Advice for Teachers from Teachers (How to build rapport with students)
1. Greet students at the door
2. Interact with students while they are getting settled, asking about their weekend, their game, the movie they saw, the birthday party they went to, etc
3. During discussions, allow some off topic but relevant exchange regarding connections to current events and student experiences the topic being addressed
4. Conference with students to encourage completion and/or improvement of assignments, explaining current and future implications
5. Listen to individual complaints, modifying assignments, due dates, or grading for special circumstances when appropriate. Let the students know you care and are flexible.
6. Send home letter/postcard/email with positive message to student/parent.
7. Give each student a card and their favorite candy bar on their birthday.
8. Highlight a student of the week, just because they are part of the class.
9. Tell the entire class you are glad they are here and ready to learn.
10. Have students write positive affirmations to each classmate.
11. Write personal positive affirmations to each student (contingent or non-contingent based.)
12. Give your full attention to a student as he or she talks to you; smile or nod appropriately.
13. Be willing to give a pat on the back, high 5, thumbs up etc
14. Phone call home just to say you enjoy their student in your class.
15. Leave sticky notes on random desks once a week saying, “Glad you’re here,” “It’s great to see you,” or “I appreciate you,” et
16. Every so often spend the last 5 minutes of the class asking students questions about their life.
17. Ask students to be teacher assistants.
18. Have a “lunch brunch.” Invite students to spend lunch with you.
19. Attend extra-curricular activities.
20. Tutor students before/after school.
21. Learn about students’ favorite professional students
22. Learn about their pets.
23. Use student names on test questions.
24. Bring treats for the entire class when something great happens (e.g. popular team wins the Super Bowl or someone has received a special honor outside of school).
25. Celebrate birthdays even in a small way.
26. Say goodbye at end of day (high five).
27. Smile when walking down the halls.
28. Share personal information when appropriate and listen to their stories.
29. Take 2-5 minutes each morning to ask how they’re doing and listen to what they have to say.
30. Once a week each lunch with them.
31. Play on the playground with them once a week or month.
32. At the end of the year write the class a letter telling what you have personally learned and gained from each student.
33. Have fun with them
34. Even when a student makes a mistake, remind them tomorrow is a new day, and greet them with a smile.
“Successfully Teaching Challenging Students” by Dahlgren et al. - From a 1 day seminar that Mr. Everhard and I attended earlier this school year.
Friday, November 30, 2012
Sunday, November 18, 2012
Parentally Placed Private School Evaluations
There has a been a change in the interpretation guidance of a law involving Parentally Placed Private School Students. Since IDEA 2004 was passed - school districts which had private schools were responsible for the special education evaluations of any students who were parentally placed there. There has now been a recent legal interpretation change given.
For example - A parent resides in the Abbotsford School District and has a child placed at Holy Rosary. They have speech and language concerns and want their child tested. The parents now have 3 options to choose from:
1. Parents can choose to have the school district (Medford) in which the private school (Holy Rosary) resides do the evaluation.
2. Parents can choose to have the school district of residence (Abbotsford) do the evaluation.
3. Parent can choose to have both school districts do the evaluation (not recommended)
If you have one of these situations - please contact me for how to proceed.
Here is the direct Office of Special Education Program (OSEP) interpretation guidance:
OSEP Question and Answer Document on Servicing Children with Disabilities Placed by
Their Parents in Private Schools, Revised April 2011
OSEP letter to EIG, January 28, 2009
A parent of a parentally placed private school student may request a special education
evaluation from the resident school district or the school district where the private school
is located. Although OSEP does not encourage this practice; parents may also request the
two different school districts to evaluate their child at the same time.
Joseph A. Greget
Director of Student Services/Special Education
State Superintendent Conference on Special Education and Pupil Services Leadership Institute
State Superintendent Conference on Special Education and Pupil Services Leadership Institute
I attended the conference this week and obtain great information on RTI for SLD law, Postsecondary Transition Planning, Section 504, and Special Education legal updates. Here is a link to those and more information:
Leadership Conference Handouts
Handouts from the keynote and sectional presentations at the 28th Annual State Superintendent’s Conference on Special Education and Pupil Services Leadership Issues are posted online at http://sped.dpi.wi.gov/
Section 504: A Legal Overview
There was a very informative sectional 504 and what is covered, best practices, etc. I will be covering Section 504 more indepth in a future newsletter. Here is a link to the handouts http://sped.dpi.wi.
