational settings for weapons or drug offences or for inflicting serious bodily harm, and de facto suspensions. See the Self-Assessment Standards and Directions for a definition of de facto suspensions at http://dpi.wi.gov/sped/pdf/sa-stand-dir-new-cycle.pdf. See DPI Information Update Bulletin 06.02 for additional information on discipline requirements at http://dpi.wi.gov/sped/bul06-02.html.
The department strongly encourages all public agencies to review the standards and supporting materials for these most commonly missed items to ensure ongoing compliance with state and federal special education requirements.
Resources are available to assist public agencies in completing the Self-Assessment. A complete manual, PowerPoint presentations, and a question and answer document are available on the DPI website. Go to http://dpi.wi.gov/sped/spp-selfassmt.html. Public agencies may also contact their Cooperative Educational Services Agency (CESA) about assistance offered by their CESA. If you have questions about this bulletin, contact Paul Sherman at (608) 267-9157 or paul.sherman@dpi.wi.gov, or Patricia Williams at (608) 267-3720 or patricia.williams@dpi.wi.gov.

2012 Child Development Day in Medford

2012 Child Development Day

The Medford Area Public School District, Taylor County Health Department and Taylor County Human Services will be hosting the annual Child Development Day on October 18.  This preschool screening is provided as a free community service to families with children ages 2 through 4 years. 

Parents may register their child by calling 715-748-4620 ext. 534 starting immediately.  Appointments are being scheduled for Thursday, October 18, from 8:00 a.m. – 6:30 p.m.  Once a child is registered, the parents will receive a brief questionnaire which they are asked to complete and bring along to their appointment.  This developmental information will be used in conjunction with observations and information collected during the play group to provide families with insights as to their child’s developmental skills.  While children are being observed in the play area, parents are encouraged to visit the booths which provide additional information about child development, safety, nutrition, parenting tips, as well as community events and activities.

The screening process takes approximately 35 minutes to complete, and involves observations of a child’s motor, thinking, communication, and social skills through play activities.  Some children may require more time due to shyness.

When the screening process is complete, the child and parent will receive a “learning kit.”  The kits contain a number of activities and materials for the child and are designed to span roughly one year of development.  Of course, there are always snacks available at the end.  Please join us for the annual Child Development Day on October 18, 2012, at Medford Area Elementary School.

Identifying Students with SLD

Wisconsin’s rule for identifying students with specific learning disabilities (SLD) has changed.  No later than December 1, 2013, all initial SLD evaluations of public school students will use information from interventions to make eligibility decisions. 

This email is to notify you that beginning on September 1, 2012 all initial SLD evaluations at Medford Area Elementary and Stetsonville Elementary Schools will begin using information from a student’s response to intensive, scientific research based or evidence based interventions when making special education eligibility decisions.

Primary Rule Changes

Inadequate Classroom Achievement

Student does not achieve adequately for his/her age/grade level after intensive intervention in any of the following area: basic reading skills, reading comprehension, reading fluency, oral expression, written expression, math calculation, or math reasoning. Student must perform at least 1.25 standard deviations below the mean on a standardized test.

Insufficent Progress

Students display an insufficient response to intensive scientific, research-based or evidence based interventions.  Students must be given interventions related to their area of suspected disability. For example - if there is a concern with a student's basic reading skills then they could receive Wilson Reading and Reading Assistant. 

Progress Monitoring

Students must be progress monitored at least weekly for a standard period of time (at least 8 weeks). 

Interventions

Students must be administered at least two intensive scientific, research or evidence based interventions implemented with adequate fidelity. 

Data

IEP teams must include data from systematic observations and data documenting if the rate of progress was (1) the same or less than same age peers; (2) greater than same age peers, but will not result in the student reaching the average range of same age peer's achievement for that area of potential disability in a reasonable period of time; or (3) greater than same age peers but the intensity of resources necessary to obtain this rate of progress cannot be maintained in general education. 

Amount of Time

Students must receive more instructional time with the intervention than their same age peers are receiving. (For example: each student receives 45 minutes of reading instruction - then the interventions must be in addition to those 45 minutes).

IEP teams

IEP team must have IEP team members who implemented the interventions, data analyst, regular education teacher, special education teacher, LEA designee, any related service providers, parents, building principal, and other members with an educational interest.

Interventionist

Paraprofessionals can administer the interventions, but they must be under the supervision of an certified teacher.  Certified teachers who can administer the intervention must have a regular education or reading teacher license.

