Spotlight on Dyslexia Training in Medford

2nd Annual Learning Ally's Spotlight on Dyslexia

Friday January 29, 2016

8:00 am to 3:30 pm

MAES Computer Lab

Registration is limited. Please forward to others who might be interested. RSVP details at end of email. 

Agenda:

8:00 am - Why Teach Spelling

Webinar presentation by Arlene Sonday, Fellow/AOGPE; Author, Sonday System

Spelling is the magic that locks learning into long-term memory. When reading and spelling are taught together, progress is faster, the learner becomes a writer and a reader, short-term memory difficulties diminish and success comes faster. Learn to provide: 

• multi-sensory practice through tracing and writing
• phonemic segmentation practice
• spelling rules with teaching strategies
• interpret diagnostic information regarding which sounds, rules, and concepts have been learned

9:00 am - The Typical and Atypical Reading Brain

Webinar presentation by Nadine Gaab - Associate Professor of Pediatrics at Boston Children's Hospital, Harvard Medical School and faculty at Harvard Graduate School of Education

This presentation will give an overview about the reading brain and will cover: general overview about the brain, an introduction to the typical and atypical reading brain, the dyslexia paradox, re-mediating the atypical reading brain, measurements on accurate identification of children at-risk for a reading disability, detecting children at risk for a reading disability in infancy, the co-morbid reading brain (ADHD and reading disability), and the educational and clinical implications. 

10:00 am - Can Dyslexics Learn to Love Words?

Webinar presentation by Sandie Barrie-Blackley - MA/CCC Speech Language Pathologist, Chief Knowledge Officer of Lexercise.com 

Parents and educators will learn how reading and writing instruction can be made memorable, appealing and effective for students at all literacy levels. Presentation will include: naming the two main types of reading problems; Listing the steps in the word inquiry approach; explaining how a word inquiry approach can engage emergent readers; explaining how a word inquiry approach can engage advanced readers; naming the three necessary elements upon which response to intervention demands.  

11:00 am - Growing up with Dyslexia: Emotional and Behavioral Consequences

Webinar presentation by Judith M. Glasser, Ph.D. - Clinical Psychologist

Learn effects of not learning to read fluency by age 8-10; links between the failure to learn to read and depression and anxiety; relationship between difficulty learning to read and write with behavior problems including oppositional and defiant behaviors as well as school refusal and disruptive behavior; possible effects of a diagnosis of dyslexia on family dynamics; three intervention strategies to moderate the emotional impact of dyslexia on students and their families. 

11:45 am - Lunch will be provided

12:15 pm - Taking on World War D: DYSLEXIA

Webinar presentation by Max Brooks - Best selling author of World War Z

In 2014, Max Brooks gave a passionate speech before Congress urging them to take action to help children who have dyslexia. Giving first hand accounts of his own struggles during school, Brooks said "a little awareness and flexible teaching methods could unlock unlimited potential in these kids who now think they are losers. It's so simple, so easy, and when you look at all the other government programs designed to help citizens help themselves, it's probably the least expensive." In this keynote speech Max will share how he overcame his own self-esteem issues caused by school struggles to become a best selling author. 

1:15 - How Google Can Help Students with Dyslexia Developing their Written Expression and More

Webinar presentation by: Julia (Jules) Csillag, BA, MS, CCC-SLP - Google Educator

Writing is an essential skill that is a challenge for many students with dyslexia. This presentation will highlight Google tools that help students writing progress through scaffolds, multimedia tools, and assistive technology. 

2:15 pm - Accommodations: Don't Go To School Without Them

Webinar presentation by Barbara Steinberg, M. Ed. - Dyslexia and Educational Consultant

This session will explain why academic tasks such as note taking, timed multiplication tests, oral reading fluency and writing are so difficult for many students with learning disabilities. Building on this understanding, the presenter will identify specific tools to help students bypass these challenges at the point of performance. 

