The Wisconsin Department of Public Instruction (WDPI) is responsible for developing and implementing methods to ensure public agencies comply with requirements of the Individuals with Disabilities Education Act (IDEA) 2004 and Subchapter V, Chapter 115, Stats. The WDPI must develop and implement effective methods to identify noncompliance and to ensure noncompliance is corrected as soon as possible, but no later than one year after identification. As part of this effort, WDPI conducts cyclical compliance monitoring of public agencies.
Cyclical compliance monitoring is conducted through a public agency self-assessment of special education requirements. The assessment uses samples of students' individualized education program records and other sources. The self-assessment includes selected requirements of IDEA 2004 and state law, which are closely related to improving student outcomes. Each year, the WDPI conducts validation activities to ensure accurate reporting and verifies that all public agencies have corrected student level noncompliance and are in current compliance.
Results Driven Accountability (RDA)
The Office of Special Education Programs’ (OSEP) vision for Results Driven Accountability (RDA) is that all components of accountability will be aligned in a manner that best supports states and local educational agencies (LEAs) in improving results for children and youth with disabilities and their families. The IDEA requires that the primary focus of monitoring be on improving educational results and functional outcomes for children with disabilities, and ensuring the IDEA program requirements are met. The current system places heavy emphasis on procedural compliance without consideration of how the requirements impact student learning outcomes. In order to fulfill the IDEA’s requirements, a more balanced approach to determining program effectiveness in special education is necessary. To that end, the Department of Public Instruction through a stakeholder process has aligned the Procedural Compliance Self-Assessment (PCSA) to focus on requirements with the greatest impact on improving outcomes for students with disabilities. The department will pilot the new RDA: PCSA during the 2015-16 school year. Technical assistance and training materials are currently under development.
Through a stakeholder process, the Special Education Team has revised several Sample Special Education Forms to align with the new accountability system, Reading Drives Achievement: Success through Literacy. This new accountability system balances the monitoring of procedural compliance with improved student outcomes. New prompts on the Sample Forms encourage IEP teams to consider if a student has disability-related needs that affect reading and to develop goals, services and progress monitoring to address the needs and improve student outcomes. The revised Sample Forms are currently in DRAFT version while being piloted by a number of volunteer districts throughout the state. The department plans to finalize the Sample Forms in the spring of 2016. District staff, parents and students are encouraged to review the DRAFT Sample Forms and consider how the forms will enhance discussions around improving student outcomes, while ensuring procedural compliance. Questions or comments about the DRAFT Sample Forms may be directed to firstname.lastname@example.org.
Draft Pilot Forms - DRAFT Sample IEP Forms Significant Revisions
- Referral Form: Special Education and Related Services (R-1)
- Evaluation Report Including: Determination of Eligibility and Need for Special Education (ER-1)
- Review of Existing Data to Determine if Additional Assessments or Evaluation Data are Needed (EW-1)
- IEP Team Meeting Cover Sheet (I-3)
- Individualized Education Program: Linking Present Levels, Needs, Goals and Services Form (IEP:LF)
One-fifth of the public agencies are monitored each year beginning with the 2011-12 school year. All public agencies will be monitored during the current IDEA State Performance Plan (SPP) cycle. The self-assessments are conducted in the fall of each year and results are reported to the WDPI in November. All noncompliance must be corrected as soon as possible, but no later than one year after identification. WDPI verifies correction of all noncompliance. Annually, data on the self-assessments and the correction of noncompliance is reported for SPP indicator 15 to the Office of Special Education Programs, U.S. Department of Education. Data for indicator 11 is collected through the Procedural Compliance Self-Assessment.
Participating Public Agencies
The WDPI monitors approximately 440 public agencies. One-fifth are monitored each year. Each year's group of public agencies is representative of the state for pupil enrollment, areas of disability, gender, ethnicity and race. Public agencies with average daily membership of 50,000 or more participate in compliance monitoring activities each year.
Training and Technical Assistance
- Procedural Compliance Self-Assessment Visuals
- Procedural Compliance Self-Assessment Guide
This guide contains the directions, standards, forms, and guidelines needed to complete the self-assessment. The PowerPoint presentations below review the information in the guide and explain the standards, forms, and guidelines. The guide is divided into sections which have specific webpages devoted to that section. These are shown on the left nav bar.
- Procedural Compliance Self-Assessment Modules
- Self-Assessment Training, Section 1, Overview
- Self-Assessment Training, Section 2, Conducting the Self-Assessment: Sampling
- Self-Assessment Training, Section 3, Conducting the Self-Assessment: Evaluating Compliance
- Self-Assessment Training, Section 4, Reporting Results and Corrective Actions Using the Electronic Reporting System
- Self-Assessment Training, Section 5, Correcting Noncompliance and Systems of Internal Control
- Self-Assessment Training, Section 6, Validation Activities
- Self-Assessment Training, Section 7, Verification Activities
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Procedural Compliance Workgroup
Anita Castro, 715-836-2511
Janice Duff, 414-227-1845
Margaret McMurray, 608-267-3747
Nicolas Mittnacht, 608-267-2947
Sarah Okonkwor, 608-267-3749
Marge Resan, 608-267-9158
Paul Sherman, 608-267-9157
Paula Volpiansky, 608-267-3725
If you have questions about the self-assessment process that are not answered in this section or on the Self-Assessment Questions and Answers page, please submit your question by email.