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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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
- 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)
- WI State Performance Plan (SPP) Indicators
- Indicator #8: Family Engagement
- Wisconsin Alternate Academic Achievement Standards
- Special Education A-Z Index
- Temas de educación especial
- Special Education Web Portal
- About Special Education at DPI
Preparing for the Indicator 8 Family Engagement Survey
The Indicator 8 Family Engagement Survey is not just a tool to measure current family engagement efforts. The survey is also a tool for planning evidence-based and parent recommended practices to engage families in their child’s education. Administrators and educators are encouraged to utilize the following resources to develop beliefs, skills, and systems within their schools to effectively engage families in special education, IEP meetings, and their children’s education.
Parents, take the survey here.
Resources to Prepare for Survey Administration
PCSA and Indicator 8 Family Engagement Survey Comparison - Update Coming Soon
This cross walk document compares items on WI DPI’s Procedural Compliance Self- Assessment with the Family Engagement Survey questions. Schools can use this resource to help link effective family engagement practices to required IEP development and implementation requirements.
Use this guide to develop systems of support for effective family engagement for parents of students with IEPs. Each question on the family engagement survey is linked to a variety of actionable recommendations for effective family engagement.
Using the Survey to Improve School and District Practices
State and federally funded parent support and advocacy organizations and the Wisconsin Council on Special Education partnered with DPI to develop the Family Engagement Survey questions. The survey questions align with DPI’s CCR IEP framework as well as state and national family engagement frameworks. Educators can use the questions to examine and improve individual, school, and district-wide family engagement practices.
Family Engagement Survey: School Age Questions (Encuesta de Participación Familiar: Preguntas sobre la Edad Escolar) Family Engagement Survey: Preschool Questions (Encuesta de Participación Familiar: Preguntas sobre la Encuesta Para Preescolar)Statewide Indicator 8 Family Engagement Survey Reports
These statewide reports from past school years highlight comments from parents who have taken the family engagement survey and provide excellent examples of effective family engagement practices compared to practices that parents feel need improvement
- 2015-16 Family Engagement Survey Report
- 2017-19 Family Engagement Survey Report
- 2020-21 Family Engagement Survey Report
- 2021-22 Family Engagement Survey Report - Qualitative
- 2022-23 Family Engagement Survey Report
- 2023-24 Family Engagement Survey Report
- 2024-25 Family Engagement Summary
- 2024-25 Detailed Summary Report
- 2024-25 Continuous Improvement Report