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Educational Environment

Educational Environment: WISEdata

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Educational Environment reflects the extent to which students with disabilities are educated with their non-disabled peers and defines the major instructional setting. It does not reflect the amount of special education services and/or related services. This field is required for all students with disabilities for WISEdata collection records.

AGES 3-5

AGES 3-5: ATTENDS A REGULAR EARLY CHILDHOOD PROGRAM *
At Least 10 Hours or More Per Week
Educational Environment Code Description/Comments
Regular Class at Least 10 Hours Majority SPED in Regular Class R1 Student attends a regular early childhood program at least 10 hours per week and receives the majority of hours of special education and related services in the regular early childhood program.
Regular Class at Least 10 Hours Majority SPED in Other Location R2 Student attends a regular early childhood program at least 10 hours per week and receives the majority of hours of special education and related services in some other location.
AGES 3-5: ATTENDS A REGULAR EARLY CHILDHOOD PROGRAM *
Less Than 10 Hours Per Week
Educational Environment Code Description/Comments
Regular Class Less Than 10 Hours Majority SPED in Regular Class R3 Student attends a regular early childhood program less than 10 hours per week and receives the majority of hours of special education and related services in the regular early childhood program.
Regular Class Less Than 10 Hours Majority SPED in Other Location R4 Student attends a regular early childhood program less than 10 hours per week and receives the majority of hours of special education and related services in some other location.

* A "regular early childhood program" is defined as a program that includes at least 50 percent non-disabled children and can include, but is not limited to, Head Start, kindergartens, private kindergartens or preschools, and group child development centers or child care.

AGES 3-5: ATTENDS A SPECIAL EDUCATION EARLY CHILDHOOD PROGRAM **
Educational Environment Code Description/Comments
Separate Special Education Classroom B1 Student attends a special education early childhood program in a class with less than 50 percent non-disabled peers.
Separate School B2 Student attends a special education early childhood program in a public or private day school designed specifically for children with disabilities.
Residential Facility B3 Student attends a special education early childhood program in publicly or privately operated residential schools or residential medical facilities on an inpatient basis.

**A "special education early childhood program" is defined as a program that includes less than 50 percent non-disabled children.

AGES 3-5: ATTENDS NEITHER A REGULAR EARLY CHILDHOOD NOR A SPECIAL EDUCATION EARLY CHILDHOOD PROGRAM
Educational Environment Code Description/Comments
Home B4 Student receives special education/related services in the principal residence of the child's family or caregivers (includes babysitters). Report children who receive special education both at home and in a service provider location in this category.
Service Provider B5 Student receives special education/related services only from a service provider or in some other location that is not in any other category. This educational environment code is only used when no other educational environment code can be used. For example, a child who receives only speech and language services in a speech pathologist's office located in a school building.

 

AGES 6-21

CALCULATING PERCENTAGE (AGES 6-21): This calculation is not the same percentage reported as FTE on some district forms. To calculate the percentage of time a student is in the regular classroom, first determine the number of minutes per week the student is removed from his or her non-disabled peers based on the student's IEP. Divide the number of minutes the student is removed from his or her non-disabled peers in one week by the total number of minutes in the school week and multiply the result by 100. This will be the percentage of time the student is removed from his or her non-disabled peers. This percentage is then subtracted from 100 to determine the percentage of time the student is in the regular classroom. We use the school week because all student schedules are not the same each day. It is easier to convert hours to minutes for the calculations.

AGES 6-21: ATTENDS A REGULAR SCHOOL OVER 50 PERCENT OF THE TIME
Educational Environment Code Description/Comments
Regular Class at Least 80 Percent A Student is inside the regular classroom with non-disabled peers 80 percent or more of the time. See calculation instructions below.
Regular Class 40 - 79 Percent B Student is inside the regular classroom with non-disabled peers 40 to 79 percent of the time. See calculation instructions below.
Regular Class Less Than 40 Percent C Student is inside the regular class room with non-disabled peers less than 40 percent of the time. See calculation instructions below.
AGES 6-21: ATTENDS OTHER FACILITIES
Educational Environment Code Description/Comments
Public Separate School D Student receives special education and related services at public expense for greater than 50 percent of the school day in a public facility that is designed only for students with disabilities. This may include students placed in:
  • separate school buildings for students with disabilities within a district, or
  • public day schools for students with disabilities (day students at WSD or WCBVI, Sybl Hopp, Lakeland School, etc.), or
  • public day schools for students with disabilities for a portion of the school day (greater than 50 percent) and in regular school buildings for the remainder of the school day, or
  • public residential facilities for students with disabilities IF the student does NOT LIVE at the facility.
Private Separate School E Student receives special education and related services at public expense for greater than 50 percent of the school day in a private facility that is designed only for students with disabilities. This may include students placed in:
  • private day schools for students with disabilities (day students at Kradwell), or
  • private day schools for students with disabilities for a portion of the school day (greater than 50 percent) and in regular school buildings for the remainder of the school day, or
  • Private residential facilities for students with disabilities IF the student does NOT LIVE at the facility.
Public Residential Facility F Student receives special education and related services at public expense for greater than 50 percent of the school day in a public residential facility AND lives there during the school week. Do not include students who receive educational programs at the facility but do not live there. This category may include students placed in:
  • public residential schools for students with disabilities (3+ days/week living at WSD/WCBVI, etc) or
  • public residential schools for students with disabilities for a portion of the school day (greater than 50 percent) and in separate day schools or regular school buildings for the remainder of the school day.
Private Residential Facility G Student receives special education and related services at public expense for greater than 50 percent of the school day in a private residential facility AND lives there during the school week. Do not include students who received educational programs at the facility but do not live there. This category may include students placed in:
  • private residential schools for students with disabilities (living at Kradwell) or
  • private residential schools for students with disabilities for a portion of the school day (greater than 50 percent) and in separate day schools or regular school buildings for the remainder of the school day.
Hospital I Student is placed in and receiving special education and related services in a medical treatment facility on an in-patient basis.
Homebound J Student receives ALL special education and related services in a homebound program.
Correctional Facilities S Student receives special education and related services in short-term detention facilities (community-based or residential) or correctional facilities. The Department of Corrections must always submit a value of 'S'.
Parentally Placed in Private Schools T Student is enrolled in a private school by the parents and his or her basic education (e.g., tuition) is paid for through private resources. Use this category to report students who receive special education and related services at public expense from a local educational agency under an individual service plan. Include children whose parents choose to home-school them but who receive special education and related services at public expense.