Referral Process

1. Students will be referred by a teacher to the building SOS team (and/or the building school psychologist depending on the situation). 
2. SOS team will review existing data, background information and current performance.
3. SOS team will help identify two interventions to administer to the student. Progress monitoring will be done weekly for at least 8 weeks by the intervention teacher.  
4. If teacher and SOS team suspect a student has a learning disability prior to or during this process, then the teacher will complete the official special education referral sheet and contact the parent. 
5. Parents will be sent notice of initial referral for special education evaluation and consent for testing paperwork by the building school psychologist. 
6. After completion of the approximate 8 weeks of interventions and within 60 days after a parent signs consent - an IEP team meeting will be held to determine if the student meets the eligibility criteria for a learning disabilities impairment. 

Resources
If you have questions or need more information, then please contact me.  I also have several documents with more information including: frequently asked questions, initial evaluation eligibility checklist, IEP evaluation required information, and SLD rule power point presentation from DPI.  We will continue to have trainings and further information in this area throughout the 12-13 school year.

Physical Education on the IEP

Here is an excellent link on how to include Physical Education on the IEP: 

https://sites.google.com/a/medford.k12.wi.us/specialed/home/adaptive-physical-education

IEP Record Review Checklist

IEP Record Review Checklist
As part of our Self Assessment of Procedural Compliance - we used the IEP Record Review Checklist to review IEPs to ensure compliance with state and federal guidelines. Thank you to the special education staff who participated in these IEP reviews in July and August. This process was very well received by the staff in attendance. I will be reviewing this checklist with all special education certified staff at upcoming building meetings. In the interim, staff should print off a copy and use this checklist to help check/review their IEPs. Here is the website link: http://dpi.wi.gov/forms/pdf/podsa-rrc-iep-001.pdf. I have also saved as an attachment to this newsletter.

Specific Learning Disabilities Evaluations at MAES and SES

Specific Learning Disabilities Evaluations at MAES and SES
Specific learning disability (SLD) means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. When someone suspects a student has a SLD, a referral for a special education evaluation is made. A team, which includes the student's parents, conducts the evaluation and decides if the student meets state and federal eligibility criteria for special education.
Wisconsin’s SLD eligibility rule was revised effective December 1, 2010. Before an IEP team can determine a student has a SLD, it must document the student, after intensive intervention, demonstrates inadequate achievement and insufficient progress in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem solving . The IEP team may not identify a student as having SLD if the student's achievement problems are primarily due to one or more exclusionary factors. If the SLD criteria are met, the IEP team goes on to determine whether the student needs special education (see PI 11.35) For more information you can go to: http://www.dpi.state.wi.us/sped/ld.html
We have adopted this RTI for SLD model at MAES and SES starting on September 1, 2012.  We will have ongoing trainings in this area to help implement this model during 12-13.  MAMS and MASH will adopt this model starting on September 1, 2014.  Primary changes include: two evidence based interventions, weekly progress monitoring, analyzing of data, classroom achievement delays based on standardized testing, and in depth discussion on how students respond to interventions based on obtained data.

Assessment Accommodations

Assessment Accommodations for WKCE Testing and Classroom
DPI has developed two draft documents that are intended to provide support in selecting, administering, and evaluating the effectiveness of accommodations used by students with disabilities and/or students who are English language learners. The Wisconsin Accommodations Guide for Students with Disabilities is available at: http://dpi.wi.gov/sped/hmnew.html and the Wisconsin Accommodations Guide for English Language Learners can be found at: http://dpi.wi.gov/ell/documents-at-a-glance.html.
What is an Accommodation?

Accommodations are practices and procedures that provide equitable access to grade-level content. Accommodations are intended to reduce or eliminate the effects of a student’s disability or level of language acquisition; they do not reduce learning expectations. The accommodations provided to a student must be the same for classroom instruction, classroom assessments, and district and state assessments. It is critical to note, that although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment. Please note the following distinctions:

• Accommodations are for students with disabilities and English Language Learners; they do not change the content being assessed or the skill level. Examples of accommodations include a large-print test or using a scribe to record student answers.
• Allowable test practices are for all students, as needed, and are now described in a separate matrix; they do not alter the content being tested. Examples of allowable test practices include using color overlays or testing in a distraction-free location.
• Modifications do change what is being assessed and are not allowed for any student during Wisconsin Student Assessment System (WSAS) testing. Examples of modifications include reducing the number of answer choices or shortening the length of the test.

