If you would like a paper copy of the Parent/Guardian Guide: Getting Help for Your Child at School, please contact the Special Education Department. In support of website accessibility and compliance, the guide is shared as web text rather than as a PDF.

Welcome to the Parent/Guardian Guide: Getting Help for Your Child at School. As parents/guardians/caregivers, you play a crucial role in your child’s education, and the District works in partnership with you to support your child in both academics and social emotional learning. Together, we work as a team to ensure the best outcomes for your child. We understand that the world of education can be filled with acronyms and jargon, so we have included a glossary at the end of this guide for your reference.

The District has a Multi-Tiered System of Support (MTSS) for students. This means that students are able to receive the support they need as part of their daily educational programming. The District provides three Tiers of support in both academics and social emotional learning. Tier 1 is the general education curriculum that all students can access. Tier 2 supports are provided for students who may have academic or social emotional challenges that need some additional intervention or support. Tier 3 supports are for students who need additional, more intensive support in order to be successful in school. It is important to note that Tier 3 is not synonymous with special education. MTSS does not function as a step ladder to special education. If a student is making progress in a Tier 3 intervention, he/she may continue in that intervention.

The District uses both academic and social emotional learning data to determine whether or not a child needs additional support. Parents/guardians/caregivers are always notified if their child is being recommended to work in a small intervention group for academics or social emotional learning.

If you have academic or social emotional concerns about your child, reach out to your child's teacher and ask if your child has been identified for an intervention group. If he/she has not been identified as needing additional support, it could meant that your child has scored in the average range on district assessments and therefore does not qualify to be part of an intervention group. 

When you have a concern about your child at school, the first step is to reach out to your child’s teacher. They can provide insights into your child’s daily experiences and may be able to offer immediate support or guidance. If your concern persists or requires further attention, you can contact the building principal, who can help you connect with the appropriate school staff member. Student concerns related to academics, behavior and social emotional functioning can all be discussed with your child’s teacher. Each school has a student services team consisting of a school social worker, a school counselor, and a school psychologist, who can follow up with you, gather more information, and suggest next steps.

For academic support, each building has reading and math interventionists who work with small groups of students needing supplemental instruction. Criteria, including assessment data and teacher observations, exists for students to enter these interventions. Similarly, for behavioral support, the student services team collaborates with classroom teachers to implement strategies that best support the student. The student services team also offers small group social skills instruction based on individual student needs.

If your child needs support in social-emotional learning, the student services team can provide small group or one-on-one instruction tailored to your child's needs. For example, they may run groups related to anxiety, self-regulation or coping strategies. If despite these interventions, you feel that your child’s behavior or social emotional needs are significant, you can discuss with the student services team what the best next steps should for your child.

If you believe your child has a disability, the best person to reach out to is the school psychologist at your child’s school. School Psychologists coordinate all special education evaluations for their school, so they can help you decide on whether or not to make a formal referral for a special education evaluation for your child.

If you would like the District to do an evaluation to determine if your child has a disability, there are two types of evaluations that can be done. A special education referral can be done that will help determine if your child has a disability and if your child needs specialized instruction in order to be successful in school. The second type of evaluation is a Section 504 evaluation, which also determines whether or not your child has a disability, and whether or not they need a Section 504 Accommodation Plan. 

If your child’s doctor has a concern about your child’s development, the best next step is to reach out to your child’s teacher, as well as the school psychologist at your child’s school. Often medical professionals suggest that the school provide special education services, without understanding the process required to qualify for special education services. It’s important to understand that even if a doctor suggests that your child has a disability and needs school-based services, the District is still required to do an evaluation and determine, based on the state criteria, if your child is eligible for special education services or not.

If your child attends a private school in the Waunakee Community School District boundaries, the District is responsible for evaluating your child if you believe they have a disability. However, the District is not required to provide special education services in a private school setting, so in order to receive most special education services, your child must attend a public school. The one exception to this rule, is if your child has a speech/language disability, then the District will provide that one service in the private school setting.

