Need Assistance w/ SPED, Call 438-3400 Ext: 83400 MPS-SSC Rm 216 (for interoffice mail) Or email DEFs to ssimsdata@milwaukee.k12.wi.us All Tech Analysts will answer any call that is received. If the question is more specific to special education, other analysts may need to transfer the call to the SSIMS Tech Analyst. The SSIMS Tech Analysts will continue to answer specific questions concerning the Special Education Module of Infinite Campus. Before calling, a caller should search in ‘Campus Community’ or use the ‘Help’ button for desired topics? When calling Tech Support, the caller needs to be prepared to give the following information: First and last name of caller¸ and verify location of the call.

Purpose of call - a technical special education question or a hardware issue If the caller is currently in an IEP meeting, Student name and ID number, What

document is currently being usedHelpful Hints!

Contact Log – The Special Education General Contact Log will only be used for contacts about the IEP. This will allow you to print off this contact log and staple it to the IEP if you need. All contacts with the student or family about anything special education or about classroom performance will now be put the PLP General Contact Log.

Some boxes have been combined! Read the question/statement for what is supposed to go in the box.

Don’t save and Continue on the 1-11 ESY if you don’t need the page – it saves otherwise Watch your codes!!! Scroll down *for example Transportation is at the bottom while ESY

is right at the top!

Editor – New Plan – Annual with Transition Simple Forms Required – Procedural Safeguards and MPS-InvitationInvitation- At least 6-8 weeks prior to the end date of the current IEP, establish a mutually agreeable time for a

meeting with the parent/guardian. Document Contacts made in the contact log. An invite is to be sent out approximately 60 days in advance for a meeting at least two weeks in advance– When scheduling a new meeting, you need to E-mail the Secretaries, the Regular Education Teacher, the Administrator (LEA), and any related services. Please remember to schedule your LEA during their available time in one of the three office conferences rooms on TUESDAY AND THURSDAYS ONLY.

- CHECK BOXES “Develop annual IEP, Review/Revise IEP, Transition, & Determine Continuing Placement. - Check Boxes for Manifestations, FBA/BIP, or if an Alternate Schedule will be discussed and ETC- Create a new invite for each invite that you mail out. If you change the date, invitees, or time – you

need a new invitation.

You may also need to use the simple forms: Request to Invite outside agency (I-1-a), Request to Invite program representative (I-1-B), Request to Invite Others (I-1-C,) Notice of Not attending IEP mtg (I-2), FBA/BIP/Manifestation, PTP I-8 Offline Worksheet, Notice of Grad/Age/SOP, Addendum, OR Consent to Bill Medicaid

Annual with Transition Editor

Cover Sheet Information! - The Education Plan Editor MUST BE COMPLETED AND SAVED PRIOR TO MOVING ON. When filling in

the dates the IEP MEETING and the START DATE are the date of the IEP MEETING. The END DATE is plus one year minus one day (minus two for a leap year) from the start date. The Eval date should prefill (last date of the locked evaluation date.)

- Refresh the Student &Parent/Guardian Demographics

- Add a new team meeting.

Print in Plan Meeting Time Meeting Date

Location - Hamilton rm 200 Invite Date

Check team members that were invited & if they were present...

Make sure everyone is listed through the team members tab

If Rel Ser is not there fill out the (I-2 - did not attend IEP mtg)

- District Cover SheetCheck all the different purposes for the mtg & assessments.

o If the parent is not in attendance, list the three VALID attempts to contact the parent of the meeting. SHOULD MATCH CONTACT LOG

o List phone numbers called (DISCONNECTED NUMBERS do NOT count as valid attempts). o Reminder Emails o Written Invite (Best practice is 10 days’ notice) o Home Visits from social worker/staff

When the parent is invited to IEP Meeting and participates via conference call, the parent should be marked as attended and then note in the comments field that they participated by phone

If you get updated information: email the attendance office with the correct information.

Always check these four

statements.

You may have more checked based on mtg

purpose

Check all at the high school level.

