An IEP IDEA



Need Assistance w/ SPED, Call 438-3400 Ext: 83400 ?SSIMS FAX Number: ?393-3099 ?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.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, and any related services. Please remember to schedule your LEA during their available time in the office conferences rooms on TUESDAY AND THURSDAYS ONLY. CHECK BOXES “Annual development, IEP Review/Revision, Transition, Placement, & Alternate Assessment.Check Boxes for Manifestations, FBA/BIP, or if an Alternate Schedule will be discussed and ETCALL MEETINGS MUST HAVE A LEA - Administrator. A regular education teacher is needed if the student has ever had or will ever have at least one regular education class.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 MedicaidAnnual with Transition EditorCover 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 PlanMeeting TimeMeeting Date457200-238125Location - Hamilton rm 200Invite DateCheck team members that were invited and if they were present... Make sure everyone is listed through the team members tab 2267196301301If Rel Ser is not there fill out the (I-2 - did not attend IEP mtg)235966012700When 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 conference. 00When 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 conference. District Cover SheetCheck all the different purposes for the mtg & assessments.?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/staff1176872598420If the parent attends the mtg, state date and “parent attended”00If the parent attends the mtg, state date and “parent attended”167576513239750047313851916430Check all at the high school level.00Check all at the high school level.347027529248100034702752751455003458210257873500209553175Always check these five statements. You may have more checked based on mtg purpose00Always check these five statements. You may have more checked based on mtg purpose169164075311000169291092646500169164060071000168021043815000? ? ?If you get updated information: email the attendance office with the correct information.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.1100673748405WHAT 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 communication, social, functional, and academic delays are manifestations of the student’s disability that how the student meets the demands of the classroom. The student requires ___________ and will participate in an alternate curriculum using CCEE Standards.PLOP – MUST HAVE ACADEMIC AND NON ACADEMIC SKILLS (TEST SCORES/ SKILLS/ GOALS)Academics Reading Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher ObservationsThe student’s (Word Identification, Fluency, Decoding (multi-syllabic words), Vocabulary, and Comprehension) skills include ____. The student’s goals include _______.(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.)00WHAT 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 communication, social, functional, and academic delays are manifestations of the student’s disability that how the student meets the demands of the classroom. The student requires ___________ and will participate in an alternate curriculum using CCEE Standards.PLOP – MUST HAVE ACADEMIC AND NON ACADEMIC SKILLS (TEST SCORES/ SKILLS/ GOALS)Academics Reading Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher ObservationsThe student’s (Word Identification, Fluency, Decoding (multi-syllabic words), Vocabulary, and Comprehension) skills include ____. The student’s goals include _______.(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.)1060451396365Student’s StrengthsParental Concerns At home At school At work Extracurricular activities Classes Homework/Grades Modifications Absences (If the parent has no concerns, state something they are happy with the school/Education).00Student’s StrengthsParental Concerns At home At school At work Extracurricular activities Classes Homework/Grades Modifications Absences (If the parent has no concerns, state something they are happy with the school/Education).-85090-170180 Writing Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher Observations The student’s (Handwriting, Spelling, Sentences, Paragraphs, etc…) skills in writing include: MathTest Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher ObservationsThe student’s (Basic components of adding, subtracting, multiplying, and dividing, Functional Math & Measurements, Money, Telling Time, etc) skills include ____. The student’s goals include _______.Functional / Vocational / SocialTardies & AbsencesReferrals and SuspensionsSelf-Advocacy Domestic and Employability Skills Work / Learning Style Communication with staff & peersProblem Solving/Conflict Resolution Teacher observationsRelated Services (Information) Medical (Information)Will the student be involved in fulltime in general education curriculum. NODue to the student’s assessments and teacher observations, the student does not benefit sufficiently in the regular education curriculum, even with individualized instruction, accommodations, and modifications. The student will participate in an alternative curriculum with alternate achievement standards and that supports the academic, functional, social, vocational and behavioral skills for all instruction. 