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.

Parent/Guardian Guide: Getting Help for Your Child at School

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.

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 2027. Please check back January 2027 for further details!

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. If you would like a paper copy of the Transition Guide, please contact the Special Education Department. In support of website accessibility and compliance, the guide is shared as web text rather than a PDF. 

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

In the Waunakee Community School District, we are committed to ensuring that all students, including young adults with disabilities, have the support, resources, and opportunities they need to successfully transition from school to adulthood. Our Transition Program is designed to empower students ages 14-21 as they prepare for their next steps—whether that means entering the workforce, pursuing post-secondary education, or developing essential skills for independent living.

We recognize that each student’s journey is unique, and our goal is to provide individualized pathways that align with their strengths, interests, and future aspirations. Through a collaborative approach that includes students, families, educators, and community partners, we strive to equip every young adult with the tools they need to achieve meaningful and fulfilling lives beyond high school.

Beyond 18 Program

As part of our transition services, we offer the Beyond 18 Program, a structured support system designed for students who require additional guidance as they move into adulthood. The program provides flexible pathways tailored to meet the diverse needs of our students, including:

• Employment Readiness Pathway – For students who are ready to enter the workforce directly, this pathway focuses on job exploration, workplace skills training, internships, and connections with local employers.
• Post-Secondary Education Pathway – For students planning to continue their education, this pathway offers support with college applications, disability services, career and technical education (CTE) programs, and life skills necessary for success in higher education.
• Independent Living Skills Pathway – For students who need to build essential life skills, this pathway emphasizes financial literacy, self-advocacy, and daily living skills to foster independence.

The Beyond 18 Program is designed to be flexible, allowing students to engage in one or more pathways based on their evolving goals. Our transition team works closely with each student and their family to ensure that they receive the support they need to navigate this critical time with confidence and success. This guide serves as a resource to help students and families understand the transition process, explore available services, and make informed decisions about the future. We encourage you to review the information, ask questions, and partner with us as we work together to create a smooth and successful transition to adulthood.

Welcome to the next step in your journey—we’re here to support you every step of the way!

What is transition planning?

Transition planning is the process of helping students with Individualized Education Programs (IEPs), ages 14-21, and their families think about life after high school in order to identify long-range goals and plan their high school experience. The process ensures that students gain the skills and connections they need to achieve their goals. The transition process includes detailed planning for the student’s future and all members of the IEP team should understand each step. Planning for the future is an investment in a student’s Post Secondary success and the student should be at the center of the planning process. This process is documented through the use of assessments and the online Post Secondary Transition Plan (PTP) and is a required part of the IEP once a student turns 14.

Post Secondary Transition Plan (PTP)

The PTP is a required part of the IEP starting at age 14 and focuses on transition to employment, education and independent living. A PTP is written with the IEP team, which includes the student. The PTP is a plan for how the student will make progress towards their post secondary goals.

• Consider long term goals and transition needs
• Explore other disability related supports

• Students attend all IEP meetings
• Consider employment goals and complete transition assessments
• Apply to DVR (as early as 14, and at least 2 years prior to exit)
• Apply to ADRC (as early as 17.5 and at least 6 months prior to exit)
• Explore guardianship or Supported Decision Making before age 18

• Choose long term care funding options
• Explore transition options (school/community based instruction)
• Participate in vocational training and community work experiences
• Regularly review transition goals and align services

• Meet with transition team to address transition goals
• Explore supported employment providers

• Participate in IEP planning through attending and providing input at IEP meetings
• Share information on interests, skills and hopes for the future
• Participate in assessments designed to further identify interests, skills and needs
• Be an active participant in working towards achieving goals, including attending each scheduled class time, meetings and work responsibilities 

• Share knowledge of their child's interests, strengths and needs with the team
• Participate in the IEP process, including the selection of goals
• Provide opportunities for your student to practice independent living skills at home and in the community 
• Become familiar with and assist your student with obtaining resources available in the community

