IEP Modifications in California: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a California IEP?
In California, modifications are changes to the curriculum, instruction, or assessments that alter the content, expectations, or performance standards for a student with a disability. Unlike accommodations, which maintain the same learning standards while providing access supports, modifications change what the student is expected to learn or demonstrate. Under EC 56345(a)(4), the IEP must include a statement of program modifications, and under EC 56345(a)(5), the IEP must explain the extent to which the student will not participate with nondisabled children in the general education setting. The IEP team makes decisions about modifications based on the student's present levels of performance and individual needs. Common modifications include altered assignments, reduced content expectations, modified grading criteria, and alternate achievement standards. When modifications are used, the IEP must document the justification for removing the student from the general education curriculum in any area. For statewide assessments, students who receive modifications to content standards may take the California Alternate Assessment (CAA) if the IEP team determines they have the most significant cognitive disabilities and cannot participate in the CAASPP even with accommodations (EC 56345(a)(6)). Under EC 56390, California permits LEAs to award a certificate of educational achievement or certificate of completion to students with exceptional needs who have completed an alternative course of study, met IEP goals, or completed transition objectives. The decision to pursue a certificate pathway rather than a standard diploma must be made by the IEP team.
What California Requires
The IEP must document all program modifications and explain the extent to which the child will not participate with nondisabled peers in the general education setting (EC 56345(a)(4)-(5); 34 CFR 300.320(a)(5)).
Modifications that alter content standards or performance expectations must be justified based on the student's individualized needs and documented in the IEP.
Students taking modified curriculum may be eligible for the California Alternate Assessment (CAA) if the IEP team determines they have the most significant cognitive disabilities (EC 56345(a)(6)).
California permits LEAs to award a certificate of educational achievement to students with exceptional needs who complete an alternative course of study, meet IEP goals, or complete transition objectives (EC 56390). Federal law (34 CFR 300.102(a)(3)(iv)) prohibits denying FAPE based on receipt of such certificates.
The IEP team must consider the least restrictive environment before recommending modifications that would remove a student from the general education setting (EC 56040.1).
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review and revised as needed (EC 56343(d); 34 CFR 300.324(b)).
The IEP team must consider whether modifications remain appropriate at each annual review and whether the student can return to the general curriculum with accommodations.
For students approaching graduation, the IEP team should address diploma pathways and modifications well in advance of the expected graduation date.