Guide to Special Education in the Sun Prairie Area School District

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Guide to Special Education in the Sun Prairie Area School District
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Our goal is to provide support services for students with identified disabilities, enabling them to
achieve at their highest level.

The Sun Prairie Area School School District Special Education Department offers a continuum
of specialized services to meet the unique and individualized needs of each student.We are
committed to working to ensure that students with disabilities are receiving the services they
need to make progress in their educational program, in the least restrictive environment, while
aligning their IEP goals.

Sun Prairie Area School District
501 South Bird St
Sun Prairie, WI 53590
Phone: 608-834-6524
Visit District Website.

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SPECIAL EDUCATION: AN INTRODUCTION

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Welcome from the Director of Student Services:- Jennifer- Picture?
Purpose of Document:
**** Corner of document to say: To receive this guide in print form, please contact the Student
Services Administrative Assistant at 608-834-6524****

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TABLE OF CONTENTS

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EXAMPLE or something similar, Inside Content should read :

Timelines for referral and evaluation

Referral for special education->15 business days to school to decide to evaluate the
student->Written parental consent to test for evaluation->60 business from time consent
was received to complete the evaluation->30 business days after the student was found
eligible to receive special education services for the school to complete the IEP

EXAMPLE or something similar:

If your child has a disability, special education can help your child learn. Parents and educators
work as part of a team to determine if your child qualifies for special educational services. If your
child qualifies, the team will make a written plan for your child called an Individualized Education
Plan (IEP). The team is called the IEP team.

REFERRAL

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A parent, teacher or medical professional can ask the school to determine if a child needs
special education services. This is called a referral. A referral must be written. It should include
the date, state the child’s full name, date of birth, grade and school; state that the letter “is a
referral for special education” and explain why the child might need special education. ​Upon a
referral being started, the parent will receive a Notice of Referral which states that an IEP team
will be developed to conduct the evaluation, informs parents of the steps in the process, and
their rights.

To submit a referral, a letter can be sent to the principal of the school which your child attends
or to the Sun Prairie Area School District, Attention: Director of Student Services, 501 South
Bird Street, Sun Prairie WI, 53590

Timeline after referral:
● Your school has up to 1​ 5​ business days from when they get a referral to decide if more
tests are needed;
● Your school will ask for parental permission for consent to test your child
● Your has up to ​60​ days from when they get parental permission to conduct evaluations
and make a determination if the child has an educational impairment and qualifies for
special education services;
● Your school will have up to 3​ 0 d​ ays after a child is found eligible for special educational
services to develop an IEP and determine placement (where special educational
services will be provided).
● You will be asked to sign parent consent for Special Education Placement

The parent will receive copies of the evaluation/IEP paperwork once the meeting is concluded. If
you do not receive a copy of this paperwork please call the school to request a copy.

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Who participates on the IEP Team:
● Parent(s)/Legal Guardians: Parents/Legal Guardians and the school staff are equal
partners on the IEP team.
● Your child (after the age of 14): When the team plans for life after high school and at
other times, if appropriate.
● LEA (Local Educational Agency) Representative: A person from the school district who
can make sure your child is provided with the IEP services
● Regular Education Teacher: The child’s regular education teacher
● Special Education Teacher: The child’s special education teacher
● Representative to Explain testing: Someone who can explain the tests taken by your
child, typically a school psychologist or a special education teacher
● Other: Other people invited by you or by the school.

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Steps in the Individualized Education Plan (IEP) Team Process:

Evaluation:

An IEP team evaluates your child. The IEP team starts by looking at information it already has.
You will share information about your child. You and the rest of the team will decide if the team
needs more information. This can happen at a meeting or through a telephone call. Sometimes
more information is needed. Then the team decides how to get more information. The teachers
might test your child. They might watch your child in class. They will get a complete picture of
your child. Before the teachers test your child, you will be told in writing about the tests. The
school will ask your permission to give the tests. When the testing is finished, you will be invited
to an IEP team meeting.

