Introduction
Use form I-4 when the IEP team develops an initial or annual IEP or reviews and revises a student’s IEP. Share and document information about the student, including the student’s strengths, the student’s current academic achievement and functional performance, special factors, concerns of the parents/family/student, and the effects of the disability(ies) on the student’s academic achievement and functional performance. This information should create a “snapshot” of the student’s skills and abilities and encompass all areas of disability-related need for the student. Develop measurable annual goals to address the unique needs of the student that result from the student’s disability. Identify special education services (supplementary aids and services, specially designed instruction, related services, and program modifications or supports for school staff) to allow the student to make progress toward the IEP goals and access the general education curriculum aligned with grade-level academic standards and functional expectations. The needs, goals and services are linked throughout the process and form. Review the department's guidance on the College and Career Ready IEP 5-Step Process. Parent(s) are important members of the IEP team and are encouraged to share information throughout the process. The student should be included, whenever appropriate, and encouraged to provide input throughout the process.
Form Content and Explanations
Section I. Information about the Student
A. Strengths
Content: Strengths. Explanation: In developing a student’s IEP, the IEP team must describe the student’s strengths that can be used to engage the student in learning. 34 CFR § 300.324(a)(i); Wis. Stat. § 115.787 (3)(a). Consider the student’s strengths in such areas as academics, cognitive learning, communication, independence and self-determination, physical/health, and social and emotional learning. For more information about these areas visit the department's six areas of academic and functional skill webpage.
B. Current Academic Achievement and Functional Performance
Content: Current Academic Achievement and Functional Performance. Explanation: Identify the student’s current levels of academic achievement and functional performance compared to age/grade-level standards and expectations. These include academics, cognitive learning, communication, independence and self-determination, physical/health, and social and emotional learning. The statements of present levels should be written in language understandable to all, including the parent, and contain sufficient information to establish a starting point from which each annual goal is developed. If scores are used, they should be compared to scores considered typical for same-aged peers in order to provide a frame of reference. It is important to include data and information about the student’s reading achievement (or for preschoolers, early literacy skills) so that the IEP team can determine if the student is not reading at grade level and consider what affect the disability has on reading/early literacy. If the IEP team determines the student is meeting grade-level standards or expectations, this should also be documented in the IEP. In this way, a more complete picture of the student is included in the description of present levels. The present levels should not just include areas in which the student is not meeting grade-level standards or expectations.
Content: Current Academic Achievement. Explanation: Academic achievement generally refers to a student’s performance in academic content areas (for example, reading, math, written language) compared to grade-level expectations. For preschool children, it refers to knowledge and skills such as early language development, communication, early literacy skills, cognition and general knowledge compared to same-aged peers. A possible sentence starter when developing a present level statement might be, “We would expect students in this grade to be able to demonstrate x, y and z. The student is able to demonstrate x [provide data].”
Content: Current Functional Performance. Explanation: Functional performance includes the following:
- routine activities of daily living;
- skills needed for independence and performance at school, in the home, in the community, for leisure time, and for post-secondary and life-long learning;
- motor skills, personal care, time and money, school/work habits, home/community orientation; and
- behavior and interpersonal relationships.
34 CFR § 300.320 (a)(1); Wis. Stat. § 115.787(2)(a). Reading skills can also impact functional performance. Examples of functional reading includes the ability to read a menu, road signs, navigate public transportation, read a recipe, complete a government form, and follow written directions.
Content: Special Factors. Explanation: Under state and federal special education law, the IEP team must consider Special Factors when developing an initial or annual IEP or reviewing and revising an IEP after a reevaluation. 34 CFR § 300.324 (a)(2); Wis. Stat. § 115.787(3)(b). Follow the requirements in each prompt carefully. If devices, services, strategies, interventions, or supports are needed to meet the identified needs, they must be documented in the Program Summary and include frequency and amount, location and duration. If it is impossible to describe the service using an amount of time, provide a clear description of the circumstances under which the service is needed. “As needed” is an insufficient description.
C. Special Factors
Content: Behavior. Explanation: If the student’s behavior impedes the student’s learning or that of others, the IEP team must describe the student’s behavioral needs, address the behavioral needs of the student, and consider using positive behavioral interventions and supports and other strategies to address the behavior. 34 CFR § 300.324(a)(2)(i); Wis. Stat. § 115.787(3)(b)1.This requirement applies to students who are demonstrating both internalizing and externalizing behaviors that impede the student’s learning or that of others. 71 Fed. Reg. 46683 (Aug. 14, 2006). Examples of positive behavioral interventions or supports may include but are not limited to social skills instruction; modifying or adjusting classroom seating; providing increased opportunities for the student to make choices; and foreshadowing change. An IEP that only includes negative consequences, such as suspension or detention, does not meet the standard. An IEP that only includes positive behavioral supports available to all students in the entire school, such as school-wide PBIS incentives, does not meet the standard. Describe the student’s needs under Special Factors and document any needed services in the Program Summary.
