IEP Modifications in Minnesota: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Minnesota IEP?
In Minnesota, modifications are changes to the curriculum content or performance expectations for a student with a disability. The IEP must document program modifications under Minn. R. 3525.2810, subp. 1(C), including any modifications to the general curriculum along with supports for school personnel. When modifications are employed, the IEP must also explain the extent to which the student will not participate with nondisabled peers in the regular class and nonacademic activities (Minn. R. 3525.2810, subp. 1(D)). Students with the most significant cognitive disabilities who require extensive modifications to the general curriculum may take the Minnesota Test of Academic Skills (MTAS) alternate assessment rather than the standard Minnesota Comprehensive Assessments (Minn. R. 3525.2810, subp. 1(E)). Minn. Stat. § 125A.08 provides that, among essentially equivalent and effective instructional options, cost may be one factor in selection — but cost cannot override appropriateness for the individual student. LRE requirements at Minn. R. 3525.3010 require that placement decisions always consider the least restrictive environment consistent with the student's needs. Minnesota's requirement for benchmarks or short-term objectives for all students (Minn. R. 3525.2810, subp. 1(B)) means that even students receiving modifications must have measurable interim milestones on their IEP goals.
What Minnesota Requires
The IEP must document all program modifications and supports for school personnel (Minn. R. 3525.2810, subp. 1(C)).
The IEP must explain the extent to which the student will not participate with nondisabled peers in regular classes and nonacademic activities (Minn. R. 3525.2810, subp. 1(D)).
Students with the most significant cognitive disabilities may take the MTAS alternate assessment; the IEP must justify why the student cannot participate in the MCA (Minn. R. 3525.2810, subp. 1(E)).
The IEP team must consider LRE before recommending modifications that remove a student from general education (Minn. R. 3525.3010).
Cost may be a factor in choosing among essentially equivalent and effective instructional methods, but may not override what is appropriate for the individual student (Minn. Stat. § 125A.08).
Even students receiving significant modifications must have benchmarks or short-term objectives on their IEP goals — a Minnesota-specific requirement for all students (Minn. R. 3525.2810, subp. 1(B)).
Key Timelines
Modifications must be reviewed at least annually as part of the IEP review (Minn. R. 3525.3100).
The IEP team must consider annually whether modifications remain appropriate and whether the student can increase participation in the general curriculum (Minn. R. 3525.3100).