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.DON’T FORGET ELL STUDENTS!00 Writing Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher Observations The student’s (Handwriting, Spelling, Sentences, Paragraphs, etc…) skills in writing include: MathTest Scores / Evaluations /Assessments/ Replacement Curriculum Goals/ Teacher ObservationsThe student’s (Basic components of adding, subtracting, multiplying, and dividing, Functional Math & Measurements, Money, Telling Time, etc) skills include ____. The student’s goals include _______.Functional / Vocational / SocialTardies & AbsencesReferrals and SuspensionsSelf-Advocacy Domestic and Employability Skills Work / Learning Style Communication with staff & peersProblem Solving/Conflict Resolution Teacher observationsRelated Services (Information) Medical (Information)Will the student be involved in fulltime in general education curriculum. NODue to the student’s assessments and teacher observations, the student does not benefit sufficiently in the regular education curriculum, even with individualized instruction, accommodations, and modifications. The student will participate in an alternative curriculum with alternate achievement standards and that supports the academic, functional, social, vocational and behavioral skills for all instruction. 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.DON’T FORGET ELL STUDENTS!Transition classes should not be listed on the bottom of the I-4.1.?Only content specific/skill classes!!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’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 reading063500I-6 – Goal Pages – Customize to the studentALL GOALS/OBJECTIVES – MUST BE MEASURABLEALL GOALS/OBJECTIVES – MUST BE STANDARDS BASEDALL GOALS/OBJECTIVES – MUST HAVE BASELINES (which match the I-4 page)-101600576157The Plus signs mean that objectives were added correctly!00The Plus signs mean that objectives were added correctly!Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks14986008636000 -565151320377What are you ACTUALLY going to look at when monitoring the success towards the goal.00What are you ACTUALLY going to look at when monitoring the success towards the goal.-393702962910Start taking about ESY right away!00Start taking about ESY right away!51900673015192“See Objectives”Click New Plan Objective Button to create Objectives for 9th, 10th, and 11th graders!REMEMBERObjectives must be a mini goal “Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks00“See Objectives”Click New Plan Objective Button to create Objectives for 9th, 10th, and 11th graders!REMEMBERObjectives must be a mini goal “Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks-1460504749165Always!!! “At the end of each semester”00Always!!! “At the end of each semester”51460401017905Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks00Student will increase / decrease Behavior/Skill from Baseline to Goal by completing Specific Tasks1456055342138000 I-7 – Statewide assessments *** REMEMBER THIS IS FOR THE LIFETIME OF THE IEPThere are multiple I-7 Editors and simple forms 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 – COMMON CORE AND ESSENTIAL ELEMENTS! You must hit PRINT in PLAN for all 1-7 pages needed.-4487333124200Only if they take MAPS00Only if they take MAPS24212552902373Because it’s not timed, there is no extra time or breaks, or multiple days.00Because it’s not timed, there is no extra time or breaks, or multiple days.Remember NO ONE completes the Smarter Balance Editor – This is for K-8 schools.1107418717068001085857709535001085856084146001085852850303001085854967182009271027514550035428775883275Guidelines for Alternative Assessment0Guidelines for Alternative Assessment15832671278467This page is only done for ALL students in Essential Elements. Click Print in Plan and Yes for ALL that mon Core should not be using this page. 00This page is only done for ALL students in Essential Elements. Click Print in Plan and Yes for ALL that mon Core should not be using this page. 45755988317230Alternate Access for ELLs00Alternate Access for ELLs31883357292975K-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 Reading MAP. They are exempt from reading but not math.00K-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 Reading MAP. They are exempt from reading but not math.