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.
The resources on this page are broken down by:
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.
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.
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.
These modules detail the steps for using the information gained from an FBA to develop a behavioral intervention plan (BIP). More specifically, the modules provide: Information on how to:
Guidance and a joint Dear Colleague Letter from Office of Rehabilitative Services (OSERS) Assistant Secretary Glenna Wright-Gallo and Office of Elementary and Secondary Education (OESE) Principal Deputy Assistant Secretary Adam Schott. The 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.
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.
These Modules from the IRIS Center (funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP); explore the importance of discovering the reasons students engage in challenging behavior and outline steps for conducting an FBA. In addition to information regarding how to define a behavior, collect direct and indirect assessment data, and develop a hypothesis statement, each module includes:
Learners have two module options, depending on which age group.
This document supports IEP Teams in developing an individualized plan for graduation over a multi-year time frame.
Districts must follow certain requirements for providing notice.
This guidance is intended to assist IEP Teams that may need to amend an IEP document over the course of the 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.
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.
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.
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.
This ESY guidance document and form will assist ISDs and LEAs with IDEA compliance and IEP development.
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).
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.
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.
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.
IEP goals and objectives must include certain components to measure and report student progress.
The PC is a process to modify specific credit requirements and/or content expectations based on the individual learning needs of a student. It is designed to serve students who want to accelerate or go beyond the MMC requirements and students who need to individualize learning requirements to meet the MMC requirements.
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.
Guidance outlining transition requirements, components of transition planning, and a list of community agencies and other transition resources.
This document reinforces the importance of parent input in creating a successful IEP. Parents can give information on background and detailed information on a student's strength, previous strategies, and their level of success.
The United States Department of Education Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) are jointly offering guidance on the use of functional behavioral assessments (FBAs) for all students whose behavior interferes with learning.
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.
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.
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.
Districts must provide services to students who are homebound or hospitalized, including special education services for eligible students.
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.
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 this document) must be completed and submitted to the Michigan Department of Education for approval.