If you have a concern about your child who is currently 3 or 4 years old and does not attend school yet, you should reach out to the Director of Special Education for the District, so that she can connect you with the appropriate staff members. If your child is younger than 3 years old and receives county Birth to Three Services, the Birth to Three providers will do a special education referral to the District prior to your child turning 3 if they believe they will continue to need services when they turn 3. The District starts providing special education services to students beginning at age 3, assuming the child has met the state criteria for a category of special education.

1. Contact the School Psychologist: Reach out to the School Psychologist at your child’s school to express your concerns and inquire about the referral process.
2. Parental Rights: Understand that parents/guardians have the right to refer their child for a special education evaluation at any time.
3. Special Education Referral Form: Be prepared to share information about the concerns you have for your child, including the following:
a. Why you believe your child has a disability
b. Specific areas of concern (e.g., academics, communication, social emotional learning,
 physical health, vision, hearing, fine motor or gross motor)
c. Any outside services your child has received (e.g., medical providers, tutors)
4. IEP Team Formation:
Once the referral is submitted, the School Psychologist will assemble an Individual Education
Program (IEP) team (including the parent/guardian, LEA (Local Education Agency) representative, regular and special education teachers, and related service providers if needed). 
5. Review of Existing Data: The IEP team will hold a short meeting to discuss what assessments are needed for your child’s evaluation.
6. Assessment Process: After the Review of Existing Data meeting, you will receive a consent form to sign so that the District can legally administer the assessments that are part of the evaluation. Assessments may require multiple testing sessions, and your child may be removed from class for these testing sessions. Other forms of testing can include rating scales that caregivers and teachers complete as well.
7. Consent Form: Once you sign the consent form so that the District can administer assessments, the District has 60 calendar days to complete the assessments and hold an evaluation meeting.
8. Eligibility Determination Meeting: Within 60 calendar days of receiving signed consent for testing, the Individualized Education Program (IEP) team holds an eligibility determination meeting to review the evaluation results and determine if your child has a disability and needs special education services.

1. Educational Autism: Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction. It can adversely affect educational performance and is often characterized by repetitive behaviors, resistance to environmental change or change in
daily routines, and unusual responses to sensory experiences.
2. Blind and Visually Impaired: Visual impairment, including blindness, refers to an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
3. Deaf and Hard of Hearing: Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects educational performance. Hard of hearing means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness.
4. Deafblind: Deafblindness means having both hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
5. Emotional Behavioral Disability: An Emotional Behavioral Disability can encompass a broad range of behavioral and mental health conditions that significantly impact a student’s ability to function in the school setting.
6. Intellectual Disability: Intellectual disability means significantly low general intellectual functioning, existing with deficits in adaptive behavior that adversely affects a child’s educational performance.
7. Orthopedic Impairment: Orthopedic impairment means a severe orthopedic impairment that
adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and
impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause
contractures).
8. Other Health Impairment: Other health impairment means having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems.
9. Significant Developmental Delay: Significant Developmental Delay is a disability characterized by significant delays in 2 or more of the following areas:
» Gross or Fine Motor Skills
» Cognitive ability
» Communication
» Emotional deficits
» Adaptive skill deficits
10. Specific Learning Disability: Specific learning disability refers to a disorder, or significant delay, in learning academic skills in reading, math, written language or listening comprehension.
11. Speech and Language: Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child’s educational performance.
12. Traumatic Brain Injury: Traumatic brain injury refers to an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. 

In Wisconsin, specific criteria are established for each disability area by the State. The IEP team carefully considers the data gathered during the evaluation process to determine if your child meets the eligibility criteria in any of the disability areas. If your child is found eligible, the team then collaborates to develop an Individualized Education Program (IEP). The IEP document outlines the services and supports that the school will provide to meet your child’s unique educational needs. 

