On January 8, 2007, the Department of Public Instruction received a complaint under state and federal special education law from XXXXX against the Milwaukee Public Schools. This is the departments decision regarding that complaint. The issues relate to the 2006-2007 school year.
- Whether the district properly administered an achievement test to a child with a disability.
The parent challenges the test results, partially based on the reported performance, and partially based on her belief that the handwriting was not her sons. Interviews with district staff demonstrated that the test was administered in accordance with test instructions. The person who administered the test, who is familiar with the students program, concluded that the results were indicative of the students current abilities. The parent and student verify that there was no other person in the room during testing except the student and the person administering the test. The department concludes that the district properly administered an achievement test to a child with a disability.
- Whether the district included required transition goals and services in the students individualized education program (IEP).
An IEP team meeting was held for the student on January 5, 2007. The parent and the student attended the meeting. The purpose of this IEP team meeting was to review and revise the IEP, develop a transition statement, develop an annual IEP, and to determine placement. The complainant alleges that the district did not include the required transition goals and services in the students IEP.
Beginning at the age of 14, the district must provide a statement of appropriate, measurable postsecondary goals for the student that are related to training, education, employment, and where appropriate, independent living skills as well as a description of the transition services needed to assist the student in reaching those goals. The January 2007 IEP includes a statement of the transition service needs of the student, identifies the students post school and independent living skills goals, which are measurable, and a course of study related to the students interests. Based upon the IEP and district staff interviews, the department concludes that the district properly included required transition goals and services in the students IEP.
This concludes our review of this complaint, which we are closing.
Carolyn Stanford Taylor
Assistant State Superintendent
Division for Learning Support: Equity and Advocacy