Initial SLD Evaluations for Students already in Special Education in Wisconsin

Parts of the following information is found in: 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. 

Post-secondary Transition Links and Resources for Students with Disabilities in 13-14

2013 Wisconsin Technical College System Accommodations for Students with Disabilities Guidelines

http://systemattic.wtcsystem.edu/studentserv/virtualresource/2013-Disability-Accommodations-Guide-Final.pdf

Opening Doors to Employment: Planning for Life After High School

http://sped.dpi.wi.gov/files/sped/pdf/tranopndrs-employmt.pdf

Opening Doors to Postsecondary Education and Training: Planning for Life After High School

http://sped.dpi.wi.gov/files/sped/pdf/tranopndrs.pdf

Opening Doors to Self-Determination Skills: Planning for Life After High School

http://sped.dpi.wi.gov/files/sped/pdf/tranopndrs-self-determination.pdf

Opening Doors: A Guide to Adult Services

http://sped.dpi.wi.gov/files/sped/pdf/tran-adult-services-guide.pdf

Seamless Collaboration With and For Students with Disabilities Transitioning to Employment and Adult Life

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

Transition Action Guide for Post-School Planning (DPI, Department of Workforce Development, Dept of Health Services)

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

University of Wisconsin (2 year and 4 year) Contacts for Students with Special Needs

http://www.uwhelp.wisconsin.edu/special/contacts.aspx

2013-14 WTCS Key Contact Persons for Students with Disabilities

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

A Parent's Guide to the Postsecondary Transition Plan

http://dpi.wi.gov/files/sped/pdf/spp13-ptp-parentyouth-guide.pdf

2013-14 ACT Extended Time National Testing

http://www.act.org/aap/pdf/ExtendedTimeNational.pdf

2013-14 Request for ACT Special Testing

http://www.act.org/aap/pdf/SpecialTestingRequestForm.pdf

Postsecondary Transition Plan Tips/Reminders for 13-14

Postsecondary Transition Plan (PTP)

Tips/Reminders for Beginning the 13-14 School Year

The Department of Public Instruction (DPI) has a new discretionary grant called the Transition Improvement Grant (TIG) that is replacing WSTI. TIG Coordinators will be conducting monthly PTP review and follow-up with your district. For a list of TIG staff, please see: http://wsti.org/contact-us/.

PTP Director/Designee Role:

      MOVE STUDENT:  from one school to another within your district:  Currently the PTP does not automatically transfer PTPs from one school to another. Remember as a new school year starts to use the “Move Student” tab within the PTP. For example, all students transitioning from the middle school to the high school will need to be moved.  Only a PTP user with the Director access role can complete this action.  To complete this process,

·         Click on the “Move Student” tab, enter the student’s information (minimal information to begin your search), identify the student you wish to move, then click on the blue “change school” prompt, select the school you wish to move them to, and the PTP application will confirm the move.

* This process will need to be completed individually for each student attending a new school.

      

    GRANT and REVOKE PTP ACCESS:

If you have special education staff that have resigned from your district, you will need to revoke their access to the PTP.  Your PTP Application Administrator can follow the step-by-step directions on the Indicator 13 webpage: http://sped.dpi.wi.gov/sped_spp-transition to complete this in ASM (Application Security Manager).

If you have new special education staff joining your district or switching schools, you will need to grant the new staff access to the PTP or change access to schools depending on the situation.   Your PTP Application Administrator can follow the step-by-step directions on granting PTP access: http://sped.dpi.wi.gov/files/sped/pdf/spp13-ptp-aainstructions.pdf in ASM (Application Security Manager).

     

  DELETE a DUPLICATE PTP:  The ability to delete a PTP record is limited to PTP users with the Director/Designee access role.  Only PTP records that have not been locked or submitted can be deleted.  Only PTPs created in error or duplication should be deleted. A PTP can be deleted in two ways:  

·         Click on the “Finish PTP” tab, select the school in which the PTP was created, change the radio button to “Show all records for the school”, find the student PTP record that needs to be deleted, click on “Delete PTP”.  A popup message will ask “Are you sure you want to delete the PTP?”  Click “OK” to confirm deletion of the selected PTP student record.

·         From the PTP completion page, click on “Delete PTP”.  A pop up message will ask “Are you sure you want to delete the PTP?” Click “OK” to confirm deletion of the selected PTP student record.

All PTP Users:

      Reminder: Student’s transferring from another school district:  The school district the student is transferring from (School District A), must release the student’s WSN number to the receiving ‘School District B’ through WSLS (WI Student Locator System).  The receiving ‘School District B’ will then need to use the “Create PTP” tab for that student as the PTP currently does not automatically transfer from one school district to another.

      REVISE PTP:  Most of your students’ PTPs were created in the 2012-2013 school year depending on your district’s month of implementation.  Last year to begin this process, you clicked the “Create PTP” tab to create a new PTP for each student.  If a student’s PTP was created and submitted last year (2012-13 school year), there is no need to create a new one using the “Create PTP” tab.  Click on the “Revise PTP” to review and update the student’s PTP during the annual IEP meeting:

·         Click the “Revise PTP” tab, select the school where that student’s submitted PTP was created, enter the student’s information (enter limited information to initiate your search) or simply click “Search” and a list of students with submitted PTPs will be generated, identify the student you are searching for, click the blue “Annual IEP” link at the right side of the screen, then click “Continue” when prompted to do so and this will bring you to the student’s current PTP for you to update and edit.  It’s that easy!

