115.782(2)(a)1.
1. Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the child's parent, that may assist in determining whether the child is a child with a disability and the content of the child's individualized education program, including information related to enabling the child to be involved in and progress in the general curriculum or, for preschool children, to participate in appropriate activities.
115.782(2)(a)2.
2. Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
115.782(2)(a)3.a.
a. That assessments and other evaluation materials used to assess a child under this section are selected and administered so as not to be racially or culturally discriminatory and are provided and administered in the language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so.
115.782(2)(a)3.b.
b. That assessments and other evaluation materials given to the child are used for the purposes for which they are valid and reliable, are administered by trained and knowledgeable personnel, and are administered in accordance with any instructions provided by the producer of the assessments or evaluation materials.
115.782(2)(a)3.c.
c. That the child is assessed in all areas of suspected disability.
115.782(2)(a)3.d.
d. That assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are used.
115.782(2)(b)
(b) As part of an initial evaluation of a child and as part of any reevaluation of a child under
sub. (4), the individualized education program team and other qualified professionals, as determined by the local educational agency, shall do all of the following:
115.782(2)(b)1.
1. Review existing evaluation data on the child, including evaluations and information provided by the child's parents; previous interventions and the effects of those interventions; current classroom-based, local, or state assessments; classroom-based observations; and observations by teachers and related services providers.
115.782(2)(b)2.
2. On the basis of that review and information provided by the child's parents, identify the additional data, if any, that are needed to determine all of the following:
115.782(2)(b)2.a.
a. Whether the child has a particular category of disability and the educational needs of the child or, in case of a reevaluation of a child, whether the child continues to have such a disability and such educational needs.
115.782(2)(b)2.b.
b. The present levels of academic achievement and related developmental 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 assessments and other evaluation measures as may be needed to produce the data identified under
par. (b) 2.
115.782(2)(f)
(f) The local educational agency shall ensure that the evaluation of a child with a disability who transfers from one school district to another in the same school year is coordinated with the child's prior and subsequent schools as necessary and as expeditiously as possible to ensure prompt completion of the evaluation.
115.782(3)
(3) Determination of eligibility for special education. 115.782(3)(a)(a) Upon the completion of the administration of assessments and other evaluation measures, the individualized education program team shall determine whether the child is a child with a disability and the educational needs of the child. The team may not determine that a child is a child with a disability if the determinant factor for the determination is lack of appropriate instruction in reading, including in the essential components of reading instruction, as defined in
20 USC 6368 (3), or lack of instruction in math, or because the child has limited proficiency in English.
115.782(3)(b)
(b) The individualized education program team shall prepare an evaluation report that includes documentation of determination of eligibility for special education. The local educational agency shall give a copy of the evaluation report, including the documentation of eligibility, to the child's parents.
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, except that an evaluation is not required before the termination of a child's eligibility for special education and related services because he or she graduated from secondary school with a regular diploma or because he or she reached the age of 21. In those circumstances, the local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting his or her postsecondary goals.
115.782(4)(a)2.
2. Reevaluates a child with a disability in accordance with this section if the local educational agency determines that the educational or related services needs of the child, including the child's academic performance, warrant a reevaluation or if the child's parent or teacher requests a reevaluation. The individualized education program team shall reevaluate a child no more frequently than once a year unless the child's parent and the local educational agency agree otherwise, and at least once every 3 years unless the child's parent and the local educational agency agree that a reevaluation is unnecessary.
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 or to determine the child's educational needs, 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 and to determine the child's educational needs. The local educational agency is not required to conduct such an assessment unless the child's parents request it.
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 academic achievement and functional 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 academic and functional goals, designed to meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general curriculum, and meet each of the child's other educational needs that result from the child's disability.
115.787(2)(bm)
(bm) For a child with a disability who takes alternate assessments aligned with alternate achievement standards, a description of benchmarks or short-term objectives.
115.787(2)(c)
(c) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, 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)1.
1. Advance appropriately toward attaining the annual goals.
115.787(2)(c)2.
2. Be involved and make 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 appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on statewide or local educational agency-wide assessments.
115.787(2)(e)2.
2. If the individualized education program team determines that a child will take an alternate assessment on a particular statewide or local educational agency-wide assessment of pupil achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child.
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 not later than in the first individualized education program that will be in effect when the child is 14, and updated annually thereafter, a statement of appropriate, measurable postsecondary goals for the child based on age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills. An individualized education program that indicates a goal of a technical education high school diploma under
s. 118.33 (1) (g) shall specify the course of study that the pupil must take to attain that goal.
115.787(2)(g)2.
2. Beginning not later than in the first individualized education program that will be in effect when the child is 14, and updated annually thereafter, a description of the transition services, including courses of study, needed to assist the child in reaching the goals under
subd. 1.
115.787(2)(g)3.
3. Beginning at least one year before the child attains the age of 18, and annually thereafter, a statement that the child has been informed of the child's 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 attaining the annual goals described in
par. (b) will be measured.
115.787(2)(h)2.
2. When periodic reports, such as quarterly reports or other periodic reports issued concurrently with report cards, on the child's progress toward attaining the annual goals described in
par. (b) will be provided to the child's parents.
115.787(2)(i)
(i) If the individualized education program team determines that the use of seclusion, as defined in
s. 118.305 (1) (i), or physical restraint, as defined in
s. 118.305 (1) (g), may reasonably be anticipated for the child, appropriate positive interventions and supports and other strategies that address the behavior of concern and that comply with all of the following:
115.787(2)(i)1.
1. The interventions, supports, and other strategies are based upon a functional behavior assessment of the behavior of concern.
115.787(2)(i)2.
2. The interventions, supports, and other strategies incorporate the use of the term "seclusion" or "physical restraint."
115.787(2)(i)3.
3. The interventions, supports, and other strategies include positive behavioral supports.
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, the results of the initial evaluation or most recent reevaluation of the child, and the academic, developmental, and functional needs 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 the use of positive behavioral interventions and supports and other strategies 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 communication needs of the child, and, in the case of a child who is hearing impaired, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the child's language and communication 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 supports and other strategies and the determination of supplementary aids and services, program modifications and support for school personnel.
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(4)(c)
(c) After the annual individualized education program meeting for a school year, the entire individualized education program team may make changes to the child's individualized education program, or the child's parent and the local educational agency may agree not to convene an individualized education program team meeting for the purpose of making changes to the child's individualized education program. If the child's parent and the local educational agency agree not to convene an individualized education program team meeting, they shall instead develop a written document to modify the child's current individualized education program. The local educational agency shall give the child's parent a copy of the child's revised individualized education program.
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), 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) (a) 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 or requires that additional information be included in a child's individualized education program beyond what is explicitly required by this section.
115.79
115.79
Educational placements. 115.79(1)
(1) Each local educational agency shall ensure that all of the following occur:
115.79(1)(a)
(a) An evaluation is conducted under
s. 115.782 before special education and related services are provided to a child with a disability.
115.79(1)(b)
(b) 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(1)(c)
(c) 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(1)(d)
(d) 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(2)
(2) A local educational agency shall seek to obtain informed consent from the parent of a child with a disability before providing special education and related services to the child. If the parent of a child with a disability denies consent, the local educational agency shall not provide special education and related services to the child. If the parent of a child with a disability denies consent or does not respond to a request for consent, all of the following apply:
