ACCESS for ELL Testing Window

ACCESS for ELL Testing Window

This is our annual English Language Learning proficiency testing assessment. 

Testing window dates: December 3 to January 31

Special Education and Student Services Newsletter for December 3, 2012

Special Education and Student Services Newsletter for December 3, 2012

Prayers and sympathy for our staff who have lost family members in the past week.  

Best wishes to Paul and Sara Boettcher on the arrival of Owen this week (hopefully)! 

1. IEP Meeting Expectations

For an Annual IEP meeting - teachers should bring along a draft copy of an IEP, old IEP to review, and/or framework of what you want to discuss/include in the upcoming IEP.  This will help generate discussion for each of the required parts of the IEP. 

District expectation is that IEPs are turned in 10 days after an IEP meeting.  If you need extended time, please contact me.  

2. ACCESS for ELL Testing Window

This is our annual English Language Learning proficiency testing assessment. 

Testing window dates: December 3 to January 31

SES = Lucia Albrecht

MAES Grade K-1 = Lucia Albrecht

MAES Grade 2-4 = Will Gomez

MAMS = Oralee Dittrich

MASH = Oralee Dittrich (replacing Sara Boettcher due to maternity leave)

Testing materials can be picked up at the District Office starting on Wednesday. 

3. Autism Resource Team

Thursday December 6 from 3:45 to 5:00 pm in the MAES Computer Lab.

Agenda

1. Christmas Surprise

2. IEP at a Glance - Brenda Ann

3. Review of FBA materials from Autism Training held at CESA 10

4. Review of Basic Level for DPI Autism Training materials and conference

5. Visual Supports

6. Special Olympics update

7. CESA 7 Autism Consultant Mandy Reinke and Autism Expert Dr. Benson updates

8. Staffing needs

9. Staff consultation/curriculum work time

10. Sharing of resources time

4. Wilson Reading Steps 7-12

Wednesday December 5 from 3:45 to 5:30 in the MAES Computer Lab. 

5. Core Assistive Technology Team

On December 6 I will be meeting with the CATT Team (Speech Language, OT, and PT) to review our Child Development Day screening model for 13-14 and proposed Birth-Three Contract for Services through the school district. 

6. School Based Mental Health Counseling

We currently have a contract with Northwest Directions to provide School Based Mental Health Counseling in our schools.  Starting with this year Northwest Directions needs to have at least 4 students who will be receiving these services prior to coming.  We do not currently have 4 students who have been approved for these services.  There are currently 2 students. 

Kelly Schultz from Counseling Connection has approached us about providing School Based Mental Health Counseling Services. 

There will be further discussion with administration and student services/special education staff about this area.  We will need to decide whether to continue with Northwest Directions, switch to Counseling Connection, and/or have both provide services.  

7. Postsecondary Transition Planning

All special education teachers of students 14 and older are now registered as Super Users (replacing as District Users).  You will be able to submit/lock the information into DPI upon completion of the IEP meeting.  You will not need another person (Shari G, Oralee D, myself) to review the transition components unless you want us to prior to submitting the information.  

8. BrainPop

www.brainpop.com

Username: Medford

Password: sped

9. DSM V Manual Revisions

Here is an article on the most significant revisions to the DSM-IV manual in over 20 years.  This includes the elimination of Asperger Syndrome as a separate category.  It will now fall under the Autism Spectrum Disorder classification.  

There is also a new category on Disruptive Mood Dysregulation Disorder - severe recurrent temper tantrums (ultimately designed to replace the earlier and incorrect diagnosis of Bipolar Disorder in younger children.

bigstory.ap.org/article/psychiatrists-ok-vast-changes-diagnosis-manual 

DSM IV criteria does not automatically make students eligible or ineligible for special education services.  However, these diagnoses are regularly used by doctors and psychiatrists in their evaluations of children and adults. 

