PI 11.24(9)
(9)
Occupational therapists' licensure and service requirements. PI 11.24(9)(a)(a)
Licensure. The school occupational therapist shall be licensed by the department under s.
PI 34.091.
PI 11.24(9)(b)1.1. Except as specified under subds.
2. and
3., the caseload for a full-time school occupational therapist employed for a full day, 5 days a week, shall be as follows:
PI 11.24(9)(b)1.c.
c. A maximum of 45 children with one or more occupational therapy assistants.
PI 11.24(9)(b)2.
2. The caseload for a part-time school occupational therapist may be pro-rated based on the specifications under subd.
1. PI 11.24(9)(b)3.
3. A caseload may vary from the specifications under subd.
1. or
2., if approved in the LEA's plan under s.
115.77 (4), Stats. The following shall be considered in determining whether the variance may be approved:
PI 11.24(9)(b)3.a.
a. Frequency and duration of occupational therapy as specified in the child's IEP.
PI 11.24(9)(c)
(c)
Medical information. The school occupational therapist shall have medical information regarding a child before the child receives occupational therapy.
PI 11.24(9)(d)
(d)
Delegation and supervision of occupational therapy. PI 11.24(9)(d)1.
1. The school occupational therapist may delegate to a school occupational therapy assistant only those portions of a child's occupational therapy which are consistent with the school occupational therapy assistant's education, training and experience.
PI 11.24(9)(d)2.
2. The school occupational therapist shall supervise the occupational therapy provided by a school occupational therapy assistant. The school occupational therapist shall develop a written policy and procedure for written and oral communication to the occupational therapist assistant. The policy and procedure shall include a specific description of the supervisory activities undertaken for the school occupational therapist assistant which shall include either of the following levels of supervision:
PI 11.24(9)(d)2.a.
a. The school occupational therapist shall have daily, direct contact on the premises with the school occupational therapy assistant.
PI 11.24(9)(d)2.b.
b. The school occupational therapist shall have direct, face-to-face contact with the school occupational therapy assistant at least once every 14 calendar days. Between direct contacts, the occupational therapist shall be available by telecommunication. The school occupational therapist providing general supervision under this subdivision shall provide an on-site reevaluation of each child's occupational therapy a minimum of one time per calendar month or every tenth day of occupational therapy, whichever is sooner, and adjust the occupational therapy as appropriate.
PI 11.24(9)(d)3.
3. A full-time school occupational therapist may supervise no more than 2 full-time equivalent occupational therapy assistant positions which may include no more than 3 occupational therapy assistants.
PI 11.24(9)(d)4.
4. Notwithstanding the provisions under this paragraph, the act undertaken by a school occupational therapy assistant shall be considered the act of the supervising occupational therapist who has delegated the act.
PI 11.24(9)(e)
(e)
Responsibility of school occupational therapist. A school occupational therapist under this subsection shall conduct all occupational therapy evaluations and reevaluations of a child, participate in the development of the child's IEP, and develop occupational therapy treatment plans for the child. A school occupational therapist may not be represented by a school occupational therapy assistant on an IEP team.
PI 11.24(10)
(10)
School occupational therapy assistants' qualifications and supervision. PI 11.24(10)(a)
(a)
Licensure. A school occupational therapy assistant shall be licensed by the department under s.
PI 34.092.
PI 11.24(10)(b)
(b)
Supervision. The school occupational therapy assistant providing occupational therapy to a child under this section shall be supervised by a school occupational therapist as specified under sub.
(9) (d).
PI 11.24 History
History: Cr.