Content: Functional Behavioral Assessment (FBA). Explanation: Has a functional behavioral assessment (FBA) been conducted? If so, when? The IEP team should consider if an FBA is needed whenever a student's behavior interferes with the student’s learning or the learning of others in order to develop an effective IEP that addresses a student's behavioral needs using positive behavioral interventions and supports. Conducting an FBA typically precedes developing positive behavioral intervention strategies; however, it is not required in all instances (71 Fed. Reg. 46683 (Aug. 14, 2006). The team should consider the individual needs of the student, the frequency and intensity of the behavior, or if the IEP currently includes effective positive behavioral supports and strategies. In some instances, an FBA is legally required. An FBA is required any time a student with a disability receives a disciplinary change of placement and the behavior is found to be a manifestation of the student's disability unless the LEA has conducted an FBA before the behavior occurred that resulted in the disciplinary change of placement. If the behavior is not a manifestation of the student’s disability, the IEP team should consider whether an FBA is appropriate. An FBA must be conducted and appropriate positive behavioral interventions and supports based on that FBA must be developed and included in the IEP for any student whose IEP team determines the use of seclusion and/or restraint is reasonably anticipated. Review the department's information related to addressing inappropriate behavior, including FBAs and behavior intervention plans (BIP). Review the department's information regarding state law requirements for use of seclusion and physical restraint in schools.
Mark “not applicable” if the student’s behavior does not impede learning. Mark “yes” if the LEA has conducted an FBA (whether legally required to do so or because the team decided to) and document the date that the team most recently completed or updated the FBA. Mark “no” if an FBA has not been conducted for the student. Consider conducting an FBA if the student’s behavior impedes learning.
Content: English Learner (EL). Explanation: If a student with a disability is also learning English, the IEP team must consider the language needs of the student related to the IEP. 34 CFR § 300.324(a)(2)(ii); Wis. Stat. § 115.787(3)(b)(2). Describe the student’s needs under Special Factors and document any needed services in the Program Summary.
English Learner (EL) is a specific designation determined by formal procedures and criteria outside of the IEP team process. LEAs are required to make this determination under Title VI of the Civil Rights Act of 1964 and Every Student Succeeds Act of 2015 (ESSA). As a first step in identification, agencies administer the Home Language Survey (HLS) to all newly enrolling students to uniformly identify potential ELs. When the HLS indicates a potential EL, agencies administer an English language proficiency (ELP) screener in order to make a final determination. There is no validated ELP screener for assessing students younger than 5K (although the 5K screeners can be used in April of 4K for later 5K enrollment). The HLS may be administered to preschool students as an indicator of potential EL status. Agencies are encouraged to identify potential ELs prior to 5K to provide targeted language supports, including IEP supports. While an EL teacher would not likely serve the child directly, an EL teacher may serve as a valuable member of the IEP team when identifying language supports.
IDEA requires the IEP team to consider in the case of a child with limited English proficiency, the language needs of the child as those needs related to the child’s IEP. 34 CFR § 300.324(a)(2). To document this requirement in the IEP of 3- and 4-year-old children, the IEP team should always check “No” because there is no validated screener at this time to make this determination. However, the IEP team should still consider if the child is a potential English learner and identify and describe any potential English learning needs the student may have related to the IEP. This should be included under the current prompt: “If yes, describe how this factor affects the student’s needs related to this IEP” (e.g., the student is a potential English learner). If the child may be a potential EL, the IEP team should also identify in the program summary any special education support to address the needs (e.g., educational interpreting, visuals, repeating instructions, etc.).
Content: Blind or Visually Impaired. Explanation: The IEP team must provide for instruction in braille or the use of braille for a student who is blind or visually impaired unless the IEP team decides after an evaluation that instruction in braille or the use of braille is not appropriate. 34 CFR § 300.324(a)(2)(iii); Wis. Stat. § 115.787(3)(b)(3). Document the student’s braille needs or explain why the student does not need instruction in braille or the use of braille. Attach form ER-3 to the IEP.
Content: Communication Needs. Explanation: Answer the first part of this question for all students (including students with speech and language needs and students who are deaf or hard of hearing). If a student has communication needs that could impede their learning, check “yes” and describe the communication needs. Services that are needed as a result should be documented in the Program Summary. A student must have opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, as well as direct instruction in the student’s language and communication mode. If the student has communication needs that could impede learning, including speech and language needs, describe the needs.
If the student is deaf, hard of hearing, or deafblind, also identify (a) the student’s language and communication needs, (b) opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, (c) the student’s academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communicative mode.
Content: Assistive Technology. Explanation: Assistive technology services or devices - The IEP team must consider whether the student needs assistive technology (AT) devices or services. Consider any item, piece of equipment, product system, or service to increase, maintain, or improve the student’s functional capabilities. In addition to other needs that require assistive technology, discuss if the student accesses, uses, and derives meaning from age or grade level standard printed text when considering accessible education materials (AEM) and the need for assistive technology. Review the department's assistive technology webpage for more information. The U.S. Department of Education has stated that “timely access to appropriate and accessible instructional materials is an inherent component of a public agency’s obligation under IDEA to ensure that FAPE is available for children with disabilities and that children with disabilities participate in the general education curriculum as specified in their IEPs.” 71 Fed Reg. 46540, 46618 (August 14, 2006). All students eligible for materials in an accessible format must receive their materials at the same time as their non-disabled peers. For more information, review the department's AEM Bulletin.
