The Wisconsin Alternate Assessment for Students with Disabilities is the alternate to the Wisconsin Knowledge and Concepts Examinations (WKCE) at 3-8th, and 10th grades. The WAA-SwD is designed for the small number of students with disabilities who are unable to meaningfully participate in the WKCE, even with accommodations. Using the WAA-SwD Participation Checklist, an IEP team will determine whether a student in the tested grades will participate in the WKCE, in the WKCE with accommodations, or in the WAA-SwD.
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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.
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.
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.
During the week of November 30, 2009, the Office of Special Education Programs (OSEP) conducted a verification visit to the Department of Public Instruction. The purpose of the visit was to review the States systems for general supervision, collection of State-reported data, and fiscal management. A copy of the OSEP verification letter informing DPI of the results of the visit, as well as DPIs response, and other information is listed below.