Students who receive accommodations on the WKCE test should also be receiving accommodations during the school year in their regular education classes.  Here is a link to the Accommodations Matrix for Students with Disabilities, ELL, and all students: http://dpi.wi.gov/oea/accommtrx.html. Accommodations should be listed as part of a student's IEP. 

IEP Goals and Objectives

IEP Goals and Objectives

Here are excellent resources to use for examples of IEP Goals and Objectives. They can also be found as attachments on our website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/iep-goals-and-objectives

1. 177 page bank of IEP Goals and Objectives in all areas: http://mscrowleysclassroom.com/images/iep_goal_bank.pdf It is a rather large document so I would not print it off.
2. Students with Autism - Goals with Objectives: http://www.specialed.us/autism/05/g_o.htm
3. Students with Autism - Goals without Objectives: http://www.specialed.us/autism/05/gwo.htm
4. Speech Language - http://www.speakingofspeech.com/IEP_Goal_Bank.html

We also have a range of IEP Goals and Objectives writing guides in the district through Hawthorne Publishing.  These include intervention manuals for EBD, LD, Speech Language, Adaptive, ADHD, Behavior, Pre-Referral, Home Resource, etc.  If you would like some for your office - here is the website to complete a purchase order through your budget: http://www.hawthorne-ed.com/

Help for Writing IEPs

Help for Writing IEPs
The following information was sent as links and attachments to staff to help in their professional development in writing IEPs for students:
A Guide for Writing IEPs
Here is the most recent Department of Public Instruction Guide to Writing IEPs.  I have included it as a direct link at: http://dpi.wi.gov/sped/pdf/iepguide.pdf

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

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

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports
Here is a DPI Informational Bulletin on how to write and describe special education, related services, supplementary aids and services, and program modifications/supports into the IEP. I have included as a direct link: http://www.dpi.state.wi.us/sped/bul10-07.html

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

Compliance Examples for the Transition Checklist: http://www.dpi.state.wi.us/sped/pdf/spp13-examples.pdf
Transition Record Review Checklist: http://www.dpi.state.wi.us/forms/pdf/podsa-rrc-tran-001.pdf
Examples of Coordinated Set of Activities: http://www.dpi.state.wi.us/sped/pdf/spp13-csactivities.pdf

Transition Night for Parents on November 5

Transition Night for Parents on November 5
We are holding a transition night for parents/students with disabilities on Monday November 5.  There will be a spaghetti dinner and then opportunities to meet with organizations from 6:30 to 8:30 at MASH.  This night will focus on the transition opportunities for students after high school.  Multiple community and state organizations will be present to help educate and navigate parents on the options which are available for students. This will include independent living, guardianship, social security, employment opportunities, college options, etc. Parents, students, and staff who are interested in attending - please register with Luanne Olson.   The Taylor County Transition Advisory Council is helping organize and promote this event.

AIMS Web

AIMS Web Trainings on September 10 and September 12
1. I will hold two AIMS web trainings - Monday September 10 at MAES and Wednesday September 12 at MAMS. These will be held from 3:30 to 4:00 pm in the building computer lab adjacent to the library.  I will demonstrate how to set up the students under your name, testing schedule, etc.

2. AIMS Web benchmark testing windows:
Fall: September 1 to October 1
Winter: January to February 1
Spring: May 1 to June 1

3. Referral for LD
Students who might be referred for a learning disability at MAES or SES - will need to be progress monitored weekly in their area of suspected learning disability.  Students that are already in special education or once a student qualifies for special education - does not have to be progress monitored weekly. 

4. Special Education
We will be individualizing more the specific AIMS web progress monitoring probes which are administered to each special education student.

Taylor County Literacy Council

Taylor County Literacy CouncilTaylor County Literacy Council will have a Literacy Center open on Mondays from 4:30 to 8:30 pm starting on September 10.  For more information contact 715-748-1520.  Literacy Center can help people of any ages with ELL, reading, financial, or any literacy support.  Services can also be tailored to individual needs.  Our Literacy Council meets on the last monday of each month from 7:00 to 8:00 pm.

