Special Education
-
Special Education Compliance
-
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
-
Bulletins
- Special Education Information for Families
-
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
-
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
-
Special Education Learning Resources
- Co-Teaching in Wisconsin
- Director of Special Education and Pupil Services Weekly News Archive
- 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
-
Wisconsin's State Performance Plan - Indicators
- State Performance Plan for 2026-2031
- Annual Performance Reports
- Collection of Cyclical Indicators
- Determination of Compliance with IDEA Requirements
-
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
IDEA Complaint Decision 09-005
On January 30, 2009, the Department of Public Instruction received a complaint under state and federal special education law from XXXXX against the Plum City School District. This is the departments decision regarding that complaint. The issues are whether the district, during the 2008-2009 school year, provided a copy of the procedural safeguards notice to the parents of a student with a disability and properly notified the parents of a January 2009 individualized education program (IEP) team meeting.
Each district must take steps to ensure one or both of the parents of a student with a disability are present at each IEP team meeting or are afforded the opportunity to participate. This includes notifying the parents of the meeting early enough to ensure they will have an opportunity to attend. The district acknowledges it did not properly notify the parents of the January 6, 2009 IEP team meeting, which was cancelled per the parents request. On January 8, 2009, January 13, 2009, and January 19, 2009, the district contacted the parent to reschedule. The annual IEP team meeting was rescheduled for January 29, 2009, and the district properly notified the parents of this meeting. The IEP team meeting was held as scheduled, and the mother and the student attended.
A copy of the procedural safeguards must be given to the parents of a student with a disability only one time during a school year; except a copy must also be given to the parents upon initial referral or parent request for evaluation, upon receipt of the first Individuals with Disabilities Act (IDEA) complaint in a school year, in accordance with discipline procedures, and upon request by a parent. The district provided a copy of the procedural safeguards notice to the parents prior to the January 29, 2009, meeting, and none of the exceptions listed above required the district to provide another copy.
Within 30 days of the date of this decision, the district must submit a proposed corrective action plan to the department for approval prior to implementation. The proposed corrective action plan must ensure parents are provided proper notice of IEP team meetings.
This concludes our review of this complaint.
//signed CST/SJP 3/12/09
Carolyn Stanford Taylor
Assistant State Superintendent
Division for Learning Support: Equity and Advocacy
Dec/tag