Postsecondary Contacts for Students with Disabilities in WI

Contacts for Students with Special Needs at 2 and 4 year colleges: 

http://uwhelp.wisconsin.edu/special/contacts.aspx#twoyear

Wisconsin Technical College Systems Key Contact List for People with Disabilities: http://dwd.wisconsin.gov/dvr/pdf_files/wtcs_contact_persons.pdf

Wisconsin Disability Documentation Guide: Helping People with Disabilities Prepare for Post-Secondary Education and Training: http://www.uww.edu/csd/common/docs/tran-disab-docum-guide.pdf

Boardmaker Share

Boardmaker Share

Extensive resource list of 1000's of social stories in multiple categories from teachers and parents that use boardmaker.  Registration is free and looking up social stories under various topics and curriculums was easy to do.  For more information go to: http://www.boardmakershare.com/

If People with Down Syndrome Ruled the World

October is Down Syndrome Awareness Month
Listed are recommended resources on Down Syndrome:

"If People with Down Syndrome Ruled the World" - http://www.nads.org/pages_new/news/ruletheworld.html

Teaching Students with Down Syndrome
http://specialed.about.com/od/disabilities/a/downs.htm

Special Education and Student Services Newsletter for October 24, 2012

October is Learning Disabilities Awareness Month

We have added many features to our services for students with learning disabilities in the past 5 years. These services would not be possible with Board of Education, Administrative, Teacher, and Parent support. Thank you to all of the stakeholders for making these a reality for our students. Here are just some of the new services added in the last 5 years: 

• RTI for Identification of Students with Specific Learning Disabilities
• WIlson Language - Wilson Reading, Just Words, and Fundations
• Wilson Reading Professional Development - Level II, Level I, and ongoing Wilson Workshops
• Wilson Fundations Certified Presentors
• Wilson Academy online support for staff
• Reading Assistant (fluency) Program in each building
• Read 180 at MAMS and MASH
• Read Write and Gold - MAMS sped computers and home versions
• Kurzweil stations
• Learning Ally - books on tape subscriptions
• Bookshare subscriptions
• Unlocking the Mystery of Dyslexia - Dr Reuter and Dr Messerly presentation
• Audiobooks/MP3 players for books in MAMS library
• Read Naturally at SES Special Ed
• Richard Lavoie Video Series on LD
• Taylor County Literacy Council
• Title I Teacher at MAMS
• Adult Literacy Classes through CLC
• Family Reading Night at MAES and SES
• Updated Reading Mastery Signature Series curriculum
• Corrective Reading Decoding Strand
• RTI Medford School District Website

The combination of our new programming/services coupled with existing measures such as Title I services at MAES and SES, Medford READS, Foster Grandparent, Grandma Readers, Remediation Assistants, Special Education and 504 Services, and early intervention (ECSE, Pre-K, and K-2) all help provide tiered levels of supports for our students.  

Attendant Care Services
For parts of the past three school years - the Medford Area Public School District Special Education Staff have been completing Attendant Care Services billing under Medicaid with parent permission.  We obtain parent signatures and talk to them about why this is important. It also takes staff extra time to complete the Attendant Care Services billing forms.  Luanne Olson has been instrumental in working with parents and staff to obtain the permission and receive the attendant care sheets.  

There are currently 25 students that need Attendant Care Services in our school district.  This number alone shows how many severe students with disabilities that we have in our school district.  It takes extraordinary staff and administrative support in helping meet  the ongoing needs of each and all of these students.

Attendant Care Services include a range of human assistance provided to students with a disability and/or chronic condition. The assistance enables them to accomplish tasks in the educational setting that they would normally do for themselves if they did not have a disability or chronic condition. Assistance may be in the form of hands-on assistance (i.e. actually performing an attendant care task for the student) or cuing the student so that he or she performs the task by himself or herself. Such assistance most often relates to performance of activities of daily living (ADLs) (Wisconsin Only).

In these economic hard times the more funding which school districts can receive, the better we are to help us maintain special education staffing levels and supports for individual and groups of  students, obtain needed supplies, and and acquire resources.  I would like to express thank you to Luanne Olson, the staff, and parents for their work in this area.  We were one of the first school districts to bill for Attendant Care Services and it has allowed us to obtain extra funding for our special education. We have obtained approximately $250,000 ($35,539 in 09-10; $103,403 in 10-11; and $96,384 in 11-12) in extra revenue since the 2009-10 school year.

