Maple Dale-Indian Hill School District

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013

What is a 504 Plan? Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. A Parents Guide to Section 504.

Starting as early as kindergarten, students begin exploring different roles in the community and careers. Many of us recall wanting to be a firefighter, teacher, pro athlete, ballerina, or princess when we were younger. As students grow and learn, their experiences and interests change. As part of our work with sixth through eighth grade students, we use Academic and Career Planning (ACP) to focus on exploration - exploration of personal interests, skills, hobbies - and how these relate to potential careers or career clusters of interest (i.e. information technology, health sciences, or architecture and construction). The Maple Dale-Indian Hill School District works collaboratively with the Nicolet High School District to ensure a smooth transition with the ACP process. ACP Process - Outcomes in Grades 6-12 Individual Learning Plan Maple​ ​Dale​ ​Academic​ ​and​ ​Career​ ​Planning Grades​ ​6-8​ ​Guide

Maple Dale - Indian Hill School District ANNUAL NOTICE OF SPECIAL EDUCATION REFERRAL AND EVALUATION PROCEDURES Upon request, the Maple Dale-Indian Hill School District is required to evaluate a child for eligibility for special education services. A request for evaluation is known as a referral. When the district receives a referral, the district will appoint an Individualized Education Program (IEP) team to determine if the child has a disability, and if the child needs special education services. The district locates, identifies, and evaluates all children with disabilities who are enrolled by their parents in private (including religious) schools, elementary schools and secondary schools located in the school district. A physician, nurse, psychologist, social worker, or administrator of a social agency who reasonably believes a child brought to him or her for services is a child with a disability has a legal duty to refer the child, including a homeless child, to the school district in which the child resides. Before referring the child, the person making the referral must inform the child's parent that the referral will be made. Others, including parents, who reasonably believe a child is a child with a disability may also refer the child, including a homeless child, to the school district in which the child resides. Referrals must be in writing and include the reason why the person believes the child is a child with a disability. A referral may be made by contacting the Student Services Coordinator, Maple Dale-Indian Hill School District, at 414-351-7380 x1061, or in writing at 8377 N. Port Washington Road, Fox Point, WI 53217.

In February 2020, the Wisconsin legislature passed Wisconsin Act 86. This legislation resulted in the creation of an informational guidebook on dyslexia and related conditions that can be found here.

Partner District EL Program Plan Handbook

Learner Enrichment and Advancement Program (LEAP) MDIH LEAP Handbook (Nomination forms embedded in handbook).

Counselors support students in their social, emotional, behavioral and academic successes. In addition, counselors assist learners in making choices regarding their future by teaching college and career readiness skills. Our program includes classroom instruction, small groups, and individual supports. Classroom instruction addresses academic and personal/social standards. • Following academic standards, students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the lifespan. Students will develop the skills necessary to make transitions between elementary and middle and middle to high school. Students will understand how their academic experiences prepare them for high school, college and career. • Following personal/social standards, students will acquire skills to understand themselves and appreciate the diverse background and experiences of others. Students will learn and develop effective interpersonal skills to successfully interact with others. Small groups meetings are facilitated to focus on common topics with same age peers. Small group topics may include friendship groups, study skills, group problem solving and family change. Individual meetings provide short-term counseling for any student at the request of a parent/guardian, student or staff member. Contacts: Jeff Bohacek - Indian Hill School Counselor Claire Lehmann - Maple Dale School Counselor

A school psychologist is uniquely qualified to support students' ability to learn and teachers' ability to teach. The psychologist applies expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Contact Deb Cook Westfahl

Social-emotional well being and mental health is critical for student’s academic success. Mental Health is a dimension of overall health on a continuum from high-level wellness to severe illness. Universal strategies promote the social and emotional competence, well-being, and development of all students. Relationships; engagement; resiliency; mental health education; stigma reduction; safe, active, and positive school climate; and social and emotional learning are all important aspects of universal practice. The Maple Dale-Indian Hill School District provides a continuum of mental health services for students are supported by the student services team as part of the district’s service delivery model. Universal and selected mental health services are designed and implemented by school staff. Children with acute or chronic mental health needs are referred for community-based services. In addition, the district consults with outside clinical providers on an as-needed basis.

