IEP Modifications in Wisconsin: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Wisconsin IEP?
In Wisconsin, program modifications are changes to the curriculum, instruction, or performance expectations for a student with a disability that alter what is expected to be learned or demonstrated. Unlike accommodations — which maintain the same learning standards while providing access supports — modifications change the content or performance standards themselves. The IEP must document all program modifications and supports for school personnel (Wis. Stat. § 115.787(2)(c)) and must explain the extent to which the student will not participate with nondisabled peers in regular classes and activities (Wis. Stat. § 115.787(2)(e)). The IEP team must consider LRE principles before recommending modifications that result in removal from general education. Students who complete their IEP goals but do not meet standard graduation requirements may receive a certificate of completion; however, FAPE continues until graduation with a regular high school diploma or until the student is no longer eligible (i.e., not yet age 21 and not yet graduated — Wis. Stat. § 115.76(5)(a)).
What Wisconsin Requires
The IEP must document all program modifications, supports for school personnel, and supplementary aids required to enable the student to access the curriculum and participate with nondisabled peers (Wis. Stat. § 115.787(2)(c); 34 CFR 300.320(a)(4)).
The IEP must include a statement of the extent to which the student will not participate with nondisabled peers in regular classes and activities (Wis. Stat. § 115.787(2)(e); 34 CFR 300.320(a)(5)).
Modifications that alter content standards must be justified based on the student's individualized needs and LRE analysis (Wis. Stat. § 115.79(1)(c)-(d)).
Students with the most significant cognitive disabilities may take an alternate assessment aligned to alternate achievement standards if the IEP team determines they cannot participate in standard assessments (Wis. Stat. § 115.787(2)(d)).
The IEP team must consider annually whether the student can reduce or eliminate modifications and return to the general curriculum (Wis. Stat. § 115.787(4)).
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review (Wis. Stat. § 115.787(4)).
The IEP team must consider whether modifications remain appropriate each year and whether a less restrictive approach is feasible (Wis. Stat. § 115.787(4)(b)).