D. Concerns of the Parent(s)/Family
Content: Concerns of the Parent(s)/Family. Explanation: Parent(s)/family and the student (when appropriate) should be encouraged to participate and provide input throughout the development of the IEP. In this section, describe the concerns of the parent(s)/family and student for enhancing the education of the student. This may include concerns about reading achievement, early language/communication or early literacy skills, other academic areas, social-emotional needs, sensory needs, behavior, the student’s future, postsecondary transition, etc. The IEP team should document the discussion of the concerns of the parents/family, including any additions to the IEP that are needed to address the concerns. 34 CFR § 300.324(a)(ii); Wis. Stat. § 115.787(3)(a).
E. Effects of Disability
Content: Effects of Disability. Explanation: Document the effects of the student’s disability (including students identified as only solely with a speech/language impairment) on their academics, communication, independence and self-determination, physical/health, and social and emotional learning. 34 CFR § 300.320(a)(1)(i) and (ii); Wis. Stat. § 115.787(2)(a). To determine the effects of the disability, consider the following content.
Content: Describe how the disability affects…Explanation: Does the student’s disability affect access, involvement, and progress in the general education curriculum? For all school-aged students, describe how the disability affects academic achievement (e.g., reading, math, science, social studies) and functional performance (e.g., daily living skills, workplace environment, play). Describe how the student’s disability affects the student’s access, involvement, and progress in the general education curriculum, instruction, and environment, including how the disability affects reading. The term “general education curriculum” refers to the same curriculum as for nondisabled students in the same grade in which the student is enrolled. It is the standards-based curriculum adopted by each LEA or schools within the LEA that applies to all students within each general age grouping from preschool through secondary school.
For preschool children, describe how the disability affects participation in age-appropriate activities, including language development, communication, and/or early literacy. Address how the child’s disability affects the child’s participation in age- appropriate activities. “Age-appropriate activities” means activities that children of that chronological age typically engage in as part of a formal preschool program or in informal activities, for example coloring, pre-reading activities, play time, sharing time, or listening to stories read by teachers or parents.
A statement that a student’s disability impacts their performance or a restatement of the eligibility criteria is not sufficient, e.g., “Due to John’s specific learning disability, he has difficulty achieving the goals of the general education curriculum.” The statement should explain how a student’s performance or progress is impacted, e.g., “John’s difficulty with decoding interferes with reading science and social studies texts.” Look for statements that tell how the student’s progress is impacted by the disability. Review Need for Specially Designed Instruction in the student’s Evaluation Report (ER-1) for more information about the student’s needs. A suggested sentence starter when developing the effects statement might be, “The student is not meeting grade-level standards/expectations in the area of X (effect).” Visit the department's CCR IEP Learning Resources webpage for more information on effects of the disability and disability-related needs.
Content: Does the student’s disability adversely affect early learning/reading? Explanation: Does the student’s disability affect progress towards meeting grade-level reading standards? The effect of the student’s disability on reading applies to all areas of impairment, including students who are “speech and language only.” It is important to consider the effects of a speech and language impairment on reading achievement and other academic areas and functional performance. For preschoolers, does the disability adversely affect progress toward the early learning standards for language development, communication, and/or early literacy? Consider how the student’s disability is affecting his or her progress toward meeting grade-level reading standards/early learning standards. Check “Yes” if the disability is adversely affecting the student’s ability to meet grade-level reading standards/early learning standards. Check “No” if the disability has no adverse effect on reading/early literacy skills.
Content: Is this a student with the most significant cognitive disability whose achievement will be aligned with alternate achievement standards? Explanation: The decision as to whether a student has the most significant cognitive disability whose achievement is aligned with alternate achievement standards is made by the IEP team using DPI Model Form I-7-A: Participation Guidelines For Alternate Assessment. 34 CFR § 300.320(a)(6)(ii); Wis. Stat. § 115.787(2). A student with the most significant cognitive disability typically is characterized as functioning at least two and one half to three standard deviations below the mean in both adaptive behavior and cognitive functioning; 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 requires extensive, direct individualized instruction and substantial supports to achieve measurable gains across all content areas and settings. Students with the most significant cognitive disabilities are instructed using alternate academic achievement standards called the Essential Elements in English language arts, mathematics, and science. These standards are aligned with the general education curriculum. The IEP team may not choose alternate achievement standards for only some academic areas. Students who meet the eligibility criteria for alternate academic achievement standards may be classified in any of the disability categories, with the exception of specific learning disability. Visit the department's webpage regarding Students with the Most Significant Cognitive Disabilities.
F. Summary of Disability-Related Needs
Content: Based on a root cause analysis of the effects of the student’s disability, list and number the disability-related needs. Explanation: At this point in the IEP team meeting a great deal of information about the student has been shared (for example, student’s strengths, current academic achievement and functional performance, special factors, concerns of the family, and effects of the disability). It is important to pause and summarize the disability-related needs that have been identified. 34 CFR § 300.320(a)(2)(i)(A); Wis. Stat. § 115.787(2)(b).