Literacy Council staffing:
Chairperson: Joseph Greget
Vice-Chairperson: Joyce Woletz
Secretary/Treasurer: Chuck Prihoda
Coordinator: Cindy Gibson

Special Education and Student Services Newsletter for September 5, 2012

Special Education and Student Services Newsletter for September 5, 2012

Trainings in September and OctoberDue to a number of recent state and federal changes - there will be a heavy amount of trainings held in September and October.  We will also need to conduct ongoing trainings on programs and curriculum to help maintain fidelity and effectiveness in implementation and teaching. Thank you to staff for your flexibility and willingness to attend these trainings.  This will help further your professional development, improve services for students, and help our district remain in compliance with federal and state regulations. You continue to amaze me with your work ethic, ability to learn, and being able to implement all of these changes.

Adaptive Physical Education for 12-13

1. Adaptive PE teachers for 12-13 are Jason Rappe (elementary), Jessica Haenel (MAMS), and Joseph Klicka (MASH)
2. Adaptive PE teacher will write at least one IEP goal for each student in Adaptive PE class
3. Adaptive PE teacher will write a section of the Present Level of Academic Achievement and Functional Performance related to the child's strengths and disabilities for Adaptive PE.
4. Adaptive PE teachers will gain access to Skyward to write those parts above on the IEP. 
5. Physical Therapist Mike Daniels will train the Adaptive PE teachers on how to write IEP goals, PLOEP, and how to access this information in Skyward.
6. Students who participate in Adaptive PE should have this written into their IEP. 
7. Special Olympics activities/practice will be part of Adaptive PE class.  Students can still practice the activities even if they won't be participating in the formal Special Olympics events.
8. We have 1 SES student who will be transported to MAES to participate in Adaptive PE for the 12-13 school year.
9. Adaptive PE teachers will update IEP goals related to Adaptive PE on a quarterly basis.
10. I will set up a meeting with Mike Daniels and the Adaptive PE teachers to review this information and train the staff.

Physical Education and the IEP
I have attached a document that helps explain and demonstrate how to include Physical Education on the IEP.

Wisconsin Alternate Assessment
**** Please email me any students who will be participating in the Wisconsin Alternate Assessment instead of the WKCE in 12-13.  I would like this list of students by September 11.

IEP Record Review Checklist
As part of our Self Assessment of Procedural Compliance - we used the IEP Record Review Checklist to review IEPs to ensure compliance with state and federal guidelines. Thank you to the special education staff who participated in these IEP reviews in July and August. This process was very well received by the staff in attendance. I will be reviewing this checklist with all special education certified staff at upcoming building meetings. In the interim, staff should print off a copy and use this checklist to help check/review their IEPs. Here is the website link: http://dpi.wi.gov/forms/pdf/podsa-rrc-iep-001.pdf. I have also saved as an attachment to this newsletter.

Present Level of Academic Achievement and Functional Performance on the I-4:
We will be making one change to how we write the I-4 starting in 12-13.  We will include on this page - bolded sections for:

• Disability Affect in General Education
• Functional Performance
• Academic Achievement

We need to start including how a child's disability affects their progress in the general education curriculum.  A sample of how to write the "Disability Affect in General Education" would include the following:
Joe's learning disability negatively affects his involvement in the general curriculum. His difficulty with performing mathematical calculations, reading and comprehension grade level text results in performance that is not commensurate with general education expectations with his age/grade range.  These skills impact his progress and ability to be involved in the general education curriculum.
Ages and Stages
I would like feedback from staff on the Ages and Stages training that we held in August.  Do you feel that this should be used as a supplement to our screening where we continue to use the Child Development Inventory? Or should it replace the Child Development Inventory completely?  Thank you for any feedback.  We need to make a decision in a prompt manner as Child Development Day is on October 18 this year.

Special Education and Student Services Calendar
We have a Special Education and Student Services calendar which can be shared with any staff member.  This helps share what trainings/meetings are going to be held.  If you are interested, please contact me.

Contact Information
If you need to reach me: my work phone number of 715-748-4620 ext 527 will ring at both my offices at the District Office and MAMS.  You can also call or text me at any time on my cell phone at 715-560-0171. 

