Financial overview and grant giving statistics of Disability Rights Wisconsin Inc.

This data represents aging and disability resource center region boundaries for Wisconsin in 2020. [This dataset contains boundaries for the Aging & Disability Resource Center regions. Local aging and disability resource centers (ADRCs) provide accurate, unbiased information on all aspects of life related to aging or living with a disability. For more information please visit the Wisconsin Department of Health Services website: https://www.dhs.wisconsin.gov/adrc/index.htm] This is an archived copy of the data held at UW-Madison. For access to the most current data available, please visit: https://data.dhsgis.wi.gov/datasets/7d29decc3c8f412aa2d52693c18bbd1b_7?geometry=-103.702%2C42.041%2C-75.951%2C47.494 This is an archived copy of the data held at UW-Madison. For access to the most current data available, please visit: https://data.dhsgis.wi.gov/datasets/7d29decc3c8f412aa2d52693c18bbd1b_7?geometry=-103.702%2C42.041%2C-75.951%2C47.494

The Wisconsin Department of Public Instruction (DPI) issues joint accountability reports to all local education agencies under the two major federal education laws: the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA). The purpose of issuing the two laws' accountability reports jointly is to help local education agencies (LEAs) inform and make continuous improvement efforts more streamlined across a district. ESSAThe intention of ESSA and Wisconsin’s state plan under ESSA is to close achievement gaps. Specifically, Wisconsin's long-term goal is to cut the achievement gap in half in six years (2018–2024). Helping all groups of students succeed is central to the federal accountability system. The federal ESSA accountability system is designed as a means of identifying the lowest performing schools in the state — those most in need of support.There are three types of school identification under ESSA:Comprehensive Support & Improvement (CSI): Schools identified for Comprehensive Support have overall performance (summary score) in the Wisconsin Department of Public Instruction Informational Bulletin 2 bottom 5% of the state and/or they have a graduation rate below 67%. CSI schools are identified every three years, starting in 2018-19. Targeted Support & Improvement (TSI): Schools identified for Targeted Support have performance of one or more student groups that is in the bottom 10% of the state. This identification allows for particular focus on improving outcomes for specific groups of students in a school. Additional Targeted Support & Improvement (ATSI): Schools identified for Additional Targeted Support have performance of one or more student groups that is in the bottom 5% of the state. This identification allows for particular focus on improving outcomes for specific groups of students in a school. ATSI schools are identified every three years, starting in 2018-19.IDEAThe intention of the Individuals with Disabilities Education Act (IDEA) is to provide students with disabilities a free appropriate public education. IDEA provides rights and protections to children with disabilities and their parents/guardians. IDEA requires the Department of Public Instruction to determine annually if each local educational agency (LEA) meets the requirements of IDEA Part B, and if not, whether the LEA needs assistance, intervention, or substantial intervention to meet those requirements. IDEA also requires the Department of Public Instruction to identify districts whose data indicate significant racial or ethnic disproportionality in identification, placement, and/or discipline of students with disabilities. Nationally, children of color are identified as students with disabilities at substantially higher rates than their peers. All children who require special education services should be appropriately identified and supported. At the same time, no child should be inappropriately identified for special education services, segregated from his or her peers, or disciplined more frequently or harshly simply because they are a student of color with a disability (U.S. Department of Education, 2016).The categories for determinations are: "meets requirements," "needs assistance," "needs intervention," and "needs substantial intervention." LEAs that "need assistance" or "need intervention" may not reduce their maintenance of effort obligations, unless the reduction is by less than half of the increased amount (the "50% Adjustment rule). LEAs that "need assistance" for two or more years will be asked to engage in continuous improvement that includes a goal related to the data in the determination. LEAs that "need intervention" will be supported through continuous improvement per the direction of DPI.

Financial overview and grant giving statistics of The Arc - Dane County

This data collection constitutes a portion of the historical data collected by the project "Early Indicators of Later Work Levels, Disease, and Death." With the goal of constructing datasets suitable for longitudinal analyses of factors affecting the aging process, the project is collecting military, medical, and socioeconomical data on a sample of white males mustered into the Union Army during the Civil War. The project seeks to examine the influence of environmental and host factors prior to recruitment on the health performance and survival of recruits during military service, to identify and show relationships between socioeconomic and biomedical conditions (including nutritional status) of veterans at early ages and mortality rates from diseases at middle and late ages, and to study the effects of health and pensions on labor force participation rates of veterans at ages 65 and over. This installment of the collection, Version C-3, supersedes all previous collections (Versions C-1 and C-2), and contains data from the censuses of 1850, 1860, 1900, and 1910 on veterans who were originally mustered into the Union Army in Connecticut, Delaware, District of Columbia, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Vermont, and West Virginia. This version of the collection also contains observations from Wisconsin, Indiana, California, and New Mexico. Census Data, Part 1, includes place of residence, relationship to head of household, date and place of birth, number of children, education, disability status, employment status, number of years in the United States, literacy, marital status, occupation, parents' birthplace, and property/home ownership. The variables in Part 2, Linkage Data, indicate which document sources were located for each recruit.