1. Present Levels of Academic Achievement and Functional Performance: This section outlines your child’s current performance levels, including strengths and needs. It includes academic data and information related to your child’s functional performance, which includes their social emotional functioning, as well as their ability to function successfully in the school setting.
2. Disability Related Needs: Based on the present levels, this part of the IEP identifies specific areas where your child requires support or improvement. It highlights the educational needs that will be addressed through the IEP.
3. Measurable Annual Goals: Goals are specific, measurable objectives that address your child’s needs. They are designed to help your child make progress in areas of academic achievement and functional performance. Goals are tailored to your child’s unique needs and abilities.
4. Special Education Services: This section outlines the special education services and supports your child will receive to help them achieve their goals. It may include specialized instruction, related services, accommodations, and modifications.
5. Test Accommodations: This section details any accommodations your child will receive for assessments. These accommodations are designed to ensure that your child can demonstrate their knowledge and skills on tests.
6. Transition Plan: For students age 14 and older, this section outlines the transition services and activities that will help your child prepare for life after high school. It includes goals related to post-secondary education, employment, and independent living.
7. Behavior Support Plan: If your child requires behavior support, this section outlines strategies and interventions to address challenging behaviors and support positive behavior in school.

An IEP team meets on an annual basis. This is a time where you will talk very specifically with your student’s teachers and specialists about how your child is doing at school, in the community, and at
home. It is a time to discuss your child’s strengths, challenges, changes in behavior, home life, medications, or outside diagnoses. You will work with the IEP team on creating an IEP that will best support your child. The team’s goal is to work with you to provide the best possible services and supports to meet your child’s needs. It is also important to know that an IEP team can reconvene at any time during the school year per your request or anyone on the team’s request.

An Individualized Education Program (IEP) meeting is an important opportunity to collaborate with your child’s school team to ensure your child receives the support they need. Here are some steps to help you prepare for the meeting:
1. Reflect on Your Child’s Strengths, Interests, and Challenges: Consider what your child excels at,
what they enjoy, and where they may need extra support.
2. Current Goals and Skills: Reflect on your child’s current goals and skills.
3. Review Current IEP and Progress Reports: Familiarize yourself with your child’s current IEP, including their needs, goals, and services.
4. List of Discussion Items: Make a list of topics you want to discuss at the meeting, including any questions, concerns, or suggestions you may have.
5. Consider IEP Team Members: Think about who you want to invite to the meeting. You have the option to include other adults who have knowledge of your child’s needs or who can provide support.
6. Notify the School: If you plan to invite someone from outside the school, such as a friend, relative, or outside provider, inform the school in advance.
7. Discuss the Meeting with Your Child: If your child will attend the meeting, talk to them about what to expect and what will be discussed. Encourage your child to share their thoughts and feelings.

Once your child is in the special education program, your child will have a reevaluation meeting every three years. During this time, your child’s special education teacher will talk with you about doing specific testing in your child’s identified areas of need to look at his or her progress over time. This will help the special education teachers and specialists have a clear and updated vision of your child’s current skills and set new goals based on this data. As part of the reevaluation process, the team will also review the data that was collected during the reevaluation to decide if your child continues to meet the criteria for their area of disability and whether or not they continue to need special education services.

If you disagree with your child’s IEP team, it’s important to remember that you are an integral member of the team, and your opinion is valuable. During the IEP meeting, if there is a decision you do not agree with, you can request to schedule another meeting to discuss the concern that needs to be addressed. It’s also within your rights to ask to include the Director of Special Education in the meeting, as she can provide additional insights and support. You may also consider adding an advocate to your team; advocates can offer guidance and support throughout the process. The Wisconsin Special Education Mediation System is also available to help resolve disagreements when a resolution cannot be reached. While parents play a crucial role in the decision-making process, the Local Education Agency (LEA) representative on the IEP team makes the final decisions if the team cannot come to consensus.

Every three years, the IEP team will reevaluate your child to determine if they are still eligible for services. If your child no longer meets the state criteria for special education, they may exit the program. However, if you feel that your child’s needs have changed significantly, you can request a reevaluation at any time. Generally, the District does not conduct reevaluations if the student has been reevaluated in the last 12 months. It’s also important to know that as a parent, you have the right to remove your child from special education services at any time, even if they still qualify for special education services. Your child’s well-being and educational success are the top priorities, and decisions regarding their special education services should be made with their best interests in
mind.

IEP plans include specialized instruction and measurable goals.