At the meeting, the team will talk about all the information. This includes what you have told the
team. The team will decide if your child has a disability and if special education is needed. Then
the team will write an evaluation report. You will get a copy of the report. If your child is not
eligible for special education, the school will tell you in writing. If your child will get special
education, the team writes an IEP. When the IEP is finished, the team decides where your child
will receive special education services. The team decides based on the IEP.

● An IEP is good for one year. It can be changed anytime during the year in another IEP
team meeting, or it may be changed anytime during the year without an IEP team
meeting if you agree.

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● Your school will reevaluate your child at least once every three years. You and the
school can agree not to re-evaluate your child.

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TEXT BOX:
Sometimes one person does more than one job on the team. A
person may be excused from all or part of the meeting if you agree in
writing.

College and Career Readinessfor ALL Students

Wisconsin has been a national leader in education because our values include the importance of a
high-quality public education. Our vision is that ALL students, including those with IEPs, will graduate
prepared for college and a career. But what do IEP teams need to know in order to prepare students who
are receiving special education services for college and a career? We know that true college and career
readiness is about much more than academics. Our graduates must also have the knowledge, skills, and
habits that will allow them to succeed in life after high school. What kind of abilities do students with IEPs
need in order to be college and career ready? They should have both the academic and functional
proficiencies needed in order to demonstrate independence, self determination, critical thinking,
collaboration, leadership, creativity, responsibility, and persistence. These abilities are difficult to measure
but developing them are an important part of our educational system. CCR IEPs provide a framework for
IEP teams to explore beliefs and attitudes regarding students with disabilities, build knowledge and skills
in order to evaluate and plan special education services, and examine systems and practices which
support students, families, and educators.

CCR IEP Five Beliefs CCR IEP Five Step Process
1) High Expectations 1) Understand Achievement
2) Culturally Responsive Practices 2) Identify Effect of Disability

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3) Student Relationships 3) Develop Goals
4) Family and Community Engagement 4) Align Services
5) Collective Responsibility 5) Analyze Progress

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In order to qualify for special education, the IEP team must determine that a child has one of the
following:

Areas of Disabilities:

Autism
Emotional Behavioral Disabilities
Intellectual Disabilities
Hearing Impairments
Other Health Impairment
Significant Developmental Delay
Specific Learning Disabilities

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Speech/Language Impairments
Visual Impairments

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Related services help children with disabilities benefit from their special education by providing
extra help and support in needed areas. The decision of whether a child qualifies for
school-based therapies is made by the IEP team. Related services can include, but are not
limited to, any of the following:

Related Services:
Assistive Technology
Audiology
Counseling
Educational Interpreting
Occupational Therapy
Orientation & Mobility
Physical Therapy
Psychological Services
School Health Services
Social Work Services
Speech and Language Services
Transportation

SIDE INDEX:

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Glossary of Terms / Acronyms
There are many terms and/ or acronyms in the field of special education. Below you will find just
a few of the most common ones used. Acronyms are noted throughout this resource. Other
acronyms can be found be visiting: wspei.org/resources/ terminology.php
DPI​ Department of Public Instruction
FAPE​ Free and Appropriate Public Education
IDEA​ Individuals with Disabilities Education Act (Federal Special Education Law)
IEP​ Individualized Education Plan
LEA​ Local Educational Agency (School District)
LRE​ Least Restrictive Environment
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Tips to prepare for your IEP meeting.
● Bring a list of your questions, concerns or suggestions
● Invite someone to attend the IEP meeting with you. ​Notify the school if you intend to
bring someone from outside the school (e.g., a friend, relative, advocate, or outside
evaluator). It may be someone who has knowledge of your child and his/her needs, or
someone there to provide support.
● Bring all important documents to the meeting, such as outside medical evaluations,
school reports, anything that will be important to share with the IEP team.
● Take notes to remember what was said at the meeting, and to reflect
● If you need time to think or talk to someone else, tell the rest of the IEP team that you
want to set up another meeting.
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● Don’t hesitate to ask questions and seek clarification.
For assistance or questions prior to the IEP meeting, please contact the school’s Associate
Principal/ Program Manager.
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● Ask
● Clarify
● Goals
● Collaboration
● Team

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Early Childhood
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Early Childhood in The Sun Prairie Area School District:
The program serves children who are three to five years old that have been determined,
through an IEP Team evaluation, to have an identified disability and meet the criteria to
receive these services. The Sun Prairie Area School District offers a continuum of
services and environments based on student need.