3:00 pm - Upcoming Movie and Panel of Experts on The Big Picture - Rethinking Dyslexia, Print Resources, Informational Sheets, Learning Ally, Additional Spotlight on Dyslexia Resources, Wilson Reading Certification, and more 

Group discussion and information by Joseph Greget, Director of Special Education for Medford Area Public Schools and President of the Taylor County Literacy Council. 

* This training will be provided by Learning Ally, Medford Area Public School District Special Education and Student Services Department, and Taylor County Literacy Council. 

RSVP Details: Anyone interested in attending - parents, adult tutors, school staff, Taylor County Literacy Council members - please RSVP with me.  Medford staff - Please complete a Staff Inservice Request Form if you are interested in attending as well. Registration for special education, reading, and intervention staff is limited based upon sub availability. 

Thanks,

Joseph A. Greget

Director of Student Services/Special Education for Medford Area Public Schools

President of the Taylor County Literacy Council

715-748-2316 ext 324

"The Big Picture: Rethinking Dyslexia - Video and Panel Discussion" - February 23

"The Big Picture: Rethinking Dyslexia - Video and Panel Discussion"

Taylor County Literacy Council

February 23, 2016

5:30 pm - Regular Literacy Council meeting (anyone interested is welcome to attend)

6:00 pm - Snacks and Light Dinner

6:30 pm - Video and Panel Discussion

Taylor County Education Center - 624 College in Medford

We will be showing the award-winning video "The Big Picture: Rethinking Dyslexia." This is a film that demystifies dyslexia and is being hailed around the world as a "must see" for everyone. The film provides personal and uplifting accounts of the dyslexic experience from children, experts, and iconic leaders such as Sir Richard Branson and financier Charles Schwab. Drs. Sally and Bennett Shaywitz, co-founders of the Yale Center for Dyslexia and Creativity, share insights gleaned from their decades-long research into this perplexing disability. 

* After the video - We will have a panel of people who would be available to talk about dyslexia, share information, and answer questions from those in attendance. Panel will include doctors, teachers, parents, members of dyslexia organizations, and/or others.  

There would be Dyslexia informational resources, handouts, and books available for people to have.  

Some snacks will also be available for those in attendance.  

This concept is based on a similar event at the Wisconsin Branch of the International Dyslexia Association meeting this past October. 

Taylor County Literacy Council members, school staff, community members, adult tutors, and parents would all be invited to attend. 

Please RSVP if you plan on attending. 

Thanks,

Joseph A. Greget

Director of Student Services/Special Education for Medford Area Public Schools

President of the Taylor County Literacy Council

715-748-2316 ext 324

Wisconsin's Specific Learning Disabilities Rule Resources

Here are some resources to help with the understanding and implementation of Wisconsin's Rule for Identifying Students with Specific Learning Disabilities:


Wisconsin's Specific Learning Disabilities (SLD) Rule: A Technical Guide for Determining the Eligibility of Students with Specific Learning Disabilities: 

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

SLD Eligibility Criteria Checklist for Initial Evaluations

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

Frequently Asked Questions about making SLD Eligibility Decisions (Feb 2015)

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/sld-faq.pdf

SLD Eligibility Criteria Power Point (December 2013)

Attached to this email

http://sped.dpi.wi.gov/sped_ldimplement

Overall Guidance for Implementing Wisconsin Criteria for Specific Learning Disabilities

http://sped.dpi.wi.gov/sped_ldimplement

SLD in Plain Language 

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/sld-plain-language.pdf

SLD Supplemental Guidance Resources

http://sped.dpi.wi.gov/sped_ldguideres

Programs for Students with Specific Learning Disabilities

http://sped.dpi.wi.gov/sped_ld

Wisconsin Intensive Intervention Tool List

http://www.wirticenter.com/intervention2/

Dyslexia and Specific Learning Disabilities

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/Dsylexia%20and%20Specific%20Learning%20Disabilties%20FINAL.pdf