Section 504 Plans focus on removing barriers and providing accommodations in general education settings but do not include specialized instruction.

Procedural Safeguards  (English)   Procedural Safeguards (Spanish)

Special Education and the Physician

Introduction to Special Education

Special Education Evaluation Timeline

Parent Support Groups

The District provides excellent services for students with disabilities in the following areas: 

• Autism
• Blind and Visually Impaired
• Deaf and Hard of Hearing
• Deafblind
• Emotional Behavioral Disability
• Intellectual Disability
• Orthopedic Impairment
• Other Health Impairment
• Significant Developmental Delay
• Specific Learning Disabilities
• Speech and Language
• Traumatic Brain Injury

Autism Resources

• Autism Society of Wisconsin
• National Autism Association

Many parents ask about how the District works with students with Dyslexia. Dyslexia is one type of reading disability. Please keep in mind that even if a student has a medical diagnosis of Dyslexia, the student still has to meet the state criteria for a specific disability area.  The Wisconsin Department of Public Instruction recently created the Dyslexia Guidebook with some excellent resources.

Please refer to the Parent/Guardian Guide: Getting Help for Your Child at School for more information.

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.

Many families ask about the difference between a Section 504 Plan and an Individualized Education Plan (IEP). A Section 504 plan specifically outlines accommodations a student needs to be successful in the regular education setting. An IEP outlines goals the student needs to meet, includes specialized instruction from a special education teacher, and accommodations the student needs in the regular education classroom.  

If you have further questions about Section 504 or would like to inquire about how to refer your child for a Section 504 evaluation, please reach out to the school psychologist in your child’s school or reach out to the Director of Special Education.
 
Section 504 is overseen by the Office of Civil Rights and they have a wealth of information on their website if you would like to read more about Section 504.

Every year, the Waunakee Community School District holds an event to screen children ages 3-5 years old for disabilities. If you have a concern about your child's development, including their fine motor skills, gross motor skills, speech/language skills or behavioral concerns, please plan to attend this event. 

The next Early Learner Screening is scheduled for February 5, 2026 at Heritage Elementary School. Registration is live! Please sign up here!

Students with special education needs are legally eligible to stay in school until age 21.  Some students with more significant disabilities benefit from transitional services that help them move into adult settings, which could include work or school-based settings.

This resource was written by the Special Education department at Waunakee Community School District.

Transition Guide: Moving from Student to Adulthood
Transition Guide: Moving from Student to Adulthood (Spanish)

Many agencies are involved in supporting students with special needs, including:
Division of Vocational Rehabilitation (DVR)
DVR Online Application
Aging and Disability Resource Center
Access to Independence
Family Support and Resource Center

Embark on the journey of planning after high school for students with disabilities.  Discover and network with various community and educational agencies as you and your child plan for life after high school. March 2026

More information to come soon!

Coming soon!

Sessions: Choose 3 of the following 30 minute sessions

Madison Area Technical College:  Disability Resource Center 
Learn about the process for requesting accommodations at the college level and how MATC supports students with disabilities.

The Cutting Edge Program at Edgewood College
Learn about this unique program designed for students with disabilities to have a college experience, while still receiving daily support services. 

Aging Disabilities Resource Center (ADRC) 
The ADRC of Dane County is a great resource if you are trying to navigate the system of long term supports for your child with disabilities.  They also have a wealth of information and resources when it comes to other community based resources for students and adults with disabilities. 

Project Search at Sauk Prairie Healthcare
Learn about a unique program designed as an integrated employment opportunity for students with disabilities.  Project Search partners with school districts to provide a supported work environment, with a goal of employment beyond high school. 

Department of Vocational Rehabilitation (DVR)
DVR is an employment program that helps people with disabilities find jobs and get the support they need while on the job.  Students can enroll in DVR while they are in high school to begin accessing services.

Disability Rights Lawyer
Learn more from an attorney who represents parents and children with disabilities in a variety of matters, including guardianship.

For more information, please contact: 
Jerod Boyd, 6-12 Special Education Coordinator
Phone: 608-513-8319
Email: jerodboyd@waunakee.k12.wi.us