Special Education
Special Education

Jenny Borst
Director of Elementary Teaching and Learning
920-262-1460 Ext. 3231

borstj@watertown.k12.wi.us

 

 


 

Erin Meyer
Director of Secondary Teaching and Learning
920-262-1460 Ext. 3207
meyere@watertown.k12.wi.us

Tricia Rickert
Administrative Assistant
920-262-1460 Ext. 3208
rickertt@watertown.k12.wi.us

Wisconsin’s rule for identifying students with specific learning disabilities (SLD) has changed.  No later than December 1, 2013, all initial SLD evaluations of public school students will use information from interventions to make eligibility decisions.

Beginning on December 1, 2013, initial SLD evaluations at all Watertown public schools will begin using information from a student’s response to intensive, scientific research-based or evidence-based interventions when making special education eligibility decisions.

If you have any questions or would like more information contact the Special Education Team at 920-262-1460.

 

Watertown Unified School District

Special Education

The Watertown Unified School District provides services to children with disabilities and their families. Students, ages 3-21, are eligible for services in a variety of disability areas. These include:

  • Autism
  • Deafblind
  • Emotional Behavioral Disability
  • Hearing
  • Intellectual Disability
  • Other Health Impairment
  • Orthopedic Impairment
  • Significant Developmental Delay
  • Specific Learning Disability
  • Speech and Language
  • Traumatic Brain Injury
  • Vision

Additional information on each of these disabilities and the criteria for eligibility can be found on the WI Department of Special Education;  http://sped.dpi.wi.gov/sped_eligibility

Once it is determined that a student is eligible for services, a team is establish to develop an Individual Education Plan (IEP) for the student. Regardless of which school a student is at, services designed to meet individual needs are available. These services are based upon a philosophy of integrated service delivery. This means that special educators work in collaboration with general educators to meet the needs of all students

Parent/s and guardians are an integral part of the IEP team. Careful consideration is given to their input and concerns about the child's education. Parents and guardians will be given written notice of all IEP team meetings and in addition will need to give consent for any evaluations and services.

Many other professionals provide related services to students with disabilities including Occupational Therapists, Physical Therapists, Certified Occupational Therapy Assistants, Counselors, School Psychologists, School Social Workers, School Nurses, Hearing Interpreters, Orientation and Mobility Specialist, and Speech and Language Pathologists. Related services are provided to assist a child with a disability to benefit from special education and meet their IEP goals. The amount and frequency of these services are determined by the IEP team. 

 

School Based Physical Therapy

Physical therapy is a related service provided to assist a child with a disability to benefit from special education. School physical therapy focuses on a child's ability to move as independently as possible in the school environment. The school physical therapist evaluates the child's ability to move throughout the school and to participate in classroom activities.  http://sped.dpi.wi.gov/sped_phy_ther

 

School Based Occupational Therapy
 

Schools provide occupational therapy when a child with a disability requires this related service to assist the child to benefit from special education. Occupational therapists use purposeful activity to facilitate a child's active participation in self-maintenance; academic and vocational pursuits; and play or leisure activities that occur in school environments. Using direct and indirect services, as well as assistive technology and environmental modifications, school occupational therapists collaborate with parents, teachers and other educational staff to help implement a child's special education program. For information about occupational therapy in Wisconsin Administrative Code, please see chapters PI 11.24 and OT 1 through 5.  http://sped.dpi.wi.gov/sped_occ_ther

 

Transition Services for Students with DisabilitiesBetween the Ages of 18 and 21

 

According to Wisconsin State Law, beginning at the age of 14, a student's Individualized Education Program (IEP) must contain a statement of Transition Services. This must include measurable postsecondary goals (based upon age-appropriate transition assessment) related to training, education, employment, and where appropriate, independent living skills. These goals should take into account the student's strengths, preferences, and interests.

A description of services including courses of study needed to assist the student in reaching the goals and other coordinated activities should be included. Services may include instruction, related services, community experience, integrated employment including supported employment, development of employment and other post-school adult living objectives, functional vocational evaluations, and if appropriate, the acquisition of daily living skills.

Effective transition planning is important because it helps students achieve their dreams, prevents dropout, increases graduation rates, increases enrollment in postsecondary education, and improves employment rates (source: Wisconsin Statewide Transition Initiative). 

  • Watertown Unified School District
  • 111 Dodge St.,
  • Watertown, WI 53094 ·
  • Phone: 920 262-1460
  • Fax: 920 262-1469
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