Wisconsin Resources for Lesbian, Gay, Bisexual, Transgender & Questioning Youth

Wisconsin Resources for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth Resources

Organizations in Wisconsin

http://www.gsafewi.org/wp-content/uploads/Resources-in-WI-Spring-2014.pdf

Online Resources

https://www.psychologytoday.com/blog/gay-and-lesbian-well-being/201104/what-do-when-your-child-says-im-gay

http://www.themarinfoundation.org/resources/resources-for-parents/

http://www.psy.miami.edu/comingout/coming_out_art.phtml

Print Resources

http://www.amazon.com/Always-Child-Understanding-Transgendered-Questioning/dp/0743226496

http://nccc.georgetown.edu/documents/LGBT_Brief.pdf

Safe Schools for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth - Wisconsin DPI

http://dpi.wi.gov/sspw/safe-schools/lgbt

FAPE and Alignment with State Academic Standards and Evidence Based Classroom Strategies for Students with Social, Emotional, and Behavioral issues

Resources and Guidance from Wisconsin Department of Public Instruction:

IDEA 40th Anniversary Celebration

As we celebrate the 40^th anniversary of the Individuals with Disabilities Education Act (IDEA). IDEA is a civil rights law, guaranteeing a free appropriate public education in the least restrictive environment to millions of children, many of whom were excluded 40 years ago from the American education system. 

As educators, advocates, parents, and policymakers, we need to work toward creating a culture of high expectations; ensuring students with disabilities have full access to college- and career-ready learning opportunities and assessments; and supporting students with disabilities so that they may excel in the general curriculum for college and career success. To do so, the U.S. Departments of Education and Justice have released several resources including the:

·         Dear Colleague Letter: Clarification of FAPE and Alignment with State Academic Standards, which clarifies that individualized education programs for children with disabilities must be aligned with state academic content standards for the grade in which a child is enrolled. 

·         IDEAs That Work: Preparing Children and Youth with Disabilities for Success website will connect teachers and families with resources to assist them in improving instruction and supporting academic, social, emotional, and behavioral needs of students with disabilities as they become college and career ready.

·         Supporting and Responding to Behavior:  Evidence-Based Classroom Strategies for Teacherstoolkit, which summarizes evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers.

Writing Meaningful IEP Resources

1. Describing Special Education, Related Services, Supplementary Aids and Services, and Program Modifications and Supports in the IEP

http://sped.dpi.wi.gov/sped_bul10-07

2. Self-Assessment Procedural Compliance

Every 5 years each school district in Wisconsin goes through a Self-Assessment Procedural Compliance to determine IEP and Evaluationcompliance with federal and state guidelines.  

Attached is the most recent review checklist from DPI which is dated August 17, 2015. This is DPI's guidelines for conducting evaluations, writing IEPs, and discipline. 

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/sa-stand-dir-new-cycle.pdf

3. A Guide for Writing IEPs

Department of Public Instruction developed this "A Guide for Writing IEPs" back in 2010.  However it does include: 

• Sample IEPs for students at each level
• How to write measurable and annual IEP goal statements
• Present Level of Academic Achievement and Functional Performance
• IEP Program Summary
• IEP Checklist
• and more

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/iepguide.pdf

4. Results Driven Accountability

DPI will be focusing on "Results Driven Accountability" requirements with the greatest impact on improving outcomes for students with disabilities especially in the area of reading for the next round of the Self Assessment of Procedural Compliance.  I have attached these proposed outcomes that need to be addressed and written into the IEPs.