If parent attended – Put Date – Parent attended by

The PLAAFP! Complete the PLAAFP (Present Level of Academic Achievement and Functional Performance) describing the strengths of the student and concerns of the parent. Describe present level of performance for core academic areas and functional performance (routines of daily living). Describe how the disability affects involvement and progress in the general education curriculum (or for preschool age students-involvement in age-appropriate activities). Consider Special Factors and select the appropriate box.

Student’s Strengths Parental Concerns or Thoughts of HamiltonMUST ADDRESS BOTH AREAS

At home At school At work Extracurricular activities

Classes Homework/Grades Modifications Absences

WHAT AND HOW WILL THEIR DISABILITY CAUSE DELAYS OR STRUGGLES WHEN ACESSING OR PROCESSING INFORMATION WHEN COMPARED TO HIS

OR HER PEERS!The disability affects the student’s ability to progress in the general curriculum. The student’s academic delays, behavior, distractibility, impulsivity, and emotional responses are manifestations of the student’s

disability that impacts math, reading, and writing skills and that impacts how the student meets the

demands of the classroom. ( BE SPECIFIC TO EACH CHILD’S LEARNING NEEDS ) These learning needs require that the student should receive specialized instruction at the student’s current levels of academic functioning, individual attention, and academic support in order to help the student

achieve the student’s academic potential.

PLOP – MUST HAVE ACADEMIC AND NON ACADEMIC SKILLS (BASELINES/TEST SCORES)

FACTS ONLY – DATA - POSTIVE AND NEGATIVE BEHAVIORS –ATTENDANCE

Reading Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher Observations The student participated in district wide MAP assessment. The MAP scores are based on scaled

scores which are scores that allow for numerical comparison between students. This student scored _____ which is ___ points below / above the national student average score for students in his / her grade level for math / reading at the Fall / Winter / Spring time.

The student’s skills include: (See De Cartes Skills)Reading Aloud, Fluency, Decoding (multi-syllabic words), and Vocabulary, Comprehension (Strategies, Prior Know, Connections, and Context Clues) (Duration of understand)

The student’s goals: (Eligible for AIM- AIM-eligible, statements describing vision, physical access or the discrepancy between reading and listening comprehension must be included here with – EXAMPLES include - Student is unable to decode text at grade level, but can demonstrate comprehension of grade level material after listening to books on tape or text read aloud to her. OR • Student cannot recognize words or read with fluency, but is able to understand text that is read to him at grade level OR • Student accesses textbooks in audio format using an MP3 player or a computer OR • Due to physical limitations in both arms, student is unable to use conventional print-based materials such as books or printed packets of written material.)

Writing Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher Observations The student’s skills in writing include:Handwriting, Spelling, Paragraphs – (Developed or undeveloped) in regards to (descriptive vocabulary, length of paragraphs, length of sentences, relation to topic or topic development, sequential organization), Main Ideas, Organization, Grammar/Capitalization/Punctuation

Math Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher Observations The student participated in district wide MAP assessment. The MAP scores are based on scaled

scores which are scores that allow for numerical comparison between students. This student scored _____ which is ___ points below / above the national student average score for students in his / her grade level for math / reading at the Fall / Winter / Spring time.

The student’s skills include: (See De Cartes Skills)Basic components of adding, subtracting, multiplying, & dividing, Measurements, Fractions, Decimals, & Percentages, Graphing and Equations

The student’s goals: Functional / Vocational

Self-Advocacy Domestic and Employability Skills Work / Learning Style Tardies & Absences Referrals and Suspensions Communication with staff & peers Problem Solving/Conflict Resolution Teacher observations

Will the student be involved in fulltime in general education curriculum. YES

SPECIAL FACTORS:After consideration for special factors (behavior, limited English proficiency, Braille needs, communication needs including deaf/hard of hearing, assistive technology and accessible instructional materials), is there a need in any of the areas? YES or NO –

IF YOU CLICK YES – YOU MUST FILL IN ONE OF THE BOXES IN THE SPECIAL FACTORS PAGE. IF YOU CLICK NO – DO NOT OPEN THE SPECIAL FACTORS PAGE!

DON’T WRITE ANYTHING IN THE BOTTOM BOX OF THE 1-4 (PLAAF) page.