Special Education Law: A Year in Review
Student Services/Prevention, Special Education, and Pupil Services Nondiscrimination Legal Updates
Special Education Legal Updates
Here are some primary special education legal updates. Please contact me for more information:
Office of Special Education Programs (OSEP) Letters/Guidance
A. Parentally Placed Private School Students
OSEP Question and Answer Document on Servicing Children with Disabilities Placed by
Their Parents in Private Schools, Revised April 2011
OSEP letter to EIG, January 28, 2009
A parent of a parentally placed private school student may request a special education
evaluation from the resident school district or the school district where the private school
is located. Although OSEP does not encourage this practice; parents may also request the
two different school districts to evaluate their child at the same time.
B. LRE/Work Placements
OSEP letter to Spitzer-Resnick, Swedeen, and Pugh, June 22, 2012.
Transitions services are defined broadly and include a range of services. Work placement
can be an appropriate transition service, depending on the individual needs of a student,
but it is not a required component of all individualized education programs (IEPs) that
address transition services. If an IEP team determines that work placement is an
appropriate transition service, in determining the placement, the IEP team must apply the
least restrictive environment (LRE) provisions. The IEP team must consider, and include
in the IEP, as appropriate, any supplementary aids and services needed to enable the
student to participate with other students with disabilities and nondisabled students in the
work placement described in the IEP.
IDEA Complaint Decisions
A. Shortened School Day
IDEA Complaint 12-043
Compare with Vincent v. Kenosha Unified School District 112 LRP 47790 (United States
District Court, Eastern District, Wisconsin (2012))
A student’s school day should be reduced or shortened only in rare circumstances when it
is warranted by the student’s unique disability related needs. It cannot be used as a
means of disciplining a student or creating an award system. If the student’s behavioral
needs are such that they cannot be accommodated in the regular classroom with the
appropriate supplementary aids and services, then the IEP team must consider and
determine an alternative placement which will allow the student to continue to receive a
free and appropriate public education (FAPE).
B. Requests for an Independent Educational Evaluation (IEE)
IDEA Compliant Decisions 12-027, 12-006
Districts must respond to requests for an IEE without unnecessary delay. However, what
is unnecessary delay depends on the circumstances. Sometimes a request for an IEE will
be submitted while a special education evaluation is in progress or a parent has filed a
request for a due process hearing. Parents have the right to obtain public funding for an
IEE only after the evaluation is completed. In cases involving a due process hearing, if
and when an IEE is required, depends on the outcome of the hearing process.
C. Role of a Special Education Aide
IDEA Complaint 12-013
Professional teaching responsibilities must be carried out by a licensed special education
teacher. A special education aide’s role is limited to working under the direct supervision
of the licensed teacher to support the lesson plans of the teacher, provide technical
assistance to the teacher, help with classroom control or management, and perform other
duties as assigned. Special education services were not provided by an appropriately
licensed special education teacher when the teacher had limited or no contact with the
students and the aide assigned grades, determined course materials, and developed and
carried out the daily lesson plans.
