National & State Scan: Wisconsin

  • The lead agency in with oversight of policy and services for children and youth with an ASD is the Department of Human Services Division of Long-Term Care; other state agencies contributing to the work and services include the Department of Public Instruction Special Education Team, Department of Workforce Development Division of Vocational Rehabilitation.
  • State-level commission or workgroup pertaining to ASDs: In 2004, the Governor created a Task Force on Autism to develop policy recommendations around statewide treatment and services available to children with an ASD. Specifically the Task Force was charged with critically reviewing and deciding to support/oppose 38 recommendations primarily related to costs and availability of services for autism. In 2005 at the conclusion of the Task Force tenure, the Governor established the Autism Council, to continue to advise the Department of Health and Family Services on supports and services for children with an ASD
  • Notable state-level transition-related activities specific to students with disabilities includes: interagency work between the Department of Public Instruction, the Department of Human Services, and the Department of Workforce Development. In 2013 the DPI launched a discretionary grant called the ‘Transition Improvement Grant’ (TIG) to combine and bolster two earlier state initiatives (The Wisconsin Statewide Transition Initiative and the Wisconsin Post High School outcomes Survey). Hallmarks of the grant include transition-focused learning communities for teachers, parents, and youth; County Communities on Transition (CCOT), transition academies, and a comprehensive transition improvement plan
  • Unique programming within the state for individuals with an ASD include: 12 Cooperative Educational Service Agencies (CESA) that were formed by state legislation and are governed by the 45 participating school districts. They partner with local districts, schools, and educators to provide mandated and other educational services for students such as autism-specific services, including: on-site consultation for individual students with an ASD and participating in IEP development
  • The percentage of youth with special health care needs who received the services necessary to make transitions to all aspects of adult life, including adult health care, work, and independence, as reported in 2009/10 for WI, 44% (n=362)