SPECIAL EDUCATION
HANDBOOK
South Lyon
Community Schools
Table of Contents: Individualized Education Program (IEP)
Demographics ............................................................................................................................................ 2
Present Level ............................................................................................................................................... 4
Secondary Transition Considerations ........................................................................................................... 6
Goals and Objectives ................................................................................................................................... 8
Supplementary Aids and Services .............................................................................................................. 10
Assessment ................................................................................................................................................ 12
Services and Programs ............................................................................................................................... 16
Notice for Provision of Services and Programs ........................................................................................... 19
Amendment ................................................................................................................................................ 20
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IEP: Demographics
The purpose of the Demographic Information section is to provide information used for guiding
timelines, assessment, service determination, public reporting, and eligibility.
IEP Dates: This section is designed to ensure there are no gaps in the provision of service to a student
with an Individualized Education Program (IEP).
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IEP Team Meeting Date―This is the actual date the IEP meeting is concluded. The date
entered is used to determine the required timeline for Notice. Within 7 calendar days of the
district receiving the IEP form (i.e., the IEP meeting conclusion date), the district must
provide written notice to the parent.
Initial, Reevaluation, and Annual/Review IEP―For a student’s first IEP, fill in the dates for
“Initial IEP.”
For an IEP resulting from a reevaluation IEP, fill in the dates for “Reevaluation IEP.”
For all other IEPs, fill in the dates for “Annual/Review IEP.”
For “Offer of a FAPE,” list the date the district offers a Free Appropriate Public Education (FAPE) (i.e., the
date Notice is provided by the district). For “Implementation,” list the date the district will initiate the
IEP. Implementation is required to be as soon as possible, and not later than 15 school days after the
district’s offer of a FAPE, pending parent consent.
The date of the offer of a FAPE for the first annual review must be within 365 days of the initial IEP
implementation date. For all other offers of a FAPE, the offer of a FAPE must be within 365 days of the
previous offer of a FAPE.
Purpose of Meeting: Options for determining the purpose of the IEP team meeting include initial IEP,
annual/review IEP, or reevaluation IEP. Additional choices are intended to provide clarity. If Change of
Placement is selected, the IEP team must provide further clarification by choosing Suspension/Expulsion,
Graduation, or Other.
Parent Contact: This section does not meet the requirements of Notice; however it is a place for the
district to document the steps taken to ensure the parent of the student is present at the IEP team
meeting or, at a minimum, has been afforded the opportunity to participate. Check the appropriate
forum used by the district and document the result of the contact.
Parental Rights and Age of Majority: This section has implications for confidentiality and eliciting
procedural safeguards and therefore must be completed for all students who will be age 17 or older at
any time during the IEP. Although decisions regarding guardianship, partial guardianship, or
independence are to be documented when the student turns 18, it is recommended that decisions be
completed well before the student turns 18.
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IEP Meeting Participants in Attendance: The public agency must ensure that the IEP team for each
student with a disability includes the parent, a general education teacher if the student participates in
the general education curriculum, a special education teacher, a public agency representative, other
individuals who have knowledge or special expertise regarding the child (at the discretion of the parent
or district), and whenever appropriate, the student.
The agency must also ensure the presence of an individual who can interpret the instructional
implications of evaluation results. It is allowable and may be appropriate for an IEP team member to
serve multiple roles.
If the student is of transition age and is receiving services from an outside agency, the district is required
to have consent from the parent on file.
Parent and District Agreement on Attendance Not Necessary―If attendance of a required member of
the IEP team meeting is determined not necessary because it has been determined that the member’s
area of the curriculum or related service is not being modified or discussed at the meeting, the district
must have written agreement (Excusal of an IEP Team Member Form) from the parent prior to the IEP
team meeting.
Parent and District Agreement on Excusal Prior to Meeting―In order for the district to excuse a required
IEP team member, written agreement must be obtained from the parent prior to the IEP team meeting
(Excusal of an IEP Team Member Form). In addition, if the member’s area of the curriculum or related
service is being discussed, the excused member must submit written input for the development of the
IEP to the IEP team prior to the meeting.
Eligibility for Special Education: After considering the evaluation results and the criteria for each area of
disability evaluated, the IEP team is responsible for determining eligibility.
If the student is determined eligible, identify the area of disability and continue to develop the IEP. If the
student is determined eligible in the area of specific learning disability (SLD), identify the appropriate
area(s) of the specific learning disability.
If the student is determined ineligible for all areas of disability considered and is documented in this
section as ineligible, the district may proceed directly to the provision of Notice to the parent, with the
exception of the area of SLD.