Disability-related needs relate to both academic achievement and functional performance and may include reading or other academic content areas, cognitive learning, communication, independence and self-determination, physical/health, and social and emotional learning.
A disability-related need reflects characteristics of the student’s disability that have an effect on access, engagement, and progress in reading in relation to grade level standards and instruction. This may include needs related to the acquisition of academic skills such as phonemic awareness, phonics/decoding, reading fluency, vocabulary development, reading comprehension, number sense, and ability to manipulate numbers. A disability-related need may also relate to functional skill needs such as social-emotional, behavioral, self-regulation, mobility, sensory, and others that affect access and engagement in curriculum, instruction and other activities. The IEP team determines if the student has a particular disability-related need.
The disability-related needs are identified by conducting a root cause analysis asking why the student is not achieving grade-level standards or functional expectations. The IEP team digs deep into this analysis, asking why multiple times to identify the root cause(s). This includes why the student is not able to access, be involved in, or make progress in the general education curriculum and why the student is not achieving grade-level reading standards/early learning standards. The team must consider and document the disability-related needs unique to each student, regardless of their areas of impairment, including students who are identified solely with a speech and language disability It is important to consider the effects of a speech and language impairment on reading achievement and other academic areas and functional performance. If the student is reading below grade level, the IEP team must consider why the student is not reading at grade level. If the IEP team determines the disability adversely affects reading (even if the student is identified solely with a speech and language impairment), then the team must conduct a root cause analysis to identify the reasons. This will help ensure everyone on the IEP team understands how the disability is affecting the student’s academic achievement and functional performance and inform what goals and services are needed. Include reading needs, early literacy needs, and needs due to special factors (if identified). A suggested sentence starter for developing a statement of disability-related need might be, “The student needs to develop/improve/increase X skill/behavior (related to root causes), so the student can Y (addresses effect).” For more information on identifying the disability-related needs refer to Step 2 of the 5-Step Process on our webpage.
The needs are numbered for reference purposes, not to signify order of importance. The numbers are referenced when developing the goals and should also be referenced in the Program Summary. This will emphasize the linkages between the student’s needs and the goals and services.
Section II. Family Engagement
Content: How will school staff engage parent(s)/families in the education of the student? Explanation: Research shows family engagement in a student’s education promotes improved outcomes. Document how school staff will engage parent(s)/families in the education of the student (e.g., sharing resources, communicating with parent(s)/families, building upon family strengths, connecting parents/families to learning activities). The IEP team should only include strategies the district will provide to enable greater family engagement in a student’s education. Any activity included in this section must be implemented by the district. Parent(s) cannot be required to provide the strategies or activities that are listed. This section should not be a restatement of when or how progress reports will be provided to parent(s). Rather, it should capture the activities or strategies the district will use to help engage the parent(s) and family in the student’s education.
Section III. Measurable Annual Goals
Content: Before developing annual goals. Explanation: Before developing annual goals, the IEP team must review the previous IEP goals and progress. 34 CFR § 300.324(b)(1)(i) and (b)(1)(ii); Wis. Stat. §§ 115.787(4)(a)1 & 2. Review form I-6 Interim Review of IEP Goals and form I-5 Annual Review of IEP Goals. Check “yes” or “no” to indicate whether the IEP team reviewed the student’s goals from the previous IEP. Check “not applicable” if this is the student’s initial IEP and there are no previous goals to review, or this is not an annual IEP meeting to develop the annual goals. See clarification/explanation regarding form I-5 and the I-6 for additional guidance. If the student has not met their previous year’s goals, the IEP team should determine why the student did not make sufficient progress and consider revising the goals and services to help ensure the student will meet their goals during the period of the IEP. The IEP team must revise the IEP, as appropriate, to address any lack of expected progress toward the annual goals and in the general education curriculum.
Content: Goal # (numbered). Explanation: Document each annual goal for the student. Each annual goal must include a goal statement, baseline information, and the level of attainment. Be sure the team considers both academic and functional goals, and each goal is measurable. 34 CFR § 300.320(a)(2); Wis. Stat. § 115.787(2)(b); 71 Fed. Reg. 46662 (Aug. 14, 2006).
Measurable annual goals address the student’s disability-related needs so the student may be involved in and make progress in the general education curriculum (in the case of a preschool child, participate in age-appropriate activities and early learning standards). The IEP team must identify which disabilityrelated need is being addressed by the goal and the procedures for measuring progress and when progress will be reported to parents. Each goal is numbered for reference in the Program Summary. The numbers do not indicate priorities. Goals address disability related needs (the “why”) the student is not able to access, be involved in or make progress in the general education curriculum. Each disability related need must be addressed by a corresponding goal and special education service, or in some rare instances (e.g., transportation) by a special education service only.
Goals should be ambitious and achievable so that the gap in academic achievement or functional performance is narrowed or closed during the period of the IEP. Each goal must address at least one disability-related need. If the IEP team determines the student’s disability-related need affects reading, the IEP must include a minimum of one goal to address this need. This may be a behavior goal if, for example, the behavior is adversely affecting access to the general education reading curriculum and instruction.