-19494557232550040424101790700WAA must be done for every ninth and tenth grader.It does not matter what time of year.00WAA must be done for every ninth and tenth grader.It does not matter what time of year.4042410739775WAA and DLM00WAA and DLM525145040297100055534984029710005850467403013300245554537401500024866606137910Use DPI Chart00Use DPI Chart24866605723255Use DPI Chart00Use DPI Chart24866605350510Use DPI Chart00Use DPI Chart730254291965DLM must be done for every ninth, tenth, & eleventh grader. Because this is an alternative assessment, you must have objectives for all of your goals.0DLM must be done for every ninth, tenth, & eleventh grader. Because this is an alternative assessment, you must have objectives for all of your goals.2197102357967Use DPI Chart00Use DPI Chart2647953487420Use DPI Chart00Use DPI Chart24841203130550027305-6032500279404254500-152400-18669000-353486966585NEVER write “Other Electives”Best Practice complete all years until graduation…(Compliance is two years)00NEVER write “Other Electives”Best Practice complete all years until graduation…(Compliance is two years)-946154392718NEVER Choose “OTHER” & write in a transition service!MUST have a transition service for this school year and the next school year!!!(can do all 7 yrs)00NEVER Choose “OTHER” & write in a transition service!MUST have a transition service for this school year and the next school year!!!(can do all 7 yrs)-1881711988185NEVER Choose “OTHER” and write in an occupation.Any specific information can be entered below00NEVER Choose “OTHER” and write in an occupation.Any specific information can be entered below-485245987009820-381952543910250-477668231565850-412453636383380-227880326392720-412390219869150-322707014120290-485288210140950-49254840491800-61954728638500-4275243497205-4590415387985-4107815286385-492950551542950046736015122333Self-Contained students all day MUST = 360 minutes a dayDO NOT FORGET ADVISORY 0Self-Contained students all day MUST = 360 minutes a dayDO NOT FORGET ADVISORY 00HOW MUCH SPECIALLY DESIGNED TIME DO THEY NEED FROM A CERTIFIED SPED TEACHER??WATCH YOUR END DATESTypeComments - Special Education Services (SES)AmountFrequencyLocationCATP/WorkSpecially designed instruction in adaptive, social, and vocational skills 120 min1 / daySpecial EducationADAPT PESpecially designed instruction in physical education45 min1 / daySpecial EducationESYSpecially designed instruction in academic and functional skills1801 / daySpecial EducationMRP CDSpecially designed instruction in academic and functional skills360 min 1 / daySpecial EducationSpeechSpecially designed instruction in speech and language min / daySpecial EducationHomeSpecially designed instruction in academic and functional skills min / WkHome00HOW MUCH SPECIALLY DESIGNED TIME DO THEY NEED FROM A CERTIFIED SPED TEACHER??WATCH YOUR END DATESTypeComments - Special Education Services (SES)AmountFrequencyLocationCATP/WorkSpecially designed instruction in adaptive, social, and vocational skills 120 min1 / daySpecial EducationADAPT PESpecially designed instruction in physical education45 min1 / daySpecial EducationESYSpecially designed instruction in academic and functional skills1801 / daySpecial EducationMRP CDSpecially designed instruction in academic and functional skills360 min 1 / daySpecial EducationSpeechSpecially designed instruction in speech and language min / daySpecial EducationHomeSpecially designed instruction in academic and functional skills min / WkHome-761997196667ANY PEOPLE SERVICING THE STUDENT MUST BE INVITED TO THE MEETING! (IF THEY DO NOT ATTEND, AN I-2 PAGE MUST BE COMPLETED)Comments – Related ServicesAmountFrequencyLocationIf amount, frequency, & duration aren’t listed…Door to Door Transportation 2 min 2 / daySpecial Education ClassroomSpeech and Language Therapy min / day/week/yearSchool Psychological Services min / day/week/yearSchool Social Worker Services min / day/week/yearSchool Nursing Services min / day/week/yearOccupational Therapy min / day/week/yearPhysical Therapy min / day/week/year00ANY PEOPLE SERVICING THE STUDENT MUST BE INVITED TO THE MEETING! (IF THEY DO NOT ATTEND, AN I-2 PAGE MUST BE COMPLETED)Comments – Related ServicesAmountFrequencyLocationIf amount, frequency, & duration aren’t listed…Door to Door Transportation 2 min 2 / daySpecial Education ClassroomSpeech and Language Therapy min / day/week/yearSchool Psychological Services min / day/week/yearSchool Social Worker Services min / day/week/yearSchool Nursing Services min / day/week/yearOccupational Therapy min / day/week/yearPhysical Therapy min / day/week/year45383454448810Do NOT SELECT00Do NOT SELECT48006005977467Remember!Comments – The aid/serviceDuration, etc.. – More specific information (for all classes, etc…) Never