115.782(2)(b)2.a.
a. Whether the child has a particular category of disability or, in case of a reevaluation of a child, whether the child continues to have such a disability.
115.782(2)(b)2.b.
b. The present levels of performance and educational needs of the child.
115.782(2)(b)2.c.
c. Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services.
115.782(2)(b)2.d.
d. Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable, annual goals specified in the child's individualized education program and to participate, as appropriate, in the general curriculum.
115.782(2)(c)
(c) The local educational agency shall administer such tests and other evaluation materials as may be needed to produce the data identified under
par. (b) 2.
115.782(2)(d)
(d) If a child is attending a public school in a nonresident school district under
s. 118.51 or
121.84 (1) (a) or
(4), when the individualized education program team conducts its initial evaluation of the child or any reevaluation of the child under
sub. (4), the team shall include at least one person designated by the school board of the child's school district of residence who has knowledge or special expertise about the child.
115.782(2)(e)
(e) Each individualized education program team participant who administers tests, assessments or other evaluation materials as part of an evaluation or reevaluation of a child under this section shall prepare and make available to all team participants at a team meeting a written summary of the participant's findings that will assist with program planning.
115.782(3)
(3) Determination of eligibility for special education. 115.782(3)(a)(a) Upon the completion of the administration of tests and other evaluation materials, the individualized education program team shall determine whether the child is a child with a disability. The individualized education program team may not determine that a child is a child with a disability solely because the child has received insufficient instruction in reading or math or because the child has limited proficiency in English.
115.782(3)(b)
(b) If the individualized education program team determines that a child is a child with a disability, the team shall prepare an evaluation report that includes documentation of determination of eligibility. The local educational agency shall ask each individualized education program team participant if he or she wants a copy of the evaluation report or additional time before the individualized education program team develops the child's individualized education program. If any individualized education program team participant requests a copy of the evaluation report at any point in the process of developing the child's individualized education program or considering the child's educational placement, the local educational agency shall give a copy of the report to each individualized education program team participant before continuing with the process. If no individualized education program team participant requests a copy of the evaluation report, the local educational agency shall give a copy to the child's parents with the notice of placement under
s. 115.792 (2).
115.782(3)(c)
(c) If the individualized education program team determines that a child is not a child with a disability, the team shall prepare an evaluation report. The report shall identify any educational needs of the child and any services offered by the local educational agency from which the child may benefit and shall include information about any programs and services, other than those offered by the local educational agency, that may benefit the child. The local educational agency shall give a copy of the evaluation report to the child's parents with the notice under
s. 115.792 (1) (b).
115.782(4)(a)(a) A local educational agency shall ensure that the individualized education program team does all of the following:
115.782(4)(a)1.
1. Evaluates a child with a disability in accordance with this section before determining that the child is no longer a child with a disability.
115.782(4)(a)2.
2. Reevaluates a child with a disability in accordance with this section if the local educational agency determines that conditions warrant a reevaluation or if the child's parent or teacher requests a reevaluation, but at least once every 3 years.
115.782(4)(b)
(b) The local educational agency shall obtain informed consent from the child's parent before reevaluating a child with a disability, except that such consent need not be obtained if the local educational agency has taken reasonable measures to obtain such consent and the child's parents have failed to respond.
115.782(4)(c)
(c) If the individualized education program team and other qualified professionals, as determined by the local educational agency, find under
sub. (2) (b) 2. that no additional data are needed to determine whether the child continues to be a child with a disability, the local educational agency shall notify the child's parents of that finding and the reasons for it and the right of the child's parents to request an assessment to determine whether the child continues to be a child with a disability. The local educational agency is not required to conduct such an assessment unless the child's parents request it.
115.782 History
History: 1997 a. 164;
1999 a. 117.
115.782 Cross-reference
Cross Reference: See also s.
PI 11.35, Wis. adm. code.
115.787
115.787
Individualized education programs. 115.787(1)(1)
Requirement that program be in effect. At the beginning of each school year, each local educational agency shall have in effect, for each child with a disability, an individualized education program.
115.787(2)
(2) Required components. An individualized education program shall include all of the following:
115.787(2)(a)
(a) A statement of the child's present level of educational performance, including how the child's disability affects the child's involvement and progress in the general curriculum or, for a preschool child, as appropriate, how the disability affects the child's participation in appropriate activities.
115.787(2)(b)
(b) A statement of measurable annual goals for the child, including benchmarks or short-term objectives, related to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability.
115.787(2)(c)
(c) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child to do all of the following:
115.787(2)(c)2.
2. Be involved and progress in the general curriculum in accordance with
par. (a) and participate in extracurricular and other nonacademic activities.
