IEP Amendment Podcast Script Shirley Young, Consultant, OSE-EIS January 13,

Welcome Good Morning! On behalf of Eleanor White, of the Office of Special Education and Early Intervention Services (OSE-EIS) at the Michigan Department of Education (MDE) WELCOME! This podcast details the Individualized Education Program (IEP) Amendment and is part of a series of podcasts designed to walk and talk you through the state model forms for the Individualized Education Program (IEP) 2

Getting Started We want to thank you for tuning in My name is Shirley Young and I am a consultant with the OSE-EIS Before we get started, if you have not already done so, we recommend that you download the Quick Reference Guide, IEP Amendment, to view with this podcast This information replaces all previous guidance, procedures, and forms on the use of amendments 3

Foundation and Purpose 4 Changes may be made to a student’s IEP after the annual IEP team meeting in one of two ways: A full IEP team meeting, with all required members present, may be convened to make changes to the IEP A parent and a school district may agree to make changes to an existing IEP, without bringing the IEP team together and without redrafting the IEP

Amendment Replaces Addendum For years, in Michigan, we have called the document that makes changes to the IEP an addendum 5

Amendment From this point forward, Michigan will be referring to these documents as amendments, in keeping with the the Individuals with Disabilities Education Act (IDEA) language 6  addendum

Amendment Content The IDEA does not define the types of changes made to an IEP using an amendment The MDE, OSE-EIS, however, strongly advises that an amendment not be used to make substantial changes to an IEP 7

Substantial Changes to IEP What is a substantial change? The OSE-EIS considers a substantial change to be either: – A change of placement – A change in eligibility category 8

When to Use an Amendment Some common examples of situations when an amendment is useful are: – Updating present level statements, goals, or progress reporting; – Changes to state and/or district assessments – Updating transition plans (e.g. changes in the agency responsible for transition services) 9

When to Use an Amendment Some common examples of situations when an amendment is useful are: – Changes to supplemental aids and services – Changes to programs and services that don’t involve placement or identification (e.g. changes in the frequency of a program or service) 10

The Amendment Form Itself Let’s look at the new State Model Amendment form; We’d like to highlight some areas that will help you produce a quality amendment document 11

The IEP date at the top of the form should be the date of the district's most recent offer of a free and appropriate public education (FAPE). 12 The Amendment Form (Continued)

If you are using the State Model IEP form, which contains seven discrete sections, please note that the amendment form contains those same seven sections 13 The Amendment Form (Continued)

The Amendment Form (Section Changes) Any changes to the following sections will be completed in narrative form: Section 1 – Demographic Information Section 2 – Present Level Section 3 – Secondary Transition Considerations Section 6 – Assessment 14

Changes to Section 4 – Goals and Objectives/Benchmarks and Section 5 – Supplementary Aids and Services require you to indicate whether you are: Modifying Amending (by adding) Removing something 15 The Amendment Form (Changes to Section 4 and 5)

16 The Amendment Form (Changes to Section 4 and 5)

Changes to section 7, Services and Programs, will vary depending on several factors; for example, the IEP form that you’re using, and the number of changes you're making to the IEP All changes in the “Transportation” section will be completed in narrative form 17 The Amendment Form (Section 7 Changes)

Changes must be written so that every IEP team member can read and understand the changes and be able to fully implement the provisions in the IEP 18 The Amendment Form (Continued)

The IDEA requires that the IEP team be informed of any amendments made to an existing IEP The document should be shared with all team members as soon as possible after the amendment is developed 19 Communicating Amendments to the IEP Team

If a parent asks, a revised copy of the IEP which incorporates the amendments MUST be provided to the parent This copy should be made available to the parent as soon as possible after the request is received 20 Special Parental Request

Important Things to Remember: An amendment doesn’t change the date of the IEP being amended The next IEP must still be held no more than 365 days following the previous offer of FAPE (the date of Notice accompanied by the IEP) 21 Using the State Model Amendment Form

Important Things to Remember: The amendment should be attached to the IEP it is amending Using the State Model Amendment Form

Important Things to Remember: If you’re using an electronic IEP form, please make sure your system clearly ties the amendment to the existing IEP 23 Using the State Model Amendment Form

Important Things to Remember: A parent and a district may agree to amend any part of the IEP 24 Using the State Model Amendment Form

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Thank You Thank you for participating in this podcast detailing the IEP Amendment As a reminder, this is the last in this series of podcasts designed to walk and talk you through the state model forms for IEP and Notice For more information, please visit the Administrative Forms and Procedures section at

Contact OSE-EIS – Main (517) –