If a student is determined ineligible in the area of SLD, it is required that the IEP team provide a
statement of the basis for this determination before the district proceeds to the provision of Notice to
the parent.
The state model IEP form reflects only one area of disability. Federal regulations require that a student
be determined eligible in order to receive special education services and programs. Since the
development of services and programs are based on need, rather than disability area, one area is
sufficient.
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IEP: Present Level
The purpose of the Present Level of Academic Achievement and Functional Performance (present level)
section is to provide an overview of factors that impact the student’s performance and subsequent
development of services and programs to meet the student’s unique learning needs. The present level
provides a foundation for developing rigorous supports to create an opportunity for greater student
success. It is the basis from which all other Individualized Education Program (IEP) components are
developed. Each area of need identified in the present level must be addressed in another appropriate
section of the IEP form.
Present Level: This section, in its entirety, is used to describe the student’s current performance in areas
affected by the disability.
Factors to Consider (General): This section asks the IEP team to address the student’s strengths and
parent concerns. This section also asks the IEP team to take into consideration the most recent
evaluation results. Comprehensive completion of this section provides an overview of the student’s
abilities and helps prioritize the student’s areas of need.
Strengths of the Student―This is the only place in the IEP process that captures the student’s strengths.
Strengths are important to all other sections of the IEP; in particular, they are the basis for developing
supplementary aids and services and secondary transition services.
Concerns of the Parent―If a parent does not identify any concerns, document that no concerns have
been identified at this time.
Evaluation(s) Results― Use this section to document a comprehensive list of results from recent
assessments and evaluations of the student. Evaluations may include, but are not limited to, the
Multidisciplinary Evaluation Team (MET) report, the Review of Existing Evaluation Data (REED), state
assessments, district assessments, and benchmark assessments.
Factors to Consider (Special Factors): The first two special factors listed must be considered for every
student. The remaining four special factors must be considered as appropriate. If a special factor is
considered and the IEP team determines there is an area of need, the special factor must be addressed
in an appropriate section of the IEP form (e.g., Goals, Supplementary Aids and Services, etc.). If a special
factor is considered, but the IEP team determines there is no area of need, the rationale for determining
no area of need must be addressed in the Notice under “Option Considered but Not Selected.”
The present level is designed to identify the areas of need affected by the disability. For each area of
need identified, provide:
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• Baseline data―supports the determination of the area of need and is gathered from a variety
of data sources.
• A narrative summary or explanation of the baseline data―gives the reader an understanding
of the IEP team’s interpretation of the baseline data.
• A statement of how the disability affects the student’s involvement and progress in the
general education curriculum or participation in appropriate activities for preschool children.
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IEP: Secondary Transition
Secondary Transition: The purpose of the Secondary Transition Considerations section is to consider the
student’s strengths and areas of need to help plan and prepare the student for adult life. Proper
planning and preparation positively influence the likelihood of graduation and promote successful
outcomes. This section is designed to capture aspects of transition services that are not addressed
elsewhere in the Individualized Education Program (IEP). Transition services are addressed throughout
various sections of the IEP. There is no one section that encompasses all transition services.
“Secondary transition services are required to be in effect when the student turns 16. IEP teams
are recommended to consider secondary transition services at a younger age if appropriate.
Secondary transition considerations must be updated annually thereafter.”
Transition services are required to be in effect by the time the student turns 16. Therefore, decisions
about transition services must be made before the student turns 16 to ensure the services will be in
effect by age 16.
Student’s Postsecondary Goals (Vision): This section is directly related to Section 2 of the IEP, the
Present Level of Academic Achievement and Functional Performance.
The student’s postsecondary goals (collectively, the student’s vision) are to be aligned with the
information documented in the present level. Secondary transition assessments and strengths from the
present level can help guide the IEP team to develop appropriate, measurable postsecondary goals for
the student.
Planning/Community Secondary Transition Services: Services and supports that help the student achieve
his or her adult-life goals are collectively called “transition services.” Secondary transition services are
designed to be part of a results-oriented process.
After identifying an area of need (using the present level section as a data source), the IEP team
determines if the area of need is either a learning need, or a planning/community service or activityrelated need. Learning needs are generally addressed by transition services provided by the district and
are considered the student’s course of study. These transition services are addressed in other sections
of the IEP (such as goals and/or supplementary aids and supports) and therefore might not be addressed
in this section.
Planning/community service or activity-related needs are typically addressed in this section of the IEP
form. The areas for consideration in this section are meant to facilitate movement from school to postschool activities. If an area is considered but not needed, provide an evidence-based/data-based reason
that is consistent with the present level section.