• Coordinate the development, implementation and monitoring of the IEP
• Provide instruction based on goals developed by the team
• Provide opportunities to foster vocational and independent living skills in real world settings
• Complete assessments to help identify skills, interests, and challenges
• Provide referrals and supports in obtaining community services

• Become familiar with the individual needs of students
• Participate in the IEP process
• Share perspectives on skills needed in community work and independent living areas
• Assist in identifying supports that are available to the student as they transition into adulthood

Instruction and services in the Beyond 18 program are very different from a traditional school day. The focus of instruction and services is based on each individual student’s needs. So if a student is working on vocational skills, they might spend time doing job shadowing, applying for jobs and getting job coaching support once they get a job in the community. This student’s schedule will be designed based on the student’s goals, which means the student may not attend school five days per week from 8:00am to 3:30pm. Students in the Beyond 18 Program are not required to attend school for full days throughout the entire week. The IEP team works together to design the best services and supports for the student.

• Skills training in meal prep, cooking, and household maintenance
• Financial literacy and functional budgeting skills
• Recreational skill development and community exploration
• Healthy living and health management skills
• Functional technology skills
• Organizational skills
• Home and community safety

• Soft skills development
• Instruction on resume, application and new hire paperwork
• Career exploration and job search instruction
• Job development
• Placement, task analysis, and on the job training
• Consultation with employer and community support agencies

• Wellness
• Instruction on self-advocacy, self-determination, and self-reflection
• Skills to support emotional awareness and regulation
• Communication/social skills development

• Consultation with disability resource center
• Assistance with obtaining needed resources

Equal access to education is your right. The Individuals with Disabilities Education Act (IDEA) applies to high schools. Colleges must comply with the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act. What do these differences mean to you as a student?

• The school is responsible for identifying students with disabilities
• The school must provide the assessment of disability, classify disability, and involve parents
• School staff will discuss academic progress with parents or legal guardians
• The school must develop an Individual Education Program (IEP)
• The school must provide a free and appropriate education, including a modified program and appropriate related services
• The school must coordinate the provision of all services, monitor progress, and evaluate results

• The student must self-identify or disclose their disability
• The student must provide documentation of their disability to the designated office
• The student is considered an adult with privacy and confidentiality protections. Staff cannot talk with parents or legal guardians about the student's academic progress
• The student must request specific accommodations and provide supporting evidence through documentation
• The student must act as an independent adult to activate and obtain accommodations and structure weekly schedules
• The college must provide reasonable accommodations for students who qualify

• Class attendance is mandatory and monitored carefully
• Teachers will usually approach students who are having academic difficulties 
• Teachers remind students of assignment due dates
• Teachers will provide students with missed information when they are absent
• Teachers often provide extra-credit assignments to help students raise their grades
• Make-up tests or retakes are sometimes available
• Teachers present information to help the student understand the concepts

• Students are expected to follow the instructor's attendance policy as stated in the syllabus
• Students are responsible to ask the instructor for help
• Students are responsible for keeping track of their projects, assignments, and test dates
• Students must approach their instructors for information they missed when absent
• Extra-credit assignments are not necessarily given
• Make-up tests or retakes may not be an option
• Instructors may not follow the textbook, but lectures enhance the topic

• Services include individually designed instruction, modifications, and accommodations based on the IEP
• Modifications that change course outcomes may be offered based on the IEP
• Appropriate accommodations are determined by the student's IEP

College

• Reasonable accommodations may be made to provide equal access and participation
• The college is not required to lower or make substantial modifications to essential requirements
• Appropriate accommodations must be determined based on the student's disability documentation and individual need

Differences in parent or legal guardian role

High School

• Legal guidance is provided by Individuals with Disabilities Education Act (IDEA)
• Parents/Guardians must ensure their child attends school until age 18
• Periodic progress reports are given to parents
• Teachers are free to approach parents without consent from student to discuss student's progress
• The parent/guardian is the student's legal guardian
• Parents/Guardians play an active role in advocating for and with the student

