Taylor County Parent Support Group

Taylor County Parent Support Group
We have several parents and school personnel looking into starting a Parent Support Group for Families with Autism and all other Special Needs here in Taylor County.  The group would help provide positive hope, information on resources, guest speakers, parent chats, parent nights, family nights, discuss needed countywide programming, and more.  Any parents, school staff, or community members would be welcome to join.

If you are interested in learning more, helping plan the focus of the group, or being a member - then please contact Director of Special Education/Student Services Joseph Greget at gregejo@medford.k12.wi.us or 715-748-2316 ext 324.

CHANGES TO THE AUTISM SPECTRUM DISORDER CRITERIA IN THE DSM-5

Following information was found at: http://www.asw4autism.org/pdf/Changes_to_ASD_Criteria_in_the_DSM_5.pdf

The Diagnostic and Statistical Manual (DSM) is published by the American Psychiatric Association (APA) and is used by mental health professionals to diagnose mental and behavioral conditions. The American Psychiatric Association recently released the 5th edition (DSM-5) in May of 2013 which included important changes to the criteria used to diagnose autism spectrum disorders.

The APA publishes updates to the DSM every few years to keep up with new research. Under the previous criteria (last updated in 2000), four separate disorders were included under the autism spectrum: autistic disorder, Asperger’s disorder, childhood disintegrative disorder or pervasive developmental disorder – not otherwise specified (PDD-NOS). Research found that different clinics, treatment centers and diagnosticians applied these 4 diagnoses differently. The criteria in the DSM 5 changed with the goal of improving consistency across diagnosticians.

Summary of the new criteria:
 There is only one diagnostic category under the new DSM-5, Autism Spectrum Disorder. This diagnosis will take the place of the 4 previously separate disorders - autistic disorder, Asperger’s disorder, childhood disintegrative disorder and pervasive developmental disorder –not otherwise specified (PDD-NOS). Those diagnosed with one of the 4 disorders from the DSM-4 should be given the new diagnosis of an autism spectrum disorder.
 The new criteria have 2 domains of impairment, compared to the 3 domains that were previously used. The new domains are 1) social interaction and social communication and 2) restricted interests and repetitive behaviors.
 To receive a diagnosis, an individual must display a total of 5 out of the 7 possible impairments, compared to 6 out of the previous 12 . All 3 criteria under the social interaction and social communication domain must be displayed and at least 2 out of the 4 criteria under the restricted interests and repetitive behavior domain must be displayed.
 Sensory differences were added under the restricted and repetitive behaviors domain.
 The DSM-5 requires a severity rating be given for each domain. Ratings are not intended to determine eligibility
for services. Ratings include:
 Level 3: Requiring very substantial support
 Level 2: Requiring substantial support
 Level 1: Requiring support
 The DSM-5 also added Social (Pragmatic) Communication Disorder, a new related diagnosis to the manual. This diagnosis would be given when an individual shows impairment in the social communication domain but does not display restricted interests and repetitive behaviors

Access to Grade Level Materials

DPI has notified us that we are in compliance with our Procedural Compliance Self-Assessment through their official review. 

However, one area of concern by reviewing our IEPs is in the area of Access to Grade Level Materials.  DPI stated that: 

Students with disabilities should have access to the general curriculum and federal non-regulatory guidance states that alternate assessments should be clearly related to grade-level content, although it may be restricted in scope or complexity or take the form of introductory or prerequisite skills (U.S. Department ofEducation, 2005, p. 26).  If we are assessing students using grade-level content, then instruction should also be grade-level.  We understand that for some students the content will need to be scaffolded, modified, adapted and accommodations will need to be provided- however, students should still have access to grade-level content. 

 

An example is this:

"Johnnie is a 7th grade student who participates in the Wisconsin Alternate Assessment and has a pullout special education Science Class. His Science textbook is at the 3rd grade level." 

DPI is indicating that all of our students should have access to grade level curriculum. It is up to us to use Extended Grade Band Standards or Common Core Essential Elements to modify the grade level curriculum and daily lesson plans when teaching the students. The above example situation is not accepted by DPI.  DPI understands the challenge of this with students who are severely CD or students who have severe autism spectrum.   

Earlier this school year a number of Common Core Essential Elements binders on English/Language Arts and Mathematics were sent to staff.  We should be receiving some more from DPI. If you did not receive one, then please let me know. 