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Remember: Any community agency “likely to provide or pay for services” must be invited, with parent
consent, to the IEP team meeting. If the agency fails to attend the IEP team meeting, the district must
provide information about that service and assist the student in procuring the service.
Course of Study: Course of study is a secondary transition service. This service in conjunction with other
secondary transition services is designed to help the student achieve his or her postsecondary goals.
Secondary transition services are to be considered and aligned with the direction and outcome of the
course of study. Document if the student is on track to receive a high school diploma. Additionally, if the
student will receive a high school diploma, document if the student has a personal curriculum on file. If
the student is not on track to receive a high school diploma, identify what the outcome of the student’s
education will yield by filling in the blank for a course of study. An IEP team may indicate, for example, a
certificate of attendance, a certificate of completion, or simply an exit from school. Keep in mind,
Michigan has only one curriculum and therefore only recognizes graduation with a diploma.
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IEP: Goals and Objectives
Goals and Objectives: The purpose of this section is to develop annual goals and objectives/benchmarks
that ensure the student has access to and makes progress in the general education curriculum.
Goals are descriptions of what the student can be expected to accomplish within a 12-month period;
they are to be reasonable, yet challenging. Objectives/benchmarks are intermediate steps between the
present level and the annual goal.
Alignment of goals to other sections in the Individualized Education Program (IEP) is important. Goals
and objectives/benchmarks align with:
• Needs from the Present Level of Academic Achievement and Functional.
• Michigan content expectations (e.g., EGLCEs, GLCEs, HSCEs)/early childhood standards of
quality for pre-kindergarten.
• Secondary Transition Considerations.
This section has implications for the student’s participation in state assessments. In order to take an
alternate assessment the student must have goals and objectives/benchmarks based on Michigan
content expectations.
Goals and objectives/benchmarks must be aligned to the content area of the alternate assessment.
Based on the information documented throughout the IEP, determine the area(s) of need requiring a
goal and short-term instructional objectives Instructional Area and Content Expectation: Identify the
content area related to the student’s need. Then identify the content expectation that aligns with this
area.
Baseline Data: This information is taken from the data documented in the present level section and
establishes a baseline for monitoring progress.
Annual Goal: A goal must be meaningful (aligned to the area of need) and measurable (have identifiable
criteria).
A well-written goal has four critical elements:
• Target date for achieving the goal.
• Identification of what the student will demonstrate.
• Under what conditions or to what level/degree the student will perform.
• How progress will be assessed/evaluated.
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To ensure the goal is aligned with the general education curriculum, write the goal based on a content
expectation [e.g., Extended Grade Level Content Expectation (EGLCE), Grade Level Content Expectation
(GLCE), Extended High School Content Expectation (EHSCE), High School Content Expectation (HSCE)].
Each goal page allows for the development of more than one short-term objective/benchmark. Describe
each short-term objective/benchmark. The objectives/benchmarks are to be written in such a manner
that meeting all objectives/benchmarks will result in the student achieving the annual goal.
For each short-term objective/benchmark, describe:
• The performance criteria―determines at what level and under what conditions the skill will be
achieved.
• The evaluation procedure―a description of what method will be used to document student
performance.
• The evaluation schedule―the frequency of the evaluation procedure.
Status Areas: These status areas are shaded and are designed to represent quarterly marking periods. If
the district has more or fewer marking periods, adjust the number of status areas to align with the
district’s periodic reports (i.e., report cards).
The status areas are to be completed at the time of the district’s periodic reports. They must include the
date of the periodic report and the progress toward the annual goal as it relates to the short-term
objective/benchmark.
Schedule for Reporting Progress: Identify when periodic reports of progress will be provided to the
parent (align the schedule with the district marking periods).
Position(s) Responsible for Implementing Goal Activities and for Reporting Progress on Goal: This
information is designed to create transparency for both the district and the parent.
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IEP: Supplementary Aids and Services
Supplementary Aids and Services: The purpose of this section is to identify the supplementary aids and
services that will be provided to the student. Aids and services are developed to enable the student to
make progress in the general education curriculum and advance appropriately toward his or her goals.
Aids and services may be provided in any of the following settings: general education, special education,
nonacademic, and extracurricular. Supplementary aids and services are provided to enable the student:
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To advance appropriately toward attaining the annual goals.
To be involved and progress in the general education classes or activities.