What is Special Education? Special Education is the array of services that must be provided to address the unique needs of each student found eligible under federal and state special education law. Special education services are provided in accordance with a student’s IEP to support each student to access and participate and make progress in general education curriculum, environments, and activities. These services are provided through: Specially designed instruction – adapting, as appropriate to the needs of a student with an IEP, the content, methodology, or delivery of instruction to address the student’s unique needs that result from the student’s disability and ensure the student’s access to the general curriculum, so the student can meet the educational standards that apply to all students (34 CFR 300.39(b)(3)). Specially designed instruction may be provided in special education or general education environments and is a unique set of supports provided to individual students based on learning needs to remove barriers that result from the student’s disability. The supports are reflected in the student’s individual education program (IEP) and are infused throughout the student’s learning experiences and environments as described in the IEP. Examples include: specially designed reading instruction, math instruction, social skills instruction, physical education, vocational education, speech and language therapy, etc. A student determined eligible under IDEA must be found to need specially designed instruction. If the student’s needs can be met within general education without specially designed instruction, the student is not eligible under IDEA. Related services - developmental, corrective, and other supportive services needed to assist a student with an IEP to benefit from special education. Examples include: transportation, speech-language therapy, occupational therapy, physical therapy, audiology, sign language interpreting services, counseling, orientation and mobility, school nursing services, parent counseling and training, etc. (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (14)). Supplementary aids and services - aids, services, and other supports provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings to enable a student with an IEP to be educated with students without IEPs to the maximum extent appropriate (34 C.F.R § 300.34 and Wis. Stat. § 115.76 (16)). These are also commonly referred to as general education modifications and accommodations. Examples include: adapted equipment, assistive technology, modified or supplemental curriculum materials, assignment and test modifications, preferential seating, adult support or supervision (including one-to-one assistance), extra time, sensory breaks, special behavior supports and strategies, and visual or verbal cues and reminders. Program modifications and supports for staff - services or activities needed by school personnel to meet the needs of the student (34 C.F.R § 300.320(a)(4) and Wis. Stat. § 115.787(2)(c)). These are services provided on behalf of a student with an IEP to enable the student to advance toward attaining annual IEP goals; be involved and make progress in the general education curriculum; participate in extracurricular and other nonacademic activities; and be educated and participate with other students with and without disabilities. Examples include: co-planning and co-teaching between general and special education teachers, assistance with curriculum modifications, disseminating information about a student’s disability and training for staff needed to work with specific students (such as training on autism or special health care needs). The Role of Special Education within a Equitable Multi-Level System of Supports MDIH Special Education Policies and Procedures Manual Areas of Special Education Eligibility: The areas of special education disability include; educational autism, intellectual disabilities, emotional behavioral disabilities, hearing impairments, orthopedic impairment, other health impairment, significant developmental delay, speech/language impairments, specific learning disabilities, traumatic brain injury and visual impairments. Family Engagement: Parent Toolkit Parent Special Education Resources: Introduction to Special Education (DPI Link)

For more information on topics including, but not limited to: • Alcohol & Drug Prevention • County Services • How to Talk to Your Child About Violence • Mental Health Resources • Resources for Parents of Students With Special Needs • SEL Resources • Suicide Awareness & Prevention Please contact: Jeff Bohacek, Indian Hill School Counselor 414/351-7380 x1058 Claire Lehmann, Maple Dale School Counselor 414/351-7380 x1017 Deb Cook Westfahl, Student Services Coordinator 414/351-7380 x1061 Beth Fairchild, Indian Hill School Principal 414/351-7380 x1069 Tom Holtgreive, Maple Dale School Principal 414/351-7380 x1013