D. Screening
IDEA Complaint 12-033
Screening to determine appropriate instructional strategies for curriculum implementation
is not considered an evaluation of eligibility for special education services. Screening
activities generally include all children in a school, grade, or class, such as kindergarten
screening. A special education staff member conducting an observation or administering
an assessment to an individual student to explore or verify the possibility of a disability is
not screening. A formal referral for special education, including obtaining parent
consent, must be in place prior to sped
SLD Technical Assistance Guide
SLD Technical Assistance Guide Released
DPI has released the Specific Learning Disabilities (SLD) technical assistance guide, which will serve as a critical resource as schools around the state prepare for the sunset of the significant discrepancy criteria on December 1, 2013. The guide is on the SLD webpage at: http://sped.dpi.wi.gov/
In addition to the technical assistance guide, you will find a graphing tool for use in summarizing progress monitoring data collected during the implementation of intensive interventions to establish insufficient progress. Directions on how to use the graphing tool are in the technical assistance guide as well as with the graphing tool itself. The graphing tool is at:http://sped.dpi.wi.gov/
Wednesday, November 14, 2012
Taylor County Family Support Program
Taylor County Human Services Department
Family Support Program
The Family Support Program provides individual services and supports to families that include a child with severe disabilities. The program recognizes that meeting the needs of children who have severe disabilities may place hardships on a family's emotional, physical and financial resources. The program offers:
- information and help in finding services and maximizing community resources;
- limited funding to buy needed services and goods that can't be bought through other sources;
- help in linking families with other families to strengthen natural supports
Eligibility
Families are eligible for services if they have a child with a severe disability, under the age of 21, and living at home. A severe disability is a physical, mental, or emotional limitation which seriously restricts the child's ability to carry out basic daily living activities such as self-care, learning, communications, mobility and self-direction. Although family income is not a basis for eligibility, cost-sharing may be required on a sliding fee scale.
Family Support is a state-funded program. Because each county has limited funding for this program, eligibility does not guarantee a family will receive services. Agencies may have waiting lists for services and assessments. Families are served on a first-come, first-served basis, although priority for services may be given to families in a crisis situation or families who are bringing a child home from an out-of-home placement.
How to Apply for Family Support
Families apply for services through their county Family Support Program. The application process includes an eligibility determination and a needs assessment. Information is gathered from a variety of sources which may include interviews with the family, educational records and medical history.
Once eligibility has been determined, together the family and program staff develop a service plan that addresses the family's unique situation, identifying support needs and setting priorities.
As the service plan is developed, all supports available to the family are explored. Formal supports include medical, social services, educational and funding resources. Informal supports include friends, family, neighbors and community groups, businesses, or organizations.
In addition, the program staff may help families learn about and use services in their community, help coordinate services and advocate on behalf of the child and family.
For information on the Family Support Program please contact:
Taylor County Human Services Department
540 East College Street
Medford, WI 54451
Telephone: (715) 748-3332
Toll Free: (800) 993-3332
Fax: (715) 748-3342
The family calls the Intake Worker here at HSD (715-748-3332) to ask for an assessment or if they have further questions.
Monday, November 12, 2012
New SLD Technical Assistance Guide and Resources
Wisconsin Department of Public Instruction continues to put out resources designed to help all school buildings implement the new identifying students with SLD model by December 2013. We have now implemented this model in our elementary buildings as of September 1, 2012 and will be implementing at MAMS and MASH as of September 1, 2013. Here are the new and/or updated resources which can be used for our implementation and/or planning for implementation purposes.
SLD Technical Assistance Guide - November 2012
Frequently Asked Questions about making SLD Eligibility Decisions as of September 2012
Revised SLD criteria and implementation overview as of October 31, 2012
Wisconsin Intensive Intervention Tool for each of the SLD areas:
http://www.wirticenter.com/Friday, November 9, 2012
Autism Resources and Information
CESA 7 Autism Resources and Information:
Schedules are found at http://www.specialed.us/autism/05/visualexamples-sched.htm
Academic and Self Help are found at: http://www.specialed.us/autism/05/visualexamples-ash.htm
Classroom Structure is found at: http://www.specialed.us/autism/05/visualexamples-cs.htm
Strategies for Teachers Working With Students Who Have ASD:
http://www.specialed.us/autism/05/strategies.htm
Autism: Interventions and Strategies for Success:
http://www.specialed.us/autism/index2.htm
- Assistive Technology
- Children with Asperger Syndrome - Characteristics/Learning Styles
- Effective Programming for Young Children
- Structured Teaching Strategies
- Increasing Expressive Communication Skills for Verbal Children
- Developing Expressive Communication Skills for Nonverbal Children
Transition Checklist for Middle and High School Students with Asperger Syndrome
http://www.specialed.us/autism/05/trancheck.htm
Autism Website Resources
http://www.specialed.us/autism/05/webresources.htm
Examples of IEP Goals with Objectives
http://www.specialed.us/autism/05/g_o.htm
Examples of IEP Goals without Objectives
http://www.specialed.us/autism/05/gwo.htm
Thursday, November 8, 2012
EBD Resources
Throughout this school year and today during our Professional Learning Communities there was discussion on students withemotional and behavioral issues from children as young as Early Childhood through High School.
