Special Education What's New

  • The permanent rule for Significant Development Delay (SDD) is now in effect. Individualized Education Program teams may now consider SDD for children ages 3 through 9, who meet the eligibility criteria and who have considered other disability categories before identifying SDD as the child’s disability category.  Please make sure you are using the new age range for any initial and reevaluations done from this point forward.  The new eligibility criteria checklist is available on our website.  For the final rule, see DPI Administrative code, chapter PI 11

    If you have any questions, please contact Jenny Giles at Jennifer.giles@dpi.wi.gov or at 608-267-9172. (9/23/15)

  • The National Center for Educational Outcomes (NCEO)  has developed a new brief regarding making assessment accessibility decisions for all students.  It includes information on steps both IEP teams and other educators should take as we shift to a focus on making decisions about accessibility and accommodations required by the new assessment approaches for statewide assessments. These new approaches include making decisions for students without an identified disability or ELL status. Seven steps are highlighted that will be useful in organizing professional development for educators who will be making accessibility decisions on making optimal decisions about accessibility tools and accommodations that meet individual student needs.

    To access the brief, go to http://www.cehd.umn.edu/NCEO/OnlinePubs/briefs/brief11/NCEOBrief11.pdf

  • We shared a three-minute DPI video which explains Results-Driven Accountability (RDA) in plain language, following a fictional student named Erica. States are allowed to choose a focus for RDA; Wisconsin has chosen literacy outcomes, because these are an area of challenge for many students with disabilities in the state. Thus, Wisconsin’s effort retools the acronym as “Reading Drives Achievement: Success through Literacy (RDA:StL).” We would also like to share with you this companion document to inform stakeholders and constituents about RDA. (9/3/15)

  • Educational interpreters for students who are deaf or hard of hearing are required for license renewal to take and pass a national proficiency test; the Educational Interpreter Performance Assessment or EIPA. See the cover letter and the EIPA test schedule for the 2015-16 school year, which can also be found on the Educational Interpreter Licensing Information webpage. (8/20/15)

  • During the 1st Annual Intellectual Disabilities Conference in Madison, Kristen Burton shared  /sites/default/files/imce/sped/ppt/id-conference2015.pptxupdates about the state of Wisconsin’s large scale assessment system, including information about changes in the testing schedule and new assessments in the upcoming school year. Visit the Office of Student Assessment for further updates. (8/13/15)

  • The Emergency rule for Intellectual Disabilities went into effect on July 1st, 2015. 

    If you have any questions please contact: Molly Bever molly.bever@dpi.wi.gov or Sandra Berndt sandra.berndt@dpi.wi.gov. (7/6/15)

  • Reports from the statewide fall administration of ACT Aspire are available to schools through the ACT Aspire portal beginning on Friday, December 5th.  Please read this entire document for important information. It includes information about:

    • How test coordinators can access the data using their current ACT Aspire portal credentials

    • How to avoid disclosure of confidential information about small groups of students, or any direct or indirect disclosure of an individual student,

    • Information about when various reports will be available, and

    • How test coordinators can access the files.

Additionally, you will find training videos on the ACT Training Management Systems (TMS) website under the purple “Reporting & Data Usage” header here: https://actaspire.tms.pearson.com/.  For ACT Aspire Fall Testing Reports score interpretation questions, please contact ACTAspireReports_Questions@ACTAspire.org. They ask that you please allow up to three business days for a response.  For general questions, please call ACT toll-free 888-802-7502 or email at ACTAspire_Implementation@ACTAspire.org. (12/12/14)

  • In order to advance the goals of State Superintendent Tony Evers’ Agenda 2017, as well as to address the Office of Special Education Programs’ shift toward Results Driven Accountability, the Special Education team has chosen literacy for students with IEPs as an area in need of systemic improvement.  As part of this process, the Special Education Team is surveying key stakeholder and partner organizations to gather information about what infrastructure currently exists to aid in this effort. Please follow the link below to provide information on the supports your organization provides related to increasing literacy achievement for students with IEPs. http://goo.gl/QjvLS8 (8/22/14)

  • IEP Model Forms I-7 Update: IEP teams are responsible for deciding whether students with disabilities will participate in general education assessments with or without testing accommodations, or in the alternate assessment with or without accommodations.  DPI model forms may be used to document these decisions. Forms in the assessment suite are to be completed based on which assessments the student will take during the implementation of the IEP.  The forms are named, “I-7-[assessment].”  For example, the form that IEP teams will use related to the Smarter Balanced Assessment (SBA) is I-7-SBA and contains language specific to SBA assessment policies. Please refer to http://sped.dpi.wi.gov/sped_forms06 to access the model forms. (3/6/14)

  • A draft document titled Roles and Responsibilities of Teachers of the Visually Impaired and Orientation and Mobility Specialists may be found at: http://sped.dpi.wi.gov/sites/default/files/imce/sped/pdf/vi-tvi-om-role-resp-draft.pdf. You may provide feedback on this document through a survey, at this link: https://docs.google.com/forms/d/1WHz_Kyj-YvFRUxT3iIKLHGvFHTWV6wGmvN1ChBxwG4E/viewform. The document will remain on the website through the rest of this school year as a draft. Following a review of the feedback, it will be re-issued as a final document prior to the beginning of the next school year. (2/27/14)

  • Bulletin 99.04, The Role of Educational Interpreters, has been updated. It is now Bulletin 13.03, The Role of Educational Interpreters for Students who are Deaf or Hard of Hearing. (11/14/13)

  • Upcoming Changes to Required Assessments: A one-page informational document has been created to help IEP teams to consider the assessments and relevant accommodations on the upcoming new assessments. (9/27/13)

  • To assist local education agencies (LEAs) with legal requirements for students who transfer between LEAs, the department has issued Information Update Bulletin 13.01, Transfer Students. (6/14/13)

  • Procedural Compliance Self-Assessment Discipline Module (5/14/13)

  • PALS-K and Students with Disabilities FAQ: The department has issued a new special education guidance resource related to Wisconsin’s kindergarten literacy screener. (1/3/13)

  • Federal Funds Sequestration, related to the Budget Control Act of 2011 - (6/25/12)
  • 2011 Wisconsin Act 125: A PowerPoint presentation providing information to districts, parents, and other stakeholders on the Act’s requirements. 2011 Wisconsin Act 125 addresses the use of seclusion and physical restraint in public schools, including charter schools, and which applies to both regular and special education students. (9/13/12)
  • 2011 Wisconsin Act 125 Summary of Requirements: Addressing The Use of Seclusion and Physical Restraint in Schools - (4/5/12)
  • Accommodations Guide for Students with Disabilities: Comments on this draft of the guide can be submitted to Erin Faasuamalie or Kristen Burton - (10/26/11)
    Accommodations PowerPoint


For questions about this information, contact dpisped@dpi.wi.gov (608) 266-1781