Supplementary Aids and Services: Determine if supplementary aids or services are necessary to address
the student’s needs identified in the present level section (Section 2). To facilitate development of aids
and services, the team must consider the student’s unique needs specific to accessing instruction,
accommodations to content, environmental adjustments, etc.
In the first column, identify and provide a clear and detailed description of the aid or service.
In the second column, identify the time (i.e., minutes/hours), the frequency (e.g., daily, weekly), or
under what condition (specific circumstances) that applies to the provision of the aid or service. It is
important to identify the time, frequency, or condition with sufficient detail and measurability to ensure
understanding for consistent implementation.
Note: The phrase “as needed” lacks sufficient detail and measurability. “As needed” will not meet
compliance standards.
In the third column, identify all locations (e.g., cafeteria, math class, English class, etc.) where the service
will be provided. The IEP team may find that aids and services can be logically identified under more
than one heading. In this case, the IEP team is to identify the aid or service under the most appropriate
heading, as determined by the IEP team. There is no need to identify the aid or service more than once.
When developing supplementary aids and services, it is important that they be written with sufficient
description and measurability. This ensures appropriate access to and progress in the general education
curriculum.
This statement comes from the Individuals with Disabilities Education Act (IDEA) and emphasizes the
foundational thinking of the IDEA―all students are general education students first.
All students are to be educated with their general education peers to the maximum extent appropriate.
Identify the circumstances, if any, under which the student would be excluded from participation in
general education classes or activities.
Indicate if aids and services are determined not necessary.
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IEP: Assessments
Assessments: The purpose of this section is to meet required assessment standards of the Michigan
Educational Assessment System (MEAS), which includes: Michigan Merit Exam (MME), Michigan Student
Test of Educational Progress (M-STEP), MI-Access, State Administered College Assessment Exam State
(SAT), State Summative Exam (PSAT), and World-class Instructional Design and Assessment (WIDA).
Most students with Individualized Education Programs (IEPs) will participate in the general education
state assessments with or without standard accommodations. For a student to be considered for
participation in an alternate assessment (MI-Access), the student must have goals and
objectives/benchmarks based on academic content standards for the grade in which the student is
enrolled. Goals and objectives/benchmarks must also be aligned to the content area of the alternate
assessment.
Decisions about participation in the statewide assessment program may be based on:
• The student’s grade level.
• Curriculum-based instruction/course of study.
• Present level of performance.
• Grade level content expectations identified in goals—(e.g., EGLCEs, GLCEs, EHSCEs, HSCEs).
• Instructional level.
• Administrative conditions of the assessment (e.g., setting, time allotment, delivery of instruction).
• If the student can demonstrate what he or she knows for the assessment under consideration.
Decisions about participation may NOT be based solely on any of the following factors:
• The student’s disability.
• The services and programs the student receives.
• The effect the student’s participation in a particular assessment has on the school’s/district’s overall
performance.
All students in grades 3-11 are to participate in a state assessment. Indicate if state assessments are
administered at the student’s grade level(s) during the time covered by the IEP. If state assessments are
not administered, proceed to the District-wide Assessment section.
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Grades K-9
State Assessment and Alternate Assessments
Assessment: For each assessment administered at the student’s grade level, indicate in which
assessment the student will participate. If the IEP team determines the student will participate in MIAccess, the team must then identify if the student will participate in MI-Access Functional
Independence, Supported Independence, or Participation. If a student is receiving general education
instruction in a specific content area (e.g ELA, Math) they may take that portion of the M-Step but only if
they are scheduled to take MI-Access Functional Independence. If the student will participate in MIAccess Supported Independence or Participation in any area, then the student must participate in the
Supported Independence or Participation assessment in all content areas assessed (e.g ELA, Math,
Science, Social Studies).Rationale: If the IEP team determines the student will participate in an alternate
assessment, the IEP team must provide an explanation in the Rationale column regarding:
1. Why the student cannot participate in the standard assessment.
2. Why the selected alternate assessment is appropriate.
Accommodations: The IEP team must specify what accommodations (if any) are needed for each
assessment in the Accommodations column. The only appropriate accommodations for the IEP team to
consider are accommodations provided for the student in day-to-day instruction. Therefore, any
accommodation selected for assessment is to have been identified as a necessary support in
Supplementary Aids and Services and be derived from a need identified in the present level.
The IEP team must be aware of the differences between standard and nonstandard accommodations as
well as the consequences to the student and to the school if deciding to use nonstandard
accommodations. Staff are instructed to review the Michigan Department of Education: Supports and
Accommodations Manual and the Accommodations Table.
Standard (S) accommodations:
• Do not change the construct of the test.