Content: Goal statement, a. baseline and b. level of attainment. Explanation: The goal statement should describe the desired skill or targeted area of achievement to address a disability-related need (e.g., the student will increase decoding skills). It is developed and read in conjunction with the baseline (the student is able to decode grade-level multisyllabic words with 50% accuracy) and level of attainment (by the end of the year, the student will decode grade-level multisyllabic words with 98% accuracy). 34 CFR § 300.320(a)(2); Wis. Stat. § 115.787(2)(b). A suggested sentence starter when developing a goal statement might be, “The student will improve/increase/develop X (related to root cause).” The associated baseline and level of attainment are included with the goal statement or under 1.a. and 1.b. The baseline is the student’s current level of performance related to the goal. The level of attainment is how much growth is anticipated during the period of the IEP, or what level of proficiency is expected at the end of the period. The baseline and level of attainment must align, using the same method of measurement (e.g., percentage). The goal should be specific, measurable, ambitious yet achievable, designed to address the student’s disability-related need, and time limited.
Annual goals such as “pass all classes,” “take classes to meet graduation requirements,” or “receive a C in the regular education class” apply to all students and do not meet the standards for an annual goal. A goal such as “increase reading proficiency” does not provide a level of specificity required to address a student’s disability-related need. The goal must address why the student is not reading at grade-level proficiency. Refer to the department’s webpage for guidance on developing goal statements, and determining baseline and level of attainment. Refer to Step 3 of the 5-Step Process on our webpage.
When a goal includes benchmarks or short-term objectives, if at all possible, the annual goal should include a baseline and level of attainment. In the rare occasion when this is not possible, a separate baseline and level of attainment for the goal is not required if each benchmark or short-term objective is directly related to the goal and each benchmark or short-term objective includes a baseline and level of attainment.
Content: Benchmarks or short-term objectives. Explanation: If a student is taking the alternate assessment (Dynamic Learning Maps) aligned to alternate achievement standards (Wisconsin Essential Elements), benchmarks or short-term objectives are required for all annual goals. 34 CFR § 300.320(a)(2)(ii); Wis. Stat. § 115.787(2)(bm). Benchmarks or short-term objectives describe the amount of progress the student is expected to make within specific segments of the year. Benchmarks or short-term objectives break the skills described in the annual goal into discrete measurable intermediate steps. There is no requirement to develop a benchmark or short-term objective for each alternate achievement standard.
While short-term objectives or benchmarks are only required for students who take the alternate assessment aligned to alternate achievement standards, they may also be included in IEPs of students who do not take the alternate assessment.
If the student has a most significant cognitive disability and is taking the alternate assessment, each benchmark or short-term objective must have a baseline and level of attainment.
If the student is not taking the alternate assessment but their IEP goals have benchmarks or short-term objectives, each benchmark or short-term objective does not need to have a baseline or level of attainment as long as the annual goal contains a baseline and level of attainment, and each short-term objective relates to the goal statement.
When benchmarks or short-term objectives are used to measure the annual goal, all benchmarks or short-term objectives must be attained in order for the goal to be considered met. However, if the goal refers to the short-term objective, such as “as measured by the objectives below,” each benchmark or objective must include a baseline and level of attainment.
Content: Annual goal addresses disability-related need(s). Explanation: Record the number that corresponds to the disability-related need being addressed by the goal. Refer to Section I Summary of Disability-Related Needs on the I-4 form to identify which need(s) the goal addresses. A goal may address more than one need. A need may be addressed by more than one goal. 34 CFR § 300.320(a)(2)(i)(A).
Content: Procedures for measuring the student’s progress…Explanation: Identify the procedures that will be used to measure a student’s progress toward meeting the measurable annual goals (that is, what methods or procedures will be used to collect data needed to make ongoing decisions about student progress toward annual goal achievement and to report progress to parents?). Examples of procedures include curriculum-based measures, rubrics, work samples, classroom tests, observations, logs, attendance records, and point or tally sheets. The measures used to determine progress must align with the baseline and level of attainment measures (e.g., keeping a tally of percentage correct), apply to the particular goal and be as specific as possible. 34 CFR § 300.320(a)(3)(i); Wis. Stat. § 115.787(2)(h)1.
Content: When will reports about the student’s progress…Explanation: Parents of students with disabilities must be informed periodically about their student’s progress toward meeting the measurable annual goals. 34 CFR § 300.320(a)(3)(ii); Wis. Stat. § 115.787(2)(h)2 .Identify when parents will be informed of their student’s progress. Interim reporting on annual goal progress may be done through quarterly or other periodic reports issued concurrently with report cards. LEAs may use form I-6 Interim Review of IEP Goals to document reports on the student’s progress. Refer to the clarification/explanation in this guide regarding the I-6 for more guidance.
Section IV. Program Summary
The IEP team must determine the special education services (including supplementary aids and services, specially designed instruction, related services, and/or program modifications or supports for school personnel) needed to meet the student’s disability-related needs, including needs relating to the special factors, and allow the student to make progress in the general education curriculum. 34 CFR § 300.320(a)(4); Wis. Stat.§ 115.787(2)(c). Document these services in the Program Summary.
