Information on Michigan academic standards and instructional resources.
Responsible for providing final decisions in administrative appeals to MDE.
Learn more about the MDE office responsible for providing leadership in curriculum and instruction that provides students with greater choices to prepare for success.
Resources for educator certification, recognition programs, evaluation, and workforce research.
Resources related to financial and pupil accounting and auditing.
Options available for Michigan students that provide unique learning opportunities.
Food & Nutrition Programs
This MDE office provides resources and technical assistance in physical education, sex education, health education, behavioral, emotional, mental, and social education as well as safety, discipline, and transportation.
Resources for programs and initiatives that support school improvement efforts.
Resources for supporting special education in Michigan.
Michigan has an innovative and comprehensive system of assessments to measure student achievement in learning our state content standards.
Every Student Succeeds Act (ESSA)
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An individualized education program (IEP) is a written document for students with disabilities ages 3 through 25 that outlines the student’s educational needs and goals and any programs and services the intermediate school district (ISD) and/or its member district will provide to help the student make educational progress.
The document is written by the IEP team at an IEP team meeting. The IEP is reviewed at least once a year.
Understanding an IEP: Parent Input
This document reinforces the importance of parent input in creating a successful IEP. Parents can give information on background and detail information on a student's strength, previous strategies, and their level of success.
IEP Tip Sheet Series
This series of tip sheets introduce key components of the IEP. They include brief summaries of federal regulations, tips for implementation, and resources created by the PROGRESS (Promoting Rigorous Outcomes and Growth) Center, a program funded by the U.S. Department of Education's Office of Special Education Programs (OSEP).
Individualized Education Program (IEP) Team Consideration of the Need for Extended School Year (ESY) Services (PDF)
This ESY guidance document and form will assist ISDs and LEAs with IDEA compliance and IEP development.
Individualized Education Program (IEP) Development: Present Level of Academic Achievement and Functional Performance (PLAAFP) (PDF)
This document supports IEP teams in developing a present level of academic achievement and functional performance statement that supports both the compliance and substantive obligation of providing a free appropriate public education (FAPE) under IDEA.
Determining the Need for Special Education Transportation (PDF)
This document provides guidance on how to determine the need for special education transportation for students with IEPs consistent with least restrictive environment requirements for safe travel to and from school, field trips, and sports/extracurricular activities.
Least Restrictive Environment (LRE): Nonacademic Settings (PDF)
This guidance assists districts in developing an understanding of the requirements of the IDEA regarding services provided to students with disabilities in extracurricular and nonacademic settings.
Least Restrictive Environment (LRE): The Requirements Package (PDF)
IDEA requires state education agencies to carry out activities to ensure teachers and administrators in all public agencies are fully informed about their responsibilities for implementing LRE. The OSE encourages districts and intermediate school districts to utilize this document with district teams comprised of general education and special education staff as a professional learning opportunity, as a resource to build awareness of LRE requirements for all staff, to ensure LRE decisions are made consistent with IDEA requirements, and to ensure each student receives a FAPE in the LRE.
Least Restrictive Environment (LRE): A Technical Assistance Case Study (PDF)
IDEA requires state education agencies to carry out activities to ensure teachers and administrators in all public agencies are fully informed about their responsibilities for implementing LRE. The case study, continuum, and scenarios are training and awareness building tools for public agencies to use with general education and special education teachers and administrators.
Building and Sustaining Inclusive Educational Practices (January 2025) and a Joint Dear Colleague Letter from Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Glenna Wright-Gallo and Office of Elementary and Secondary Education (OESE) Principal Deputy Assistant Secretary Adam Schott
This guidance can help school districts create educational system intentionally designed and implemented to support inclusive educational practices, while still recognizing there's a time and place for intensive instruction and intervention for any student with a disability who needs it.
Transition Planning for Students with Disabilities (PDF)
Guidance outlining transition requirements, components of transition planning, and a list of community agencies and other transition resources.
Coordinating Transition Services and Postsecondary Access
This document from the United States Department of Education Office of Special Education Rehabilitation Services (OSERS) and the Office of Special Education Programs (OSEP) describes how State educational agencies, local educational agencies, and State vocational rehabilitation agencies may coordinate to assist students with disabilities, including students with intellectual disabilities, who are in high school and will be transitioning out of high school and will potentially receive services as an adult funded by programs authorized under the Rehabilitation Act of 1973 and other Federal or State funding sources.
