One-fifth of the public agencies are monitored each year beginning with the 2011-2012 school year. All public agencies will be monitored during the State Performance Plan (SPP) cycle, ending with the 2016-2017 school year. Cyclical monitoring is conducted using the Procedural Compliance Self-Assessment, and through Sampling Indicators 8 and 14.
DPI uses keywords that are used to associate content with major category/topic areas. By using this classification system, you are able to click a keyword and see a listing of DPI content that has been associated with this category.
Please scan over the titles below. If you see a topic that interests you, click the Read More link to access the page.
Each LEA must ensure that all programs for children with disabilities will be operated in compliance with all applicable state and federal statutes, rules, and regulations. The chief officer of the sub-recipient provides an assurance to DPI of compliance with state and federal special education requirements. These assurances must be filed with the DPI as part of the LEA’s IDEA grant application before a district may encumber and expend federal monies.
This IDEA discretionary grant collects post high school outcomes data on students with disabilities who successfully exit high school or age out at 21 through the use of a survey which includes questions about independent living, post secondary education, and employment.
To date, no parallel data has been collected for exiting students without disabilities. Therefore, no comparative data are available for non-disabled peers in the areas of independent living, post secondary education and employment.
Memory difficulties are often one of the most common and debilitating effects of a TBI and have significant implications for new learning. This webcast is designed to increase understanding of TBI and its impact on memory as well as provide research-based strategies proven effective in supporting children with TBI.
The pupil nondiscrimination program provides technical assistance to local school districts, parents and school district residents on matters relating to nondiscrimination and equality of educational opportunity under state law and related federal laws, and the pupil discrimination complaint and appeal process under state law and rules. (Section 118.13, Wis. Stats. and PI 9, Wis. Admin. Code). The pupil nondiscrimination program also assists the State Superintendent resolve appeals of local school district decisions on pupil discrimination complaints.
Athletic programs or activities. Any organized competitive sports competition, approved or sponsored by the school board, between schools (interscholastic) or within schools (intramural).
Parents of children with disabilities can find information about special education, disabilities, health care, parenting, and other assistance on these websites. Click on the underlined names to go to each website.
The projects funded under this priority will eliminate barriers to service delivery and foster shared responsibility for all learners. Efforts will be favored which investigate more flexible service delivery systems and supportive policies and promote collaboration between regular and special education. Inclusion grants were submitted under priority D listed below.
The Educational Interpreter Performance Assessment (EIPA) is required for renewal of educational interpreter licenses in Wisconsin. This page addresses the process for those who provide Pk-12 interpreter services in Wisconsin school districts only.