Our school district is very fortunate to have so many staff that care about children and wish they could take them home. The fact that you care so much and want to help them is the best intervention that the students can be provided. We have staffing such as Safety/Crisis/Social Services expert Donald Everhard, great child advocate administrators, veteran EBD teachers, guidance counselors, school psychologist, program support teacher, paraprofessionals, 1.5 early childhood special education teachers, veteran special education teachers, and newer special education teachers who all have experiences, ideas, and skills to help our student(s).
Use each other - collaborate, communicate, and come together to support one another. Also, remember that you are the greatest intervention a student can have.
Here are the trainings, resources, and treatment services information which was requested by staff:
Upcoming Statewide Trainings
20th Annual EBD Institute - March 6-8, 2013 - Wausau, WI
Addressing Social Skills -March 5 and 6, 2013 (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!
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!
Resources
Addressing Behavior through FBAs, BIPs, and IEPs. (Updated from DPI)
Special Education Reference - Functional Behavioral Assessments
Blueprints for Success: Instructional Strategies to Promote Appropriate Behaviors
Thirteen behaviors were identified and charts - or blueprints - developed for the most commonly occurring functions of each behavior. Instructional strategies for both the appropriate and inappropriate behaviors are included, as are instructional consequences. http://www.dpi.
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&
Addressing the Behavioral Needs of Students with Disabilities
Intervention Central: Behavioral Interventions
Positive Behavioral Intervention and Supports for Students with Autism
Developed by the Wisconsin PBIS Technical Assistance Coordinator and DPI Autism Consultant Daniel Parker
Emotional Behavioral Disabilities Intervention Manual
(Excellent resource which is available in district. Contact me if you wish to review. You can also complete a purchase order)
Positive Behavioral Intervention and Supports
Wisconsin PBIS Network: http://www.
National PBIS: http://www.pbis.org/
Treatment
Marriage and Family Day Treatment Center - Mikan and Migisi (half day programs)
Northwest Guidance and Counseling - Journey Program in Wausau (full day program)
Northwest Directions - School Based Mental Health Counseling
We have a contract through Northwest Directions to provide School Based Mental Health Counseling in our schools. We have the forms for parents to complete which will help determine if parent insurance or medical assistance will pay for the school based mental health counseling. Contact me for more information.
Eau Claire Academy in Loyal
1/2 or full day program. Schools pay for the programming not covered by parent insurance. Focus is on behavioral conduct not mental health.
Counseling Connection
Licensed Counselor Kelly Schultz is interested in consulting with our staff on any behavioral or emotional issue at no cost to the district. Certified staff should feel free to contact him. He is also interested in providing school based mental health counseling in the future if the situation would arise.
Tuesday, November 6, 2012
Special Education Family Day - Movies on Saturday November 10
November 6, 2012
Dear Parents,
In the Medford Area Public School District we have approximately 295 students with an IEP who receive special education services. We are proud to have your child and their family members as part of our extended special education family.
In the past year our Special Education Advisory Council has worked to help create opportunities for students with an IEP and their families to have time together in fun activities. We are calling these Special Education Family Days. We hope that you will join us for our first and ongoing events throughout this school year.
If you have any other ideas for Special Education Family Days, then please contact me. We will be offering snowshoeing through the Kuse Nature Preserve in February with a date to be determined.
Thank you to the Broadway Theatre, Special Education Advisory Council, and Medford Area Public School District for this opportunity for our students and their families.
Sincerely,
Joseph A. Greget
Director of Student Services/Special Education
Dear Parents,
In the Medford Area Public School District we have approximately 295 students with an IEP who receive special education services. We are proud to have your child and their family members as part of our extended special education family.
In the past year our Special Education Advisory Council has worked to help create opportunities for students with an IEP and their families to have time together in fun activities. We are calling these Special Education Family Days. We hope that you will join us for our first and ongoing events throughout this school year.