Read Write and Gold
We have a site license for Read Write and Gold that was purchased in 11-12.  This can be installed on any PC computers at the middle school.  It has been used in 8th grade special education in 11-12 to very favorable results for students.  Read Write and Gold is similar to kurzweil except it is placed on student computers with no need for a stick like kurzweil.  There are multiple functions and ways to use the program.  We will be setting up an overview after-school for regular and special education staff to learn more. Here is a link to the website: http://www.texthelp.com/North-America/our-products/readwrite

Taylor County Literacy CouncilTaylor County Literacy Council will have a Literacy Center open on Mondays from 4:30 to 8:30 pm starting on September 10.  For more information contact 715-748-1520.  Literacy Center can help people of any ages with ELL, reading, financial, or any literacy support.  Services can also be tailored to individual needs.  Our Literacy Council meets on the last monday of each month from 7:00 to 8:00 pm.

Literacy Council staffing:
Chairperson: Joseph Greget
Vice-Chairperson: Joyce Woletz
Secretary/Treasurer: Chuck Prihoda
Coordinator: Cindy Gibson
504 Caseload
I emailed out the Section 504 caseload to our case managers.  Please review and update as appropriate.  All meetings should be held prior to their annual date.  Send any updated 504 plan to Jennifer Kuenne at the D.O. If you did not receive the list, then please let me know. 

Voyager Math
Extra Voyager Math teacher and student editions were ordered this week due to increase in sections at MAMS and MASH being taught this year.  Materials should arrive by end of the week or early next week at the latest.  Reminder if you have students which need Vmath Live - I will need their names and which grade level is at their instructional level. I can then enter them into the system. 

Department Chair for Special Education at MASH
If any certified staff is interested in being the Department Chair for Special Education at MASH, please contact me.

MAMS Special Education Schedules
Mr. Leonard has used google docs to create certified and support staff schedules.  If you need a copy of your schedule or another staff, please contact him to share that document with you.  I can also print off a copy of the schedule and send to you

Building Special Education meetings for Certified StaffOur first building special education meetings of the school year will be held from 3:20 to 3:45 pm:
MAES - Tuesday October 2 in the computer lab
MAMS - Tuesday October 9 in the computer lab adjacent to the library
MASH - Tuesday October 16 in the conference room
Staff who are unable to attend on those specific dates can attend in a different building. I do not anticipate monthly meetings this year due to the addition of school psychological services to my responsibilities.  There is less time for building meetings due to increased IEP meeting attendance. We may do different format such as district wide or quarterly building meetings.

Early Release Day - Appropriate Use of Seclusion and Physical Restraint TrainingThere will be a training for staff on the new regulations related to the Appropriate Use of Seclusion and Physical Restraint on September 27.  This training will be held in the MAES media room.  Support staff will be trained from 2:15 to 3:30.  Certified staff will be trained from 3:45 to 5:00. You will also be given an overview of the I.C.D.D. model of safety training as presented by Mr. Everhard.
Taylor County Family Support on September 10
I will be attending the Taylor County Family Support meeting on Monday September 10 at 1:00 pm at the UW Extension.

AIMS Web Trainings on September 10 and September 12
1. I will hold two AIMS web trainings - Monday September 10 at MAES and Wednesday September 12 at MAMS. These will be held from 3:30 to 4:00 pm in the building computer lab adjacent to the library.  I will demonstrate how to set up the students under your name, testing schedule, etc.

2. AIMS Web benchmark testing windows:
Fall: September 1 to October 1
Winter: January to February 1
Spring: May 1 to June 1

3. Referral for LD
Students who might be referred for a learning disability at MAES or SES - will need to be progress monitored weekly in their area of suspected learning disability.  Students that are already in special education or once a student qualifies for special education - does not have to be progress monitored weekly. 

4. Special Education
We will be individualizing more the specific AIMS web progress monitoring probes which are administered to each special education student. 

School Based Mental Health Counseling meeting on September 14
There will be a School Based Mental Health Counseling meeting on Friday September 14 at 11:00 am at MAES.  We will meet our new school based counselor for 12-13, review eligibility criteria, scheduling, etc.

Medford Adult Diploma Academy Staff meeting on September 17
There will be a Medford Adult Diploma Academy Staff meeting on Monday September 17 from 4:00 to 5:00 pm at NTC.