Here are online links to this information for your review and use when curriculum and instructional planning.  We will also be setting up an in-district training in this area: 

Common Core Essential Elements for English/Language Arts and Math: 

http://sped.dpi.wi.gov/sped_assmt-ccee

Extended Grade Band Standards for Science: 

http://sped.dpi.wi.gov/sped_assmt-extstd

Let me know if you have any questions, 

Joseph

Procedural Compliance Tips for Schools and IEP teams

Good afternoon Joseph,

Thank you and your staff for providing the necessary files to review for Self-Assessment/Verification Process.  As I mentioned during our phone conversation, Medford School District met the requirements and is in compliance.  The school district will receive a more formal letter, closing the verification process for this year.

 

As I said, Medford was in compliance, however there were a few points that came to my attention which I thought you might like to share with your staff, in terms of best practice.

 

IEP- 4 The IEP contains a statement of the student’s present levels of academic achievement and functional performance.

For the most part, the files reviewed provided a clear picture of both present levels of academic achievement AND functional performance, however there were a few files in which functional performance was not explicitly addressed.

 

IEP- 5 The IEP includes how the student’s disability affects his or her involvement and progress in the general curriculum or for an early childhood (3-5) student in age-appropriate activities.

Please provide explicitly statements describing HOW the disability affects student involvement and progress in the general curriculum. 

 

IEP- 6 The IEP teams must, in the case of a student whose behavior impeded his or her learning, or that of others, consider the use of positive behavior interventions and supports and other strategies to address that behavior.     

ISS (In-school suspension) is not a positive behavioral intervention and should be avoided in this section of the IEP.  The standards and directions state: An IEP that includes only negative measures, such as seclusion or restraint, suspension, or dentition does not meet the standard. Describe what POSITIVE strategies are in place to address student behavior.

 

IEP- 13  Following the development or revision of the individualized revision of the IEP and prior to its implementation, the student’s parent(s) were provided a notice of placement.

Parents must receive written notice, including a copy of their student’s IEP, in a reasonable time prior to its implementation.  Reasonable time will depend on how notice is being delivered, but we recommend at least 3 days if sent by mail.

 

A side note:

Students with disabilities should have access to the general curriculum and federal non-regulatory guidance states that alternate assessments should be clearly related to grade-level content, although it may be restricted in scope or complexity or take the form of introductory or prerequisite skills (U.S. Department of Education, 2005, p. 26).  If we are assessing students using grade-level content, then instruction should also be grade-level.  We understand that for some students the content will need to be scaffolded, modified, adapted and accommodations will need to be provided- however, students should still have access to grade-level content. 

 

Thank you again for all your work on this!

Please let me know if you have additional questions.

Thanks,

 

Erin Faasuamalie

Education Consultant

Wisconsin Department of Public Instruction

Special Education

Transfer Students and Special Education

We have a had a number of transfer students in special education within and from out of state this school year. There has been some new DPI guidance in relation to transfer students. DPI Information Bulletin 13.01 - http://sped.dpi.wi.gov/sped_bul13-01. Please contact me for more information or interpretation. 

LEA responsibility when a student transfers between Wisconsin LEAs (intrastate transfers)

When a student transfers between Wisconsin LEAs, the receiving LEA, in consultation with the parent, must provide a free appropriate publiceducation without delay, including special education and related services comparable to those described in the most recent IEP developed by the sending LEA until: 

• The receiving LEA adopts the child's IEP (including evaluation and eligibility determination) from the previous LEA and provides the parent with an updated placement notice; or
• The receiving LEA develops, adopts, and implements at new IEP.....

If the receiving LEA can not implement all of the sending LEA's IEP, it must provide services comparable to those described in the child's IEP from the sending LEA and hold an IEP meeting to create its own IEP as soon as possible after the student enrolls. 

LEA's responsibility when a student transfers from another state (interstate transfers)

When a Wisconsin LEA receives a transfer student from another state, the receiving LEA, in consultation with the parent, must provide FAPE without delay, including special education and related services comparable to services described in the child's IEP from the sending LEA until: 

• The receiving LEA adopts the child's IEP (including evaluation and eligibility determination) from the previous LEA and provides the parent with an updated placement notice; or
• The receiving LEA conducts an evaluation and develops, adopts, and implements a new IEP. When a student transfers from another state, the evaluation is considered an initial evaluation. The parent must provide consent. The receiving LEA must make an eligibility determination and develop its own IEP as soon as possible after the student enrolls.......

What are the procedures for adopting the sending LEA's evaluation or IEP?

The law does not prescribe a timeline or the process for adopting the evaluation, eligibility determination, or IEP of a transfer student. However, the receiving LEA must take these steps within a reasonable period of time to avoid any undue interruption in the provision of special education and related services. 