Special Education Family Day
Movies at Broadway Theatre
“Wreck it Ralph” (any age) and “Skyfall” (13 and over)
Saturday November 10 at 11:00 am
Students with an IEP - Free movie ticket
Family members - $6.00 each
Pop and popcorn - 50% off regular prices
If you have any other ideas for Special Education Family Days, then please contact me. We will be offering snowshoeing through the Kuse Nature Preserve in February with a date to be determined.
Thank you to the Broadway Theatre, Special Education Advisory Council, and Medford Area Public School District for this opportunity for our students and their families.
Sincerely,
Joseph A. Greget
Director of Student Services/Special Education
Emotional and Behavioral Resources
Throughout this school year and today during our Professional Learning Communities there was discussion on students with emotional and behavioral issues from children as young as Early Childhood through High School.
Our school district is very fortunate to have so many staff that care about children and wish they could take them home. The fact that you care so much and want to help them is the best intervention that the students can be provided. We have staffing such as Safety/Crisis/Social Services expert Donald Everhard, great child advocate administrators, veteran EBD teachers, guidance counselors, school psychologist, program support teacher, paraprofessionals, 1.5 early childhood special education teachers, veteran special education teachers, and newer special education teachers who all have experiences, ideas, and skills to help our student(s).
Use each other - collaborate, communicate, and come together to support one another. Also, remember that you are the greatest intervention a student can have.
Here are the trainings, resources, and treatment services information which was requested by staff:
Upcoming Statewide Trainings
20th Annual EBD Institute - March 6-8, 2013 - Wausau, WI
Addressing Social Skills -March 5 and 6, 2013 (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!
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!
Resources
Addressing Behavior through FBAs, BIPs, and IEPs. (Updated from DPI)
Special Education Reference - Functional Behavioral Assessments
Blueprints for Success: Instructional Strategies to Promote Appropriate Behaviors
Thirteen behaviors were identified and charts - or blueprints - developed for the most commonly occurring functions of each behavior. Instructional strategies for both the appropriate and inappropriate behaviors are included, as are instructional consequences. http://www.dpi.
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&
Addressing the Behavioral Needs of Students with Disabilities
Intervention Central: Behavioral Interventions
Positive Behavioral Intervention and Supports for Students with Autism
Developed by the Wisconsin PBIS Technical Assistance Coordinator and DPI Autism Consultant Daniel Parker
Emotional Behavioral Disabilities Intervention Manual
(Excellent resource which is available in district. Contact me if you wish to review. You can also complete a purchase order)
Positive Behavioral Intervention and Supports
Wisconsin PBIS Network: http://www.
National PBIS: http://www.pbis.org/
Treatment
Marriage and Family Day Treatment Center - Mikan and Migisi (half day programs)
Northwest Guidance and Counseling - Journey Program in Wausau (full day program)
Northwest Directions - School Based Mental Health Counseling
We have a contract through Northwest Directions to provide School Based Mental Health Counseling in our schools. We have the forms for parents to complete which will help determine if parent insurance or medical assistance will pay for the school based mental health counseling. Contact me for more information.
Eau Claire Academy in Loyal
1/2 or full day program. Schools pay for the programming not covered by parent insurance. Focus is on behavioral conduct not mental health.
Counseling Connection
Licensed Counselor Kelly Schultz is interested in consulting with our staff on any behavioral or emotional issue at no cost to the district. Certified staff should feel free to contact him. He is also interested in providing school based mental health counseling in the future if the situation would arise.
Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports in an IEP
Excellent resource from Department of Public Instruction on how to write and describe Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports in an IEP:
Sunday, November 4, 2012
Transition Night in Medford on November 5
Taylor County Transition Advisory Council and Medford Morning Rotary Club present: Transition Night!
Transition Night
November 5 from 6-8:00 pm
Medford Area Senior High School
Designed to support and educate parents and students 14 and older with an IEP or 504 plan about resources and planning for life after high school.
139 people thus far registered to attend our first ever event here in Ta
Transition Night
November 5 from 6-8:00 pm
Medford Area Senior High School
Designed to support and educate parents and students 14 and older with an IEP or 504 plan about resources and planning for life after high school.