      Revising a PTP prior to the annual IEP:  There may be a time during the school year that you will need to review/ revise a student’s IEP.  If this revision does not include revision of the postsecondary transition plan, then the PTP does not need to be revised. 

Be cautious when completing the invitation and cover letter for an IEP meeting.  If you check “Transition – the consideration of postsecondary goals and transition services (required for students beginning at age 14)”, you will need to review and revise the PTP during the IEP meeting. Remember to update the meeting date and proceed with the desired changes to the student’s PTP. You will do this by clicking on the “Revise PTP” tab, following the steps mentioned above but selecting the review/revise with a meeting.  If the review/revision to the IEP does not include transition, be sure NOT to check the transition box on the IEP invite. 

      “WHAT’S NEW WITH THE PTP”:  For ongoing updates, and announcements, visit the “What’s New with the PTP” http://sped.dpi.wi.gov/sped_tran-ptp-new  webpage throughout the school year.

Wendi Dawson Transition Consultant Department of Public Instruction wendi.dawson@dpi.wi.gov 608-266-1146

Nancy Fuhrman Data Applications Department of Public Instruction nancy.fuhrman@dpi.wi.gov 608-267-9243

For more detailed information about the PTP, please visit the DPI Indicator 13 webpage at http://sped.dpi.wi.gov/sped_spp-transition and view the Training and Technical Assistance section for PTP Users.  This section will provide you with the PTP manual, a PTP guide for parents and students, the PTP demonstration site, frequently asked questions and online training modules.

13-14 Postsecondary Transition Plans for Returning Students

FYI from Brenda Swoboda - PTP Coordinator  

Most of our student's Postsecondary Transition Plans were created in the 2012-13 school year. Last year to begin this process, you clicked the "Create PTP" tab to create a new PTP for each student. If a student's PTP was created and submitted last year (2012-13 school year), there is no need to create a new one using the "Create PTP" tab. Click on the "Revise PTP" to review the update the student's PTP during the annual IEP meeting. 

Click the "Revise PTP" tab, select the school where that student's submitted PTP was created, enter the student's information (enter limited information to initiate your search) or simply click "Search" and a list of students with submitted PTPs will be generated, identify the student you are searching for, click the blue "Annual IEP" link at the right side of the screen, then click "Continue" when prompted to do so and this will bring you to the student's current PTP for you to update and edit. 

Consider dos, don’ts of shortened school days for students with disabilities

Consider dos, don’ts of shortened school days for students with disabilities

A recent case serves as a reminder to school districts that shortening the school day for students with disabilities can lead to trouble. In Palm Springs (CA) Unified School District, 61 IDELR 174 (OCR 2013), a district discriminated against 18- to 22-year-old students in a transition program not only by shortening their school day without evaluating their individual needs, but also by discontinuing mainstreaming opportunities and eliminating their PE class without parent input. “Any time you shorten the school day for a group of students, that should raise a red flag,” said school attorney Dana Fattore Crumley. Decisions about whether to shorten a child’s school day should be made on an individual basis by the child’s IEP team or 504 team, she added. For example, a shortened school day should be considered upon the receipt of a doctor’s recommendation, but not simply to avoid an undesirable situation for the student such as a chaotic bus pick-up area. Log in to Special Ed Connection® for more dos and don’ts when considering shortened school days for students with disabilities. For a free five-day trial, call (800) 341-7874.

2013 Child Development Day for Medford Area Public School District

2013 Child Development Day

The Medford Area Public School District, Taylor County Health Department and Taylor County Human Services will be hosting the annual Child Development Day on Thursday, October 17.  This preschool screening is provided as a free community service to families with children ages 2 through 4 years. 

Parents may register their child by calling 715-748-4620 ext. 534 starting immediately.  Appointments are being scheduled for Thursday, October 17, from 8:00 a.m. – 6:30 p.m.  Once a child is registered, the parents will receive a brief questionnaire which they are asked to complete and bring along to their appointment.  This developmental information will be used in conjunction with observations and information collected during the play group to provide families with insights as to their child’s developmental skills.  While children are being observed in the play area, parents are encouraged to visit the booths which provide additional information about child development, safety, nutrition, parenting tips, as well as community events and activities.

The screening process takes approximately 35 minutes to complete, and involves observations of a child’s motor, thinking, communication, and social skills through play activities.  Some children may require more time due to shyness.

When the screening process is complete, the child and parent will receive a “learning kit.”  The kits contain a number of activities and materials for the child and are designed to span roughly one year of development.  Of course, there are always snacks available at the end.  Please join us for the annual Child Development Day on Thursday, October 17, 2013, at Medford Area Elementary School.

Special Education and Student Services Update for September 20

Special Education and Student Services Update: 

Many of you have new experiences this year whether you are teaching 1) new students, 2) got transfer student(s), 3) in a different grade level, 4) in a new building, 5) new position or 6) in a new program.  