Wilson Reading, Read 180, Reading Mastery, Voyager Math and CCEE Connection to Common Core State Standards

Wilson Reading Programs and Alignment to Common Core State Standards 

• Wilson Reading System Alignment for English Language Arts:  http://www.wilsonlanguage.com/PDF/WRS_Alignment_to_CCSS.pdf

• Wilson Fundations: http://www.wilsonlanguage.com/programs/fundations/overview/common-core/

• Wilson Just Words: http://www.wilsonlanguage.com/programs/just-words/overview/common-core/

Read 180

• Read 180 and Common Core State Standards for English Language Arts and Literacy for Grades 4-12:   http://www.kpschools.com/pages/uploaded_files/R180%20EE%20Correlations%20to%20Common%20Core.pdf

Reading Mastery Signature Series

• Reading Mastery Signature Series and Common Core State Standards: https://www.mheonline.com/program/view/1/1/21/0076181936/

Reading Assistant and Common Core State Standards

• Reading Assistant and Grades K-3: http://www.readingassistant.com/pdf/Reading-Assistant-Core-Standards-K-3.pdf

• Reading Assistant and Grades 4-6: http://www.readingassistant.com/pdf/Reading-Assistant-Core-Standards-4-6.pdf

• Reading Assistant and Grades 7-8: http://www.scilearn.com/sites/default/files/imported/alldocs/cp/Reading-Assistant-Core-Standards-7-8.pdf

Voyager Math and Common Core State Standards

• Voyager Math: http://www.voyagerlearning.com/docs/default-source/literacy-solutions-documents/vmath-reverse-common-core-state-standards-gr2-5.pdf?sfvrsn=0

Connecting Math Concepts and Common Core State Standards

• Connecting Math Concepts: https://www.mheonline.com/program/view/4/4/2546/SRAINTVCMC

Common Core Essential Elements for Math, English Language Arts, and Science

• Common Core Essential Elements for Math: http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/assmt-ccee-math.pdf

• Common Core Essential Elements for English Language Arts: http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/assmt-ccee-english.pdf

• Common Core Essential Elements for Science: http://dynamiclearningmaps.org/sites/default/files/documents/Science/Essential_Elements_for_Science.pdf

First Responder, Law Enforcement, and Caregiver Training on Autism

Reserve your calendars: 

First Responder, Law Enforcement, and Caregiver Training on Autism

Monday October 19, 2015

Taylor County Education Center

Training conducted by Autism Alert Inc. 

1. First Responder Training on Autism (including Police, EMS, 911, and Medical Staff)

1:00 pm to 4:00 pm

2. Additional Training on Autism for Law Enforcement

4:00 pm to 5:00 pm

3. Caregiver Training on Autism

6:00 pm to 8:00 pm

* Topics Covered will include: 

• Overview of Autism and Asperger's Syndrome
• Signs and Symptoms
• Interaction Guidelines (including approach, de-escalation, communication, assessment, interviewing, and transport strategies
• Specific scenarios for first responders, fire, EMS, 911 operators, etc
• Community Partnerships
• Resources
• http://www.autismalert.org/ for more information

* Training is sponsored by the Taylor County Autism Support Group, Medford Area Public School District, and other sponsors who are interested. 

** Register by contacting Director of Special Education and President of the Taylor County Autism Support Group Joseph Greget at 715-748-2316 ext 324 or emailing him at gregejo@medford.k12.wi.us 

*** Official registration flyer and more information will be forthcoming

Autism Resources

Top 10 Things Every Child with Autism Wishes You Knew:

http://www.ellennotbohm.com/article-archive/ten-things-every-child-with-autism-wishes-you-knew/

1. I am a child

2. My senses are out of sync

3. Distinguish between won't (I choose not to) and can't (I am not able to)

4. I am a concrete thinker; I interpret language literally

5. Listen to all the ways I'm trying to communicate

6. Picture this! I'm visually oriented

7. Focus and build on what I can do rather than what I can't do

8. Help me with social interactions

9. Identify what triggers my meltdowns

10. Love me unconditionally

District Autism Resources

Here is a list of our district Autism Related Resources including but not limited to:

• DPI Archived Resources
• Addressing Challenging Behaviors
• Re-thinking Challenging Behaviors (Dr. Glenis Benson)
• Asperger Syndrome and High Functioning Autism
• Teaching the Hidden Curriculum
• PBIS for Students with Autism
• Power Cards, Comic Strip Conversations, Social Stories
• Visual Supports
• Effective Instructional Strategies
• Autism 101
• Functional Behavioral Assessments

These resources are through past in-district presentations from Dr. Glenis Benson, CESA Autism Consultant Mandy Reinke, CESA 10 Autism Consultant Jan Vajgrt, DPI links, and more. 