139 people thus far registered to attend our first ever event here in Ta
ylor County.
Spaghetti dinner and door prizes will be provided for those in attendance.
Multiple agencies present included:
Aging and Disability Resource Center of the Northwoods
Autism Society of Central Wisconsin
Black River Industries
CCB Housing
Employment Bound Services
Indianhead Community Action Agency
Jeremiah's Crossing (Therapeutic Horseback Riding)
Katie Beckett Program
Landmark Company (housing)
Manpower
McDonalds of Medford
Medford Public Schools - School to Work Coordinator, Job Coaching, Transition and the IEP, Scholarships, and Accommodations at Post-secondary level
Medford Morning Rotary Club
Meridian Group/Riverview Village
Midstate Independent Living Consultants
Northcentral Technical College
Northern Regional Center for Children and Youth with Special Needs
Northwest CEP Inc
Parent Resource Center
Progressive Travel - Miles of Smiles special needs bus tours
Taylor County Corporation Counsel
Taylor County District Attorney
Taylor County Human Services (Family Support, Guardianship, more)
Taylor County Literacy Council
Taylor County Special Olympics
United Special Sportsman Alliance (hunting opportunities for those with special needs)
UW Stout (Employment based functional evaluations)
Wisconsin Statewide Transition Initiative
Spaghetti dinner and door prizes will be provided for those in attendance.
Multiple agencies present included:
Aging and Disability Resource Center of the Northwoods
Autism Society of Central Wisconsin
Black River Industries
CCB Housing
Employment Bound Services
Indianhead Community Action Agency
Jeremiah's Crossing (Therapeutic Horseback Riding)
Katie Beckett Program
Landmark Company (housing)
Manpower
McDonalds of Medford
Medford Public Schools - School to Work Coordinator, Job Coaching, Transition and the IEP, Scholarships, and Accommodations at Post-secondary level
Medford Morning Rotary Club
Meridian Group/Riverview Village
Midstate Independent Living Consultants
Northcentral Technical College
Northern Regional Center for Children and Youth with Special Needs
Northwest CEP Inc
Parent Resource Center
Progressive Travel - Miles of Smiles special needs bus tours
Taylor County Corporation Counsel
Taylor County District Attorney
Taylor County Human Services (Family Support, Guardianship, more)
Taylor County Literacy Council
Taylor County Special Olympics
United Special Sportsman Alliance (hunting opportunities for those with special needs)
UW Stout (Employment based functional evaluations)
Wisconsin Statewide Transition Initiative
Saturday, November 3, 2012
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.
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.
Wilson Reading Workshop on Nov 7
Wilson Reading Workshop
Wednesday November 7
3:45 to 5:00 pm
Medford Area Elementary School Computer Lab
Wednesday November 7
3:45 to 5:00 pm
Medford Area Elementary School Computer Lab
Agenda:
1. Questions and Answers
2. Level II Certified Staff Support Plan
3. Wilson Reading Steps 7-12 online academy
1. Questions and Answers
2. Level II Certified Staff Support Plan
3. Wilson Reading Steps 7-12 online academy
Here are three examples of live saving differences that Wilson Reading
makes:
makes:
1. Hardest Working Student
Five years ago a current 10th grade student couldn't register a score
on the NWEA MAP online testing. We started him in Wilson Reading. He
continued to score at the 1st percentile rank on NWEA for two years.
During his 8th grade year - Mr. Leonard asked him "how is reading
going?" The student replied "It is going great Mr. Leonard. When I
ride along with my Dad I can now read the signs on the side of the
road." That student has now spent the past 3 summers during extended
school year services, had double blocks of reading instruction, and
done reading assistant. He is now doing one period of Wilson Reading
and one period of Read 180 at MASH. In the Spring 2012 NWEA - he
scored at the 55th percentile. He is now serving as a role model for
the other student doing Wilson with him. At his IEP meeting last week
- the studetn, parent, and teachers were overcome with emotion on his
progress.
Five years ago a current 10th grade student couldn't register a score
on the NWEA MAP online testing. We started him in Wilson Reading. He
continued to score at the 1st percentile rank on NWEA for two years.