Having a new student can bring up excitement, but also some anxiety due to not knowing the student's strengths or needs. Others will come to you for all the answers and you are still learning them yourselves. Each day you learn something new about the student.  There is also much extra preparation time in getting schedules set up, forming relationships with the students, understanding/implementing their IEP, and meeting their health/academic/behavioral/bathrooming needs.

Teaching in a new grade level, building, or program is also a change which can be exciting and frustrating as you begin the school year.  There seems to be more questions than answers. More things to do than having enough time to finish it. 

I just wanted to take a minute to say THANK YOU for all your extra and hard work.  Our students with disabilities are fortunate to have you looking out for their best interests in your new roles.  

Here are some notes: 

 

Special Education Family Day

Saturday September 28 at 10:00 am. Any student with an IEP receives a free ticket. 50% off soda and popcorn.  The movie is Cloudy with a Chance of Meatballs 2.  Staff and their families are invited to attend. A flyer has been sent home to students. A sample is attached to this email.  

Occupational Therapy

We have been unable to fill our vacant Certified Occupational Therapy Assistant position with either a part time OT or full time COTA.  We will be contracting with Presence Learning through CESA 9 to deliver online OT services on Tuesday/Wednesday for select students at MAES and SES.  Caroline will oversee the online OT services and Janel Waldhart will be the paraprofessional.  Megan Courtney is working for 1 1/2 days per week. She will be doing her COTA student teaching during 3rd quarter. We will have another student teacher during 4th quarter. 

AIMS Web Benchmark Testing Window

Fall Benchmark: September 1 to October 15

Winter Benchmark: January 1 to February 1

Spring Benchmark: May 1 to June 1

AIMS Web overviews were held twice this week.  AIMS Web 2.0 version will be occurring soon. If you need further help in administering the probes or setting up students, then please let me know. 

AIMS Web Benchmark and Administration Scoring Guides were emailed out to staff over the past week.  If you did not receive them, then let me know. 

HSED and GEDO 2

We will no longer be running a dual alternative high school and HSED program options for our students.  We will be discussing offering the GED Option #2 program during the school day in addition to our Medford Adult Diploma Academy.  This will allow all of our students to complete a high school diploma. 

NTC would like to continue the discussion on how we can offer HSED in Taylor County for Medford and other school districts. 

This was discussed at an Alternative High School Advisory Council meeting earlier this week. 

IEP I-4 and ER-2 Forms

DPI has updated the I-4 form and created new ER-2A, ER-2B, and ER-2C forms to replace the ER-2 form. These changes were necessary due to changes in Wisconsin's assessment system and the SLD law changes. We will be working with Skyward to make the changes and add the new forms. 

Case Manager

Special Education case managers are encouraged to contact the parents of students on your caseloads so they can know you. This can be done through phone call, letter, or via email. 

Special Education Staff working with Non-Disabled Students

Here is some guidance from OSEP regarding Wisconsin DPI questions on special education staff working with non-disabled students in general education and pullout settings.  There is also info on attendance at SOS team meetings.  OSEP provides the guidance on when this is allowed and gives good examples of when it is acceptable: http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/12-011637r-wi-couillard-rti3-8-13.pdf.

PALS Testing (PK-1) Allowable Practices, Modifications, and Where to Include on the IEP

http://www.palswisconsin.info/administrators_accommodations.shtml

18-21 Year Old Program

We have a new 18-21 year old program which was started this year.  We have 6 students in the program. They attend classes at the NTC Campus in the mornings where they work on independence and functional skills. Students attend mentorship or worksites in the afternoons including Memorial Health Center, Black River Industries, and MAES. 

I have heard compliments from parents, Aging and Disability Resource Center, and community providers on our programming.  Thank you to Nikki Gripentrog and Janet Jurgens for their work on this program. 

Speech Language SLOs

Here is an example of how to write Speech Language SLO's: https://transitiontocommoncore.wikispaces.hcpss.org/Elementary+SLOs

Special Education and Student Services Facebook page

Parents were mailed a letter informing them of our school district and individual teacher facebook/blogs/websites related to special education and our classrooms.  Parents were to return the form if they do not want their child's photo on these type of pages.  Please send to me if you receive one from a student. 

Child Development Days

Thursday October 17 from 8:00 am to 6:00 pm at MAES. 

Transition Night

Transition Night for students and families to learn about post-secondary options will be held on Monday November 4 from 6-8:00 pm.  HS and upper MS sped staff are encouraged to attend. We had approximately 150 people in attendance last year.  CESA 8, 9 and 12 have contacted us about our Transition Night due to the positive feedback they have heard on our night last year. 

Common Core Essential Elements for Reading and Math

We have more binders of the Common Core Essential Elements for English Language Arts and Math. If you need one, then please let me know. 

Procedural Compliance

The Medford Area Public School District participated in the Self-Assessment Procedural Compliance in 12-13.  DPI has notified us that we are in full compliance. Thank you to all the staff for your work in this area.  DPI has provided us some best practice tips: 

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.