College

• Legal guidance is provided by Section 504 of the Vocational Rehabilitation Act and the Americans With Disabilities Amendment Act (ADA)
• Parents/Guardians are not required to send their child to college
• No progress reports will be given to parents/guardians
• Without a release of information signed by the student, the teacher legally cannot include the parents in any part of the educational process
• The student is their own legal guardian unless there is a court order to the contrary
• The student is expected to advocate on their own behalf

Division of Vocational Rehabilitation (DVR)

The Division of Vocational Rehabilitation (DVR) is a state agency that helps individuals with disabilities prepare for, obtain, and maintain employment. Its primary purpose is to support people with disabilities in becoming independent and successful in the workforce.

DVR focuses on career exploration, job training, and employment opportunities for individuals with disabilities. For high school students, DVR provides pre-employment transition services (Pre-ETS) to help them develop skills necessary for future employment. These services may include:  

• Job exploration counseling
• Work-based learning experiences
• Workplace readiness training  
• Instruction in self-advocacy
• Postsecondary education counseling

DVR works in partnership with schools, employers, and community organizations to provide students with real-world work experiences and connections to employment opportunities.

High school students with a documented disability that impacts their ability to work may be eligible for DVR services. This includes students with an Individualized Education Program (IEP), 504 Plan, or other documented disabilities. DVR serves individuals with a wide range of disabilities, including physical, cognitive, sensory, and mental health conditions.

Students, parents, or school staff can connect with DVR in several ways:

• Through the School: Every school has a DVR counselor assigned to their school, so your child’s case manager can connect you with the DVR counselor.
• Online: Students and families can visit their state’s DVR website to learn more about services and complete a referral form at https://dwd.wisconsin.gov/dvr/referral/
• By Phone: Contact the local DVR office to speak with a counselor and start the application process.

Early involvement with DVR can help students explore career options, gain work experience, and transition successfully into employment or further training after high school.

Aging and Disability Resource Center (ADRC)

The Aging and Disability Resource Center (ADRC) plays a vital role in supporting high school students with disabilities as they transition to adulthood. The ADRC provides information, resources, and support to help students and families plan for life after high school, including education, employment, independent living, and community participation. The ADRC provides a variety of services to students:  

• Benefits Counseling: Assistance with understanding and applying for Social Security (SSI/SSDI), Medicaid, and other public benefits.
• Long-Term Care Options: Information on programs such as the Children’s Long-Term Support (CLTS) waiver and Family Care and IRIS programs for adults.
• Guardianship and Decision-Making Support: Guidance on supported decision-making agreements, guardianship, and power of attorney options.
• Independent Living Resources: Information on housing, transportation, and assistive technology to support community living.
• Advocacy and Referral Services: Support for self-advocacy and connections to community organizations that provide additional resources.

By proactively working with the ADRC, students with disabilities and their families can better navigate the transition to adulthood and access the supports they need for a successful future. Many services, such as long-term care programs, have waitlists or eligibility requirements that take time to process. Ideally, families should connect with the ADRC by age 17.5 to ensure a smooth transition to adult services at age 18.

Living Our Visions Inclusively (LOV Inc.)

Living Our Vision Inclusively (LOV Inc.) is a nonprofit organization dedicated to fostering inclusive communities where individuals with disabilities can thrive. Based in Wisconsin, LOV Inc. focuses on supporting people with disabilities and their families by promoting self-determination, social connections, and access to community resources. For students transitioning from high school to adulthood, LOV Inc. provides valuable resources and support, including:

• Self-Advocacy & Leadership Development: Programs that empower young adults with disabilities to make informed decisions about their futures.
• Community & Social Engagement: Opportunities to build relationships and participate in inclusive community activities.
• Independent Living Support: Guidance on housing, transportation, and daily living skills to enhance independence.
• Employment & Postsecondary Education Resources: Assistance in exploring job opportunities, vocational training, and continuing education options.
• Family & Caregiver Support: Information and networking opportunities for families navigating the transition process.

