Introduction
Form I-6 may be used to document progress toward the IEP goals and to provide a report to the parents of the student. Form I-4 (section IV.B.5.) specifies when progress will be reported to the parents. Often progress on IEP goals is reported on a quarterly basis in conjunction with quarterly report cards. If a student is not making sufficient progress toward achieving their goals within the term of the IEP, the IEP team should discuss the lack of progress and any needed revisions to the IEP. The IEP can be updated to reflect any agreed upon changes as long as it is not a change in the student’s placement, including location or the amount of services or time the student is with non-disabled peers. Reports about the student’s progress toward meeting the annual goal do not have to be made in writing, however the sharing of information must be documented somehow. Form I-6 serves as a place to provide this documentation.
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 review. Explanation: Document the date when the IEP was reviewed. 34 CFR § 300.320(a)(3)(ii); Wis. Stat. § 115.787(2)(h)2. For example, if the IEP is reviewed quarterly, document each date the IEP is reviewed.
Content: Annual goal, including baseline and level of attainment. Explanation: For each goal, include the goal number and goal statement, baseline and level of attainment. Include short term objectives or benchmarks, if appropriate. This allows for easy comparison with the student’s current level of performance.
Content: Student’s current progress (include data). Explanation: Document the student’s current progress, including data. This data will be used to determine if the student is making sufficient progress. Include data that matches the measurement in the annual goal. For example, if the baseline states, “Given 100 single syllable words at the beginning first grade level, the student is able to accurately decode 50% of the words,” an appropriate statement might be: “progress data shows the student is now able to decode 75% of the words, given 100 single syllable words at the beginning first grade level.”
Content: Is the student making sufficient progress to meet the annual goal during the term of the IEP? Explanation: Check “Yes” or “No” to document whether the student is making sufficient progress toward achieving the goal within the specified time period.
Content: How will the IEP be revised to address any lack of sufficient progress? Explanation: If the student is making sufficient progress to meet the goal, check the N.A. box. If the student is not making sufficient progress, describe how the IEP will be revised to address the lack of progress. 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 goal. 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-6 must be included in the revised IEP.
Content: Date shared with parent. Explanation: Document the date the LEA provided the progress report to the parents. 34 CFR § 300.320(a)(3)(ii); Wis. Stat. § 115.787(2)(h)2.