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)
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Sample Special Education Forms and Notices
- Sample Special Education Forms
- Disability Category Criteria Forms and Guides
- Model Child Find and Referral Notices
- Model Notice to Parents and Individuals Required to Make Referrals, Rev. 8/7/08
- Model Notice of Child Find Activity: Confidentiality of Personally Identifiable Information, Rev. 8/7/2008
- Sample Special Education Forms History of Revisions
- 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
- 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
Forms Guide M-1: Notice of Response to an Activity Requested by a Parent
Introduction
Use form M-1 when a parent requests the local education agency (LEA or agency) to take an action, and the agency either proposes an alternate course of action or refuses the parent’s request. 34 CFR § 300.503(a); Wis. Stat. § 115.792(1)(b).
Implementation Considerations
A parent may request an Individualized Education Program (IEP) team meeting to address services for their student, and the agency should grant any reasonable request for an IEP team meeting. 64 Fed. Reg. 12,580 and 12,624 (1999). If the district denies the request for an IEP team meeting, the LEA must provide the parent with a notice of refusal in writing. 34 CFR § 300.503; Wis. Stat. § 115.792. The notice must include an explanation of why the LEA refuses to grant the request 34 CFR § 300.503(a); Wis. Stat. § 115.792(1)(b).
Form Content and Explanations
Content: Date of request and notice. Explanation: The agency must respond within a reasonable amount of time after receiving a parent request to initiate or change the identification, evaluation, educational placement of the student, or the provision of free appropriate public education (FAPE) to the student. 34 CFR § 300.503; Wis. Stat. § 115.792.
Content: On ____ you requested that the [agency] take/not take the following action regarding your child. Explanation: Enter a description of the action requested by the parent, the date of the request, and the student’s name. 34 CFR § 300.503(a); Wis. Stat. § 115.792(1)(b).
Content: This notice is to inform you that the [agency]...Explanation: If the agency proposes an alternate course of action, check the box “Proposes the following action regarding your request.” State the course of action, the reason, and any other options considered and the reasons rejected. If the agency refuses the action proposed by the parent, check the box “Refuses your request.” State the reasons and any other options considered and the reasons rejected. 34 CFR § 300.503(a);
Wis. Stat. § 115.792(1)(b).
Content: Parents have procedural safeguards and can contact other sources for assistance about understanding their rights. Explanation: A required notice must inform parents of the protections they have under the procedural safeguards of IDEA and of sources they can contact to obtain information and assistance in understanding IDEA and state special education law. 34 CFR §§ 300.503(b)(4) and (b)(5); Wis. Stat. §§ 115.792(2)(g) and (2)(h).
The agency is not required to provide the parents with a copy of the complete procedural safeguards notice if the agency previously provided the parents with a copy of the procedural safeguards in the current school year. However, if parents request another copy of the procedural safeguards, the agency must provide one.