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
- 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
Information Update Bulletin 01.04
Special_Education_Bulletin_01-04.pdf
September 2001
| TO: | District Administrators, CESA Administrators, CCDEB Administrators, Directors of Special Education and Pupil Services, and Other Interested Parties |
| FROM: | Carolyn Stanford Taylor, Assistant State Superintendent Division for Learning Support: Equity and Advocacy |
| SUBJECT: | Office of Special Education Programs Clarification Regarding Independent Educational Evaluations |
In March 1999 the department issued Information Update Bulletin 99.02 answering questions regarding Independent Educational Evaluations (IEEs). The bulletin notes that an IEE at public expense must meet the criteria the local educational agency (LEA) uses when it conducts its own evaluation and describes general parameters which apply to these criteria. Immediately after receiving complaints against four local educational agencies, the department sought guidance from the federal Office of Special Education Programs (OSEP) regarding setting IEE criteria. On September 10, 2001, the department received the attached letter in response to its inquiry.
In the letter, OSEP states that an LEA may not establish IEE criteria:
- prohibiting an IEE examiner's association with private schools, organizations that advocate the interests of parents, or organizations that advocate particular instructional approaches;
- disqualifying an examiner because of a history of consistently acting as an expert witness against public schools;
- requiring an examiner to have recent and extensive experience in the public schools.
OSEP acknowledges that an LEA may require an examiner to hold or be eligible to hold a particular state license when the agency requires the same license for its own staff who conduct evaluations. However, OSEP notes that requiring an evaluator to hold a DPI license in all instances may make it impossible for the LEA or the parents to obtain an evaluation of a child in all areas related to a suspected disability. OSEP cites as examples instances where there may be no state license, such as rehabilitation engineers or sensory deprivation therapists.
OSEP went on to state that an LEA is not permitted to make the final decision denying:
- payment of an IEE which costs more than the maximum amount for an IEE established by the agency;
- a request for an IEE to be conducted by an evaluator located outside the geographic area established in agency policy; or
- reimbursement of parent travel costs associated with an out-of-district evaluation.
In each instance, the agency must initiate a hearing to demonstrate that the evaluation obtained by the parent did not meet the agency's criteria.
Questions regarding this bulletin may be directed to the Special Education Team at (608) 266-1781.
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