Special education services must be provided at no cost to the student or the student’s parents. “At no cost” means the specially designed instruction, related services, and supplementary aids and services are provided to the student without charge. Incidental fees that are normally charged to students without disabilities or their parents as part of the regular education program are permitted. Specify the duration of the services if different from the beginning and ending dates of the IEP. If the duration of a service is not different from the beginning and ending dates of the IEP, it is not necessary to specify the duration. Identify where the services will be provided (e.g., regular education classroom). The location specified in the Program Summary should be consistent with information about the student’s participation in the regular education environment (Section VI.). Based on this information, parents and staff should clearly be able to determine the amount of time the student will be removed (if any) from the regular education classroom or environment. Statements with multiple locations such as “regular education or special education classroom” does not meet this requirement because it is unclear how much time the student will spend in each environment.
The IEP team must determine the supplementary aids and services, special education, related services, and program modifications and supports for school personnel that will allow the student to (a) access, be involved in and make progress in the general education curriculum; (b) be educated and participate with other students with and without disabilities to the extent appropriate; (c) participate in extracurricular and other nonacademic activities; and (d) advance appropriately toward attaining the annual IEP goals. These services should be aligned to the annual goals and/or the disability-related needs. For more information on aligning special education services, refer to Step 4 of the 5-Step Process on the Department's CCR IEP webpage.
Content: IEP beginning and ending dates. Explanation: Enter the projected beginning and ending dates for the IEP services and modifications to be provided to the student. 34 CFR § 300.320(a)(7); Wis. Stat. §115.787(2)(f). The dates must include the month, day, and year. These dates only include scheduled school days during the regular school term, unless otherwise specified. The dates on this part of the I-4 form should match the projected implementation date on the Determination and Notice of Placement (form P-1 (initial placement) and P-2).
Content: Supplementary Aids and Services. Explanation: Once a student is determined to need special education, the IEP team should first consider the student’s need for supplementary aids and services to be educated with nondisabled students. State and federal special education law requires that students with disabilities are educated in the least restrictive environment. Supplementary aids and services are aids, services, and other supports provided in general education classes or other education-related settings to enable a student with a disability to be educated with nondisabled students to the maximum extent appropriate. 34 CFR § 300.320 (a)(4); Wis. Stat. § 115.787(2)(c). These aids and services include things such as assistive technology, accessible instruction materials, and/or other accommodations which assist the student to access and achieve in the general education environment. If assistive technology devices are provided, specify the type that will be used. Specifying the particular brand is not required. The frequency and amount of time specified for each service must be appropriate to the service and stated in a manner that can be understood by all involved in developing and implementing the IEP. If the frequency and amount cannot be appropriately specified in terms of hours and minutes, describe the circumstances under which the aids and services will be provided. In determining the supplementary aids and services needed to address the student’s IEP goals and disability-related needs, review Need for Special Education in the Evaluation Report, ER-1, for needed modifications and accommodations, if any, that can be made in the general education program that will allow the student to access the general education curriculum and meet the education standards that apply to all students. List the corresponding annual goal number(s) that each supplementary aid or service supports (e.g., the student is provided a study guide outline to help the student improve reading comprehension, one of his IEP goals). In some situations, there may not be a corresponding goal. In those situations, it is acceptable to identify the disability-related need(s) supported by the aids and services (e.g., a high school student may receive books on tape to enable the student to access the general education curriculum due to the student’s disability-related needs that affect reading). If the student does not need supplementary aids and services, check “None needed.”
Content: Special Education/Specially Designed Instruction. Explanation: Special Education//Specially Designed Instruction is specially designed instruction adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs of the student that result from the student’s disability and ensuring access of the student to the general curriculum, so the student can meet the educational standards of the district that apply to all students. 34 CFR § 300.320 (a)(4); Wis. Stat.§ 115.787(2)(c). Examples of special education are “specially designed instruction in reading comprehension,” “specially designed instruction in daily living skills,” “specially designed instruction in emotional regulation and social skills,” and “speech and language therapy.” In Wisconsin, speech and language pathology services may be listed as either a special education or a related service. Agencies may choose to use reading teachers to provide specially design instruction in reading as outlined in a student’s IEP. Review the Need for Special Education in the Evaluation Report, ER-1, for needed specially designed instruction. Identify which corresponding annual goal(s) is addressed by the specially designed instruction. A student who is identified as needing special education, must receive specially designed instruction to address at least one IEP goal.