Here is a link to the resources on our school district website: https://sites.google.com/a/medford.k12.wi.us/specialed/home/autism

Upcoming Trainings in 15-16

In the 15-16 school year we are looking forward to presentations/consultations from Dr. Glenis Benson, Dr. Jodi Nuernberger, Autism Consultant Mandy Reinke, Dr. Ronald Hager, Autism Alert Inc's First Responder/Law Enforcement/Caregiver Training on Safety for Autistic Children, DPI Webinars, DPI Statewide Autism Trainings for staff, and more.  More information and details to come. 

Thank You

Thank you to the village for everyone working together to help our students, families, and staff.  

IEP Goals and Objectives Resources

Here are some resources to help write IEP Goals and Objectives: 

Intervention Manuals

Here is the information from the Intervention Manuals (with the IEP goals and objectives also included).  If you need copies of these for your reference, then please complete a purchase order. http://www.hawthorne-ed.com/. Samples of these are available in my office (and some other sped teachers) if you want to see them as well. 

Manual which are relevant include: 

Emotional Behavioral Disabilities Intervention Manual

Learning Disabilities Intervention Manual

Early Childhood Behavior Intervention Manual

Attention Deficit Disorder Intervention Manual

Adaptive Behavior Intervention Manuals

IEP Goal and Objectives Banks

Here is a link as well for some sample online IEP Goals and Objectives - 

Oregon - http://www.arnionline.org/images/stories/pdf/iep.goal.bank.pdf.

Illinois - http://www.thegoalbank.com/

IEP Goal Bank for Speech Language - http://www.speakingofspeech.com/IEP_Goal_Bank.html

IEP Goal Bank for each SLD area, Adapted PE, OT, PT, and Functional Academics:

http://www.usd320.com/programs/specialed/documents/IEP%20Goal%20Bank.pdf

Autism Speaks Transition Tool Kit

Autism Speaks Transition Tool Kit

Autism Speaks is excited to announce the launch of our updated Transition Tool Kit, a guide to assist people with autism and their families as they navigate the journey from adolescence to adulthood. In addition to updates to all existing content, new sections have been added on critical subjects such as independent living skills, safety, digital literacy and more! Since its original launch in February 2011, the Transition Tool Kit has been downloaded more than 30,000 times and mailed out free of charge to more than 6,000 families.

Autism Transition Tool Kit

https://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit?utm_source=social-media&utm_medium=text-link&utm_campaign=espeaks

• Self Advocacy
• Developing Independent Living Skills
• Planning for Transition
• Legal Matters to Consider
• Community Living
• Employment and Other Options
• Postsecondary Educational Options
• Housing and Residential 
• Health
• and more

Transition in Wisconsin Resource

https://www.autismspeaks.org/sites/default/files/docs/wisconsin.pdf

Wilson Just Words Resources

Wilson Just Words In-District Support Options

• Consult with * Wilson In-District Trainer Kris Brander
• Consult with a Wilson Reading Level II Certified Staff member - Misty Galli, Ann Jochimsen, Kathy Schumacher, and/or * Kris Brandner
• Observe another staff teaching the program
• Have another staff observe you teaching the program
• Attend Wilson Reading Implementation meetings

Wilson Just Words Program Fidelity Checklist

http://corecurriculumadmin.pds-hrd.wikispaces.net/file/view/Just+Words_Program_Fidelity_Checklist.pdf

Wilson Academy

We have access to the Wilson Academy which helps provide multiple resources for staff using Wilson Just Words.  