Register, December, 1975, No. 240, eff. 1-1-76; am. (7) (b) 1 and (8) (b) 1,
Register, February, 1976, No. 242, eff. 3-1-76; am. (7) (b) 4 and (8) (b) 2,
Register, November, 1976, No. 251, eff. 12-1-76; am. (1) and (8) (b) 4.,
Register, February, 1983, No. 326, eff. 3-1-83; r. (11) (b) and (c), renum. (11) (a) to be (11),
Register, September, 1986, No. 369, eff. 10-1-86; renum. from PI 11.19,
Register, May, 1990, No. 413, eff. 6-1-90; am (7) (b) 4.,
Register, October, 1990, No. 418, eff. 11-1-90; am. (7) (a) and (8) (a),
Register, March, 1992, No. 435, eff. 4-1-92; am. (1), (2) (intro.) and (3) (intro.), r. (2) (a) to (d), (3) (a), (b) and (11), r. and recr. (4) to (10),
Register, July, 1993, No. 451, eff. 8-1-93; correction in (10) made under s. 13.93 (2m) (b) 7., Stats.,
Register, April, 1998, No. 508; r. (1) to (6), cr. (1) and (2), am. (7) (b) 1. (intro.), 3. (intro.), (e), (9) (b) 1. (intro.), 3. (intro.), (e) and (10) (b),
Register, September, 1998, No. 513, eff. 10-1-98; am. (9) (c),
Register, May, 2000, No. 533, eff. 6-1-00; corrections in (7) (a), (8) (a), (9) (a), and (10) (a) made under s. 13.92 (4) (b) 7., Stats.,
Register November 2010 No. 659;
CR 16-027: am. (1)
Register July 2016 No. 727, eff. 8-1-16; correction in (7) (a), (8) (a), (9) (a), (10) (a), made under s. 13.92 (4) (b) 7., Stats.,
Register June 2019 No. 762.
PI 11.35
PI 11.35 Determination of eligibility. As part of an evaluation or reevaluation under s.
115.782, Stats., conducted by the IEP team in determining whether a child is or continues to be a child with a disability, the IEP team shall identify modifications, if any, that can be made in the regular education program, such as adaptation of content, methodology or delivery of instruction to meet the child's needs identified under s.
115.782 (2) (b) 2., Stats., that will allow the child to access the general education curriculum and meet the educational standards that apply to all children.
PI 11.35 History
History: Cr.
Register, May, 1977, No. 257, eff. 6-1-77; am. (2) (intro.),
Register, February, 1983, No. 326, eff. 3-1-83; r. (2) (c), renum. (2) (d) to (i) to be (2) (c) to (h),
Register, September, 1986, No. 369, eff. 10-1-86; renum. from PI 11.34,
Register, May, 1990, No. 413, eff. 6-1-90; r. and recr. (2) (b), cr. (2) (i) to (k),
Register, April, 1995, No. 472, eff. 5-1-95; corrections made under s. 13.93 (2m) (b) 1., Stats.,
Register, March, 1996, No. 483; emerg. cr. (2) (L), eff. 6-25-96; cr. (2) (L),
Register, January, 1997, No. 493, eff. 2-1-97; correction in (1) made under s. 13.93 (2m) (b) 7., Stats.,
Register, May, 2000, No. 533; r. (1m), (2) (intro.), (a), (ad), (c) to (h), renum. (2) (b) to be PI 11.36 (2) and (2) (i) to (L) to be PI 11.36 (8) to (11), cr. (2) and (3),
Register, December, 2000, No. 540, eff. 7-1-01;
CR 19-069: r. and recr.
Register February 2020 No. 770, eff. 3-1-20.
PI 11.36
PI 11.36 Areas of impairment. All provisions in these rules shall be construed consistent with
20 USC 1400 et. seq. and the regulations promulgated thereunder.
PI 11.36(1)(a)(a) In this subsection, intellectual disability means significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills and manifested during the developmental period that adversely affects the child's educational performance.
PI 11.36(1)(b)
(b) The IEP team may identify a child as having an intellectual disability if the child meets the criteria under subds.
1.,
2., and
3. a. or
b. as follows:
PI 11.36(1)(b)1.
1. The child has a standard score of 2 or more standard deviations below the mean on an individually administered intelligence test which takes into account the child's mode of communication and is developed to assess intellectual functioning using this mode. More than one intelligence test may be used to produce a comprehensive result.
PI 11.36(1)(b)2.
2. The child has significant limitations in adaptive behavior that are demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments that include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child's age, including at least one of the following:
PI 11.36(1)(b)2.dm.
dm. An overall composite score on a standardized measure of conceptual, social, and practical skills.
PI 11.36(1)(b)3.a.a. Except as provided in subd.
3. c., the child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in the following areas: language development and communication, cognition and general knowledge.
PI 11.36(1)(b)3.b.
b. Except as provided in subd.
3. c., the child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in the following areas: written language, reading, and mathematics.
PI 11.36(1)(b)3.c.
c. When it is determined that reliable and valid assessment results under subd.
