Special Education

Before referring a school-aged child for an evaluation, the classroom teacher has to plan strategies to see if his or her performance improves with simple changes in curriculum or environment. These are called “pre-referral interventions.” At least two pre-referral interventions must be tried and documented. If your child’s performance improves, an evaluation may not be needed. If problems continue, an evaluation will help identify more specific ways to help your child learn. A pre-referral intervention does not require parent permission. It is important for parents to know what interventions are to be tried and the amount of time that they will be attempted before it is decided if they are working or not. District interventionists communicate with parents what they are working on and how they are monitoring student progress. 

When classroom interventions are not successful, the classroom teacher may make a referral for a Building Consult Team (BCT) to consider whether the child should receive further evaluation. This team decides if there is potential evidence of a disability, if so, the areas to be evaluated and assessments to be completed.

The referral is the starting point of the special education process. A referral is simply a request for an evaluation. This referral can be made by a parent or guardian, the classroom teacher, any member of the school district (public or private), a judicial officer, or a student (18 years or older, or an emancipated minor). A meeting may be scheduled to voice concerns.

Parents may initiate a request for an evaluation. In order to do this, you could submit a written request for an evaluation to the school. If so, one copy of the letter should go to the school principal, school psychologist, classroom teachers and one should be kept for your files. This document should include the reason for the referral and details describing academic or behavioral concerns.

You also may be asked to provide additional details regarding concerns about school performance. Once the request is made, the team will determine if an evaluation is warranted. 

A referral does not mean the student has a disability. It is the first step to determine if concerns are due to a disability. Following the referral, the school district will invite you to an evaluation planning meeting. You will work with the school team to determine what areas will be evaluated, what tests will be used and who will do the testing. The evaluation cannot take place without your written consent. Once the school district receives consent, the evaluation must be completed within 60 school days.

When an evaluation is recommended, it means that you or your child’s academic team of teachers feels your child may have a disability that is interfering with his or her ability to learn.

The purpose of the evaluation is to determine if the student has a disability that qualifies them for special education and if they require specialized instruction to make progress in the general education curriculum. This starts with the evaluation of your child in all areas of concern. The evaluation should examine all areas of suspected disability and provide a detailed description of your child’s current educational performance and needs.

Several professionals may be involved, and may include, but are not limited to: the general education teacher, a special education teacher, the school nurse, the school psychologist, a speech-language pathologist, an adaptive physical education teacher, occupational therapist, school nurse, or physical therapist.

Teachers can refer a student to the Building Consult Team (BCT) without your authorization; however, no special education evaluation can take place without your written consent. The school district will invite you to an evaluation planning meeting. You will work with the school team to determine what areas will be assessed, what tests will be used and who will do the testing. A  Prior Written Notice form requesting permission to evaluate your child will be sent to you for your signature, shortly after the evaluation-planning meeting.

Once permission is received by the school district, they have 60 school days (not including holidays and weekends) to complete the testing. This time period is determined by state rules in order to provide schools with enough time to conduct an appropriate evaluation of your child’s needs. Data reports from clinical outside providers should be shared and discussed but schools need to focus on the needs in the educational setting.

After the Evaluation

After the evaluation, the case manager or school psychologist assigned to your child will contact you. This person will coordinate a date and time for you to discuss the results of your child’s evaluation with members of the evaluation team along with at least one classroom teacher. The student’s participation is determined on an individual basis and is up to you.

The assessment results will be summarized in an evaluation report. You will receive a copy of the final report. Your child’s eligibility for special education services is determined by very specific criteria outlined by State and Federal Law.

If your child is found to meet the eligibility criteria for any of the identified educational disabilities the evaluation team will develop an Individualized Education Plan (IEP).

If your child does not qualify for special education and still struggles in school, there are other options that may be available to him or her. General education supports include:

• informal tests of academic achievement (iReady)
• direct observations
• medical services
• title services, like reading interventions
• student monitoring
• school counselors
• 504 Plans
• reading/math interventionists
• building support plans to monitor supports put in place
• mental wellness supports

Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

Federal Definition 

Assistive Technology (AT) - Wisconsin Department of Public Instruction

Don Johnston Learning Tools

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. 

Students who are Deaf and Hard of Hearing in Lake Geneva Schools who meet criteria for Hearing Impairment established in PI 11.36 in the Wisconsin Administrative Code may receive services of a teacher of the Deaf and Hard of Hearing. 