use - when available, when requested, when needed.Never put a duration/frequency for something we can’t guarantee will happen each day (We don’t give tests or go on field trips every day)00Remember!Comments – The aid/serviceDuration, etc.. – More specific information (for all classes, etc…) Never use - when available, when requested, when needed.Never put a duration/frequency for something we can’t guarantee will happen each day (We don’t give tests or go on field trips every day)44856405118100Do NOT SELECT00Do NOT SELECTlefttop30137103270885Do NOT SELECT00Do NOT SELECTI-9 – Page four – Program modifications for school personnelSupplemental Aids and ServicesAmFreqCommentsLocationDurationCollaboration w/ special education staffIEP available on I.C. or upon request Special Education Distribution of health plan to teacherMedication located in the nurses office Nurse’s officeIn-service trainingMust be approved by administrationSpecial EducationParticipation in Regular Education Classes: (LOCATION NOT CURRICULUM)Participate Fulltime (NO answer) OR Will NOT Participate (Explain) D/T/S - The student will not participate full time with nondisabled peers due to significant academic delays which require significant modifications that could not be provided in the regular education setting and which impacts upon the student’s development of academic achievement. For this reason, the student is to receive special education programming outside the regular education environment for instruction in a smaller setting, using alternate standards (CCEE).Participation in Extracurricular and Non-Academic ActivitiesThe 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)The student has significant academic delays which requires significant modifications that could not be provided in the regular education setting. Due to these delays, the student will not participate with non-disabled peers in non academic activities. However, the student will participate in school-wide functions such as attending assemblies in the auditorium or participating in gym activities such as pep rallies/programs with the student’s regular education peers and with direct supervision.According to the district, this is just like the I-7 pages. If you don’t discuss it – don’t do this page. If your student in a CD, OI, AUT unit – then you 99% of the time need to do this page!69850264985500284099036703005 Business Date005 Business Date28492453467100MTG Date00MTG Date28403553255010Date Mailed00Date Mailed28448003044190MTG Date00MTG Date1608673759200For 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 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.00For 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 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.8699585090000-23495106680003048008525932Supervisor Name00Supervisor Name22013363161332197105028565Resource Name, Contact Name, Number, Address, Recommendation for Organization to assist with.00Resource Name, Contact Name, Number, Address, Recommendation for Organization to assist with.2201333877732Copy Functional/Social Information from the I-4 page00Copy Functional/Social Information from the I-4 page2201322650067Copy Academic Information from the I-4 page00Copy Academic Information from the I-4 page3047991820333Student Name00Student Name33951331574799Graduation Date00Graduation Date47972131090295Date0Date4546176727075414-327-93000414-327-93002988733727499IEP Teacher0IEP Teacher6350001142999Parent0ParentSome Examples of Providers…**** New LAW (Turning 18) books DVR CounselorBrian McCabe2701 S. Chase Ave.Milwaukee, WI 53207389-6476; 389-6450MATC Transition Specialist700 W. State Street S215LMilwaukee, WI 53233297-6701UWMStudent Accessibility CenterLaurie Peterson, DirectorMitchell Hall room 112PO Box 413Milwaukee, WI 53201-0413229-6287UW-WhitewaterElizabeth Watson,DirectorCenter for Students with DisabilitiesUniversity of Wisconsin Whitewater800? West Main StreetWhitewater, WI 53190 - office 262-472-4711Milwaukee County Disability Resource Center1220 W. Vilet Street,suite 300Milwaukee, WI 53233289-6660Parents/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: Action Guide: Giles (DPI state transition consultant) 608-266-1146 Cindy Cain (DPI statewide transition coordinator) 608-266-1140 / Cynthia.cain@dwd. Mary Kampa (Post School Outcome Project Director) 715-416-0609 – maryk@cesa11.k12.us Jenny Neugart (Youth Cordinator for Medicaid – Pathways to Independence) 608-266-8778 – Jennifer.neugart@dhfs. – is VERY IMPORTANT!Lock your IEP through this screen!This is VERY IMPORTANT!Lock your IEP through this screen!Remember – If you change the PTP (which you will because of the IEP date page) UPLOAD a new PTP! ................
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