1-5 – Special Factors (ONLY if you said YES on the I4.2)A. Does the student’s behavior impede his or her learning or that of others?The student’s off task behaviors impede the student’s and other student’s learning in the classroom. In an effort to improve learning, some positive interventions include additional time to complete assignments, proximity seating in the front of the class, modeling of language, repetition and drill, positive and immediate feedback, redirection, verbal and nonverbal cues, behavior modification techniques, home contact, one to one assistance, referrals to the social worker and school psychologist, night school, modified schedules, participation in an at-risk programming including WrapAround, and assistance from MUTT.B. Is the student an English Language Learner?The student has received services and instruction from ELL in a bilingual program. The student’s current test scores are_________. Currently, the student is / is not enrolled in a bilingual program at Hamilton.C. If visually impaired, does the student need instruction in Braille or the use of Braille?The student is visually impaired and does / does not need the use of Braille as the student would / wouldn’t benefit for communication needs because ___________________.At the most recent IEP evaluation, the IEP team conducted and documented an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media; documented the student’s current and future needs for instruction in Braille or the use of Braille, and indicated that instruction in Braille or the use of Braille is not appropriate for the student. CHECK TO CONFIRM and DATE OF LAST EVALUATIOND. Does the student have communication needs that could impede his/her learning?The student has communication needs that impede the student’s learning. These needs include ______. E. does the Student need assistive technology services or devices?The student needs assistive technology services / devices to access the curriculum. These low / high tech services / devices include ___.F. does the Student need accessible instructional materials?The student needs AIM to access the curriculum. These materials include ___.

AIM Eligible - (the team completed the AIM worksheet), check Yes ANDindicate which format(s) are required for the student (Braille, large print, audio and/or digital) Examples include - • Use of text to audio software, such as but not limited to Premier Literacy, with necessary training and support to use the program.• Use of a text reader when researching online• Grade level textbooks in audio and/or digital format, using MP3 player and/or computer• Student requires print materials in Braille• Accessible tablet with apps for reading

I-6 – Goal Pages – Customize to the studentALL GOALS – MUST BE MEASURABLE

ALL GOALS – MUST BE STANDARDS BASEDALL GOALS – MUST HAVE BASELINES (which match the PLOP I-4 page)

Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks

Procedures for measuring work – what are you ACTUALLY going to look at when monitoring the success towards the goal.Will annual goal (including benchmarks or short term objectives) be addressed during ESY? - NO

Progress Reports - At the end of each semester

I-7 – Statewide assessments *** REMEMBER THIS IS FOR THE LIFETIME OF THE IEP

There are multiple I-7 Editors within the Plan Outline to address assessment within the IEP. Users will only need to open and complete those that are required for each student based upon grade and assessments given to their grade level. All users will need to complete the District-Wide Assessment (I-7) Editor!

You must hit PRINT in PLAN for all 1-7 pages needed.

Remember NO ONE completes the Smarter Balance Editor – This is for K-8 schools.Don’t complete the Alternate Assessment, WAA, or DLM pages - This is for CCEE.

Because it’s not timed, there is no extra time or breaks, or multiple days.

If Other setting – HOW SMALL?

YOU MUST DO THIS FOR ALL NINTH AND TENTH

GRADERS REGARDLESS OF TIME OF YEAR.

See DPI Allowable Test Practices Chart

See DPI Accommodations Chart

See DPI Accommodations Chart

Act aspireThe ACT Aspire Assessment System will provide standards-based reporting — with reporting categories based on the ACT College Readiness Standards — and aligned to the Common Core State Standards. This means ACT Aspire measures student progress using the most comprehensive academic guideposts available. ACTaspire is a test for 9th and 10th graders, who are taking part in the curriculum based on Common Core Standards and who also take the WKCE.

MOST COMMON ACCOMMODATIONS     (Must be on IEP)·         Audio to read test·         Spanish Dictionaries·         Extra Time (1.5, 2 , 2.5)OPEN ACCESS/EMBEDDED

- Line ReaderLarge Print Contrast of ColorsOpen Answer MaskingCalculator

Word ProcessorSupervised BreaksOther SettingIndividualized testingRoom to move

Scribe

ACT TESTING

K-12 Access for ELLs – Only ELL accommodations to be approved prior to testing. Newcomers to US with a Language Proficiency Level of 1 – 2.9 are not required to take the

ACCESS TESTING

STUDENT eligibility qualifications are found on the re-evaluation dated DATE. Locally approved accommodations include/ not needed _________ .