10. Cool Cooking Show

The MAMS Sped Cool Cooking Show cast is now making commercials! http://www.youtube.com/watch?v=tkiebwu8Bks 

11. Workplace Spanish for Teachers and School Administrators

We have seen an increase in the number of students and families who are English Language Learners in our schools and community.  We will be offering the following class for any staff through Northcentral Technical College. Kathy Stamos will be our instructor. 

This NTC class is developed specifically to help elementary, middle, and high school teachers and staff communicate, on a basic level, with Spanish-speaking students and parents. Content emphasizes daily class activities, speaking with parents, and handling problems or emergencies. Simplicity is key and there are no grammar or rules to memorize, and no prior Spanish experience is necessary.

Duration: 12 hours (6 X 2-hour sessions)
CEUs: 1.2 units (12 non-credit hours) 

The course will be held for 6 weeks starting on Thursday nights starting January 3rd.  It would be held from 4:00 pm to 6:00 pm at Medford Area Elementary School in the media room.  Dates of the class will be January 3, 10, 17, 24, 31, and February 7. 

There will be a light dinner served for those in attendance at each training.  

** Please pre-register with me by December 20 if you will be attending. 

12. Home School and Special Education Requirements

I have received several questions recently on homeschooling and special education.  Here is a nice summary letter detailing expectations (as outlined in a letter from DPI Director of Special Education to Madison Schools) 

Dear Mr. Jorgensen (Executive Director of Madison Schools):

I am writing in response to your October 14, 2002, letter regarding requirements for students with disabilities in home-based private education programs and private schools. Specifically, you ask whether a local educational agency (LEA) is required to develop and annually review individualized education programs (IEPs) for such children and to conduct triennial reevaluations of them. 

 An LEA must locate and identify all children with disabilities within its jurisdiction. This requirement, known as “child find,” includes children in home-based private education programs and in private schools. As you point out in your letter, when such a child is referred for evaluation, the LEA must appoint an IEP team to evaluate the child to determine eligibility for special education services.  If the IEP team finds the child eligible for special education and the parents make clear their intention to enroll the child in a home-based private education program or a private school and to reject a public program or placement, the LEA is not required to develop an IEP for the child.  The LEA should explain to the parents the range of services available and the potential consequences for the child’s education of their decision to reject the public program. It would be a good practice for the LEA annually to inform the parents that the LEA stands ready to provide free appropriate public education to the child if the parents decide to enroll the child in the public program. 

A reevaluation, as part of child find, must be conducted at least once every three years. This requirement includes children in home-based private education programs and private schools.  When reevaluation is required, the LEA must contact the parents of such a child in writing and offer reevaluation.  If the parents are willing to make the child available, the LEA should initiate the reevaluation by sending the parents a notice of its intent to reevaluate (DPI model form A-6).  If the parents are unwilling to make the child available for reevaluation, the LEA should document this response and inform the parents that the LEA stands ready to reevaluate the child at any time and to provide free appropriate public education when the child enrolls in the public program.

I hope that this response provides the guidance that you are seeking. 

Sincerely,

Stephanie J. Petska, Ph.D., Director

Special Education

Advice for Teachers from Teachers (How to build rapport with students)

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.

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 28^th Annual State Superintendent’s Conference on Special Education and Pupil Services Leadership Issues are posted online at http://sped.dpi.wi.gov/sped_falleader12.

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.gov/files/sped/pdf/ldrcon12-504-legalover.pdf

Special Education Law: A Year in Review

http://sped.dpi.wi.gov/files/sped/pdf/ldrcon12-law-yearreview.pdf

Student Services/Prevention, Special Education, and Pupil Services Nondiscrimination Legal Updates

http://sped.dpi.wi.gov/files/sped/pdf/ldrcon12-legal-update.pdf

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/sped_ld (see Guidance for Implementing Wisconsin Criteria for Specific Learning Disability). 

 

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/sped_ld (see Other Eligibility Resources). 

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.