1% Rule
Only students with the most significant cognitive disabilities may participate in the alternate assessment (DLM), and no student should take the alternate assessment unless they are also participating in the alternate academic achievement standards (Wisconsin Essential Elements). 34 CFR 200.6(a)(2)(ii)(B). In Wisconsin, a student with the most significant cognitive disability is defined as:
● typically characterized as functioning at least two and a half to three standard deviations below the mean in both adaptive behavior and cognitive functioning;
and
● performs substantially below grade level expectations on the academic content standards for the grade in which they are enrolled, even with the use of adaptations and accommodations; and
● a student who requires extensive, direct individualized instruction and substantial supports to achieve measurable gains, across all content areas and settings.
- One Percent (1%) Participation Threshold | Wisconsin Department of Public Instruction
● typically characterized as functioning at least two and a half to three standard deviations below the mean in both adaptive behavior and cognitive functioning;
and
● performs substantially below grade level expectations on the academic content standards for the grade in which they are enrolled, even with the use of adaptations and accommodations; and
● a student who requires extensive, direct individualized instruction and substantial supports to achieve measurable gains, across all content areas and settings.
- One Percent (1%) Participation Threshold | Wisconsin Department of Public Instruction
Types of Disabilities
Intellectual Disability (ID)
Intellectual disability means significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills and manifested during the developmental period that adversely affects the child's educational performance.
Note: A reference in the regulations to cognitive disability shall be considered to be a reference to an intellectual disability and a reference in the regulations to the cognitively disabled or individuals who are cognitively disabled shall be considered a reference to individuals with intellectual disabilities.
The statewide child count data as of October 2015, indicated there were approximately 8,283 students with ID.
Students with an Intellectual Disability are educated using a variety of educational program options according to the individual needs of each student and their least restrictive environments. It is up to the IEP team to decide what the least restrictive environment is for each individual student.
Students with ID may be taught using the Wisconsin Model Academic standards with adaptations and modifications or might be taught using the Wisconsin Essential Elements.
It is an IEP team decision about which standards are most appropriate for the student. There is guidance for determining participation in the general education standards and curriculum.
Note: A reference in the regulations to cognitive disability shall be considered to be a reference to an intellectual disability and a reference in the regulations to the cognitively disabled or individuals who are cognitively disabled shall be considered a reference to individuals with intellectual disabilities.
The statewide child count data as of October 2015, indicated there were approximately 8,283 students with ID.
Students with an Intellectual Disability are educated using a variety of educational program options according to the individual needs of each student and their least restrictive environments. It is up to the IEP team to decide what the least restrictive environment is for each individual student.
Students with ID may be taught using the Wisconsin Model Academic standards with adaptations and modifications or might be taught using the Wisconsin Essential Elements.
It is an IEP team decision about which standards are most appropriate for the student. There is guidance for determining participation in the general education standards and curriculum.
Law about ID can be found at: docs.legis.wisconsin.gov/code/admin_code/pi/11/36/1
Other Health Impairment (OHI)
Other health impairment means having limited strength, vitality or alertness, due to chronic or acute health problems. The term includes but is not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, or acquired injuries to the brain caused by internal occurrences or degenerative conditions, which adversely affects a child's educational performance. PI 11.36 (10), Wis. Admin. Code
Website for form: OHI_CRITERIA_WORKSHEET.pdf (wi.gov)
Website for form: OHI_CRITERIA_WORKSHEET.pdf (wi.gov)
Specific Learning Disability (SLD)
Specific learning disability pursuant to s. 115.76 (5) (a) 10., Stats., means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. PI 11.36 (6)(a), Wis. Admin. Code
Website: Specific Learning Disabilities | Wisconsin Department of Public Instruction
Website: Specific Learning Disabilities | Wisconsin Department of Public Instruction
Autism
Autism means a developmental disability significantly affecting a child's social interaction and verbal and nonverbal communication, generally evident before age 3, that adversely affects learning and educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. PI 11.36 (8)(a), Wis. Admin. Code
Website: Autism | Wisconsin Department of Public Instruction
Autism Resources
Autism Professional Learning & Universal Support Project | Resources (autismplusil.org)
autismcollegeandcareer.com/resources-students-young-adults
Website: Autism | Wisconsin Department of Public Instruction
Autism Resources
Autism Professional Learning & Universal Support Project | Resources (autismplusil.org)
autismcollegeandcareer.com/resources-students-young-adults