3. a. or
b. are not possible due to the child's functioning level or age, a standardized developmental scale or a body of evidence including informal measures shall be used to assess the child.
PI 11.36(1)(b)4.
4. Upon re-evaluation, a child who met identification criteria for cognitive disability prior to September 1, 2015, and continues to demonstrate a need for special education under s.
PI 11.35, including specially designed instruction, is a child with a disability under this section.
PI 11.36(2)(a)(a) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes, but is not limited to, impairments caused by congenital anomaly, such as a clubfoot or absence of some member; impairments caused by disease, such as poliomyelitis or bone tuberculosis; and impairments from other causes, such as cerebral palsy, amputations, and fractures or burns that cause contractures.
PI 11.36(2)(b)
(b) Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s.
PI 11.35, including specially designed instruction, is a child with a disability under this subsection.
PI 11.36(3)(a)
(a)
Blind and visually impaired means even after correction a child's visual functioning adversely affects educational performance. The IEP team may identify a child as blind and visually impaired after all of the following events occur:
PI 11.36(3)(a)1.
1. A teacher of the blind and visually impaired licensed under s.
PI 34.051 conducts a functional vision evaluation which includes a review of medical information from an ophthalmologist or optometrist, formal and informal tests of visual functioning, and a determination of the implications of the blindness or visual impairment on the educational and curricular needs of the child.
PI 11.36(3)(a)2.
2. An orientation and mobility specialist licensed under s.
PI 34.089 evaluates the child to determine if there are related orientation and mobility needs in home, school, or community environments. A child may meet the criteria under this subdivision even if they do not have orientation and mobility needs.
PI 11.36(3)(b)
(b) Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s.
PI 11.35, including specially designed instruction, is a child with a disability under this section.
PI 11.36(4)(a)
(a) Deaf and hard of hearing means a decreased ability to detect sound in one or both ears with or without amplification, whether permanent or chronically fluctuating, which adversely affects a child's educational performance. This includes academic performance, speech perception, speech production, or communication including language acquisition or expression. A current evaluation by an audiologist licensed under ch.
459, Stats., shall be one of the components for an initial evaluation of a child with suspected hearing loss. A teacher of the deaf or hard of hearing licensed under s.
PI 34.050 must be a member of the IEP team when determining eligibility.
PI 11.36(4)(b)
(b) Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s.
PI 11.35, including specially designed instruction, is a child with a disability under this section.
PI 11.36(4m)(a)
(a) Deafblind means concomitantly deaf or hard of hearing and blind or visually impaired, the combination of which causes severe communication and other developmental and educational needs such that the individual disability-related needs of the student extend beyond the instruction and supports required for a student who is solely deaf or hard of hearing or blind or visually impaired.
PI 11.36(4m)(b)
(b) Upon re-evaluation, a child who met initial identification criteria and continues to demonstrate a need for special education under s.
PI 11.35, including specially designed instruction, is a child with a disability under this section.
PI 11.36(5)(a)1.
1. “Home languages” mean the languages used by the child or the parent of the child in their natural environment, or the modes of communication that are used by the child or the parent of the child in their natural environment, and may include languages other than English, sign language, braille, or augmentative and alternative communication.
PI 11.36(5)(a)2.
2. “Natural environment” means settings that are natural or typical for a same-aged child without a disability and may include school, home, or community.
PI 11.36(5)(a)3.
3. “Significant discrepancy” means performance on a norm-referenced assessment that meets the cutoff score for a speech or language disorder and is significantly below age- or grade-level expectations relative to a normative sample, often reported as a percentile or standard score.
PI 11.36(5)(a)4.
4. “Speech or language impairment” means an impairment of speech or sound production, voice, fluency, or language that adversely affects educational performance or social, emotional or vocational development.
PI 11.36(5)(am)
(am) Assessments and other evaluation materials used to conduct a comprehensive evaluation of a child's speech and language development shall be provided and administered in the child's home languages. Assessments and other evaluation materials shall be in the form most likely to yield accurate information unless it is not feasible to do so, and shall describe the child's speech and language abilities and how those abilities impact the child's progress in the general education environment relative to the speech and language demands of the classroom and curriculum. Interpretation of assessments shall be based on the representativeness of the normative sample and the psychometric properties of the assessment.
PI 11.36(5)(b)
(b) The IEP team may identify a child as having a speech or language impairment if the child meets the definition under par.