We will be discussing at our upcoming Special Education Advisory Council the local procedures for adopting the sending LEA's evaluation or IEP. 

Initial SLD evaluations for students already in Special Education

http://sped.dpi.wi.gov/files/sped/pdf/sld-guide.pdf

We have had some questions about initial SLD evaluations for students who are already in Special Education.  Here are guidelines from the DPI Technical Assistance Guide: 

Other Impairments

A student who has been identified with a Cognitive Disability (CD) cannot also be identified with a Specific Learning Disability. Students with cognitive disabilities exhibit significant delays in measured intelligence, adaptive functioning, and academic functioning. A student’s level of adaptive functioning is a central consideration when determining the impairment of cognitive 

disability. 

SLD may co-exist with sensory and motor impairments (hearing, vision, orthopedic), Other Health Impairment (OHI) and Emotional Behavioral Disability (EBD). However, for a student to be found eligible as having SLD, other impairments such as these may not be the primary reason for the finding of inadequate classroom achievement or insufficient progress. 

Speech and Language and SLD

In order for a student to meet SLD eligibility criteria because of inadequate classroom achievement and insufficient progress in oral expression or listening comprehension, the difficulty must be demonstrated in academic functioning and result in the student not making sufficient progress. When oral expression and/or listening comprehension are being considered as part of an SLD evaluation, the SLD rule does not require that a speech/language pathologist be a member of the IEP team. However, it is strongly recommended that a speech/language pathologist be included on the IEP team whenever language related concerns are being evaluated. A speech and language pathologist must be a member of the IEP team if speech and language impairment is also being considered as part of the evaluation.

 

IEP teams must consider all suspected areas of disability, and may find that a student has both speech and language impairment and Specific Learning Disability. To be identified with both impairments, the student must meet all eligibility criteria for each area of impairment and have a need for special education services in each area

IEP Team Evaluation 

When a student is referred for an initial evaluation or when a student who has been receiving special education is reevaluated, specific steps must be followed regardless of the suspected impairment. The term “initial SLD evaluation” refers to the first time an IEP team considers SLD, even if this consideration is part of a special education reevaluation for a student previously identified with another impairment, or if the student was evaluated previously for SLD and was not found eligible. The term “reevaluation” assumes the student was previously identified by an IEP team as a student with the impairment of SLD and a need for special education. Consideration of the SLD criteria begins when an initial referral is made and continues as the IEP team answers the evaluation questions. 

Evaluation Process

IEP teams will still need to do weekly progress monitoring, two evidence based interventions, additional substantial number of instructional minutes, observations (classroom and during intensive intervention), classroom achievement assessment, and data analyzing as an initial SLD evaluation process even if student is currently in special education under another impairment. 

Please contact me for more information. We can also discuss more at upcoming building special education meetings. 

Thanks,

Joseph

IEP - Description of the impact of the student’s disability on his or her progress and involvement in the general curriculum

In our Self-Assessment of Procedural Compliance last year we reviewed the Individualized Education Program: Present Level of Academic Achievement and Functional Performance (I-4) to see whether it includes a description of the impact of the student’s disability on his or her progress and involvement in the general curriculum.

This is still an area which is a struggle for special education staff based upon reviews of several IEPs this year. The tendency is to discuss/write more about environment than it is curriculum.  

Here are the guidelines to follow and think about: 

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 nondisabled students. It is the common core of subjects and curriculum areas adopted by each LEA, or schools within the LEA, that applies to all students within each general age grouping from early childhood (3-5) through secondary school.

For an early childhood (3-5) student, the present level must address how the student’s disability affects his or her participation in age-appropriate activities. “Appropriate activities” means activities that students of that chronological age typically engage in as part of a formal early childhood (3-5) program or in informal activities, for example coloring, prereading activities, play time, sharing time, listening to stories read by teachers or parents.

A statement that just acknowledges that a student’s disability impacts his/her performance is not sufficient. Look for statements that tell how the student’s progress is impacted by the disability

General Education Curriculum

General education curriculum refers to what the student will be taught, not where the student will be taught. The general education curriculum is the common core of subjects and other curricular areas adopted by the district, or school within a district, for all students within each general age 

or grade grouping from preschool through secondary school. “Full time in the general curriculum” means the student’s instruction addresses the standards for nondisabled children in the student’s general age or grade grouping in all areas of the LEA’s curriculum. A student with a disability 

may participate in the general curriculum with or without accommodations. A student may participate in the general education curriculum even if the student receives instruction in a special education environment (e.g. resource room).

