IEP Modifications in Montana: Accommodations vs. Modifications
What is the difference between accommodations and modifications in a Montana IEP?
Montana IEPs may include modifications—changes to what a student is expected to learn or demonstrate—when a student's disability prevents access to grade-level content even with accommodations. Unlike accommodations, modifications alter the content, curriculum, or performance expectations. Under ARM 10.16.3340 and 34 CFR 300.320(a)(4), the IEP must include a statement of program modifications or supports for school personnel that will be provided. Montana's IEP template includes a 'Necessary Accommodations/Modifications' section alongside supplementary aids and services. Modifications typically result in a student working toward alternate achievement standards rather than grade-level content standards, which triggers the requirement for benchmarks or short-term objectives in the IEP (34 CFR 300.320(a)(2)(ii)). For students participating in the Montana alternate assessment (based on alternate academic achievement standards, AA-AAS), the IEP team must document why the student cannot participate in the general education curriculum and why the alternate assessment is appropriate (ARM 10.56.104). Montana also ensures that program modifications and supports for school personnel are documented so that all teachers and service providers have clear guidance on implementing the modified program (34 CFR 300.323(d)). Modifications are provided at no cost as part of FAPE.
What Montana Requires
The IEP must include a statement of program modifications or supports for school personnel that will be provided to the child (ARM 10.16.3340; 34 CFR 300.320(a)(4)).
Students working on modified curriculum toward alternate achievement standards must have benchmarks or short-term objectives in the IEP (34 CFR 300.320(a)(2)(ii)).
If a student takes an alternate assessment, the IEP must explain why the student cannot participate in the general assessment and why the alternate assessment is appropriate (ARM 10.56.104; 34 CFR 300.320(a)(6)(ii)).
All regular and special education teachers and service providers must be informed of their specific responsibilities under the modified program (ARM 10.16.3340; 34 CFR 300.323(d)).
Modifications must be provided at no cost as part of FAPE and are documented in the IEP alongside accommodations (ARM 10.16.3121; MCA § 20-7-401; 34 CFR 300.101).
Modifications alter content, curriculum, or performance expectations—distinct from accommodations, which do not alter what is taught (ARM 10.16.3340; MontCAS Guidelines).
Participation in Montana's AA-AAS (alternate assessment based on alternate academic achievement standards) requires IEP team documentation and alignment with alternate achievement standards (ARM 10.56.104; 34 CFR 200.6(a)(2)).
Key Timelines
Modifications must be documented in the IEP and in effect at the beginning of each school year (34 CFR 300.323(a)).
IEP must be reviewed at least annually to determine if modifications remain appropriate or should be adjusted (ARM 10.16.3340; 34 CFR 300.324(b)).