Special Education Advisory Council on September 18
This will be held on Tuesday September 18 from 4:00 to 5:30 pm at the District Office. Building level representatives include: SES - Kris Brandner, MAES - Kathy Schumacher, MAMS - Julie Kakes, and MASH - Oralee Dittrich. Our Special Education Advisory Council consists of teachers, Board of Education members, parents, Human Services, and administration.

iPad/Educational Technology Training on September 25
There will be an iPad training overview on Tuesday September 25 from 4:00 to 5:00 pm. Agenda will include:
- Dennis Hinderliter will do the training for staff on the new iPad usernames/groupings and purchasing model for applications.
- I will also be handing out microfiber cloths and alcohol wipes which can be used to clean your iPads. 
- Rubric guides
- Recommended iPad curriculum websites
- Recommended applications by staff

Wilson Reading Updates for 12-13

There is a Wilson Reading 3 day overview training on September 19-21 at CESA 1.  Several school staff are enrolled to attend.  Katharine Campbell is the trainer.

We will have a Wilson Reading after-school workshop on Wednesday October 3 from 3:45 to 5:00 pm at the District Office.  All staff who teach Wilson Reading or Just Words are invited and encouraged to attend.  We will review multiple areas of Wilson including:

• Staff can ask questions of Wilson Reading Level I or Level II Certified Staff
• Wilson Reading cards on the iCard sort application
• Review of the new Wilson Fundations Kits
• Wilson Academy demonstration
• Wilson Reading PLC update
• Review of Wilson Reading materials
  
• Questions and answers
• Cobuild English Learners Dictionary extra copies
• Wilson Reading PLC vocabulary team
• Checklists for best practice Wilson Reading implementation and teaching will be shared
• Wilson Reading Training Videos
• Level II Certified Staff best tips
• Wilson Just Words Questions and Answers

Did You Know? Now You Know! on October 11
“Did You Know? Now You Know!” is a training that provides a comprehensive overview of health care, community supports and services and resources for children and youth with disabilities and special health care needs from birth through young adulthood.

Topics include: Medicaid, Children’s Long Term Support Waivers, prior authorizations and appealing a Medicaid denial, Katie Beckett (a doorway into Medicaid for children with disabilities), respite, the Family Support Program, partnering with your doctor and more.

WHEN: October 11th 5:30 - 8:30pm (5:00 registration and dinner)
WHERE: Medford Area Elementary School, 1065 W Broadway Medford, WI 54451
TO REGISTER: Contact the Northern Regional Center at 1-866-640-4106 or e-mail Julia.Stavran@co.marathon.wi.us
COST: The training is free to participants. A resource binder and light meal are included.

Early Childhood Outcomes Reporting Training on October 22
There will be a training at CESA 10 on October 22 on the Child Outcomes Reporting requirements by the State of Wisconsin.  We will be sending special education staff to attend this training so we can continue to remain in compliance in this area. This one-day training will provide an overview of Indicator 6: Preschool Environments, Indicator 7: Child Outcomes, and Indicator 12: Early Transitions. Breakout sessions will give participants the opportunity to take an in-depth look at ways to improve performance for specific indicators. http://dpi.wi.gov/sped/pdf/spp-6-7-12-brochure.pdf. Early Childhood is one area that we are assessed on for procedural compliance.  Sheryl Balciar will be a district representative at this training.

Transition Night for Parents on November 5
We are holding a transition night for parents/students with disabilities on Monday November 5.  There will be a spaghetti dinner and then opportunities to meet with organizations from 6:30 to 8:30 at MASH.  This night will focus on the transition opportunities for students after high school.  Multiple community and state organizations will be present to help educate and navigate parents on the options which are available for students. This will include independent living, guardianship, social security, employment opportunities, college options, etc. Parents, students, and staff who are interested in attending - please register with Luanne Olson.   The Taylor County Transition Advisory Council is helping organize and promote this event.

Help for Writing IEPs
The following information was sent as links and attachments to staff to help in their professional development in writing IEPs for students:
A Guide for Writing IEPs
Here is the most recent Department of Public Instruction Guide to Writing IEPs.  I have included it as a direct link at: http://dpi.wi.gov/sped/pdf/iepguide.pdf

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

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

Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports
Here is a DPI Informational Bulletin on how to write and describe special education, related services, supplementary aids and services, and program modifications/supports into the IEP. I have included as a direct link: http://www.dpi.state.wi.us/sped/bul10-07.html

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

Compliance Examples for the Transition Checklist: http://www.dpi.state.wi.us/sped/pdf/spp13-examples.pdf
Transition Record Review Checklist: http://www.dpi.state.wi.us/forms/pdf/podsa-rrc-tran-001.pdf
Examples of Coordinated Set of Activities: http://www.dpi.state.wi.us/sped/pdf/spp13-csactivities.pdf

