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/po
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
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-
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!” 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.u
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
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/iep
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/spe
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/spe
Transition Record Review Checklist: http://www.dpi.state.wi.us/for
Examples of Coordinated Set of Activities: http://www.dpi.state.wi.us/spe
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/med1. 177 page bank of IEP Goals and Objectives in all areas: http://mscrowleysclassroom.com
2. Students with Autism - Goals with Objectives: http://www.specialed.us/autism
3. Students with Autism - Goals without Objectives: http://www.specialed.us/autism
4. Speech Language - http://www.speakingofspeech.co
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.
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.
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/
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.
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