IEP Modifications in Arizona: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Arizona IEP?
In Arizona, modifications are changes to the curriculum, content standards, or performance expectations that alter what a student is expected to learn, as distinct from accommodations that maintain the same standards while improving access. The IEP must document all program modifications as part of the required services statement under A.A.C. R7-2-401 and 34 CFR 300.320(a)(4)–(5), and must explain the extent to which the pupil will not participate with nondisabled pupils in regular classes (A.R.S. § 15-764; 34 CFR 300.320(a)(5)). Pupils with the most significant cognitive disabilities who require extensive modifications to the standard curriculum may be candidates for the MSAA alternate assessment; the IEP team must document the determination in the IEP and explain why the AzM2 is not appropriate (34 CFR 300.320(a)(6)(ii)). Modifications affecting diploma pathways must be addressed by the IEP team, as Arizona requires students to meet graduation requirements or pursue an alternative pathway. FAPE continues for eligible students until they receive a regular high school diploma, turn 22, or reach the end of the school year in which they turn 22 — whichever occurs first (A.R.S. § 15-764(B)).
What Arizona Requires
The IEP must document all program modifications and the extent to which the pupil will not participate with nondisabled peers in regular class settings (34 CFR 300.320(a)(4)–(5); A.A.C. R7-2-401; A.R.S. § 15-764).
Modifications that alter content standards or performance expectations must be individually justified based on the pupil's needs and documented in the IEP.
Pupils with the most significant cognitive disabilities requiring extensive modifications may participate in the MSAA alternate assessment; the IEP team must document this decision and explain why the AzM2 is not appropriate (34 CFR 300.320(a)(6)(ii)).
The IEP team must consider the full continuum of placement options and the LRE principle before recommending modifications that remove the student from the general education setting (A.R.S. § 15-764; 34 CFR 300.114).
For graduation-age pupils, the IEP team must address how modifications may affect diploma attainment and communicate the graduation pathway options (A.R.S. § 15-763).
Key Timelines
Modifications must be reviewed at least annually at the IEP meeting and revised based on progress and changing needs (A.A.C. R7-2-401; 34 CFR 300.324(b)).
FAPE continues for eligible students until graduation with a regular diploma or through the end of the school year in which the pupil turns 22 (A.R.S. § 15-764(B)).
IEP teams must annually reconsider whether modifications remain appropriate or whether the pupil can return to the general curriculum with only accommodations.