• Interactivities
• Lesson plans
• Print materials
• Considerations for ELL students
• Whiteboard activities
• Word Cards
• Cue Cards
• Letter tile template
• Worksheets
• Guided proofreading posters
• and so much more

Here is the information: 

https://www.wilsonacademy.com/login.aspx

Username: gregejo@medford.k12.wi.us

Password: Medford

Wilson Just Words Student Profile

http://www.wilsonlanguage.com/programs/just-words/student-identification/student-profile/

Wilson Just Words Scheduling Options

http://www.wilsonlanguage.com/programs/just-words/implementation/scheduling/

Wilson Just Words Student Assessment

http://www.wilsonlanguage.com/programs/just-words/implementation/student-assessment/

Early Release Day Trainings in 15-16

We will be offering trainings/workshops during early release days for paraprofessionals during the 15-16 school year. If there is a topic that you are interested in learning more about, then please contact me.  

Options include, but are not limited to: 

• Appropriate Use of Seclusion and Physical Restraint
• Mandatory Child Abuse and Neglect Reporting 
• Community Roundtable Resources
• Autism
• Positive Behavioral Interventions and Supports
• Google Training
• Motivation Breakthrough for Students
• Understanding Learning Disabilities
• Medical Updates and training
• Mental Health Services
• Special Education Law Updates
• CPR and AED training
• Wilson Fundations Overview

Early Release Days

Dates: September 16, February 18, April 22, and May 17 (no training on Nov 24)

Times: 2:15 pm to 3:30 pm

Location: MAES

Same trainings will be held for interested certified staff, parents, and community members on September 16, February 18, (none on April 22) and May 17 from 3:45 pm to 5:00 pm.  

Thanks,

Joseph A. Greget

Director of Special Education/Student Services

715-748-2316 ext 324

Special Needs Voucher Notice Requirement and Act 55

DPI has not yet issued the guidance to school districts about the Special Needs Voucher Notice Requirements.  They have issued guidance about other educational options which the school board is required to now report on.  Here is the information: 

Special Needs Scholarship Program Notification Requirements

The department has received a number of questions related to the new Act 55 requirement to notify parents of children with a disability enrolled in the school district of the Special Needs Scholarship Program.  Specifically under §115.7915(5)(a), Wis. Stats., annually, each school board is required to notify the parents of each child with a disability enrolled in the school district of Special Needs Scholarship Program. 

 

Under Act 55, the Special Needs Scholarship Program is first effective in the 2016-17 school year. There is no Special Needs Scholarship Program in the 2015-16 school year, therefore, this notice requirement does not yet apply.  The Department will provide additional information on this program as it becomes available.

 

Please note, the Special Needs Voucher notice requirement is in addition to the notice of educational options under §§ 118.57 and 115.385(4), Wis. Stats.  More information on the notice requirements under these sections will be provided by the department in the near future.  For your reference, the statutory notice provisions included in Act 55 are listed below.

 

Sec. 115.7915 (5)(a), Wis. Stats:

Annually, each school board shall notify the parents of each child with a disability enrolled in the school district of the program under this section [Special Needs Scholarship Program].

 

Sec. 118.57, Wis. Stats: 

(1) Annually, by January 31, each school board shall publish as a class 1 notice, under ch. 985, and post on its Internet site a description of the educational options available to the child, including public schools, private schools participating in a parental choice program, charter schools, virtual schools, full-time open enrollment, youth options, and course options.

(2) The school board shall include in the notice under sub. (1) the most recent performance category assigned under s.115.385 (2) to each school within the school district boundaries, including charter schools established under s. 118.40 (2r)or (2x) and private schools participating in a parental choice program under s. 118.60 or 119.23. The notice published by the school board shall inform parents that the full school and school district accountability report is available on the school board's Internet site.