Content: Related Services Needed to Benefit from Special Education. Explanation: Related Services Needed to Benefit from Special Education are transportation and developmental, corrective, and other supportive services to include “Intervener” for students meeting criteria under deafblind, required to assist a student with a disability to benefit from special education. 34 CFR § 300.320 (a)(4); Wis. Stat.§ 115.787(2)(c). The list of related services on form I-4 is not an exhaustive list. The IEP team must consider whether the student needs related services. If the student does not need related services, check “None needed.” If the student needs one or more related services, check the services needed. Describe the service or device so it is clear to staff responsible for implementing the IEP what service or device they are providing. For instance, describe the type of assistive technology service or device to be provided, and describe the transportation that will be provided for the student. If a service the student needs does not appear on the list, check “other” and list the service needed. Review the Need for Special Education in the Evaluation Report, ER-1, for needed services. For each related service, identify the corresponding annual goal(s). In some situations, there may not be a corresponding goal. In those situations, it is acceptable to only identify the disability-related need(s) (e.g., Because of the student’s orthopedic impairment and inability to walk more than a block, the IEP team included door-to-door transportation in the student’s IEP as a related service.). Note that only students meeting criteria under blind and visually impaired or deafblind may receive orientation and mobility services from an O&M specialist. Consider adding “travel training” under specially designed instruction when needed for students who meet criteria under other disability categories.
Content: Program Modifications of Supports for School Personnel. Explanation: Program modifications or Supports for School Personnel are services or activities needed by teachers and other school personnel to provide services to students with disabilities. 34 CFR § 300.320(a)(4); Wis. Stat.§ 115.787(2)(c). The IEP team must consider whether program modifications or supports for school personnel are needed. If such services are needed, describe the services. If they are not needed, check “None needed.” Identify the goals or needs addressed by the modifications or supports by recording the associated number. For instance, consultation may be needed to help the general education teacher better understand the student’s disability-related need and how it impacts academic achievement in their subject area. Some examples of program modifications or supports for school personnel might include “consultation between general and special education teacher,” “assistance modifying an assignment,” “training in nonviolent crisis intervention,” or “literacy training.”
There may be a relationship between supplementary aids and services for students and program modifications or supports for school personnel. For example, if a student needs assistance transferring from one chair to another (supplementary service), a teacher or paraprofessional may need instruction from a physical therapist on how to safely transfer the student (program support for school personnel).
Content: Frequency & Amount. Explanation: State the services in the IEP so the level of the LEA’s commitment of resources is clear to the parents and other IEP team members. The amount of time to be committed to each of the various services must be appropriate to the specific service and stated in a manner that can be understood by all involved in developing and implementing the IEP. 34 CFR § 300.320(a)(7); Wis. Stat.§ 115.787(2)(f). Whenever possible, the IEP should describe services using hours or minutes provided daily, or as appropriate, weekly allotments of hours or minutes. “One hour daily,” “20 minutes three times per week,” or “40 minutes per week” are acceptable statements.
The amount of time may be stated in a narrow range, but only if the student’s IEP team determines use of a range is appropriate based on the student’s unique needs (e.g., “Occupational Therapy, Weekly, 20-30 minutes depending on student’s level of fatigue indicated by inability to maintain an upright posture for 5 minutes”). A range may not be used for administrative convenience, such as personnel shortages or uncertainty regarding the availability of staff. Stating the amount of service as a minimum is not acceptable because it is not a clear commitment of resources (e.g., “a minimum of 15 minutes three times per week”).
If it is not appropriate to state the amount of a service in hours or minutes, then clearly describe the circumstances under which the service will be provided and for how long. Statements such as “as needed,” “as deemed necessary,” “when appropriate,” “per teacher discretion,” or “available daily” do not make clear the LEA’s level of commitment of resources. Use specific objective criteria to describe when a particular service will be provided. This makes it clear when the service must be provided. The frequency and amount boxes on for I-4 for Supplementary Aids and Services in the Program Summary are merged to accommodate a description of the circumstances.
Sometimes the IEP team decides a student’s self-advocacy skills need to be developed. They want to encourage the student to realize when they need help and to ask for it. In this case, it is appropriate to include an annual goal to develop self-advocacy skills. In such a case, do not state the amount and frequency of the service as “upon student request.” The amount and frequency of the service must be clearly described.
Content: Location. Explanation: The location refers to the setting in which particular services will be provided. 34 CFR § 300.320(a)(7); Wis. Stat.§ 115.787(2)(f). For example, a service may be provided in a general education classroom, a special education resource room, or in both. The extent of removal from the regular education environment, if any, must be clear. If a service will be provided in two or more locations, if possible, the frequency and amount should be specified for each location. If the frequency and amount is dependent upon circumstances, then the primary location should be specified and the circumstances for removal should be described under section VI-A, “Participation in Regular Education Environment” (describe the extent to which the student will be removed from the regular education environment to receive special education services). If a supplementary aid and service applies to all environment and does not affect removal, then it is sufficient to state “general education/special education” or “across all environments” as the location.
Content: Duration. Explanation: If a service will be provided for a period of time different from the projected beginning and ending date(s) of the IEP listed under the program summary section, enter the beginning date and the ending date of the service. 34 CFR § 300.320(a)(7); Wis. Stat.§ 115.787(2)(f).
Content: Addresses Goal(s) #. Explanation: When the student’s annual goals were developed, each goal was given a number. Each supplementary aid and service, special education/specially designed instruction, related service, and/or program modification or support for school personnel should be explicitly linked to an annual goal(s) and the goal number(s) must be listed on the corresponding row. 34 CFR § 300.320(a)(4)(i); Wis. Stat. § 115.787(2)(c)(1).