115.787(2)(c)3.
3. Be educated and participate with other children with disabilities and nondisabled children in the activities described in this subsection.
115.787(2)(d)
(d) An explanation of the extent to which the child will not participate with nondisabled children in regular classes, in the general curriculum and in extracurricular and other nonacademic activities.
115.787(2)(e)1.1. A statement of any individual modifications in the administration of any statewide or local educational agency-wide assessment of pupil achievement that are needed for the child to participate in the assessment.
115.787(2)(e)2.
2. If the individualized education program team determines that a child will not participate in a particular statewide or local educational agency-wide assessment of pupil achievement, or part of such an assessment, a statement of why that assessment is not appropriate for the child and how the child will be assessed through alternative means.
115.787(2)(f)
(f) The projected date for the beginning of the services and modifications described in
par. (c) and the anticipated frequency, location and duration of those services and modifications.
115.787(2)(g)1.1. Beginning when the child attains the age of 14, and annually thereafter until the child is no longer eligible for special education and related services, a statement identifying the courses of study needed to prepare the child for a successful transition to his or her goals for life after secondary school, such as participation in advanced placement courses or a vocational education program.
115.787(2)(g)2.
2. Beginning when the child attains the age of 16, or earlier if that is determined to be appropriate by the individualized education program team, and annually thereafter until the child is no longer eligible for special education and related services, a statement of the needed transition services of the child, including, when appropriate, a statement of the interagency responsibilities or any cooperative arrangements between and among persons.
115.787(2)(g)3.
3. Beginning at least one year before the child attains the age of 18, and annually thereafter until the child is no longer eligible for special education and related services, a statement that the child has been informed of the parental rights that will transfer to the child on reaching the age of 18 under
s. 115.807.
115.787(2)(h)1.
1. How the child's progress toward the annual goals described in
par. (b) will be measured.
115.787(2)(h)2.
2. How the child's parents will be regularly informed, at least as often as parents are informed of their nondisabled children's progress, of their child's progress toward the annual goals and the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the effective period of the individualized education program.
115.787(3)(a)(a) In developing each child's individualized education program, the individualized education program team shall consider the strengths of the child, the concerns of the child's parents for enhancing the education of their child and the results of the initial evaluation or most recent reevaluation of the child.
115.787(3)(b)
(b) The individualized education program team shall do all of the following:
115.787(3)(b)1.
1. In the case of a child whose behavior impedes his or her learning or that of others consider, when appropriate, strategies, including positive behavioral interventions, and supports to address that behavior.
115.787(3)(b)2.
2. In the case of a child with limited English proficiency, consider the language needs of the child as such needs relate to the child's individualized education program.
115.787(3)(b)3.
3. In the case of a child who is visually impaired, provide for instruction in Braille and the use of Braille unless the individualized education program team determines, after an evaluation of the child's reading and writing skills, needs and appropriate reading and writing media, including an evaluation of the child's future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the child.
115.787(3)(b)4.
4. Consider the communicative needs of the child, and, in the case of a child who is hearing impaired, consider the child's language and communicative needs, opportunities for direct communications with peers and professional personnel in the child's language and communicative mode, academic level and full range of needs, including opportunities for direct instruction in the child's language and communicative mode.
115.787(3)(b)5.
5. Consider whether the child requires assistive technology devices and services.
115.787(3)(c)
(c) The regular education teacher of the child, as a participant on the individualized education program team, shall, to the extent appropriate, participate in the development of the individualized education program of the child, including the determination of appropriate positive behavioral interventions and strategies and the determination of supplementary aids and services, program modifications and support for school personnel.
115.787(3)(d)
(d) If a child is attending a public school in a nonresident school district under
s. 118.51 or
121.84 (1) (a) or
(4), when the individualized education program team for the child develops the child's individualized education program, the team shall include at least one person designated by the school board of the school district in which the child resides who has knowledge or special expertise about the child.
115.787(3)(e)
(e) The local educational agency shall give a copy of the child's individualized education program to the child's parents with the notice of placement under
s. 115.792 (2).
115.787(4)(a)(a) The individualized education program team shall do all of the following:
115.787(4)(a)1.
1. Review the child's individualized education program periodically, but at least annually, to determine whether the annual goals for the child are being achieved.
115.787(4)(a)2.
2. Revise the individualized education program as appropriate to address all of the following:
115.787(4)(a)2.a.
a. Any lack of expected progress toward the annual goals and in the general curriculum.
115.787(4)(b)
(b) The regular education teacher of the child, as a participant on the individualized education program team, shall, to the extent appropriate, participate in the review and revision of the individualized education program of the child.
