Taylor County Autism Support Group

Taylor County Autism Support Group 
Monday January 20, 2014
6:00 pm to 7:00 pm
Medford Area Public School District Office Building 

Partnership between parents, community, and school staff who are interested in helping educate, inform, provide resources, and raise awareness of the Autism Spectrum. All are invited to attend especially parents. Meetings will be held the 3rd Monday of each month.

Autism Support Group meetings and events will include: raising hope, support for all those impacted by autism, parent chats, family fun nights, guest speakers, book studies, topics of interest, sharing of resources, education, safe place to express feelings, collaboration with local agencies, connection with state and national autism advocacy organizations, google groups, autism awareness activities, and more!

For more information contact: Medford Schools Director of Special Education Joseph Greget at 715-748-2316 ext 324 or gregejo@medford.k12.wi.us

New Guidance for DPI Model Form I-4

New Guidance for DPI Model Form I-4

New Guidance for Determining Participation in General Education Standards and Curriculum to Support DPI Model Form (I-4): Individualized Education Program: Present Level of Academic Achievement and Functional Performance has been posted to http://sped.dpi.wi.gov/files/sped/pdf/form-i-4-guidance.pdf.

 

The purpose of this document is to address the question, “Will the student be involved full-time in the general education curriculum or, for preschoolers, in age-appropriate activities?,” which is located on the DPI Model Form (I-4): Individualized Education Program: Present Level of Academic Achievement and Functional Performance.

Originally posted by DPI Consultant Kirsten Guell

Kirsten.Guell@dpi.wi.gov

Specific Learning Disabilities Evaluations in Wisconsin - SLD in Plain Language, Checklists, and Guidance/Instruction for Completing SLD Forms ER-2A, ER-2B, and ER-2C

DPI links for helping with SLD evaluations: 

Specific Learning Disabilities (SLD) in Plain Language:

Specific Learning Disabilities (SLD) in Plain Language has been posted at http://sped.dpi.wi.gov/files/sped/pdf/sld-plain-language.pdf. This document provides a summary of the new eligibility criteria requirements. Local education agencies will find it is a helpful resource for parents, families and other educators. The department acknowledges and thanks staff from FACETS and WSPEI who provided input during its development

SLD Evaluation Requirements Checklist:

http://sped.dpi.wi.gov/files/sped/pdf/sld-eval-require-check.pdf

Guidance and Instructions for Completing the SLD Sample Forms ER-2A, ER-2B, and ER-2C:

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

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