Ad Hoc Committee of Procedural Compliance Self Assessment
Thank you to all the staff who has participated thus far in our Procedural Compliance of Self-Assessment in Special Education.  We will be convening our Ad Hoc Committee which includes parent representatives and staff.  The Ad Hoc Committee will have three purposes for meeting as outlined below.  Staff are invited to attend this meeting to help us continue with this process.  The PCSA online Report and Corrective Action Plan needs to be submitted into DPI by November 16.

When: Wednesday October 31
Time: 4:00 to 5:00 pm
Where: Medford Area Public School District Office

Purpose:
1. Review Procedural Compliance Self Assessment Timeline of Activities for 12-13
2. Review our Procedural Compliance Self Assessment Findings for Evaluation, IEP, and Discipline
3. Discuss Corrective Action Plan activities and implementation schedule

October is Down Syndrome Awareness Month
Listed are recommended resources on Down Syndrome:

"If People with Down Syndrome Ruled the World" - http://www.nads.org/pages_new/news/ruletheworld.html

Teaching Students with Down Syndrome
http://specialed.about.com/od/disabilities/a/downs.htm

Transition Night
Reminder to have any parents, students, and staff who are interested in attending our first ever Transition Night to register with Luanne Olson at 715-748-4620 ext 534.  Transition Night will help educate parents an students about transition resources during and after high school. Any current or former student with an IEP or 504 plan are invited to attend.

There will be a spaghetti dinner served for all those in attendance. We are less than 3 weeks away from Transition Night which will be on Monday November 5 from 6:00 to 8:00 pm at MASH.  Thank you to the Taylor County Transition Advisory Council for organizing this event! Medford Morning Rotary Club will be sponsoring the dinner!
Demystifying Special Education in Charter Schools

http://www.nasdse.org/Portals/0/Web%20copy%20of%20Rhim%20report%20Jan%202008.pdf

Comprehensive List of Visuals and Social Stories
http://blog.autismspectrumdirectory.com/2011/02/01/list-of-social-stories-and-visual-scripts-for-daily-living-and-social-skills/

Wisconsin Alternate Assessment
The Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) is administered to any student with significant cognitive disabilities when the Individualized Education Program (IEP) team determines that the student is unable to participate in the Wisconsin Knowledge and Concepts Examination (WKCE), even with accommodations. The WAA-SwD is administered to students in grades 3 through 8 and 10 in reading and mathematics, and grades 4, 8 and 10 in science. The reading, mathematics and science WAA-SwD test forms and administration guidelines were initially developed for the 2007-08 administration and the assessment is now scheduled to be administered in the fall of each school year.

http://www.dpi.state.wi.us/oea/waa.html

WKCE Assessment Accommodations Matrixes
WKCE testing will be starting next week for some students.  Here are lists of accommodations below. Students who receive accommodations on the WKCE should have those accommodations also listed in their IEPs.  Here is a list of available accommodations for students with disabilities (special education and 504) and ELL:

Students with Disabilities = http://dpi.wi.gov/oea/pdf/accomswd.pdf

English Language Learner = http://dpi.wi.gov/oea/pdf/accomell.pdf

WKCE and ELL Students
Students identified as ELL must take the accountability assessments (WKCE or WAA-SwD) required under Title I. An exception to this rule applies to ELLs who recently arrived to the US (i.e. enrolled in a U.S. school less than 12 months and have a language proficiency level of 1 or 2 as determined by ACCESS for ELLs®). ELLs are in the process of acquiring English, therefore ELLs are eligible to receive accommodations that enable students to demonstrate what they know and can do to meet content area standards. Effective accommodations for ELLs address the unique linguistics and socio-cultural needs of the students without altering the measurement properties of the test. Accommodations do not lower expectations for student learning or change the content or skill level being assessed. For more information on language assessments for ELLs see http://dpi.wi.gov/oea/ells.html

Special Education Van Driver
We are in need of a special education van driver from 7:00 am to 8:15 am on Monday through Thursday. If you know of anyone - please have them contact Luanne Olson at 715-748-4620 ext 534. This would start Monday October 29.