Accommodations to be approved by ACT are ____________________________________.Most Common Accommodations Large Type Oral Presentation of ACT test Standardized time over multiple days Extra time over multiple days 1.5 times/self paced Standard time with Stop the Clock breaks

PTP

HOW MUCH SPECIALLY DESIGNED TIME DO THEY NEED FROM A CERTIFIED SPED TEACHER???REMEMBER DURATION DATES FOR SEMESTER LONG CLASSES AND PROGRAMS – IMPORTANT TO WATCH

FOR JUNIORS AND SENIORS (COURSE SELECTION, GRADUATION REQUIREMENTS, AND TT CLASSES)Type Comments - Special Education Services (SES) Amount Frequency LocationTT ENG Specially designed instruction in Reading/Writing skills 30 min 1 / day Regular EducationTT Math Specially designed instruction in math skills 30 min 1 / day Regular EducationNNS Specially designed instruction in academics provided at night M-H 50 min 1 /day Regular EducationCATP/Work Specially designed instruction in adaptive, social, and vocational skills 120 min 1 / day Special EducationSpeech Specially designed instruction in speech and language min / day Special EducationConsult One-on-One consultation for special education support Indirect

5 min 1/ Wk Special Education

Do NOT SELECT

ANY PEOPLE SERVICING THE STUDENT MUST BE INVITED TO THE MEETING!(IF THEY DO NOT ATTEND, AN I-2 PAGE MUST BE COMPLETED)

Comments – Related Services Amount Frequency Location If amount aren’t listed…

Door to Door Transportation 2 min 2 / day Regular Education Classroom

Speech and Language Therapy min / daySchool Psychological Services min / daySchool Social Worker Services min / daySchool Nursing Services min / dayOccupational Therapy min / dayPhysical Therapy min / day

I-9 – Supplementary Aids and Services

Do NOT SELECT

(These are examples only!)COMMENTS!!!!Supplemental Aids and Services** What does the student need to be successful?

Amount Frequency Conditions*** BE SPECIFIC – AMOUNTS, FREQUENCY, QUALIFICATIONS – NO ‘AS NEEDED!’

Location Duration

Access / Copy of teacher notes and overheads

DO N

OT

NEE

D TO

PU

T TH

ESE

ON

THE

I-9.

3 PA

GE

For all classes

Access to a calculator For all Math Calculations

Access to a computer for typed projects

For assignments longer than a page

Accommodations in depth and breadth of general education assessments

- -

Modifications in depth and breadth of general education assignments

- -

Additional Time for assignments Up to 2 days past due date

Additional Time for Tests Two times the time allotted Daily assignment notebook/report Daily/ Weekly assignment notebook or guidance

reportEarly class dismissal pass for safety Given to student by IEP teacherNote taker / Scribe(must have approval of LEA)

- -

Reader - - Use of an escort (must have approval of LEA)

To be walked with during transition time.

Use of graphic organizers and study guides

For all papers over three paragraphs in length

Use of Study Notes To use on all cumulative tests

HCA – ONE-ON-ONE

And many more

I-9 – Page four – Program modifications for school personnel

Collaboration w/ special education staff

10 min

1 / month

IEP available on I.C. or upon request

Regular Education

Collaboration w/ special education staff

5 min

Special education consultation based on grading

Distribution of health plan to teacher Mi

n

Medication located in the nurses office

Nurse’s office

In-service trainingMin

Must be approved by administration

Regular Education

Modifications of assignments min

Teachers will work together to modify assignments

Regular Education

Do NOT SELECT

Supplemental Aids and Services

Am Freq Comments Location Duration

Participation in Extracurricular and Non-Academic Activities The student will participate in extra-curricular and nonacademic activities with non-disabled peers. The student will NOT be able to participate in extra-curricular and nonacademic activities with non-

disabled peers. (Describe)

NO – The student will retain the necessary skills and does not require ESY Services.