 

USES: The information submitted under Educational Environment is used to complete Wisconsin's Annual Report on the Implementation of Free Appropriate Public Education (FAPE) required under section 618 of the Individuals with Disabilities Education Act of 2004. This information is also collected and publicly reported at both a state and local level as one of the indicators of the State Performance Plan (SPP).

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Collection

Demographic, October 1 Child Count   *Note, all data elements flow into WISEdata at all times, not only during specified collection snapshots.

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Related Validations & Data Elements

65976600, 6650, 6651, 6652, 66536588, Disability, sSEPA Begin & End Dates, IEP Begin & End Dates                                    

FAQs, Details, and Points to Note

 

  1. DHS Values: DHS generally submits from the following values: Hospital (I), Corrections (S), or residential codes B3, F, or D.
  2. Determining Classroom Composition: It is necessary to determine if a program has at least 50 percent typically-developing children when deciding if the educational environment is considered a regular early childhood program (codes R1, R2, R3, R4). At times this may not always be apparent. In those instances, it is important to rely on parents to report to IEP teams about the child's program and classroom composition. If the parent does not know if the child attends a program that includes a majority of typically developing children, the IEP team should consider the program's intention, that is, if it was designed for typically-developing children.

  3. Determining Amount of Time: When determining the amount of time a child attends a regular early childhood program, do not include the time a child is taken out of the regular early childhood program each week to receive special education/related services. For example, while attending the regular early childhood program, the child is taken out one hour per week to receive speech and language services. The time the child is removed to receive the speech and language services would not be considered time in the regular early childhood program.

  4. Determining Majority of Services: To determine the majority of services, divide the total hours of special education/related services delivered to the child in the regular early childhood program per week by the total hours of special education/related services received per week and then multiply the result by 100. For example, a child receives two hours of special education/related services in the regular early childhood program each week and an additional one hour of special education/related services outside the regular early childhood program each week. For this child, 67 percent of the special education/related services are delivered within the regular early childhood program (2 ÷ 3 = .67*100=67%). 

  5. Hours in the School Week: The amount of time school is in session. For example, school is in session Monday-Thursday from 8:15 - 3:00 and Friday from 8:15 - 2:00. This equals 32.75 hours per week or 1,965 minutes. This time includes lunch and recess periods, as most children with disabilities are not generally removed during these times unless the IEP requires removal. For children who have a shortened school day, the calculation should include only the number of hours that student attends school.

  6. Hours Removed from Non-disabled Peers: The amount of time the student is away from his or her non-disabled peers to receive special education or related services as outlined in their IEP. Examples include removals for special classes/related services, such as SL or PT/OT or services in a special education classroom or in a resource room. Time spent outside the regular classroom receiving services unrelated to the student's disability (e.g., time spent receiving LEP services) should be considered time inside the regular classroom.

  7. Unique Situations: Educational time spent in age-appropriate, community-based settings that include individuals with and without disabilities, such as college campuses or vocational sites, should be counted as time spent inside the regular classroom. For example, a job placement at McDonalds would not be considered a removal because McDonalds employs people with and without disabilities. A placement at a sheltered workshop would be a removal, as this environment is exclusively for people with disabilities. A student segregated at the library or the office without contact with non-disabled peers would be considered removed from his or her non-disabled peers.


See also:


Questions about Educational Environment should be directed to the DPI Special Education Team. Email: dpispeddata@dpi.wi.gov.
Phone: 1 (608) 267-9164

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