Required IEP Sections in Wisconsin
What sections are required in an IEP in Wisconsin?
Wisconsin IEPs must contain all components required by federal IDEA (34 CFR 300.320) plus additional state requirements in Wis. Stat. § 115.787(2) and Wis. Admin. Code PI 11. Required components include: present levels of academic achievement and functional performance; measurable annual goals; special education and related services based on peer-reviewed research to the extent practicable; explanation of non-participation with nondisabled peers; assessment accommodations (or alternate assessment justification); service start dates, frequency, location, and duration; and progress measurement methods and reporting schedule. For students taking alternate assessments, benchmarks or short-term objectives are required — Wisconsin follows the federal baseline and does NOT require short-term objectives for all students. A civics test administration statement with accommodations must be included where appropriate (Wis. Stat. § 115.787(2)). Beginning when a student turns 14, transition components must be incorporated into the IEP — two years earlier than the federal minimum (Wis. Stat. § 115.787(2)(g)). Wisconsin requires the IEP team to consider specially designed physical education for every student with a disability (34 CFR 300.108; Wis. Stat. § 115.787).
What Wisconsin Requires
The IEP must include a statement of the child's present level of academic achievement and functional performance, including how the disability affects involvement in the general curriculum (Wis. Stat. § 115.787(2)(a); 34 CFR 300.320(a)(1)).
Measurable annual goals addressing academic, functional, and disability-related educational needs must be included (Wis. Stat. § 115.787(2)(b); 34 CFR 300.320(a)(2)).
Special education and related services must be based on peer-reviewed research to the extent practicable; the IEP must specify start dates, frequency, location, and duration (Wis. Stat. § 115.787(2)(c), (f)).
A statement of assessment accommodations must be included, or an explanation of why the student will take an alternate assessment and which alternate assessment is appropriate (Wis. Stat. § 115.787(2)(d)).
Progress measurement methods and periodic progress reporting schedules must be specified (Wis. Stat. § 115.787(2)(h)).
For students taking alternate assessments, benchmarks or short-term objectives are required; Wisconsin does not require objectives for all students — only those on alternate assessments (Wis. Stat. § 115.787(2); 34 CFR 300.320(a)(2)(ii)).
Beginning at age 14, the IEP must include transition components: measurable postsecondary goals, transition services, and — beginning one year before age 18 — an annual notice that rights will transfer at majority (Wis. Stat. § 115.787(2)(g)).
A civics test administration statement with accommodations must be included where appropriate (Wis. Stat. § 115.787(2)).
The IEP team must consider specially designed physical education for every student with a disability, and physical education must be available to all students with disabilities (34 CFR 300.108; Wis. Stat. § 115.787).
Key Timelines
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
The IEP must be developed within 30 days of the disability determination by the IEP team (Wis. Stat. § 115.78(3)).
Annual review of the IEP is required at least once per year (Wis. Stat. § 115.787(4); 34 CFR 300.324(b)).
For out-of-state transfer students, the IEP must be completed within 60 days of enrollment (Wis. Admin. Code PI 11.07).
IEP must be revised when the student is not making expected progress, at each annual review, after reevaluation, or based on parent/teacher input (Wis. Stat. § 115.787(4)).