Participation in Regular Education Classes: (LOCATION NOT CURRICULUM)

Participate Fulltime (NO answer) OR Will NOT Participate (Explain) - - IF THE IEP SAYS SPED

CATP - While the student will be involved in regular education curriculum, the student will not participate full time with nondisabled peers due to a need in specially designed instruction in adaptive, social, and vocational skills for 120 minutes once a day.

MTG Date

Locked IEP

MTG Date

5 business

See Next Page for other options.

For self contained classes, including specialized instruction in comprehensive literacy, please look at the I-4 and I-8 forms for courses that meet graduation requirements.

The IEP team determined that the student was not provided an Educational Services Plan of Provision for his/her suspensions on DATES. The IEP team determined in agreement with the student’s guardian that compensatory services will not be needed as he/she has had multiple opportunities to be compensated for the time, which include attending classes and working on the incomplete assignments.

The IEP team determined that the student is to receive home and hospital services from Hamilton High School for the student’s safety. The IEP team determined in agreement with the student’s guardian that this placement was the best for the student’s best academic interest and personal welfare. For this time, the student will receive his/her special education services…

The IEP team determined that the student is to receive an independent study placement at Hamilton High School for the student’s safety. The IEP team determined in agreement with the student’s guardian that this placement was the best for the student’s best academic interest and personal welfare. For this time, the student will receive his/her special education services…

The IEP team determined that the student is to continue with night school services from Hamilton High School for the student's safety and academic success. The IEP team determined in agreement with the student's guardian that this placement was the best for the student's best academic interest and personal welfare. For this time, the student will receive his special education services from 4-6 o'clock pm Monday - Thursday every school day.

The IEP team determined that the student is to be placed at Hamilton High School for services during half the day for the student's safety and academic success. The IEP team determined in agreement with the student's guardian that this placement was the best for the student's best academic interest and personal welfare. For this time, the student will receive his special education services from ______ to _____ Monday - Friday every school day.

Notice of Grad

Valid Attempt needed

Summary of the I-4 pageSummary of the I-4 page

Organization – Contact Name & Title – Contact Information (can include address) and

recommendation for services

Supervisor Name

Some Examples of Providers…**** New LAW (Turning 18) books

DVR CounselorBrian McCabe

2701 S. Chase Ave.Milwaukee, WI 53207389-6476; 389-6450

MATC Transition Specialist700 W. State Street S215L

Milwaukee, WI 53233297-6701

UWMStudent Accessibility Center

Laurie Peterson, DirectorMitchell Hall room 112

PO Box 413Milwaukee, WI 53201-0413

229-6287

UW-WhitewaterElizabeth Watson,Director

Center for Students with DisabilitiesUniversity of Wisconsin Whitewater

800 West Main StreetWhitewater, WI 53190 - office 262-472-4711

Milwaukee County Disability Resource Center1220 W. Vilet Street,suite 300

Milwaukee, WI 53233289-6660

Parents/Guardians should call this number just before the student turns 18 years old. The student must be receiving SSI in order for them to be added to the waitlist.

County services include: Long Term Supported Employment, Sheltered Work Services, Day Services, Group Homes, and Supported Apartments.

** Other resourcesInteragency agreement: http://dwd.wisconsin.gov.dvr.pdf_files.dpi_interagency_agreements/pdfTransition Action Guide: http://dwd.wisconsin.gov/dvr/pdf_files/tag.pdfSteve Giles (DPI state transition consultant) 608-266-1146 http://www.dpi.wi.gov/sped/transition.html Cindy Cain (DPI statewide transition coordinator) 608-266-1140 / Cynthia.cain@dwd.wisconsin.gov Mary Kampa (Post School Outcome Project Director) 715-416-0609 – maryk@cesa11.k12.us www.posthighsurvey.org Jenny Neugart (Youth Cordinator for Medicaid – Pathways to Independence) 608-266-8778 – Jennifer.neugart@dhfs.wisconsin.gov – http://dhfs.wisconsin.gov/ltcare/generalinfo/rcs.htm

Remember – If you change the PTP (which you will because of the IEP date page) UPLOAD a new PTP!

This is the most important step of

the IEP review/revise

process.