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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.
[name of public agency]
CONFIDENTIALITY OF PERSONALLY IDENTIFIABLE INFORMATION OBTAINED THROUGH CHILD FIND ACTIVITIES
[Place prior to any major child find activity]
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.
This diagram depicts the Special Education Team’s general supervision/integrated monitoring system. By “integrated” we mean one part of the system informs another part and all parts work together to form a comprehensive monitoring system. The system is described by the following graphic representation:
This council advises the State Superintendent of the Department of Public Instruction in matters pertaining to educational services for children and youth who are deaf or hard of hearing. For specific information related to the council's activities, please contact Marla Walsh, Interim Director of Wisconsin Educational Services Program for the Deaf and Hard of Hearing (WESP-DHH).