IEP Modifications in Michigan: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Michigan IEP?
In Michigan, 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 34 CFR 300.320(a)(4)–(5), as incorporated by R 340.1721e, the IEP must include a statement of program modifications and explain the extent to which the child will not participate with nondisabled children in the general education class. When modifications result in the student not participating with nondisabled peers, the IEP must include a specific explanation of why that is appropriate and what the specific modifications are. Michigan emphasizes the least restrictive environment (LRE) continuum — modifications should be considered in concert with placement to ensure the student has maximum appropriate access to the general curriculum. Students who receive significant modifications to core academic content may be eligible for MI-Access (the alternate assessment) rather than M-STEP — this decision is made by the IEP team based on whether the student is receiving instruction aligned to the Extended Grade Level Content Expectations (EGLCE) or Dynamic Learning Maps Essential Elements. The IEP must clearly distinguish between accommodations (no content change) and modifications (content or expectation change) to avoid confusion among implementing staff.
What Michigan Requires
The IEP must document all program modifications and explain the extent to which the child will not participate with nondisabled children in the general education class and extracurricular activities (34 CFR 300.320(a)(4)–(5); R 340.1721e).
Modifications that result in a student not receiving grade-level content must be clearly documented with an explanation of why LRE with supports/accommodations is insufficient (34 CFR 300.114; R 340.1721e).
Students receiving instruction aligned to Extended Grade Level Content Expectations (EGLCE) or Dynamic Learning Maps Essential Elements may be candidates for MI-Access assessment — the IEP team makes this determination.
The IEP must clearly distinguish accommodations (access supports, no content change) from modifications (changed content/expectations) so all implementing staff understand their obligations.
The IEP team must document the specific basis for any placement outside general education — removal must be justified by the nature or severity of the disability such that education in general classes cannot be achieved satisfactorily (34 CFR 300.114(a)(2); R 340.1721e).
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review and revised as needed (34 CFR 300.324(b); R 340.1721e).
If modifications change substantially (e.g., student moves to alternate curriculum), the IEP team must reconvene — a formal IEP amendment requires parent notice and consent for placement changes (34 CFR 300.503).
Modifications must be in effect at the beginning of each school year (34 CFR 300.323(a)).