• Result in valid scores for Adequate Yearly Progress (AYP).
Nonstandard (NS) accommodations:
• Change the construct of the test.
• Do not count toward valid scores for AYP.
• Prevent student scores from being recorded as tested for reporting on State Performance Plan (SPP)
Indicator 3.
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Please reference the Revised Assessment Accommodation Summary Table to determine if the
accommodation is S or NS.
District-wide Assessments and Alternate Assessments Assessment: For each assessment administered at
the student’s grade level, indicate in which assessment the student will participate. Identify the name of
the assessment.
Rationale and Accommodations: The expectations for completing the rationale and accommodations are
consistent throughout the IEP. See instructions for rationale and accommodations in “MEAP and
Alternate Assessments” section above.
Michigan Merit Exam (MME) Administered: For grade 11 state assessments, the IEP team must indicate
in which assessment the student will participate [the Michigan Merit Exam (MME) or MI-Access].
For grade 12 state assessments, the IEP team must indicate if the student will participate in the MME,
based on MME retest eligibility.
If state assessments are not administered, proceed to the District-wide Assessment section of this form.
MME Accommodations: The IEP team must specify what accommodations (if any) are needed for each
assessment in the Accommodations column. The only appropriate accommodations for the IEP team to
consider are accommodations provided for the student in day-to-day instruction. Therefore, any
accommodation selected for assessment is to have been identified as a necessary support in
Supplementary Aids and Services and be derived from a need identified in the present level.
The IEP team must be aware of the differences between standard and nonstandard accommodations as
well as the consequences to the student and to the school if deciding to use nonstandard
accommodations. Staff are instructed to review the Michigan Department of Education: Supports and
Accommodations Manual and the Accommodations Table.
Standard (S) accommodations:
• Do not change the construct of the test.
• Result in valid scores for Adequate Yearly Progress (AYP).
Nonstandard (NS) accommodations:
• Change the construct of the test.
• Do not count toward valid scores for AYP.
• Prevent student scores from being recorded as tested for reporting on State Performance Plan (SPP)
Indicator 3.
Please reference the Revised Assessment Accommodation Summary Table to determine if the
accommodation is S or NS.
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MI-Access Assessment: The IEP team must then identify if the student will participate in MI-Access
Functional Independence, Supported Independence, or Participation. If a student is receiving general
education instruction in a specific content area (e.g ELA, Math) they may take that portion of the M-Step
but only if they are scheduled to take MI-Access Functional Independence. If the student will participate
in MI-Access Supported Independence or Participation in any area, then the student must participate in
the Supported Independence or Participation assessment in all content areas assessed.
Rationale: The IEP team must provide an explanation in the Rationale column regarding:
1. Why the student cannot participate in the standard assessment.
2. Why the selected alternate assessment is appropriate.
Accommodations: The expectations for completing the accommodations are consistent throughout the
IEP. Staff are instructed to review the Michigan Department of Education: Supports and
Accommodations Manual and the Accommodations Table.
District-wide Assessments Administered: Indicate if district-wide assessments are administered at the
student’s grade level(s) during the time covered by the IEP.
District-wide Assessments and Alternate Assessments
Assessment: For each assessment administered at the student’s grade level, indicate in which
assessment the student will participate. Identify the name of the assessment.
Rationale: The expectations for completing the rationale are consistent throughout the IEP. See
instructions for rationale in “MI-Access” section above.
Accommodations: The expectations for completing the accommodations are consistent throughout the
IEP. See instructions for accommodations in “MME Accommodations” section above.
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IEP: Programs and Services
Programs and Services: The purpose of this section is to identify the special education services and
programs necessary to meet the needs of the student and ensure progress. Information used in
determining the services and programs necessary to meet the student’s needs comes from and aligns
with:
• Present Level of Academic Achievement and Functional Performance
• Secondary Transition Considerations
• Goals and Objectives/Benchmarks
• Supplementary Aids and Services
Keep in mind while developing this section, methodology does not belong in the Individualized
Education Program (IEP). This section is designed to describe the services and programs the student
needs, not the method of instruction (e.g., co-teaching, team teaching, etc.) that will be used.
Identification of methodology in the IEP process limits a district’s ability to be responsive to the
student’s needs.
In general, the IEP team will identify related services and programs from the Michigan Administrative
Rules for Special Education (MARSE) or from the federal regulations. For each service and program
identified, the IEP team will determine the specific amount of time a service or program will be
provided. The team will also need to indicate the frequency of the delivery. For each service and
program, indicate the time and frequency in such a manner to ensure the district’s commitment of
resources are clear.
