The following is a list of what an Equitable School might look like. It is intended to provide an overview of best practices, and not a discussion of what would constitute minimal compliance with Wisconsin's pupil nondiscrimination law.
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Indicator 8: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities. For more detailed information regarding this indicator, please review Indicator #8 of the State Performance Plan.
Methods Used in Conducting an Evaluation
PI 9.06(1)(e) of the Wisconsin Administrative Code requires that residents, students, teachers, administrators, and parents are all given an opportunity to participate in the self-evaluation. Active and meaningful participation of each of these groups is essential to achieving a comprehensive and informative evaluation.
Trends and Patterns of School District Support of Athletic, Extracurricular, and Recreational Activities
In this section, the district is asked to review participation trends in athletic, extracurricular and recreational activities. In doing so, the district should consider whether all of the protected groups participate and are encouraged to participate in these activities. The district should also identify any factors that might be causing or influencing these trends.
Educators and Parents Working Together
The IEP team process is most effective when teams work collaboratively to meet the educational needs of students. Each participant brings different skills and perspectives to the planning of special education services. Each team member plays an important role in the success of this process.
The passage of 1997 Wisconsin Act 164 eliminated program types for special education classrooms and the minimum/maximum enrollment ranges tied to those program types and levels. Because of serious concerns expressed in the field about the elimination of the special education enrollment criteria, then State Superintendent John Benson appointed a task force representing the major stakeholder groups. The task force met for three years to address the issues of caseloads in special education. The department also funded research through the University of Wisconsin at Oshkosh.