115.787(5)
(5) Failure to meet transition objectives. If a participating agency, other than the local educational agency, fails to provide transition services in accordance with
sub. (2) (g) 2., the local educational agency shall reconvene the individualized education program team to identify alternative strategies to meet the transition objectives for the child set out in the individualized education program.
115.787(6)
(6) Children with disabilities in state prisons. 115.787(6)(a)1.1. The requirements relating to participation of children with disabilities in general assessments under
sub. (2) (e) do not apply to a child with a disability who is convicted of a crime under state law and incarcerated in a state prison.
115.787(6)(a)2.
2. The requirements relating to transition planning and transition services under
sub. (2) (g) 1. and
2. do not apply with respect to a child with a disability who is convicted of a crime under state law and incarcerated in a state prison and whose eligibility under this subchapter will end, because of his or her age, before he or she will be released from prison.
115.787(6)(b)
(b) If a child with a disability is convicted of a crime and incarcerated in a state prison, the child's individualized education program team may modify the child's individualized education program or placement notwithstanding the requirements of
sub. (1) and
s. 115.79 (1) if the department of corrections has demonstrated a bona fide security or compelling penological interest that cannot otherwise be accommodated.
115.787(7)
(7) Construction. Nothing in this section requires the individualized education program team to include information under one component of a child's individualized education program that is already contained under another component of the individualized education program.
115.787 History
History: 1997 a. 164;
1999 a. 117.
115.79
115.79
Educational placements. Each local educational agency shall ensure that all of the following occur:
115.79(1)
(1) An evaluation is conducted under
s. 115.782 before special education and related services are provided to a child with a disability.
115.79(2)
(2) An educational placement is provided to implement a child's individualized education program. Except as provided in
s. 118.51 (12) (a) and
(b) 2., if a child with a disability is attending a public school in a nonresident school district under
s. 118.51 or
121.84 (1) (a) or
(4), the school board of the school district that the child is attending shall provide an educational placement for the child and shall pay tuition charges instead of the school district in which the child resides if required by the placement.
115.79(3)
(3) To the maximum extent appropriate, a child with a disability, including a child receiving publicly funded special education in a public or private institution or other care facility, is educated with nondisabled children.
115.79(4)
(4) Special classes, separate schooling or other removal of a child with a disability from the regular educational environment occurs only when the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
115.79 History
History: 1997 a. 164;
1999 a. 117.
115.791
115.791
Reimbursement for private school placement. 115.791(1)(1) If the parents of a child with a disability who previously received special education and related services under the authority of a local educational agency enroll the child in a private elementary or secondary school without the consent of or referral by the local educational agency, a court or a hearing officer may require the local educational agency to reimburse the parents for the cost of that enrollment if the court or hearing officer finds that the local educational agency had not made a free appropriate public education available to the child in a timely manner before that enrollment.
115.791(2)
(2) The cost of reimbursement described in
sub. (1) may be reduced or denied if any of the following applies:
115.791(2)(a)
(a) At the most recent individualized education program meeting that the parents attended before removal of the child from the local educational agency, the parents did not inform the individualized education program team of their concerns, their rejection of the placement proposed by the local educational agency to provide a free appropriate public education to their child and their intent to enroll the child in a private school at public expense; or at least 10 business days, including any holidays that occur on a business day, before the removal of the child from the local educational agency, the parents did not give written notice to the local educational agency of their concerns, their rejection of the placement and their intent to enroll the child in a private school at public expense.
115.791(2)(b)
(b) If, before the parents' removal of the child from the local educational agency, the local educational agency notified the parents under
s. 115.792 of its intent to evaluate the child, including a statement of the purpose of the evaluation that was appropriate and reasonable, but the parents did not make the child available for the evaluation.
115.791(2)(c)
(c) A court finds the parents' actions unreasonable.
115.791(3)
(3) Notwithstanding the notice requirement in
sub. (2) (a), the cost of reimbursement may not be reduced or denied for failure to provide such notice if any of the following apply:
115.791(3)(a)
(a) The parent is illiterate and cannot write in English.
115.791(3)(b)
(b) Compliance with
sub. (2) (a) would likely result in physical or serious emotional harm to the child.
115.791(3)(c)
(c) The local educational agency prevented the parent from providing such notice.
115.791(4)
(4) Subject to
s. 115.77 (1m) (d) and
(e), this section does not require a local educational agency to pay the cost of education, including special education and related services, of a child with a disability at a private school or facility if the local educational agency made a free appropriate public education available to the child and the child's parents elected to place the child in a private school or facility.
115.791 History
History: 1997 a. 164.
115.792
115.792
Procedural safeguards.
