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
- Determination of Compliance with IDEA Requirements
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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
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Indicators #9 and #10: Disproportionate Representation
- Significant Disproportionality in Special Education
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Special Education Disproportionality Self-Assessment
- Disproportionality Reporting Categories
- Disproportionality Important Dates
- Disproportionality Frequently Asked Questions
- Disproportionality Inappropriate Identification
- Disproportionality Discipline Indicator 4B
- Disproportionality Correcting Non-Compliance
- Disproportionality Disability Categories Indicator 10
- Disproportionality Indicator 9
- Disproportionality Verifying Non-Compliance
- Disproportionality Reporting Results
- 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
Special Education Disproportionality Self-Assessment: Verification of Non-Compliance
Verifying Non-compliance is Corrected
The WDPI verifies all public agencies have corrected any identified noncompliance, and are currently in compliance with regulatory requirements, within one year of notifying public agencies of noncompliance. The verification process is conducted as soon as possible and prior to the end of the one-year period for correcting noncompliance, so WDPI may provide additional technical assistance to ensure the public agency’s noncompliance is corrected within one year of notification. The WDPI determines whether noncompliance is corrected by examining pupil records and other documents and conducting interviews when warranted. WDPI staff randomly selects students from the samples and examines their records. WDPI may collect data or conduct interviews onsite when warranted. The WDPI determines whether the agency is currently in compliance with regulatory requirements by examining a reasonable sample of randomly selected pupil records created after the agency completes its corrective action activities.
When, as a result of its verification activities, the WDPI determines all noncompliance is corrected and the agency is currently in compliance with regulatory requirements, the WDPI notifies the public agency it is in compliance. If the WDPI determines all noncompliance is not corrected, or the agency is not currently in compliance with regulatory requirements, the WDPI will provide training or technical assistance to assist the public agency to correct the noncompliance as soon as possible. Verification activities continue until the public agency is able to demonstrate 100% compliance. If the public agency is an independent 2r charter school, the school’s status is reported by WDPI to the school’s authorizing entity. The self-assessment is complete when WDPI verifies all noncompliance is corrected and notifies the agency.
Annually, WDPI is required to make a determination about whether each public agency meets the requirements and purposes of IDEA. If the agency does not correct identified noncompliance and demonstrate it is currently in compliance with regulatory requirements within one year of being notified of noncompliance by WDPI, the public agency’s annual determination is affected and other sanctions may be applied.