English Language Learners Update
Here is an updated count of 44 English Language Learners in our school buildings:
MAES = 23
SES = 7
MAMS = 5
MASH = 9

We currently have 1 contracted certified staff member at MAES/SES (Lucia Albrecht) and 1 contacted paraprofessional staff member at MAMS/MASH (Arisbe Alvarado). Due to the number of ELL students at MAES especially we may have to look at arranging scheduling options to offer more additional ELL support.

Mr. Miller, Mrs. Lundy and I are meeting on Wednesday October 24 at 1:30 pm to discuss this further.

Upcoming Dates
October 24 - Taylor County Reality Fair
This is our Fall Reality Fair for Medford and Gilman Seniors from 8:00 am to 12:00 pm.  Thank you to the Taylor County Transition Advisory Council especially Lou Ann Stanton, Kathy Danen, and Lisa Porten for their work on this project each year.

October 25 - Taylor County Transition Advisory Council
12:00 pm to 1:30 pm at the District Office.  

October 25 - Club DART Halloween Pre-Dance Party
5:30 to 7:00 pm at MASH for Club DART students.

October 30
iPad/Educational Technology Training from 4:00 to 5:00 pm at D.O.

November 1 - Special Education and Student Services Staff Appreciation Night
4:00 pm at Florenas Restaurant.  Appetizers will be provided by me. Beverages will be on your own. You are invited to come and spend time with your colleagues. Spouses are also welcome.  Thank you for all you provide our students, parents, and each other.

November 5 - Transition Night
6:00 to 8:00 pm at MASH

November 6 Early Release Day
There is nothing scheduled for paraprofessional trainings at this time after the students are released from school.

November 7 Wilson Workshop
Our monthly workshop designed to help teachers and support staff teach and implement the program with fidelity, show best practices,  answer questions, and work on an online class for Steps 7-12.  We will meet from 3:45 to 5:00 pm in the MAES Computer Lab.

November 10 - Special Education Family Day
11:00 am at Broadway Theatre in Medford.  All students in Special Education will receive a free movie pass.  Siblings and parents only pay $6.00 per ticket.  Pop and popcorn will be 50% off the regular price.  We will be showing for younger students Disney's Wreck it Ralph or for older students - the new James Bond movie Skyfall.  Staff and their families are also invited to attend. A one page flyer is being developed to be sent home with families.

Autism Resource Team Update for October 2012

Collaboration

Thank you to all of our staff who continue to support each other in a positive manner and help out any way they can.  Our students on the autism spectrum are extremely challenging in many ways and leads to much stress for our staff and families.  There are often no easy answers or solutions.  An extra positive thought, gesture, or action can go a long way for that staff member.  We are all in this field together and I truly appreciate the support that you each provide each other.  All of you have chosen careers in this field and work so hard at crafting your profession and helping your students.  You can not be thanked enough for the hard work you do on your own and supporting each other. 

Katy Perry and Jody DiPiazza singing Firecracker

A reminder what makes our students on the autism spectrum so special: http://www.youtube.com/watch?v=QX-xToQI34I

Autism Google Group

Any staff member can post a message in our Autism Google Group.  If you have any situations with an individual student with autism - please post a question to the group.  Thank you to the other staff then for responding and providing suggestions. We have had multiple situations this year where brainstorming with our excellent staff who vary with experience, training, and consultation experience which could benefit you. 

Autism Resource Team

Our first meeting of the year will be held on Thursday December 6 from 3:45 to 5:00 pm at MAES.

Autism Curriculum Time

If you have a specific autism project that you would like extra time to work on for an individual or group of students on the autism spectrum - please submit it to me.  You are able to work in pairs on this project which could include, but not be limited to: social stories, behavioral intervention plans, evidence based practice planning and implementation (AIM), social skills group, hidden curriculum planning time, etc. Up to 2-3 hours of extra paid work time will be provided upon request. 

Extra-Enrichment Opportunities

Very Special Arts - I have received lots of positive feedback from parents, staff, and community members about our students on the autism spectrum and those with cognitive disabilities who  participated in the Very Special Arts band experience in Madison and at our local football game.  Thanks to all the staff for making this happen. 

Cool Cooking Show - Mr. Brown has started taping episodes of a Cool Cooking Show with his students on the autism spectrum.  These have been very well received (including the blooper reel) by all those who have watched it.  If you have not seen it, ask Mr. Brown to email you direct links to the videos. 