(a) and meets any of the following criteria:
PI 11.36(5)(b)1.
1. Following consideration of the child's age, culture, language background, and dialect, the child meets all of the following conditions for a speech sound disorder:
PI 11.36(5)(b)1.a.
a. The child's speech sound production is documented to be delayed, as evidenced through at least one observation in a natural environment.
PI 11.36(5)(b)1.b.
b. The child's speech sound production is documented to be delayed, as measured by a criterion-referenced assessment, such as a developmental scale or a phonetic inventory, or significant discrepancy in performance from typical on a norm-referenced assessment.
PI 11.36(5)(b)1.c.
c. The child's intelligibility is below the expected range and not due to influences of home languages or dialect. Intelligibility ratings as documented by school staff or caregivers indicate an impact across environments.
PI 11.36(5)(b)1.d.
d. Speech sound production is less than 30% stimulable for incorrect sounds.
PI 11.36(5)(b)2.
2. Following consideration of the child's age, culture, language background, or dialect, the child demonstrates the characteristics of a phonological disorder, which include both of the following:
PI 11.36(5)(b)2.a.
a. The child's intelligibility is below the expected range and not due to influences of home languages or dialect. Intelligibility ratings as documented by school staff or caregivers indicate an impact across environments.
PI 11.36(5)(b)2.b.
b. The child's phonological process use is documented to be non-developmental or outside of the expected developmental range, as evidenced through at least one observation in a natural environment, and by measurement of either the presence of one or more phonological processes occurring at least 40%, significant discrepancy in performance from typical on a norm-referenced assessment, or both.
PI 11.36(5)(b)3.
3. The child's voice is impaired in the absence of an acute, respiratory virus or infection and not due to temporary physical factors such as allergies, short term vocal abuse, or puberty. Following consideration of the child's age, culture, language background, or dialect, the child demonstrates characteristics of a voice impairment, which include any of the following:
PI 11.36(5)(b)3.b.
b. The child's vocal pitch, including range, inflection, or appropriateness.
PI 11.36(5)(b)3.c.
c. The child's vocal quality, including breathiness, hoarseness, or harshness.
PI 11.36(5)(b)4.
4. The child exhibits characteristics of a fluency disorder, following consideration of the child's age, language background, culture, and dialect. The evaluation shall include a variety of measures, including case history, observation in natural environment, norm-referenced assessment or disfluency analysis, and result in evidence of atypical fluency. The presence of one or more of the following characteristics shall indicate a fluency disorder:
PI 11.36(5)(b)4.a.
a. Speech disfluencies associated with stuttering or atypical disfluency, which include repetitions of phrases, words, syllables, and sounds or dysrhythmic phonations such as prolongations of sounds or blockages of airflow typically in excess of 2% of total syllables, one second of duration, and two or more iterations in a repetition. Non-verbal physical movements, such as eye blinking or head jerking, may accompany the stuttering. Negative feelings about oral communication may be significant enough to result in avoidance behaviors in an attempt to hide or diminish stuttering.
PI 11.36(5)(b)4.b.
b. A speech rate that is documented to be rapid, irregular, or both and may be accompanied by sound or syllable omissions, sequencing errors, or a high number of non-stuttering speech disfluencies such as interjections, phrase and whole word repetitions, and revisions. The resulting speech fluency pattern is considered to be significantly disruptive to efficient communication. Negative feelings and attitudes about oral communication may or may not be present under this disfluency profile.
PI 11.36(5)(b)5.
5. Following consideration of the child's age, culture, language background, or dialect, the child demonstrates a language impairment in the area of language form, content or use, as evidenced through an observation in a natural environment and by measurement of at least two of the following:
PI 11.36(5)(b)5.d.
d. Significant discrepancy from typical language skills on a norm-referenced assessment of comprehensive language.
PI 11.36(5)(c)
(c) The IEP team may not identify a child as a child with speech or language impairment when differences in speech or language are based on home languages, culture, or dialect unless the child has a speech or language impairment within the child's home languages, culture, or dialect. In determining whether the child has a speech or language impairment, the IEP team shall consider all of the following:
PI 11.36(5)(c)1.
1. The child's background knowledge, stage of language acquisition, experience with narratives, and exposure to vocabulary to discern speech or language ability from speech or language difference, such as differences due to lack of exposure, stage of language acquisition, cultural or behavioral expectations.