LOV Inc. helps ensure that young adults with disabilities have the support and connections they need to lead fulfilling, self-directed lives.

Children and Youth with Special Health Care Needs (CYSHCN)

Children and Youth with Special Health Care Needs (CYSHCN) provides essential support for students with disabilities as they transition from high school to adulthood. Their services focus on helping young adults and their families navigate education, employment, healthcare, and independent living. Key resources include:

• Healthcare Coordination: Assistance with accessing adult healthcare providers, managing medical needs, and understanding insurance coverage.
• Employment Support: Connections to job training, vocational rehabilitation, and workplace accommodations.
• Independent Living Resources: Information on housing options, transportation, financial planning, and self-advocacy skills.
• Family Support and Advocacy: Workshops, peer support, and referrals to community resources to help families support their child’s transition.

CYSHCN collaborates with schools, healthcare providers, and community organizations to ensure a smooth and successful transition to adulthood for students with special health care needs.

Access for Independence

Access for Independence provides support and resources to students with disabilities as they transition from school to adulthood. Their services include independent living skills training, advocacy, peer support, and assistance with accessing community resources. They help students develop skills for employment, education, housing, and daily living while promoting self-determination and inclusion. Additionally, they offer assistive technology services and guidance on navigating disability-related benefits and accommodations.

There are several supported employment providers in Dane County, WI, that assist students with disabilities as they transition from high school to adulthood.

1. MARC, Inc. (Madison Area Rehabilitation Centers) – MARC provides supported employment services for adults with developmental disabilities in multiple locations across Dane County. Their programs focus on skill-building, personal development, and community inclusion, helping individuals gain and maintain employment in various settings. Contact: MARC, Inc via. www.volunteeryourtime.org

2. Integrated Community Work (ICW) – ICW has been serving Dane County for over 30 years, offering person-centered employment services. They collaborate with schools to help new graduates transition into the workforce and maintain relationships with local employers. Their staff provides ongoing support to individuals in their careers and community engagement. Contact: ICW via icwinc.org

3. Mobility Training & Independent Living Program (MTILP, Inc.) – This organization provides a Supported Employment Program that helps individuals with disabilities find and maintain jobs. Services include vocational assessment, job development, placement, and ongoing training and support. They also work with employers to ensure successful job matches and workplace integration. Contact: MTILP, Inc. via mtilp.net

Dane County offers several long-term care programs for adults with disabilities and older adults who require ongoing support. These programs, administered through Wisconsin’s Department of Health Services, help individuals live as independently as possible while receiving necessary care. The primary options include IRIS (Include, Respect, I Self-Direct), Family Care, and Family Care Partnership.

IRIS (Include, Respect, I Self-Direct)

IRIS is a self-directed long-term care program that allows eligible individuals to design and manage their own care plan within a budget. Participants work with an IRIS consultant to develop a plan that meets their needs, including hiring caregivers, purchasing necessary equipment, and arranging services such as transportation or home modifications. IRIS provides flexibility and choice, but participants take on more responsibility for managing their care.

Family Care

Family Care is a managed care program that provides long-term services and supports through a Managed Care Organization (MCO). Members work with a care team, including a care manager and a nurse, to develop a care plan that ensures they receive necessary services while maintaining as much independence as possible. Services can include in-home care, personal assistance, transportation, meal delivery, and therapy. Family Care emphasizes cost-effectiveness and quality care while relieving participants of the administrative responsibilities found in IRIS.

Family Care Partnership

Family Care Partnership is an integrated health and long-term care program that combines Family Care’s long-term support services with comprehensive medical care and prescription drug coverage. It is a Medicaid program that includes primary and acute medical care, along with home and community-based services. Participants have access to a care team, including a nurse practitioner, social worker, and medical providers, ensuring coordinated care across all aspects of health and support needs. This program is ideal for individuals with complex medical conditions who need a more intensive level of care coordination.

To qualify for these programs, individuals must be adults (18+), meet functional and financial eligibility requirements, and require long-term care services. Enrollment typically begins with an assessment through the Aging and Disability Resource Center (ADRC) of Dane County, which helps individuals determine their eligibility and select the most suitable program.