Special Olympics - any of our students 8 and older are able to participate in Special Olympics which is being tied in with our Adaptive PE curriculum throughout the school district.  Contact Brenda Ann, Sam Henrichs, or an APE teacher for more information. 

Special Education Family Day - Saturday November 10 at 11:00 am at Broadway Theatre to watch Wreck it Ralph or Skyfall depending on the age.  Any child with an IEP or 504 plan gets into the movie for free.  Everyone else only $6.00 and 50% off pop and popcorn.  Thanks to Douglas Schumacher for developing our 1 page flyer to send out to families. 

MIddle School Band Concert - Great performances by our 7th grade students on the autism spectrum this past Monday including CR playing drums, MB introducing a song, and JB getting his bacon on in front of a 1,000 people.  I have a copy of the DVD if you want to see it. 

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

Sara Boettcher, Paul Boettcher, Oralee Dittrich and Ryan Brown recently attended this workshop on developing functional behavior assessments and positive behavior intervention plans that are evidence based for students with ASD. They can be contacted for more information on this training.  

DPI Autism Basic Training
Ryan Brown and Sam Porten recently attended this training and have binders of information and resources for those wishing to review it.

Autism Print Resources

If you have some book(s) that wish you to have in your collection of autism resources, then please submit a P.O. or expense reimbursement sheet which could benefit your programming and services for your students. 

Autism Internet Modules

Autism Internet Modules including evidence based practice, checklists, step-by-step instructions, and resources are available for free at www.autisminternentmodules.org.  AIM are available for school, home, and community. 24 areas for Evidence Based Practice are listed. 

Functional Behavioral Assessment for Students with Autism 
Functional Behavior Assessment (FBA) is an essential tool for school staff to utilize in understanding the meaning of behavior of students with autism. This session provides an overview of FBA for students with autism. Some of the factors affecting behavior of students with autism are explored, including sensory and language processing differences. Viewers will learn how to view the behavior of students with autism from a slightly different perspective, respecting their unique neurology. http://www.dpi.state.wi.us/sped/autism.html

Boardmaker Share

Extensive resource list of 1000's of social stories in multiple categories from teachers and parents that use boardmaker.  Registration is free and looking up social stories under various topics and curriculums was easy to do.  For more information go to: http://www.boardmakershare.com/

Comprehensive List of Visuals and Social Stories
http://blog.autismspectrumdirectory.com/2011/02/01/list-of-social-stories-and-visual-scripts-for-daily-living-and-social-skills/

Autism Powerpoint and Handouts from Trainings Held in Medford

Multiple Autism and Asperger Syndrome resources from trainings held in Medford at: https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism

Assistive Technology Tools and Strategies Assessment Manual for Children with Autism Spectrum Disorder (ASD)
This set of sequential AT assessment guides will lead you through a process of information gathering and decision making related to the selection and use of AT tools and strategies for students with ASD. The Student Information Guide is a tool used to gather information about a student with ASD. The information is directly related to choosing assistive technology which might prove useful. It is completed based on past experience, file review, interview, and/or direct assessment of the child. http://www.dpi.state.wi.us/sped/at-wati-resources.html

Dr. Glenis Benson Presention

Here are a list of books that Dr. Glenis Benson from her workshop in Medford this summer had as part of her presentation and were recently ordered: 
Autism and Me by Rory Hoy
Lost at School by Ross Green
Thinking in Pictures by Temple Grandin
Just Give Them the Whale
Asperger's in Difficult Moments: tantrums, rages and meltdowns by Brenda Smith Myles
What Asperger's means to Me by Catherine Farity 

Upcoming DPI Trainings in the area of Autism Spectrum Disorder

If you are interested in attending any of these, then please let me know: 

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

WKCE Assessment Accommodations Matrixes

WKCE Assessment Accommodations Matrixes

Students with Disabilities = http://dpi.wi.gov/oea/pdf/accomswd.pdf

English Language Learner = http://dpi.wi.gov/oea/pdf/accomell.pdf

Wisconsin Common Core Essential Elements

Wisconsin Common Core Essential Elements

In June 2010, Wisconsin adopted the Common Core State Standards in English Language Arts and Mathematics, including the literacy in History, Social Studies, Science and the Technical subjects, for all students. These standards define K-12 academic standards which are aligned with college and work expectations, include rigorous content and application, and are internationally benchmarked. Additionally, the Common Core State Standards emphasize literacy in all of the disciplines. For all students to be career and college ready, including students with significant cognitive disabilities, educators should include both the content and the reading and writing skills that students need to demonstrate learning in the other disciplinary areas.

