Required IEP Sections in Michigan
What sections are required in an IEP in Michigan?
Michigan IEPs must contain all components required by federal law (34 CFR 300.320) plus additional elements mandated by MARSE R 340.1721e. Under R 340.1721e, the IEP team (called the IEPT in Michigan) shall develop a written IEP that includes: (1) a statement of the child's present levels of academic achievement and functional performance; (2) measurable annual goals including measurable short-term objectives — Michigan requires short-term objectives for ALL students with IEPs, not just those on alternate assessments, which exceeds the federal minimum (R 340.1721f); (3) a description of how progress toward goals will be measured and when periodic reports will be provided; (4) a statement of special education, related services, supplementary aids and services, and program modifications; (5) an explanation of the extent to which the child will not participate with nondisabled children; (6) any individual accommodations on state and districtwide assessments (M-STEP, MI-Access, WIDA ACCESS) or an explanation of why the student will take an alternate assessment; (7) the projected start date, frequency, location, and duration of services; and (8) beginning not later than the first IEP in effect when the student turns 16, appropriate measurable postsecondary goals and transition services. Michigan uniquely requires a statement documenting that the IEP team considered extended school year (ESY) services at every IEP meeting (R 340.1721e). The IEP team shall not restrict the IEP to currently available programs and services — services must match the student's individual needs regardless of availability. For children ages 3–5, the IEP must include statements addressing socialization and participation in developmentally appropriate activities. Michigan also requires the IEP team to consider the Michigan School for the Deaf (MSD) as part of the total continuum for students who are deaf or hard of hearing. Any team member who disagrees with the IEP may note the disagreement on the IEP document or attach a written statement.
What Michigan Requires
The IEP must include measurable annual goals WITH measurable short-term objectives for ALL students with disabilities — not just those on alternate assessments — a Michigan requirement beyond the federal minimum (R 340.1721f; R 340.1721e; compare 34 CFR 300.320(a)(2)(ii)).
The IEP team must document that it considered extended school year (ESY) services at every IEP meeting, examining regression/recoupment potential, disability severity, and critical learning stages (R 340.1721e).
The IEP must specify all special education and related services with projected start date, frequency, location, and duration (34 CFR 300.320(a)(7); R 340.1721e).
For state assessments (M-STEP, MI-Access, WIDA ACCESS), the IEP must specify accommodations or explain why the student will take an alternate assessment and which one (34 CFR 300.320(a)(6); R 340.1721e).
The IEP team shall not restrict the IEP to programs and services currently available — services must be based on the student's individualized needs (R 340.1721e; 34 CFR 300.323).
For students who are deaf or hard of hearing, the IEP team must consider the Michigan School for the Deaf (MSD) as part of the total continuum of services (R 340.1721e).
Any IEP team participant who disagrees may indicate reasons on the IEP report or submit a written statement to be attached (R 340.1721e).
Key Timelines
The initial evaluation (MET) and initial IEP meeting must be completed within 30 school days of receiving parental consent for evaluation (R 340.1721b(1)) — stricter than the federal 60-calendar-day default.
The IEP must be reviewed and revised at least annually (34 CFR 300.324(b); R 340.1721e).
The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
For transfer students from within Michigan, the receiving district must provide comparable services immediately and develop a new IEP if needed (34 CFR 300.323(e)).
For transfer students from out of state, the receiving district must provide comparable services and complete new evaluations and IEP within a reasonable period (34 CFR 300.323(f)).