Each program offers unique benefits based on the individual’s preference for self-direction, need for medical care coordination, and level of support required.

Supported Decision-Making (SDM) agreements and guardianship are two legal approaches that help individuals with disabilities manage their decisions, but they differ significantly in terms of autonomy, legal authority, and flexibility. Below is a comparison of the two:

Similarities Between Supported Decision-Making and Guardianship:

1. Assist Individuals with Disabilities – Both SDM agreements and guardianship exist to help individuals who may have difficulty making certain decisions due to a disability.

2. Involve Support from Others – In both cases, a person (or group of people) assists the individual in decision-making.

3. Can Address Multiple Areas of Life – Both can involve decision-making in education, healthcare, finances, and daily living.

Supported Decision-Making

• The individual retains all legal rights and makes their own decisions with support from trusted advisors
• SDM is a voluntary agreement and does not require a court process. The individual chooses their supporters
• The individual makes the final decision, even with input from their supporters
• The agreement can be adjusted or ended at any time
• Focuses on empowering the individual with guidance and assistance

Guardianship

• The guardian is given legal authority to make decisions on behalf of the individual, potentially limiting their autonomy. 
• Guardianship is a legal process requiring a court order. The court appoints a guardian
• The guardian has the legal authority to make decisions, and the individual may not have the final say
• Guardianship can only be modified or terminated through the court process
• Can be limited or full, meaning the guardian might control all aspects of the individual's life

Is One Better Than the Other? It depends on the individual’s needs:

• SDM is often preferred when an individual has the capacity to make decisions but benefits from support and guidance. It promotes self-determination and independence while still allowing the individual to receive help.
• Guardianship may be necessary when an individual lacks the ability to make informed decisions due to significant cognitive or developmental disabilities, severe mental illness, or other impairments. It provides a legal safety net for individuals who are unable to protect themselves from harm or exploitation.

Whenever possible, Supported Decision-Making is considered the least restrictive option, aligning with the philosophy that individuals with disabilities should have the maximum possible control over their own lives. Guardianship should be considered only when no less restrictive alternative can adequately support the individual’s needs.

The Social Security Income (SSI) disability programs provide assistance to people with disabilities. Both children and adults can qualify for SSI if they are found eligible. The Aging and Disability Resource Center is a great place to start if you need support while applying for SSI on behalf of your child.

In Wisconsin, families seeking Supplemental Security Income (SSI) benefits for a child with a disability must go through a multi-step process with the Social Security Administration (SSA). Here’s a step-by-step guide to help navigate the process:

Step 1: General Information

To qualify for SSI benefits, the child must meet both medical and financial eligibility criteria.

A. Medical Eligibility (Disability Determination) The child must:

• Be under 18 years old.
• Have a physical or mental condition that:
  • Seriously limits their ability to perform daily activities.
  • Has lasted or is expected to last at least 12 months or result in death.
• The condition must be listed in the SSA’s Listing of Impairments or be as severe as a listed condition.

B. Financial Eligibility (Income & Resources)

• Parent’s income & assets are considered (if the child lives at home).
• In 2024, a two-parent household must have countable income below approximately $4,273/ month (for one eligible child).
• The family’s total countable resources must be below $2,000 (child) or $3,000 (if two parents are married).

Note: Some income and assets, such as the family’s primary home and one vehicle, are not counted.

Step 2: Gather Documentation

Before applying, gather the following:

• Medical records (doctor’s notes, diagnoses, hospital visits, therapy reports, school evaluations).
• IEP or 504 Plan (if applicable).
• School records (standardized test scores, teacher observations, special education reports).
• Parent and child’s Social Security numbers.
• Birth certificate.
• Financial documents (pay stubs, bank statements, tax returns).