 

Sec.  115.385(4), Wis. Stats:

Annually, each public school, including a charter school, and each private school participating in a parental choice program under s. 118.60 or 119.23 shall provide a copy of the school's accountability report to the parent or guardian of each pupil enrolled in or attending the school. Each school shall simultaneously provide to the parent or guardian of each pupil enrolled in the school a list of the educational options available to children who reside in the pupil's resident school district, including public schools, private schools participating in a parental choice program, charter schools, virtual schools, full-time open enrollment, youth options, course options, and options for pupils enrolled in a home-based private educational program.

DPI Statewide Autism Trainings for 15-16

2015-16 School Year: Training Calendar Now Available!

Registrations are open! Please see the 2015-16 flyer for more information.

• Autism Essentials Across the School Day (Formerly titled Basic Needs of Students with Autism):
  October 6 & 7, 2015, Wausau- Registration and Lodging Information
  January 26 & 27, 2016, Oshkosh- Registration and Lodging Information
• Teaching and Supporting New Behaviors (Formerly titled Addressing Challenging Behaviors):
  November 3 & 4, 2015, Wausau- Registration and Lodging Information
  February 23 & 24, 2016, Oshkosh- Registration and Lodging Information
• Early Childhood Autism Essentials Across the Day (Formerly titled Basic Needs of Students with ASD):
  October 20 & 21, 2015, Johnson Creek- Registration and Lodging Information 
• Addressing Social Understanding Needs of Students with Autism:
  March 8 & 9, 2016, Wisconsin Dells- Registration and Lodging Information
• Supporting Visual Learners and Their Neurology:
  June 21 & 22, 2016, Johnson Creek- Registration and Lodging Information

Post-Secondary Transition Plan Resources in Wisconsin

Here are some Post-Secondary Transition Plan resources for students who are or will turn 14 years of age during the course of their IEP:

1. Post-Secondary Transition Plan Step by Step Instructions: 

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/spp13-ptp-instructions.pdf

2. PTP Compliance Review Other Responses Identified as Non-Compliant

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/tran-ptp-other-noncomp-guidance.pdf

3. PTP Frequently Asked Questions:

http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/tran-ptp-faq.pdf

4. PTP primary website including training videos:

http://sped.dpi.wi.gov/sped_spp-transition

5. Purposeful PTP for Middle School Students

http://www.witig.org/wstidata/resources/middle-school-ptp-tip-sheet-final_1439472185.pdf

Special Education Certified Staffing Alignment for 15-16

Special Education Certified Staffing Alignment for 15-16 in the Medford Area Public School District

** New Staff

Stetsonville Area Elementary School

** Grades K-4 Special Education Teacher = Elizabeth Steward

Medford Area Elementary School

Early Childhood = Amber Fettes

K-1 = Tasha Mallak and Brenda Ann McNary

Grades 2-4 = Sarah Faude, Misty Galli, and Kathy Schumacher

Grades 2-4 Wilson Reading/RTI for SLD = Misty Galli 

PK-4 PBIS and Private School = Richelle Woller

Medford Area Middle School

Grade 5 = Julie Kakes

** Grade 6 = Andree Brushaber

Grade 7 = Carol Wieman/Kris Brandner

Grade 8 = Sue Laher

Grade 5-8 EBD = Jan Farmer

Grade 5-8 Autism = Carol Wieman

** Grade 5-12 Reading/Math/Alternative Intervention teacher = Lisa Derfus

Grade 5-8 Wilson Reading = Kris Brandner

Medford Area Senior High School

Grade 9 = Tate Hedtke and ** Jamie Natzke

Grade 10 = Paul Boettcher and Beth van der Berg

Grade 11 = Shari Gajewski and Melanie Ellenbecker

Grade 12 = ** Kimberly Schaetzl, Melanie Ellenbecker, and Nicole Gripentrog

Taylor County Education Center

SOAR = Nicole Gripentrog

Alternative High School = Kellie Keene 

Rural Virtual Academy

Leatha Hopperdietzel and Jill Chasteen