Deaf and Hard of Hearing - Wisconsin Department of Public Instruction 

The Early Childhood Special Education program provides administrative leadership and oversight for all aspects of the District’s Early Childhood Special Education (ECSE) program, including supervision and evaluation of ECSE staff, Child Find activities, professional development planning for ECSE staff, and the provision of related services. All children deserve a quality childhood so they become joyful, lifelong learners, active contributors to healthy communities, and productive members of society.  The goal of the Lake Geneva Schools Early Childhood Special Education program is to provide comprehensive screening to children ages 3-5, to evaluate children using multiple assessment measures and thus implement quality Special Education services to children who qualify for Special Education in a variety of natural environments, including Preschool Community Childcare Services.

Early Childhood Special Education - Wisconsin Department of Public Instruction

Child Find Screening

Child Find is a component of the Individuals with Disabilities Education Act (IDEA) that requires states to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education services.  Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of an Early Intervention Program (Part C) or Early Childhood Special Education (Part B) services of the Individuals with Disabilities Education Act (IDEA).  IDEA requires all states to have a "comprehensive Child Find system" to assure that all children who are in need of early intervention or special education services are located, identified, and referred. For more information go to the WI DPI website: Child Find Screening 

Lake Geneva Schools Child Find Screening

Do you have particular concerns about your child's development progress, learning needs, or need for special education services? Student Services staff are available through to answer your questions. Contact us at 348-1000, ext 1102.

NOTICE OF CHILD FIND ACTIVITY (en Español)

Lake Geneva Schools offers Developmental Screenings upon appointment throughout the school year and through participation in Kidspace. For more information, visit: Kidspace.

Special Education Services 

The Individuals with Disabilities Education Act (IDEA), states that all local education agencies (LEA) in Wisconsin must provide a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) to children age 3 to 21 who have a disability.  Children are evaluated to determine if they meet Special Education Eligibility.  Early Childhood Special education programs operate under the supervision of the Wisconsin Department of Public Instruction (DPI). Special education and related service professionals may provide consultation to staff, direct services to the child, training related to the disability, and other services that are identified in the child's Individualized Education Program (IEP).

Extended School Year (ESY) services are services provided during times when schools are otherwise not in session. ESY services are determined on an individual basis and are necessary for providing FAPE to a child (consider whether student progress made during a school year would be significantly jeopardized if student does not receive ESY during the summer) to prevent regression or to help maintain acquisition of a skill during a critical stage of learning.

Health services provide a universal or holistic health perspective related to the physical, mental and social emotional health of students. The School Nurse and health aids are responsible for coordinating and managing health needs of individual students during the school day as well as promoting health and safety for all students.

View the School Health Website

The Individuals with Disabilities Education Act (IDEA) includes occupational therapy and physical therapy as related services.  Related Services are those necessary to assist a child with a disability to benefit from special education. Federal and state laws govern the provision of school-based occupational therapy and physical therapy.

• DPI Site for School Based Occupational Therapy
• DPI Site for School Based Physical Therapy

Program modifications and supports are services or activities needed by teachers and other school personnel to provide services to students with disabilities. Special transportation is sometimes needed based on student needs.

School psychologists serve many roles in Lake Geneva Schools. They can be found observing classrooms, working on targeted skills with groups of students, testing in the one-on-one setting, and any number of other functions within a school. Parents can expect school psychologists to:

• Work directly with students, teachers, and families as part of the Student Services Team

• Participate in school-wide, systems-level work

• Hold problem-solving meetings to address concerns for individual students

• Provide social/emotional/behavioral interventions for individual students or small groups of students

• Conduct special education evaluations and collaborate with special education staff

• Serve as 504 plan coordinators, along with school counselors

• Communicate with outside service providers (therapists, psychiatrists, other clinicians)

• Support proactive strategies to promote student safety and wellness

Specially designed instruction includes instruction by a special education teacher in any of the core academic areas. Specially designed instruction adapts the content, methodology, or delivery of instruction to address the unique needs of the student.

For more information on what SDI is and who can provide it, see the newly updated DPI page on Specially Designed Instruction, which includes What is SDI and Who Can Provide it?

These are the services and supports provided to students in the general education setting to enable students to be successful in the general education environment to the maximum extent possible.

Transition services help students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals.

Transition Planning Information

Some students with disabilities may receive “specialized transportation” as part of either their Individualized Education Plan (IEP).  In order to be eligible for specialized transportation, an IEP team must determine that specialized transportation is a service that is required to assist a student with a disability to benefit from special education or is required to provide equal access to the regular education environment.

The Vision Department will provide opportunities for children and youth who are blind or visually impaired, including those with additional disabilities, to develop the skills necessary to lead vocationally, personally, socially satisfying, productive and more independent lives through the use of assistive technology, braille, expanded core curriculum, travel skills, etc. so they are community, career and college ready.