All students, including students with significant cognitive disabilities, deserve and have a right to a quality educational experience. This right includes, to the maximum extent possible, the opportunity to be involved in and meet the same challenging expectations that have been established for all students. Wisconsin educators collaborated with educators from 12 other states to create alternate achievement standards aligned to the Common Core State Standards. These alternate achievement standards are called the Common Core Essential Elements (CCEEs) in English Language Arts and Mathematics. The CCEEs were developed to satisfy the requirement of the U.S. Department of Education that Wisconsin have alternate achievement standards for its students with significant cognitive disabilities that are clearly linked to grade-level academic content standards, promote access to the general curriculum and reflect professional judgment of the highest expectation possible.These new standards will replace the current Extended Grade Band Standards and will be used as the basis for a new alternate assessment, which will replace the current Wisconsin Alternate Assessment for Students with Disabilities (WAA-SwD) in 2014-15. 

The Common Core Essential Elements for English Language Arts and Mathematics can be found at: http://dpi.wi.gov/sped/assmt-ccee.html. These can also be printed off for you at your request - please contact Luanne Olson or I to print these for you do to the size of the documents. 

WKCE and ELL Students

WKCE and ELL Students

Students identified as ELL must take the accountability assessments (WKCE or WAA-SwD) required under Title I. An exception to this rule applies to ELLs who recently arrived to the US (i.e. enrolled in a U.S. school less than 12 months and have a language proficiency level of 1 or 2 as determined by ACCESS for ELLs®). ELLs are in the process of acquiring English, therefore ELLs are eligible to receive accommodations that enable students to demonstrate what they know and can do to meet content area standards. Effective accommodations for ELLs address the unique linguistics and socio-cultural needs of the students without altering the measurement properties of the test. Accommodations do not lower expectations for student learning or change the content or skill level being assessed. For more information on language assessments for ELLs see http://dpi.wi.gov/oea/ells.html

Very Special Art (VSA) Annual Call for Art

Very Special Art (VSA) Annual Call for Art

VSA Wisconsin, celebrating the artistic achievements of children and adults with disabilities, is issuing its annual statewide Call for Art to students with disabilities ages 5-21. A jury of art professionals will review the work. The submission deadline is January 30, 2013. Applications are available at http://vsawis.org/exhibitions_sales/call_for_art/cfabrochurewebversion.pdf.

 

All artists’ work will be displayed in a pubic exhibition March 16-April 10, 2013 at the VSA Wisconsin Gallery in Madison. A reception for the artists and general public will be Saturday, April 6 from 3-5 p.m. Contact Karen Duval at karen@vsawis.org or (608) 241-2131 for more information. Click here to view art exhibitions and special events. Go to http://vsawis.org/events/current_upcoming/ for dates and locations.

Verbal De-escalation Presentation

Verbal De-escalation Presentation

The Wisconsin Council of Administrators of Special Services (WCASS) has developed a presentation about the use of verbal de-escalation as a means to reduce or eliminate the use of seclusion and physical restraint in public schools at http://www.specialed.us/S&R/S&Rverbaldeescal.html.

Wisconsin Alternate Assessment

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

Autism Spectrum Disorders: Rethinking Behavioral Challenges

Autism Spectrum Disorders: Rethinking Behavioral Challenges

We hosted an Autism Spectrum Disorders: Rethinking Behavioral Challenges workshop by Dr. Glenis Benson in August.  Dr. Benson has worked with and presents nationally and internationally on Autism Spectrum Disorders and behavioral challenges for over 35 years. 

Persons with ASDs can often present with behaviors that challenge those who support them.  Historically these behaviors have been addressed via rewards and punishments, but most know the ineffectiveness of this approach.  Participants in the day-long training learned the characteristics of ASD that promote misunderstanding and unconventional responses.  Participants left with a better understanding as well as practical strategies to employ for these challenges.
We had 40 parents, community members, staff, and individuals on the autism spectrum disorder in attendance at this workshop.
The school district has an Autism Resource Team designed to help students, parents, and staff in this area. Here is also a link to Autism Resources and workshops which have been held in the school district: https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism. Please contact Director of Special Education Joseph Greget for more information.