A Guide for Writing IEPs

Here is a link to the Guide for Writing IEPs as developed by DPI.  This includes 3 sample IEPs which can be reviewed for examples how to write this section of the IEP (starting with page 25).  There is 1 example for preschool and 2 examples for school age children. I have also attached the most recent DPI guide to this email.  http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf

I can also work with you individually and/or talk about at next building special education meeting. 

Thanks,

Joseph

"How the student's disability affects his or her involvement and progress in the general curriculum."

During our Procedural Compliance review in 12-13 we learned that we need to be better at answering/addressing the following information in the Present Level of Performance. This continues to be an area of challenge for us in 13-14 as well as I review the student's IEPs. We will continue to work on this together and I can help support you as well with any questions.  

"How the student's disability affects his or her involvement and progress in the general curriculum."

DPI has described this section as: 

 

General education curriculum refers to what the student will be taught, not where the student will be taught. The general education curriculum is the common core of subjects and other curricular areas adopted by the district, or school within a district, for all students within each general age or grade grouping from preschool through secondary school. “Full time in the general curriculum” means the student’s instruction addresses the standards for nondisabled children in the student’s general age or grade grouping in all areas of the LEA’s curriculum. A student with a disability may participate in the general curriculum with or without accommodations. A student may participate in the general education curriculum even if the student receives instruction in a special education environment (e.g. resource room). 

Our DPI consultant also states this about this area: There is really no correct or incorrect way to write this statement. The statement must be sufficiently descriptive to provide information responsive to the prompt.  This statement should also serve as a starting point for the discussion of needed goals and services.  The  standards used for compliance self-assessment for this section of the IEP form is described at: http://sped.dpi.wi.gov/files/sped/pdf/sa-stand-dir-new-cycle.pdf (See Items IEP-4 and IEP-5).

DPI Writing Meaningful IEP Guide

DPI has also included 4 examples of how to write this section (and academic achievement/functional performance) in the Present Level of Performance. Here is a link to those examples: http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf. This includes examples of an elementary student with a learning disability, four year old early childhood student, high school student with a cognitive disability, and middle school student with a learning disability. 

Writing IEPs is not always easy to put into words what we are trying to say and keeping in compliance with federal/state regulations.  Thank you for your time in writing these legal documents and all of your efforts not only in writing them, but also in delivering those services. 

Thank you, 

Joseph

Special Education Impairment, Checklists, and Evaluation Testing Materials

The following information will be beneficial for SOS teams, cross-categorical special education teachers, primary impairment special educationstaff, newer special education staff, child find teams, and IEP teams if we suspect a child has a disability, in the evaluation process, and/or determining eligibility for special education in our school district. 

Special Education Impairment Areas:

Students can quality for special education services (initial or re-evaluation) in these areas including: 

• Autism,
• Cognitive Disabilities, 
• Emotional Behavioral Disabilities, 
• Hearing Impairment, 
• Orthopedic Impairment, 
• Other Health Impairment, 
• Significant Developmental Delay, 
• Speech Language Impairments, 
• Specific Learning Disabilities, 
• Traumatic Brain Injuries, 
• Visual Impairments, 
• and the need for special education

Eligibility Criteria Checklists:

Eligibility Criteria Checklists for each impairment can be found through: 

• Skyward
• Our Special Education website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/eligibility-criteria-for-special-education
• DPI website: http://sped.dpi.wi.gov/sped_eligibility

Eligibility Criteria Checklists can also help IEP teams review which areas of a child's development should be tested to gain more information to help determine eligibility. 

Evaluation Testing Materials:

We possess a wide range of evaluation materials for each of the impairment areas listed above. Attached to this email are the sheets which lists our testing materials available under each of the impairment areas. 

In the initial or re-evaluation process - school psychologists and special education staff can review these sheets to determine which ones they would like to administer to help determine eligibility for special education.  These sheets also help the school psychologists and Luanne Olson complete the IEP paperwork as part of our process.

Here is a link to these materials on our special education website as well: 

https://sites.google.com/a/medford.k12.wi.us/specialed/home/evaluation-testing-materials-in-medford-schools

If you have additional or updated tests which are not on this sheet, then please let us know so it can be updated. 

 

IEP Teams

IEP Team make the final decision on which testing materials to administer, areas to assess, and if a child meets the initial or re-evaluation eligibility criteria for impairment area(s). 