IEP Goals and Objectives

Here are excellent resources to use for examples of IEP Goals and Objectives. They can also be found as attachments on our website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/iep-goals-and-objectives

1. 177 page bank of IEP Goals and Objectives in all areas: http://mscrowleysclassroom.com/images/iep_goal_bank.pdf It is a rather large document so I would not print it off.
2. Students with Autism - Goals with Objectives: http://www.specialed.us/autism/05/g_o.htm
3. Students with Autism - Goals without Objectives: http://www.specialed.us/autism/05/gwo.htm
4. Speech Language - http://www.speakingofspeech.com/IEP_Goal_Bank.html

We also have a range of IEP Goals and Objectives writing guides in the district through Hawthorne Publishing.  These include intervention manuals for EBD, LD, Speech Language, Adaptive, ADHD, Behavior, Pre-Referral, Home Resource, etc.  If you would like some for your office - here is the website to complete a purchase order through your budget: http://www.hawthorne-ed.com/

Assessment Accommodations for WKCE Testing and Classroom
DPI has developed two draft documents that are intended to provide support in selecting, administering, and evaluating the effectiveness of accommodations used by students with disabilities and/or students who are English language learners. The Wisconsin Accommodations Guide for Students with Disabilities is available at: http://dpi.wi.gov/sped/hmnew.html and the Wisconsin Accommodations Guide for English Language Learners can be found at: http://dpi.wi.gov/ell/documents-at-a-glance.html.
What is an Accommodation?

Accommodations are practices and procedures that provide equitable access to grade-level content. Accommodations are intended to reduce or eliminate the effects of a student’s disability or level of language acquisition; they do not reduce learning expectations. The accommodations provided to a student must be the same for classroom instruction, classroom assessments, and district and state assessments. It is critical to note, that although some accommodations may be appropriate for instructional use, they may not be appropriate for use on a standardized assessment. Please note the following distinctions:

• Accommodations are for students with disabilities and English Language Learners; they do not change the content being assessed or the skill level. Examples of accommodations include a large-print test or using a scribe to record student answers.
• Allowable test practices are for all students, as needed, and are now described in a separate matrix; they do not alter the content being tested. Examples of allowable test practices include using color overlays or testing in a distraction-free location.
• Modifications do change what is being assessed and are not allowed for any student during Wisconsin Student Assessment System (WSAS) testing. Examples of modifications include reducing the number of answer choices or shortening the length of the test.

Students who receive accommodations on the WKCE test should also be receiving accommodations during the school year in their regular education classes.  Here is a link to the Accommodations Matrix for Students with Disabilities, ELL, and all students: http://dpi.wi.gov/oea/accommtrx.html. Accommodations should be listed as part of a student's IEP. 

Re-evaluations at MAMS and MASH
Re-evaluations at MAMS and MASH - Diagnostic Special Education Program Support Teacher Oralee Dittrich will be in contact with parents, regular education teachers, and special education staff for information to complete as part of the re-evaluation paperwork process.  Number of re-evaluations which are due:
September - 3
October - 9
November - 6
December - 3
January - 6
February - 3
March - 13
April - 3
May - 5

Specific Learning Disabilities Evaluations at MAES and SES
Specific learning disability (SLD) means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. When someone suspects a student has a SLD, a referral for a special education evaluation is made. A team, which includes the student's parents, conducts the evaluation and decides if the student meets state and federal eligibility criteria for special education.

Wisconsin’s SLD eligibility rule was revised effective December 1, 2010. Before an IEP team can determine a student has a SLD, it must document the student, after intensive intervention, demonstrates inadequate achievement and insufficient progress in one or more of the following areas: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem solving . The IEP team may not identify a student as having SLD if the student's achievement problems are primarily due to one or more exclusionary factors. If the SLD criteria are met, the IEP team goes on to determine whether the student needs special education (see PI 11.35) For more information you can go to: http://www.dpi.state.wi.us/sped/ld.html

We have adopted this RTI for SLD model at MAES and SES starting on September 1, 2012.  We will have ongoing trainings in this area to help implement this model during 12-13.  MAMS and MASH will adopt this model starting on September 1, 2014.  Primary changes include: two evidence based interventions, weekly progress monitoring, analyzing of data, classroom achievement delays based on standardized testing, and in depth discussion on how students respond to interventions based on obtained data.

Please contact me for more information.