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Click ​here​ to see the continuum of placement options.
Early Childhood Referrals:

● Referrals are made by parents, physicians, Birth to Three, and preschool
teachers or other professionals with consent from parents.

● Areas of concern may include communication, cognitive, motor, self-care or
adaptive and social skills.

● For any questions about the referral process or to refer your child to be evaluated
please contact the early childhood office at 608.834.7363

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Life after High School- Transition Planning

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Parents of youth with disabilities should begin thinking about transition (planning for adulthood)
as early as possible. Although the formal process of transition planning doesn’t begin until high
school, it is helpful to begin thinking about it much sooner. T​ ransition planning takes place as
part of developing the student’s IEP. The IEP team develops the transition plan. The student
must be invited to any IEP meeting where postsecondary goals and transition services needed
to reach those goals will be considered. In transition planning, the IEP team considers areas
such as postsecondary education or vocational training, employment, independent living, and
community participation.

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Wisconsin Department of Public Instruction Publications

● A New Way of Thinking
● Opening Doors to Self-Determination
● Opening Doors to Postsecondary Education
● Opening Doors to Employment
● Opening Doors A Guide to Adult Services
● Community-Based Transition Options for 18- to 21-year old Students with Disabilities

Once a student with a disability leaves high school, other agencies are available to assist with
putting the individual in contact with helpful resources. We have prepared this listing of
resources for adults with disabilities to help you get started.

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Section 504

Section 504 covers qualified students with disabilities who attend schools receiving
Federal financial assistance. To be protected under Section 504, a student must be
determined to: (1) have a physical or mental impairment that substantially limits one or
more major life activities; or (2) have a record of such impairment; or (3) be regarded as
having such an impairment. Section 504 requires that school districts provide a Free
Appropriate Public Education (FAPE) to qualified students in their jurisdictions who have
a physical or mental impairment that substantially limits one or more major life activities.

The Office of Civil Rights (OCR) provides assistance to school districts, parents, and
students upon request. Additionally, regulations and publicly issued policy guidance is
available on the ​ OCR’s website​. For any questions, please contact Jennifer Apodaca,
Director of Student Services, at 608-834-6520.

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Communication Guidelines- ​PAGE1

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Dane County Resources

The following are a few important parent resources available on the and make yourself familiar with
their content. If you have addition questions or struggle to find adequate answers to any question
you may have regarding the education of your child, please feel free to contact us.

● Wisconsin Department of Public Instruction (DPI)
● An Introduction to Special Education E​ nglish | Espanol ​ | H​ mong
● Gio's Garden- Respite Care
● The Arc- Dane County
● Building Bridges- School Based Mental Help Program
● Dane County Human Services
● Division Vocational Rehabilitation (DVR)
● Family Support and Resource Center
● Madison Area Down Syndrome Society
● Journey Mental Health Center
● Parental Stress Center
● United Cerebral Palsy of Greater Dane County
● Waisman Center

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Back Page:

Non- Discrimination Statement

No student may be unlawfully discriminated against in any school programs, activities or
in facilities usage because of the student’s sex (gender identity, gender expression and
non-conformity to gender role stereotypes), color, religion, profession or demonstration
of belief or non-belief, race, national origin (including limited English proficiency),
ancestry, creed, pregnancy, marital or parental status, homelessness status, sexual
orientation, age, or physical, mental, emotional or learning disability. Harassment is a
form of discrimination and shall not be tolerated in the district. It is the responsibility of
administrators, staff members and all students to ensure that student discrimination or
harassment does not occur. This policy does not prohibit the provision of special
programs or services to students based on objective standards of individual need or
performance.

Mission Statement:

Our Mission: Futures depend on us to inspire and prepare every child, every day,
by providing relevant, engaging, and innovative learning experiences in and out
of the classroom.

Address/Phone of District Office

Sun Prairie Area School District
501 South Bird Street
Sun Prairie, WI 53590
608-834-6500
608-837-9311
https://www.sunprairieschools.org/

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