Emotional and Behavioral Resources

Each year we send out an annual list of resources, trainings, and DPI updates related to emotional and behavioral functioning. The greatest resource or intervention is and always will be you.  Thank you for all your skills, thoughts, and experiences in helping our students be successful.  Your students are so fortunate to have YOU. 

1. Functional Behavioral Assessments

• Attachment- Local FBA Form - I have attached a FBA form which has been used in our school district. 

• Functional Behavioral Assessments (DPI Autism Webinar) which will be held on Thursday November 7 from 3:30 pm to 5:30 pm in the MAES Computer Lab

• Addressing Behavior through FBAs, BIPs, and IEPs. - http://www.dpi.state.wi.us/sped/av/fba-bip/player.html

• Special Education Reference - Functional Behavioral Assessments - http://www.dpi.state.wi.us/sped/sbfba.html

2. Upcoming Statewide Trainings

• Addressing Challenging Behaviors (DPI Statewide Autism Training) which is on October 28 and 29 or February 25 and 26 - http://sped.dpi.wi.gov/files/sped/pdf/aut-2013twoday-flier.pdf

• 21st Annual Emotional Behavioral Disability Institute which is on February 26-28, 2014 in Wausau

3. Resources

• Scaffolding Behavior for Student Success: Moving Beyond Seclusion and Restraint (New from DPI) - http://www.dpi.state.wi.us/sped/pdf/ebd-scaffold-behav.pdf

• 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.state.wi.us/sped/ebdbluepri.html

• 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.

• Addressing the Behavioral Needs of Students with Disabilities - http://www.dpi.state.wi.us/sped/bul07-01.html

• Positive Behavioral Intervention and Supports for Students with Autism - Developed by the Wisconsin PBIS Technical Assistance Coordinator and DPI Autism Consultant Daniel Parker https://docs.google.com/a/medford.k12.wi.us/viewer?a=v&pid=sites&srcid=bWVkZm9yZC5rMTIud2kudXN8c3BlY2lhbGVkfGd4Ojc1YTM3OTViYmM3MzkyOGY

• 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) http://www.hawthorne-ed.com/pages/behavior/b1.html

• Positive Behavioral Intervention and Supports - Wisconsin PBIS Network: http://www.wisconsinpbisnetwork.org/

• National PBIS: http://www.pbis.org/

4. Treatment

• Marriage and Family Day Treatment Center - Mikan and Migisi (half day programs) http://www.marriageandfamilyhealthservices.com/blank.html

• Northwest Guidance and Counseling - Journey Program in Wausau (full day program) http://www.nwcgc.com/services/journey/

• School Based Mental Health Counseling - Counseling Connection - We have a contract through Counseling Connection 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. 

5. School Staffing

School psychologists, school counselors, cross-categorical special education teachers, EBD resource teachers, PBIS coaches, police liaison, Occupational Therapist, paraprofessional support, and administrators are all local resources. Another excellent resource is Don Everhard who is a licensed principal, guidance counselor, school social worker, crisis worker, and school safety expert. 

6. IEP Teams

We can address behaviors through the IEP by including: behavioral plans, positive behavioral supports, related services, supplementary aids and services, and direct special education services. 

7. Autism Spectrum Disorder

Here is a link to the handouts and powerpoint presentations from past autism trainings and other resources in the school district: https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism

8. Addressing the Use of Seclusion and Physical Restraint

I have attached the following information. 

• Addressing the Use of Seclusion and Physical Restraint Guidelines
• How to write and include Physical Restraint in the IEP
• How to write and include Seclusion in the IEP
• Addressing the Use of Seclusion and Physical Restraint Frequently Asked Questions

Autism Resources in Medford Area Public School District

The Medford Area Public School District is fortunate to have had multiple trainings by experts in the field of Autism Spectrum Disorder present in our school district.  Here is a link to the handouts, power point presentations, and other resources designed to help staff and parents.  Also included are the DPI autism webinar handout links.

https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism

Wilson Reading Training in Medford on January 13-15

Wilson Reading Training

January 13-15

12:00 pm to 5:30 pm

MAES Media Room

Trainer: Katharine Campbell

This will be a three day introductory overview which is needed to teach the Wilson Reading program. For more information on Wilson Reading go to their website at:  

http://www.wilsonlanguage.com/FS_PROGRAM_WRS.htm

   

Wilson Reading programming is a core intervention program for our at-risk and special needs students across our school district for children up through adults. We have seen significant results for dyslexic and special needs students. 

If you or your staff are interested in attending, then please contact me. 

Thanks,

Joseph A. Greget

Director of Student Services/Special Education

715-748-2316 ext 324

gregejo@medford.k12.wi.us