New IEP Team Roles at Elementary IEP meetings

New IEP Team Roles at Elementary IEP meetings
With the adoption of the new Identification of Specific Learning Disabilities laws at MAES and SES, there are new IEP team member roles which need to be present at every IEP team meetings. Staff members can hold more than one role at each IEP meeting. 

Here are the new IEP Team roles and descriptions: 

Data Analyst - This will be our school psychologist (Boettcher), but teacher(s) could also be trained to understand this role and responsibilities.

Interventionist - This has to be a licensed staff member - so it could be a Title I teacher (Fliehs, Fechhelm, Wildberg), or dual licensed (regular and special education) teacher (Hemke, Brandner, Schumacher). If an assistant is doing the intervention (Hemmer, Shaw, Duellman), then a cooperating teacher (Title I teacher) needs to be assigned to oversee them.  

Diagnostician - This role will be assigned to the special education teacher (Galli, Schumacher, Daniels, Gomez, Williams, Fettes), but could also be our school psychologist (Boettcher)

What are the responsibilities for these roles: 

Data Analyst - "at least one licensed person who is qualified to assess data on individual rate of progress using a psychometrically valid and reliable methodology. Psychometrically valid and reliable methodology relies on all data sources and analyzes progress monitoring data that exhibit adequate statistical accuracy for the purpose of identification of insufficient progress as compared to a national sample of same-age peers."

Interventionist - "at least one licensed person who has implemented scientific, research-based or evidence based, intensive interventions with the referred pupil." 

Diagnostician - "at least one licensed person who is qualified to conduct individual diagnostic evaluations." 

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.  Staff are encouraged to 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.

Clarification on PALS and Accommodations

Clarification on PALS and Accommodations

The Phonological Awareness Literacy Screener (PALS) includes a permissible list of accommodations that students with disabilities may use. Using these accommodations does not require the LEA to convene an IEP Team Meeting. The link to the PALS FAQ is: http://www.palswisconsin.info/faqs.html. The link to the accommodations page is: http://www.palswisconsin.info/accommodations.html. PALS is administered to all students in Kindergarten starting with this school year. 

WAMS ID for Postsecondary Transition Planning

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). All staff who would be a case manager for any student who would turn 14 and older should attend one of these two trainings. Other staff who are interested in learning about this process are also invited to attend. 
• 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 aWAMS 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.

Did You Know? Now You Know Training on October 11

Did You Know? Now You Know Training on October 11
Did You Know? Now You Know! training will be held on October 11 from 5::30 to 8:30 pm at Medford Area Public School District Office.  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. 

The Use of Telespeech as a Service Delivery Method for Speech and Language Services

Information Update Bulletin 12.02; The Use of Telespeech as a Service Delivery Method for Speech and Language Services

We are looking into using Telespeech services with our Rural Virtual Academy students to receive some speech language services.  

To assist LEAs with the use of technology as a medium for the provision of speech and language services, the Department of Public Instruction has issued Information Update Bulletin 12.02, The Use of Telespeech as a Service Delivery Method for Speech and Language Services. This bulletin is posted at http://dpi.wi.gov/sped/bul12-02.html.

School Based vs. Medical Based Occupational Therapy

School Based vs. Medical Based Occupational Therapy

http://dpi.wi.gov/sped/occ_ther.html

IEP I-4 Page: Present Level of Academic Achievement and Functional Performance

 IEP I-4 Page: Present Level of Academic Achievement and Functional Performance: 

Three things to address on the IEP 1-4 page: 

Academic Achievement:

Academic Achievement refers to a student's performance in academic content areas (reading, math, science, history). Academic Achievement statements may include information about a student's performance compared to established grade level benchmarks or performance measures or in relation to district or school rubrics, screeners or progress monitoring tools to track student achievement. 