Individualized Education Program (IEP) Development: Special Education Programs and Services (PDF)
This document supports the development of an IEP based on the unique needs of the student, which are described in the Present Level of Academic Achievement and Functional Performance (PLAAFP)
Individualized Education Program (IEP) Development: Supplementary Aids and Services (PDF)
When developing an IEP for a student the IEP Team is required to include a description of the supplementary aids and services, based on peer-reviewed research to the extent practicable, including modifications, accommodations and supports for school personnel.
Individualized Education Program (IEP) Amendment Guidance (PDF)
This guidance is intended to assist IEP Teams that may need to amend an IEP document over the course of the school year.
Alternate Assessment Participation
MI-Access is Michigan's alternate assessment system and is designed for students who have, or function as if they have, significant cognitive impairments, and whose IEP Team has determined that General Assessments, even with accommodations, are not appropriate.
Measurable Annual Goals and Short-Term Objectives (PDF)
IEP goals and objectives must include certain components to measure and report student progress.
Measurable Annual Goals and Short-Term Objectives - Substantive Compliance (PDF)
Information for determining substantive compliance for the purposes of educational benefit.
Appointment of Surrogate Parents for Special Education and Early Intervention Services (PDF)
This guidance has been updated and is consistent with the Individuals with Disabilities for Education Act (IDEA) requirements and includes:
The guidance document also emphasizes a surrogate parent cannot be an employee of any agency involved in the education or care of the child.
Standards for Extended School Year Services in Michigan (PDF)
Extended School Year (ESY) services refer to special education and/or related services provided beyond the normal school year or school day for the purpose of providing a free appropriate public education (FAPE) to a student with a disability.
Individualized Education Program (IEP) Development: Extended School Year Services (PDF)
Extended School Year (ESY) services must be considered for every student with a disability at each IEP team meeting. This guidance defines ESY services and helps the IEP team determine whether a student needs ESY services.
Graduation Decisions for Students with Disabilities (PDF)
This document supports Individualized Education Program (IEP) Teams in developing an individualized plan for graduation over a multi-year time frame.
Guidance for Notice (PDF)
Districts must follow certain requirements for providing notice.
FAPE for Adult Learners (PDF)
Providing special education programs and services is the responsibility of all public agencies involved in the education of adult learners with disabilities. Michigan intermediate school districts (ISD) fulfill an important role in ensuring students have access to appropriate and supportive education which positively impacts the trajectory of their lives. ISDs have systems in place to ensure all eligible students with disabilities are provided with appropriate programs and services, which includes eligible adult learners with disabilities, age 18 to 26.
FAPE in the County Jail (PDF)
Students with disabilities confined to county jails maintain their entitlement to special education programs and services and a free appropriate public education (FAPE) as specified in their individualized education program (IEP). This document provides information regarding the implementation of the Individuals with Disabilities Education Act (IDEA), Michigan Compiled Law (MCL), and Michigan Administrative Rules for Special Education (MARSE) pertaining to eligible students (birth to 26) while they are confined to county jails in the state of Michigan.
Intersection of McKinney-Vento Homeless Assistance Act and IDEA (PDF)
To provide guidance for districts to ensure students with disabilities who are experiencing homelessness receive educational services in compliance with the Individuals with Disabilities Education Act (IDEA) and the McKinney-Vento Homeless Assistance Act.
Provision of Special Education Services for Transfer Students (PDF)
The Individuals with Disabilities Education Act (IDEA) and the Michigan Administrative Rules for Special Education (MARSE) address how districts must handle the provision of special education for students who are currently eligible for special education programs and services and have transferred to a new district with a completed IEP.
Providing Homebound and Hospitalized Educational Services for Michigan Public School Pupils (PDF)
Districts must provide services to students who are homebound or hospitalized, including special education services for eligible students.
Public Agency Placement of Students With Disabilities in Private Schools (PDF)
Public agencies may place a student in a private school setting in order to provide a free appropriate public education. The Application for Private School Placement (located in the Public Agency Placement of Students With Disabilities in Private Schools document) must be completed and submitted to the Michigan Department of Education for approval.
Family Matters is an outreach effort from the Michigan Department of Education Office of Special Education (MDE OSE) that provides parents with information about special education and other resources. Family Matters Fact Sheets explain special education laws, rules, and practices in parent friendly language. The fact sheets are easy to read and give links to more in-depth resources.