Step 3: Apply for SSI Benefits

You can apply in the following ways:

• Start Online (Recommended)
• Begin the Child Disability Report at the SSA website: www.ssa.gov.
• This form collects details about the child’s condition and how it impacts daily life.
• Complete the Application Over the Phone or In-Person
• Call 1-800-772-1213 (TTY: 1-800-325-0778) to schedule an appointment.
• Visit a local Social Security office

Step 4: Disability Determination Process

After applying, the case is sent to the Wisconsin Disability Determination Bureau (DDB). This state agency:

• Reviews medical evidence.
• May request additional medical exams (free of charge).
• Consults with doctors and specialists to determine if the child meets the disability criteria.

Processing Time: The decision usually takes 3 to 6 months, depending on case complexity.

Step 5: Receive a Decision

• Approval: The family will receive a notice with benefit details and the monthly payment amount.
• Denial: Families have the right to appeal within 60 days.

Appeals Process:

1. Reconsideration: Request a review if you disagree with the decision.

2. Hearing with an Administrative Law Judge (ALJ): If reconsideration is denied.

3. Further Appeals: Cases can go to the Appeals Council or Federal Court if necessary.

Step 6: Maintain Eligibility & Report Changes

Once approved:

• Report changes in income, assets, or medical condition to SSA.
• Participate in periodic reviews to confirm the child still qualifies.
• Consider additional support programs like Medicaid (SSI recipients in WI typically qualify for BadgerCare Plus).

Determine Eligibility for a Child Age 18 or Older

1. Medical Eligibility Uses Adult Disability Standards  

• Before 18, a child qualifies for SSI if their condition severely limits their ability to function in age-appropriate activities.
• After 18, the student must meet adult disability criteria, which require proving they cannot engage in substantial gainful activity (SGA) due to their condition.

SGA Limit (2024): If the individual earns more than $1,550/month from work, they generally won’t qualify.

The SSA’s Listing of Impairments is now used to assess disability under adult standards.

2. Parent’s Income & Assets No Longer Count

Before turning 18, a child’s SSI eligibility is based on their parent(s)’ income and resources.

• At 18, only the young adult’s own income and assets are considered.
• This means a student who was previously ineligible due to parental income may now qualify.

Resource Limits:

• Must have less than $2,000 in countable assets (e.g., cash, bank accounts, stocks).
• Certain assets like a primary home, one vehicle, and ABLE accounts are not counted.

3. Age-18 Redetermination (If Already on SSI as a Child)

• If a student already receives SSI, the Social Security Administration (SSA) automatically reviews their case after they turn 18.
• This Age-18 Redetermination checks if the individual still qualifies under adult disability rules.
• Possible Outcomes:
  • Continued SSI benefits if they meet the new criteria.
  • Loss of benefits if SSA determines they no longer meet the adult disability standard.
• Appealing a Denial: If benefits stop, the young adult can appeal within 60 days and may request continuation of benefits while appealing.

4. Age 18 Determination (If not already on SSI as a child)

• Apply Online or Schedule an Appointment
  • Online: www.ssa.gov
  • Phone: 1-800-772-1213
  • In-person: Local SSA office
• Gather Documentation
  • Medical records, IEP/504 Plan, psychological evaluations
  • Proof of income and assets
  • Work history (if applicable)
• Disability Determination Process
  • The Wisconsin Disability Determination Bureau (DDB) reviews the case.
  • The process takes 3 to 6 months.

5. Student Earned Income Exclusion (SEIE) Encourages Work

• If the individual is still a student (high school, college, vocational training), they can earn up to $2,290/month (up to $9,230/year in 2024) without affecting SSI payments.
• This allows students to work part-time while still receiving benefits.

6. Ticket to Work & Vocational Rehabilitation

• Once 18, individuals can enroll in Ticket to Work programs, which provide job training, education, and career planning while keeping benefits.
• Wisconsin’s Division of Vocational Rehabilitation (DVR) offers additional support for job placement.

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. Wednesday, March 11, 2026

5pm - 7pm

at Waunakee High School

A meal will be provided, so we would appreciate it if you RSVP here.

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.

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