During his 8th grade year - Mr. Leonard asked him "how is reading
going?" The student replied "It is going great Mr. Leonard. When I
ride along with my Dad I can now read the signs on the side of the
road." That student has now spent the past 3 summers during extended
school year services, had double blocks of reading instruction, and
done reading assistant. He is now doing one period of Wilson Reading
and one period of Read 180 at MASH. In the Spring 2012 NWEA - he
scored at the 55th percentile. He is now serving as a role model for
the other student doing Wilson with him. At his IEP meeting last week
- the studetn, parent, and teachers were overcome with emotion on his
progress.
2. Proud of Himself
An 8th grade student with a cognitive disability has participated in
Wilson Reading. Last week he was walking around the middle school and
stopped in the office area. He had a book with him and read a page
from the book to Mr. Leonard and myself. The student also stopped in
Mrs. Wieman's class and read a page from his book to a whole class.
This is a student who is so proud of himself for being able to read
that he wants to read to everyone who has 5 minutes to listen to him.
An 8th grade student with a cognitive disability has participated in
Wilson Reading. Last week he was walking around the middle school and
stopped in the office area. He had a book with him and read a page
from the book to Mr. Leonard and myself. The student also stopped in
Mrs. Wieman's class and read a page from his book to a whole class.
This is a student who is so proud of himself for being able to read
that he wants to read to everyone who has 5 minutes to listen to him.
3. Special Education is Not Forever
Three years ago a student was struggling significantly with his
reading in another school. After meeting our teacher and learning
about our reading program the parent decided to enroll him at MAES.
The student was provided specially designed instruction and
participated in the Wilson Reading program for 1 hour per day. He
came in 45 minutes before school started every day during the 11-12
school year to receive Wilson Reading instruction. He is now
receiving no special education services. In 3 months I will have his
IEP meeting and the IEP team will be looking at dismissing him from
special education because he has remediated his learning disabilities
and has learned appropriate skills.
Three years ago a student was struggling significantly with his
reading in another school. After meeting our teacher and learning
about our reading program the parent decided to enroll him at MAES.
The student was provided specially designed instruction and
participated in the Wilson Reading program for 1 hour per day. He
came in 45 minutes before school started every day during the 11-12
school year to receive Wilson Reading instruction. He is now
receiving no special education services. In 3 months I will have his
IEP meeting and the IEP team will be looking at dismissing him from
special education because he has remediated his learning disabilities
and has learned appropriate skills.
Hope to see you on November 7.
Joseph
Comprehensive List of Visuals and Social Stories
Comprehensive List of Visuals and Social Stories
http://blog.
http://blog.
Identifying Students with Specific Learning Disabilities
Identifying Students with Specific Learning Disabilities
We are now two months into our Identifying Students with SLD model at our elementary schools. There are a number of new initial LD referrals which are going on right now. Here is a reminder about the rule changes and IEP team member roles at the IEP meetings. We will be adopting this model at MAMS and MASH starting in September 2013. There will be planning meetings coming up to help with implementation at MAMS and MASH.
Rule Changes
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. We have implemented this model at MAES and SES and will implement at MAMS/MASH iWe are now 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: Student 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.
New IEP Team Roles at Elementary IEP meetings - for Initial Specific Learning Disabilities
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 meeting. Staff members can hold more than one role at each IEP meeting. These new IEP team roles should be listed as such on the IEP paperwork.
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."
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 meeting. Staff members can hold more than one role at each IEP meeting. These new IEP team roles should be listed as such on the IEP paperwork.
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."
Special Education and Student Services Newsletter for October 24, 2012
Special Education and Student Services Newsletter for October 24, 2012
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/
Teaching Students with Down Syndrome
http://specialed.about.com/od/
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/
Comprehensive List of Visuals and Social Stories
http://blog.
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/
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/
English Language Learner = http://dpi.wi.gov/oea/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.
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.
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/
Teaching Students with Down Syndrome
http://specialed.about.com/od/
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/
Comprehensive List of Visuals and Social Stories
http://blog.
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/
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/
English Language Learner = http://dpi.wi.gov/oea/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.
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.
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