All services and programs must be provided according to the implementation date of the IEP, except in
certain circumstances (e.g., grade level move-ups, trimesters, graduation, etc.). If a service or program
will not be provided for the duration of the IEP, the beginning and end date must be indicated under the
heading “Duration.”
For each service and program, under the heading “Location,” the IEP team is to identify the specific
environment in which the student will receive the service or program. Locations such as “general
education,” “special education,” “building,” or “all” lack specificity and could lead to confusion. A more
accurate description is recommended (e.g., content area, classroom).
Related Services: Related services are the first considerations because they are generally less restrictive
than programs. Identify the needed service by name and rule number.
Placement With a Teacher With a Particular Endorsement: The IEP team is to consider the student’s
needs—not just the student’s eligibility category—when making a determination about placement with
a teacher. A teacher’s endorsement does not have to match the eligibility category of the student.
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Options become limited when decisions are aligned to student eligibility; therefore, Michigan promotes
a practice of making decisions based on student needs.
Programs: Programs are to be selected in order to meet the student’s needs and ensure progress.
Identify the needed program by name and rule number.
In the second column, indicate if the program is departmentalized in the building.
Dates of Programs and Services: Services and programs begin on the implementation date of the IEP
unless otherwise indicated.
Extended School Year (ESY) Services: Extended School Year (ESY) services are provided to a student
beyond the traditional school calendar at no cost to the parent. ESY services must be considered. ESY
services are provided if the IEP team determines that the services are necessary for the provision of a
Free Appropriate Public Education (FAPE).
The team must consider the following factors in relation to each of the student’s goals identified:
1. Regression and recoupment.
2. Nature and severity of the disability.
3. Critical stage or area of learning.
The IEP team must make data-based decisions for ESY services.
Instructional Time: Identify the minutes/hours per week the student is receiving general education
instruction. Identify the minutes/hours per week the student is receiving special education instruction
(i.e., special education programs). Add the general education instruction and the special education
instruction. The total represents the minutes/hours per week the district offers instruction.
Educational Environment: This section is included in the IEP model form to provide transparency and
detail for where instruction is taking place and is used for reporting. It is also the starting point for
meeting annual performance reporting requirements.
Participation in a Regular Early Childhood Program: Complete this section for students who participate
in a regular early childhood program. Document if the student spends 10 hours or more, or less than 10
hours, in the program per week. Then indicate if the student receives the majority of special education
and related services inside or outside the program.
Participation in General Education: Educational environment documents the time spent in an
instructional location. It can be described as “where the student is sitting.” Any time spent in a general
education classroom (including while receiving special education services and programs) is documented
in this section as General Education Environment.
Special Transportation: Although transportation is a related service, it receives special consideration in
the IEP process as it is commonly a general provision for all students. Document if special transportation
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is necessary for the student to have access to a FAPE. If special transportation is needed, describe the
service needed.
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IEP: Notice
Notice: The purpose of the Notice for Provision of Services and Programs is to inform; it is also the
evidence of the district’s offer of a Free Appropriate Public Education (FAPE). It is required that the
district provide Notice for the Individualized Education Program (IEP) process. Though the Notice
document is not part of the IEP form, it is an essential part of the IEP process and aligns with the IEP
form. Adopting a uniform standard for the Notice document is beneficial and helps meet compliance
requirements.
Reasons for Providing Notice: Notice is sent either to offer a provision of a FAPE or to provide notice that
the student was not found eligible for special education. There are two Notice forms―Notice for Initial
Provision of Services and Programs and Notice for Provision of Services and Programs. Use Notice for
Initial Provision of Services and Programs to conclude the process for IEP team meetings resulting from
an initial evaluation. Use Notice for Provision of Services and Programs to conclude the process for all
other IEP team or related meetings (i.e. reevaluation, annual/review, or amendment).
Initial Provision of Services and Programs―In cases where an initial IEP is being offered to the student,
consent is required from the parent before the IEP can be implemented. The section indicating an offer
of an initial FAPE at the top and the Parent Consent section at the bottom are in gray boxes to reinforce
their connection. The date of the IEP team meeting identified on the top left corner of the IEP form must
match the IEP team meeting date identified in the Notice form. A district has 7 calendar days to provide
Notice to the parent following the conclusion of the IEP team meeting. The implementation date is also
a requirement for Notice. Establishing the implementation date of an initial IEP must be a thoughtful
process. The Michigan Administrative Rules for Special Education (MARSE) requires that a district
implement an IEP for a student within 15 school days of providing Notice to the parent.
