Special Education
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Special Education Compliance
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Bulletins
- Information Update Bulletin 26.01
- Information Update Bulletin 24.02
- Information Update Bulletin 24.01
- Information Update Bulletin 23.01
- Information Update Bulletin 22.02
- Information Update Bulletin 22.01
- Information Update Bulletin 21.02
- Information Update Bulletin 21.01
- Information Update Bulletin 20.02
- Information Update Bulletin 20.01
- Information Update Bulletin 19.01
- Information Update Bulletin 18.02
- Information Update Bulletin 18.01
- Information Update Bulletin 14.02
- Information Update Bulletin 14.01
- Information Update Bulletin 13.01
- Information Update Bulletin 12.02
- Information Update Bulletin 11.01
- Information Update Bulletin 10.08
- Information Update Bulletin 10.07
- Information Update Bulletin 10.06
- Information Update Bulletin 10.05
- Information Update Bulletin 10.04
- Information Update Bulletin 10.03
- Information Update Bulletin 10.02
- Information Update Bulletin 10.01
- Information Update Bulletin 07.01
- Information Update Bulletin 06.03
- Information Update Bulletin 06.02
- Information Update Bulletin 06.01
- Information Update Bulletin 03.02
- Information Update Bulletin 01.04
- Information Update Bulletin 01.01
- Information Update Bulletin 00.04
- Information Update Bulletin 00.03
- Information Update Bulletin 98.04
- Information Update Bulletin 99.02
- Dispute Resolution Options
- Equitable Services Requirement: Special Education for Parentally Placed Private School Students
- Medicaid School-Based Services (SBS)
- Procedural Compliance Self-Assessment (PCSA)
- Sample Special Education Forms and Notices
- Seclusion and Physical Restraint
- Section 504
- Special Education Laws
- Special Education and Residential Care Centers (RCCs)
- State Special Education Procedures
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Bulletins
- Special Education Information for Families
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Comprehensive Special Education Evaluation
- A Framework for Comprehensive Special Education Evaluation
- Comprehensive Special Education Evaluation: Why it Matters
- Addressing Bias in a Comprehensive Special Education Evaluation
- Comprehensive Special Education Evaluation within a Multi-Level System of Support (MLSS)
- Comprehensive Special Education Evaluation: Related Legal Citations
- Comprehensive Evaluation Supplemental Resources
- Council on Special Education
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Disability Categories
- Autism
- Blind and Visually Impaired
- Deaf and Hard of Hearing
- Deafblind
- Emotional Behavioral Disability
- Intellectual Disability
- Orthopedic Impairment
- Other Health Impairment
- Significant Developmental Delay
- Specific Learning Disabilities
- Speech or Language Impairment
- Traumatic Brain Injury
- Multilingual Learners and Special Education
- Students with the Most Significant Cognitive Disabilities
- Twice Exceptional Students
- Early Childhood Special Education
- Federal Data Collection Statewide Reports
- IDEA Federal Funding
- Individualized Education Programs (IEPs)
- Open Enrollment Special Education
- Related Services
- Resources to Attract, Prepare, and Retain Special Educators and Related Services Providers
- Specially Designed Instruction
- Special Education Paraprofessionals
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Special Education Learning Resources
- Co-Teaching in Wisconsin
- Director of Special Education and Pupil Services Weekly News
- Functional Behavioral Assessment (FBA)
- Implementation Zone
- Inclusive Strategies to Address Behavioral Needs for Students with IEPs
- National Organizations to Support Implementation of Evidence-Based Practices for Students with IEPs
- Professional Learning Events
- Regional Special Education Network (RSN)
- Resources for Health and Safety for Students with Disabilities
- Special Education and Pupil Services Leadership
- Supports for Educating Students with IEPs
- Workload Considerations
- Transition Planning for Students with IEPs
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Wisconsin's State Performance Plan - Indicators
- State Performance Plan for 2020-2025
- Annual Performance Reports
- Collection of Cyclical Indicators
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WI State Performance Plan (SPP) Indicators
- Indicator #1: Graduation
- Indicator #2: Dropout
- Indicator #3: Assessment
- Indicator #4: Suspension and Expulsion
- Indicator #5: Educational Environments
- Indicator #6: Preschool Environments
- Indicator #7: Preschool Outcomes
- Indicator #8: Family Engagement
- Indicators #9 and #10: Disproportionate Representation
- Indicator #11: Child Find
- Indicator #12: Early Childhood Transition
- Indicator #13: Secondary Transition
- Indicator #14: Post School Outcomes
- Indicators #15 & #16: Dispute Resolution Options
- Indicator #17: State Systemic Improvement Plan (SSIP)
- Wisconsin Alternate Academic Achievement Standards
- Special Education A-Z Index
- Temas de educación especial
- Special Education Web Portal
- About Special Education at DPI
Licensing Requirements Related to Educating Children in RCCs
Department of Children and Families (DCF) Residential Care Center (RCC) Reviews
DCF licensing specialists conduct onsite reviews of facility compliance with Residential Care Centers (RCC) requirements, including the following requirements relating to educating children with disabilities:
- As part of the admission process for children with disabilities, the RCC requests an individualized education program (IEP) team meeting to determine the educational services appropriate for the child while the child resides in the RCC. DCF 52.41(1)(b)7.
- The RCC refers residents to the public schools when not part of an ongoing RCC education program. DCF 52.41(1)(b)1.
- When requested by the responsible LEAs, RCC staff participate in children's IEP team evaluations or reevaluations. DCF 52.41(1)(b)7.
- When requested by responsible LEAs, RCC staff participate in IEP team meetings to develop children's IEPs and to determine children's educational placements. DCF 52.41(1)(b)7.
- The RCC maintains a copy of each child's current IEP. DCF 52.41(1)(b)7.
Note: Each child's IEP must be accessible to each teacher and service provider responsible for the services required by the child's IEP. - If the RCC does not have a current IEP for a child, the RCC requests a copy.
DCF 52.41(1)(b)7. - The RCC ensures that when RCC staff reasonably believe a child not identified as a child with a disability to be a child with a disability, the child is referred to the responsible LEA for an IEP team evaluation. DCF 52.41(1)(b)7.
Note: The referral must be in writing and include the name of the child and why the child is suspected to be a child with a disability. Before submitting the referral, the RCC staff must ensure the child's parents are informed that a referral will be made. - The RCC provides specially designed instruction and related services, e.g., physical therapy, occupational therapy, speech therapy, required by residents' IEPs. DCF 52.41(1)(b)7.
- The RCC education program provides at least 875 hours of instruction each school year. DCF 52.41(1)(b)7.
Note: Lunch is not included in calculating hours of instruction. "School year" means the time beginning with July 1 and ending with the next succeeding June 30. Wis. Stat.115.001(13). This would result in at least 3 hours and twenty-two minutes of instruction per school day if the RCC operates a 12 month education program. - Education is provided by teachers and aides holding appropriate DPI licenses. DCF 52.12(2)(g).
Note: The DPI has a webpage for looking up staff licenses. - RCC staff communicate with responsible local educational agency staff to plan for a smooth transition back to public school prior to a child leaving the RCC.
DCF 52.41(1)(b) 4. - The RCC provides the Department of Public Instruction with information necessary to enable it to carry out its duties under Subchapter V, Chapter 115, Stats., and applicable federal law. DCF 52.41(1)(b)7.
Note: The DCF licensing specialist will be contacted if the DPI has not received needed information from an RCC.