Content: Addresses Need(s) #. Explanation: When the student’s disability-related need(s) were developed, each disability-related need was given a number. Each supplementary aids and services, related service, and/or program modifications or supports for school personnel should be explicitly linked to a disability-related need(s) and the number must be listed on the corresponding row. 34 CFR § 300.320(a)(2); Wis. Stat. § 115.787(2)(b). Please note that the special education/specially designed instruction table does not have a disability-related need column because it will always be linked to an annual goal (which is linked to a disability-related need).
Section V. Student Participation
Content: Participation in Regular Education Environment. Explanation: Each student must participate with nondisabled peers in regular education environments, or for preschoolers in age-appropriate settings, to the maximum extent appropriate. 34 CFR §§ 300.320(a)(5), 300.114(a)(2), and 300.116; Wis. Stat. § 115.787(2)(d). This requirement addresses where the student will be, not what will be taught. Removal from the regular education environment must only occur when the student cannot be satisfactorily educated in that environment with the use of supplementary aids and services. A student may not be removed from education in ageappropriate general education classrooms solely because of needed modifications in the general education curriculum. The IEP team must decide whether the student will be full time in the regular education environment. If not, the team must determine the extent of the removal and document it in the IEP. This includes students on a shortened day.
It is important that IEP teams consider the student’s ability to participate in extracurricular and nonacademic activities with nondisabled peers. If the student needs any supplementary aids and services to participate in those activities, they must be documented in the Program Summary. The LEA must take steps, including providing supplementary aids and services, to provide nonacademic and extracurricular services and activities in the manner necessary to afford students with disabilities an equal opportunity to participate. Nonacademic and extracurricular services and activities may include general counseling services available to all students, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the LEA, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the LEA and assistance in making outside employment available. The LEA must ensure each student participates in the services and activities, including meals and recess periods, to the maximum extent appropriate.
If a student will participate full time with nondisabled peers in regular education (or for preschoolers, in age-appropriate settings), check the first box in Section V. No explanation is necessary.
If the student will not participate full-time with non-disabled peers in the regular education environment (including extracurricular and nonacademic activities), check the box. Make sure this box is checked if a location other than the regular education classroom or environment (or age-appropriate setting for a preschooler) is listed under “Location” in the Program Summary. Proceed to question 1 and enter a response.
Content: Describe the extent to which the student will not participate with non-disabled peers in the regular education environment, or age-appropriate settings in the case of a preschooler, including extracurricular and nonacademic activities. Explanation: If the student will not participate full-time with non-disabled peers, describe the extent of removal. The description of the extent of removal should be consistent with the frequency, amount and location of services documented in the Program Summary. This includes students on a shortened day.
Content: Participation in Physical Education. Explanation: In the context of this form and with the input of stakeholders, we use the term adapted physical education. In practice, “adapted physical education” and “specially designed physical education” are used interchangeably. Both adapted physical education and specially designed physical education may be provided in the regular education environment or another placement and may be provided one-onone in a small or large group.
Since instruction in physical education is included in the definition of special education, the IEP team must determine the extent to which the student can access the general physical education program available to nondisabled peers, in addition to the extent to which physical education is required as specially designed instruction to meet the student’s unique needs. OSEP Policy Letter 21-01, May 12, 2021. Check the appropriate box to indicate whether the student will participate in general physical education, adapted physical education, or not applicable (if the student is in a grade-level where physical education is not offered and the student does not require adapted physical instruction as part of a FAPE).
The LEA must ensure physical education is available to every student with a disability unless the LEA does not provide physical education to students without disabilities in the same grade. 34 CFR § 300.108. If a student with a disability needs adapted physical education in order to receive FAPE, then it must be provided regardless of whether physical education is provided to other students in the same grade. Each student with a disability must be afforded the opportunity to participate in the general physical education program available to nondisabled students, unless the student is enrolled full time in a separate facility, or the student needs adapted physical education as described in the student’s IEP.
When physical education is designed for a student with a disability, it is special education. If the content of the general physical education class needs to be adapted to address the unique needs of the student that result from the student’s disability to ensure access of the student to the general physical education curriculum, then the student requires specially designed instruction in physical education or adapted physical education. Physical education includes the development of physical and motor fitness; fundamental motor skills and patterns; and skills in aquatics, dance, individual and group games, and sports (including intramural and lifetime sports). It also includes special physical education, adaptive physical education, movement education, and motor development. Adapted physical education must address a disability-related need(s). If the IEP team determines the student needs adapted physical education, there must be information about the student’s current level of academic achievement/functional performance related to the need for adaptive physical education, a corresponding goal to address the need(s) and adapted physical education must be documented in the special education/specially designed instruction section Program Summary with the appropriate frequency and amount, duration, location and linked goal(s).
If the duration of the IEP crosses over between two school years, and the student is in a grade-level where physical education is not offered and then in a grade where physical education is offered, check the box (regular or specially designed PE) that will apply to the year the student is in a grade where physical education is provided. If the student will be in specially designed physical education in the year in which physical education is offered, be sure to clearly describe the duration of the services in the special education/specially designed instruction line for specially designed physical education.