However, a district must receive parent consent before implementing an initial IEP. If a parent does not
provide written consent to the district within 10 calendar days of receiving Notice, the district is not
required to implement the initial IEP.
If a parent does not provide written consent or refusal within 10 calendar days of receipt of Notice, it is
recommended that the district (after making additional attempts to contact the parent) inform the
parent in writing of the district’s decision to close the IEP process without implementation.
Ineligible (Initial)―If the IEP team finds the student not eligible, parent consent is not required. The
district will meet its obligation for the IEP process upon providing Notice to the parent.
Review/Reevaluation IEP―The purpose of the meeting, the IEP team meeting date, and the
implementation date identified in Section 1 of the IEP form must match the documentation on the
Notice form.
Ineligible (Reevaluation): If the IEP team finds the student not eligible, the district will meet its obligation
for the IEP process upon sending Notice to the parent.
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Options Considered but not Selected: The IEP form and the Notice form are designed to talk to each
other. Therefore, it is recommended that a district use the Notice form at the IEP team meeting to
capture items that were considered but not selected. The reason for the non-selection is also required.
As is always practiced throughout the IEP process, provide an evidence- and data-based decision when
providing the reason for non-selection.
Other Factors: Describe any other factors leading to the proposal or refusal of programs and services
discussed during the IEP meeting.
Resident/Operating District: The first IEP team meeting conducted on behalf of a student who is being
placed outside of the district must be convened by the resident district. All subsequent meetings may be
convened by the operating district if the resident district provides permission on the Notice form.
When a resident district authorizes an operating district to conduct subsequent IEP team meetings, the
operating district is in the position to offer a FAPE.
Procedural Safeguards Notice: Procedural Safeguards Notice must be provided to parents at least once a
year.
Additionally, a best practice is to take the time to assist parents in understanding their rights. The
Notice must state that the parent has protection under the procedural safeguards and provide a way in
which a copy of the Procedural Safeguards Notice can be obtained.
It is also required that a district provide additional resources to parents in order to assist them in
understanding their rights.
Signature of Superintendent or Designee: The signature and date on the Notice form and the
accompanying IEP form together constitute the provision of Notice.
Parent Consent: Parent consent is required for the initial provision of programs and services. After
receiving Notice from the superintendent or designee, the parent has 10 calendar days to provide the
district with written consent for special education programs and services.
Parent consent is not required after the initial provision of consent is provided. Should a parent wish to
disagree with the outcome of an IEP team meeting, they may enlist their rights as identified in the
Procedural Safeguards Notice.
Options for disagreeing/dispute resolution may include but are not limited to: requesting additional
evaluations, requesting a new IEP team meeting in order to bring different participants to the table,
requesting an IEP facilitator, requesting mediation, or filing a due process hearing complaint.
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IEP: Amendment
Amendment: If an IEP amendment was held to make minor changes to a student’s IEP. The district
must complete this section, including the date of the amendment in order to meet the obligation of
Notice.
The purpose of the Individualized Education Program (IEP) Amendment is to make changes to a
student’s IEP during the time it is in effect. The parent of the student with a disability and the district
may agree not to convene an IEP team meeting for the purposes of making changes, and instead may
develop a written document to amend or modify the current IEP.
Note: An amendment does not replace the requirement to hold an annual IEP.
When substantial or comprehensive changes need to be made to a student’s IEP, it is recommended
that an IEP team meeting be convened to develop a new IEP.
Student Information: Fill in the student name, date of birth, and Unique Identification Code (UIC). No
further demographic information is needed since an amendment is to make changes to an IEP during
the year it is in effect.
The IEP date on the amendment is to match the date of the district’s offer of a free appropriate public
education (FAPE) for the IEP being amended. The amendment date is to be documented as the date of
the provision of Notice provided for the IEP amendment.
Participants in Agreement: The parent of the student with a disability and the district may agree not to
convene an IEP team meeting for the purposes of making changes, and instead may develop a written
document to amend or modify the current IEP. This section documents parent and district agreement
for an IEP amendment.
Purpose: Identify the section of the IEP that will be modified or adjusted.
Changes to Section 1—Demographic Information: Use the space provided to identify essential changes
being made to the Demographic Information Section of the IEP being amended.
Changes to Section 2—Present Level of Academic Achievement and Functional Performance: Use the
space provided to identify any changes being made to the Present Level Section of the IEP being
amended. Typically, changes in the present level impact and drive changes to another section of the IEP
as well.