Functional Performance: 

Here is what Functional Performance includes: 

• Activities and skills not considered academic or directly related to a student's academic achivement
• Routine activities of daily living
• Skills needed for independence and performance at school, in the home, in the community, for leisure time, and for post-secondary and life-long learning. 
• Motor skills, personal care, time and money, school/work habits, home/community orientation, and
• Behavior and interpersonal relationships

Academic Achievement and Functional Performance for Early Childhood 3-5 years of age

You may include information about positive social-emotional skills (including social relationships); acquisition and use of knowledge and skills (including early language/communication and early literacy); and use of appropriate behaviors to meet their needs. 

Description of a Student's Disability on his/her Progress and Involvement in the General Curriculum

The present level of educational performance must include how the student's disability affects his or her involvement and progress in the general curriculum. General curriculum is the same curriculum as for non-disabled students.  For an Early Childhood 3-5 student, the present level must address how the student's disabilities affects his or her participation in age appropriate activities.  Appropriate activities mean activities that students of that chronological age typically engage in as part of a formal EC 3-5 program or in informal activities for example coloring, pre-reading activities, play time, sharing time, listening to stories by teachers or parents. 

Transition Resources

Postsecondary Transition Planning

Medford School District middle and high school special education certified staff of students who will turn 14 and older during the course of an IEP should plan to attend one of these 2 trainings: 

Tuesday October 9 from 3:30 to 5:00 pm at MAMS in the computer lab or 

Tuesday October 16 from 3:30 to 5:00 pm at MASH in the computer lab

There are some significant changes to writing transition components of an IEP starting in November.  Here are the major details:

• 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). All staff who would be a case manager for any student who would turn 14 and older should attend one of these two trainings. Other staff who are interested in learning about this process are also invited to attend. 
• 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.

* Bring with you to the training meeting tomorrow - the IEP Transition Reference that Shari G. has developed and shared with you in the past.

** Bring with you your WAMS ID

Transition Record Review Checklist

This form is used on an annual basis by the school district to review our compliance with Indicator 13 Transition: http://dpi.wi.gov/forms/pdf/podsa-rrc-tran-001.pdf. Staff are encouraged to use this checklist when writing their IEPs for students 14 and older.  

2012-2013 Request for ACT Special Testing

http://media.actstudent.org/documents/spectest.pdf

2012-2013 Request for ACT Extended Time Testing

http://media.actstudent.org/documents/ext-time.pdf

Examples of Coordinated Set of Activities for High School

http://www.dpi.wi.gov/sped/pdf/spp13-csactivities.pdf

Compliance Examples for the Transition Checklist

http://www.dpi.wi.gov/sped/pdf/spp13-examples.pdf

Wisconsin Schoolwide Transition Initiative - Taylor County

http://www.wsti.org/services-and-resources-search-results.html?county=61

Wisconsin Disability Document Guide for Postsecondary Education and Training

http://www.uww.edu/csd/common/docs/tran-disab-docum-guide.pdf

Wisconsin Technical College Systems - Key Contact Persons for Students with Disabilities

http://dwd.wisconsin.gov/dvr/pdf_files/wtcs_contact_persons.pdf

IEP Transition Pages Reference Guide

Medford School District certified staff should have received a copy of the IEP Transition Pages Reference Guide that was developed by Transition Coordinator Shari Gajewski.  Please contact Shari or I if you have not received a copy of this Guide.  

Transition Night

This will be held on Monday November 5 from 6:00 to 8:00 pm.  Registration is now open with Luanne Olson at olsonlu@medford.k12.wi.us.  Parents, students, and staff are invited to attend. 

Department of Vocational Rehabilitation - Taylor County

Department of Vocational Rehabilitation

DVR Counselor

Our DVR counselor is Gwen Steele. Her email address is: Gwen.Steele@dwd.wisconsin.gov

DVR Online Application Process

Students can now apply online for DVR services. If they do, teachers should send the IEP in to Gwen in Ladysmith, which is her home base. 108 W 2nd St N, 54848.  Gwen has within 60 days to determine eligibility. Once active, DVR has 90 days to complete the IPE. In order to do this, students need to have a vocational goal.  If they struggle with that, Gwen can look at an evaluation by Rhonda Lewan (preferred) or another facility, dependent on the individual's needs.

Here is a link to the online application: https://dwd.wisconsin.gov/DVRApply/Presentation/AnonymousApplication/DVRMission.aspx

Student Meetings

Gwen will come as needed to meet with new applicants if they are 18. If not, Gwen will need the parent to meet her there or at her office. A room will need to be reserved for Gwen to use at the high school.