Introduction
The IEP team must review the IEP at least annually to determine whether the annual goals for the student are being achieved and revise the IEP as appropriate to address any lack of expected progress toward the annual goals and in the general education curriculum.
Only complete Form I-5 if the student had an IEP during the previous school year. Before developing annual goals, use Form I-5 to document the review of the previous IEP goals and progress. The purpose of the review is to determine if the student met the previous year’s goals (including benchmarks/short term objectives, if applicable), and if not, address the lack of progress through the development of the new annual IEP. This may include revising and/or adding goals and services.
Form I-5 is a moment in time review. Therefore, if goals were updated/changed/ended during the term of the IEP, the I-5 should reflect the most recent goals the student was working on at the time of the annual review. If goals are updated/changed/ended during the term of the IEP, these changes must be clearly documented in the IEP. Model form I-6 is one place that those kinds of changes can be clearly documented.
Rows may be added to the form as needed for the number of goals for each student.
When a student is dismissed from special education, the student is no longer eligible for special education services and the IEP is not revised. DPI recommends, however, documenting detailed notes about the student’s current level of performance, their progression, and how the student met the goals in their previous IEP. It is permissible, but not required, to use the model I-5 form to document the progress on the previous IEP’s goals.
Form Content and Explanations
Content: WISEid (if known). Explanation: The WISEid area is included in the forms to allow vendors to use information on IEP forms for data collection purposes.
Content: Date of Annual Goal Review. Explanation: The IEP team must review the student’s IEP periodically, but at least annually, to determine whether the annual goals for the student are being achieved. List the date of the meeting where the goals are being reviewed.
Content: Goal #. Explanation: List each goal number.
Content: Met/Not Met. Explanation: Check whether or not each goal was met. 34 CFR § 300.324(b)(1)(i); Wis. Stat. § 115.787(4)(a)1.
Content: Goal statement, and, if applicable, shortterm objectives. Explanation: List each annual goal, including the baseline and level of attainment (and, if applicable, short-term objectives or benchmarks).
Content: Student’s current progress (include data). Explanation: Describe the student’s current level of performance relative to the goal or short-term objectives. 34 CFR § 300.324(b)(1)(i); Wis. Stat. § 115.787(4)(a)1. Provide available data (attach reports, when appropriate). The data must match the baseline and level of attainment in the goal so the amount of progress may be determined.
Content: Include factors affecting lack of progress and plan to address it in the new IEP. Explanation: If the student met the goal, check the N.A. box. If the student did not meet the goal, describe how the new IEP will be revised to address the lack of progress. 34 CFR § 300.324(b)(1)(ii)(A); Wis. Stat. § 115.787(4)(a)2a. Review effects of disability (section E of form I-4) and summary of disability-related needs (section F of form I-4) to examine why the student did not make sufficient progress toward the annual goals. In order to know how to revise the IEP, it is important to understand what impact the student’s disability has on academic achievement and functional performance and address the student’s disability-related needs. It may be necessary to conduct a root cause analysis to determine why the student did not make sufficient progress. Revise the IEP to address the disability-related needs. Revisions documented on Form I-5 must be included in the new IEP.