Changes to Section 3—Secondary Transition Considerations: Use the space provided to identify any
changes being made to the Secondary Transition Section of the IEP being amended.
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Changes to Section 4—Goals and Objectives/Benchmarks: Indicate whether the student’s goal is being
modified, added, or removed. Include the required elements for each goal. For goals being modified or
added, attach a completed goal page (Section 4 of the IEP).
For goals being modified or added, attach a completed goal page (Section 4 of the IEP).
Changes to Section 5—Supplementary Aids and Services: Indicate whether the student’s supplementary
aid/service is being modified, added, or removed. Then, document the change to each supplementary
aid and service in the space provided. It is important to identify the time, frequency, or condition with
sufficient detail and measurability to ensure understanding for consistent implementation.
Note: The phrase “as needed” lacks sufficient detail and measurability. “As needed” will not meet
compliance standards.
Changes to Section 6—Assessment: Use the space provided to identify the changes being made to the
Assessment Section of the concluded IEP. For any modifications being made to a student assessment,
complete all sections, including the rationale for determining why the state or district-wide assessment
is not appropriate, why the alternate assessment is appropriate, and the accommodations (if any) that
are needed for each assessment.
Changes to Section 7—Special Education Services and Programs: When making changes to a service or
program, it is important to identify the time, frequency, location, and duration with sufficient detail and
measurability to ensure understanding for consistent implementation.
Services: Indicate whether the student’s related service is being modified, added, or removed.
Document the change to each service in the space provided.
Programs: Indicate whether the student’s program is being modified, added, or removed. Document the
change to each service in the space provided.
Extended School Year (ESY) Service - Indicate whether the student’s ESY service is being modified,
added, or removed. Document the change in the space provided.
Special Transportation - Use the space provided to identify the changes being made to the special
transportation section of the IEP being amended.
Notice Requirements: Written notice must be given to the parent of a student with a disability a
reasonable time before the district:
1. Initiates or changes the identification, evaluation, or educational placement of the student.
2. Initiates or changes the provision of a free appropriate public education (FAPE) to the student.
3. Refuses to initiate or change the identification, evaluation, or educational placement of the student.
4. Refuses the provision of a FAPE to the child.
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This provision applies, even if the IEP is revised without convening an IEP team meeting.
Non-Public Schools
NONPUBLIC SERVICES PLAN NOTIFICATION GUIDANCE
Guidance for initial referrals to special education: Students attending a nonpublic school in their district
of residence — After the evaluation is completed, the district should convene an Individualized
Education Program (IEP) team meeting and determine if the student is eligible for special education
programs and/or services. If the student is determined eligible, develop an IEP which provides a FAPE to
the student. If the parent declines the program and/or services offered in the IEP, the parent should sign
that they refuse consent for the initial provision of programs and/or services. The team should note in
the “other factors” section of the Notice page that the parent declines the proposal and intends to have
the student remain in the nonpublic school. The team may then develop a Services Plan. Subsequent
proposals for services may be documented on the Services Plan form.
Students attending a nonpublic school not in their district of residence: After the evaluation is
completed, the district should convene an IEP team meeting and determine if the student is eligible for
special education programs and/or services. The district must obtain parent permission to invite the
resident district to the IEP team meeting. If the student is eligible and:
1. The resident district is in attendance, the resident district should develop an IEP and inform
the parent that the programs and/or services described in the IEP would be available if the
student were to enroll in his or her resident district. If the parent declines the programs and/or
services offered in the IEP, the parent should sign that they refuse consent for the initial
provision of programs and/or services. The team should note in the “other factors” section of
the Notice page that the parent declines the proposal and intends to have the student remain in
the nonpublic school. The team may then develop a Services Plan. Subsequent proposals for
services may be documented on the Services Plan form.
2. The resident district is not in attendance, the district in which the nonpublic school is located
should ask the parent if his or her intent is to have the student remain in the nonpublic school. If
the parent indicates intent to keep the student in the nonpublic school, the IEP team may then
develop a Services Plan. Subsequent proposals for services may be documented on the Services
Plan form. If the parent indicates intent to enroll the student in the district of residence, the
parent should be told to contact the district of residence.
Guidance for reevaluations: Students who were found to be eligible for special education programs
and/or services after an initial evaluation, but are not currently receiving special education services
because parents declined services, must be reevaluated every three years, unless the parent and the
local educational agency (LEA) agree that a reevaluation is unnecessary. If an evaluation is undertaken to
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determine eligibility, the district must convene an IEP team meeting to develop an IEP which provides a
FAPE to the student.
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